Modelling the significance of entrepreneurial skills and entrepreneurial education for determining entrepreneurial intentions in university students: a structural equation modelling approach

Purpose The purpose of this study is to explore the role of entrepreneurial skills and entrepreneurial education on students’ intention to become entrepreneurs through the theory of planned behaviour and the mediating effect of subjective norms on the relationship between entrepreneurial education and students’ entrepreneurial intentions. Design/methodology/approach A total of 257 students in the Higher Institute of Management at Gabès University participated in this study by means of a questionnaire. The hypotheses were tested using structural equation modeling. Findings Subjective norm was found to be the strongest predictor of student’s entrepreneurial intentions followed by entrepreneurial skills and entrepreneurial education. Moreover, the findings revealed that the relationship between entrepreneurial education and entrepreneurial intentions was mediated by subjective norm. Practical implications It is expected that the findings of this study can help policy makers, researchers and academicians in better understanding the intentions of nascent entrepreneurs. Originality/value This study is one of the few studies that have empirically tested the indirect effects of entrepreneurial skills and entrepreneurship education on students’ entrepreneurial intentions using the theory of planned behaviour in developing countries, particularly in Arab countries. The results suggest that subjective norms mediate the relationship between entrepreneurial education and entrepreneurial intentions of students. It is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.