Assessing the role of entrepreneurship education in regulating emotions and fostering implementation intention: evidence from Nigerian universities

Mohamed Yacine Haddoud*, Adah Kole Emmanuel Onjewu, Witold Nowiński, Khalid Alammari

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

Notwithstanding the volume of literature assessing the link between entrepreneurship education and individuals’ entrepreneurial behaviour, the mechanism underlying this relationship remains misunderstood. In fact, a combination of inconclusive findings and a narrow focus on western contexts duly compel further research in this area. In the current study, we argue that individuals’ emotions could be the missing link to explain contrasting findings and uncover how education affects entrepreneurial activity. To test our argument, we investigate a sample of 1314 Nigerian students from five universities across the country. We find that entrepreneurship education enhances entrepreneurial intention by regulating students’ emotions. However, not all emotions bridge this link. Our findings hold important implications for practice. Policy makers and entrepreneurship educators can draw on these findings to tailor their initiatives and programmes so that the relevant emotions are regulated and entrepreneurship activity is enhanced.

Original languageEnglish
Pages (from-to)450-468
Number of pages19
JournalStudies in Higher Education
Volume47
Issue number2
Early online date5 May 2020
DOIs
Publication statusPublished - 1 Feb 2022
Externally publishedYes

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