The determinants of digital entrepreneurial intention among higher education students: A multi-group analysis

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Type of the article: Research Article

Abstract
The university is the primary facilitator of students’ entrepreneurial spirit, and digitalization is the best way to launch new businesses during university years. This study investigated the relationship between entrepreneurship education and digital entrepreneurial intention mediated by two variables, entrepreneurial motivation and entrepreneurial mindset. Data were collected from students in entrepreneurship workshops at Brawijaya University, followed by students from several public and private universities across Indonesia, with 461 respondents selected using quota sampling. Students come from exact (e.g., Physics, Chemistry, or Mathematics) and non-exact (e.g., Management, Psychology, or Law) majors, with the majority in the third year of study. The data were analyzed using structural equation modeling partial least squares (SEM-PLS). The results indicated that entrepreneurship education has a positive and significant effect on digital entrepreneurial intention (path coefficient = 0.081, p = 0.003). Entrepreneurial mindset does not significantly affect digital entrepreneurial intention (path coefficient = 0.043, p = 0.256). Entrepreneurship education significantly affects entrepreneurial motivation and entrepreneurial mindset (path coefficient = 0.423, p < 0.001). In addition, this study confirms the mediating role of entrepreneurial mindset on the relationship between entrepreneurship education and digital entrepreneurial intention (path coefficient = 0.284, p < 0.001). Surprisingly, entrepreneurship motivation failed to mediate the relationship between entrepreneurship education and digital entrepreneurial intention (path coefficient = 0.014, p = 0.283). Furthermore, entrepreneurship education shows no significant effect on digital entrepreneurship intention among female students and those from non-exact fields, indicating substantial individual differences in responses to such education.

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    • Figure 1. Conceptual framework
    • Table 1. Convergent validity
    • Table 2. Heterotrait-monotrait ratio
    • Table 3. Structural model results
    • Table 4. Multigroup analysis by gender
    • Table 5. Multigroup analysis by field of education
    • Conceptualization
      Sri Palupi Prabandari
    • Investigation
      Sri Palupi Prabandari
    • Resources
      Sri Palupi Prabandari
    • Writing – original draft
      Sri Palupi Prabandari
    • Formal Analysis
      Erie Awalil Fakhri
    • Methodology
      Erie Awalil Fakhri
    • Project administration
      Erie Awalil Fakhri
    • Validation
      Erie Awalil Fakhri
    • Writing – review & editing
      Erie Awalil Fakhri, Eryadi Kordi Masli
    • Data curation
      Eryadi Kordi Masli
    • Supervision
      Eryadi Kordi Masli
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