Verifying antecedents affecting entrepreneurial intention among business students in higher education the case of vietnam national university hanoi international school

VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT VERIFYING ANTECEDENTS AFFECTING ENTREPRENEURIAL INTENTION AMONG BUSINESS STUDENTS IN HIGHER EDUCATION: THE CASE OF VIETNAM NATIONAL UNIVERSITY HANOI- INTERNATIONAL SCHOOL Student’s name: Le Thi Mo Hanoi – Year 2020 VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT VERIFYING ANTECEDENTS AFFECTING ENTREPRENEURIAL INTENTION AMONG BUSINESS STUDENTS IN HIGHER EDUCATION: THE CASE OF VIETNAM NATIONAL UNIVERSITY HANOI- INTERNATIONAL SCHOOL SUPERVISOR: MBA Pham Huong Trang STUDENT: Le Thi Mo STUDENT ID: 16071082 COHORT: QH-2016 MAJOR: International Business Hanoi – Year 2020 LETTER OF DECLARATION I hereby declare that the Graduation Project: “Verifying antecedents affecting entrepreneurial intention among business students in higher education: The case of Vietnam National University Hanoi - International School” is the results of my own research and has never been published in any work of others During the implementation process of this project, I have seriously taken research ethics; all findings of this projects are results of my own research and surveys; all references in this project are clearly cited according to regulations I take full responsibity for the fidelity of the number and data and other contents of my graduation project Hanoi, 25th May 2020 Student, Mo Le Thi Mo ACKNOWLEDGEMENT First and foremost, I would like to express my deep and sincere gratitude to my advisor MBA Pham Huong Trang who inspired me to the thesis, guided me how to make it done properly I would like to express my gratitude to all lecturers and professors at Vietnam National University Hanoi – International School, who gave me many practical knowledge in all four academic years That helped me a lot when I conducted this research Besides, I also would like to say thank you to all participants who helped me answering the questionnaire and getting the data I really thank to all people helping me to finish this thesis research Finally, I wish all the best will come to my professor and all lecturers at Vietnam National University- International School Wish everyone more happiness in life and more success in career Thank you all very much ! Student, Le Thi Mo TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 Problem background 1.2 Research Objective 1.3 Research Scope 1.4 Research Questionnaire 1.5 Research Structure CHAPTER 2: LITERATURE REVIEW 2.1 Entrepreneur and entrepreneurship 2.2 Entrepreneurial intention 2.3 Previous model about entrepreneurial intention 2.4 Literature Gaps CHAPTER 3: THEORETICAL FRAMEWORK AND HYPOTHESIS 12 3.1 Fundamental model 12 3.1.1 Theory of Reasoned Actions (TRA) 12 3.1.2 Theory of Planned Behavior (TPB) 13 3.2 Research development model and hypothesis 15 3.2.1 Attitude 15 3.2.3 Subjective norms 18 3.2.4 Entrepreneurial self-efficacy 18 3.2.5 Risk- taking propensity 20 3.2.6 University environment 21 3.2.7 Entrepreneuship education 22 3.2.8 Perceived family and social support 23 CHAPTER 4: RESEARCH METHODOLOGY 25 4.1 Research Process 25 4.2 Data Collection and Sampling 26 4.3 Designing Questionnaire 27 4.4 Analyzing Data Plan 32 CHAPTER 5: DATA ANALYSIS 36 5.1 Data Description 36 5.2 Reliability Analysis 42 5.2.1 Reliability of Entrepreneurial intention- EI scale 42 5.2.2 Reliability of Atitude toward entrepreneurship – ATE scale 44 5.2.3 Reliability of Perceived Behavioral Control – PBC scale 45 5.2.4 Reliability of Subjective Norms – SN scale 46 5.2.5 Reliability of Entrepreneurial self-efficacy 47 5.2.6 Reliability of Risk-taking propensity –RTP scale 48 5.2.7 Reliability of University Environment – UE scale 49 5.2.8 Reliability of Entrepreneuship education – EE scale 50 5.2.9 Reliability of Perceived family support- PFS scale 51 5.3 Exploratory Factor Analysis (EFA) 52 5.4 Composite reliability ,Convergent Validity, Discriminant Validity 58 5.5 Confirmatory Factor Analysis (CFA) 59 5.6 Structural Equation Modeling (SEM) and hypothesis testing 62 5.6.1 Structural Equation Modeling 62 5.6.2 Hypothesis testing 65 5.7 Mediation Analysis 68 5.8 BOOTSTAP 69 5.9 T- TEST , ANOVA 69 5.9.1 Independent Sample T Test 69 5.9.2 ANOVA 71 CHAPTER : CONCLUSION 73 6.1 Conclusion and discussion 73 6.2 Research contribution 77 6.3 Practical contribution 77 6.4 Limitations and future research 78 6.4.1 Limitations 78 6.4.2 Future research 78 REFERENCES 80 APPENDIX 1: QUESTIONNAIRE 90 APPENDIX 2: QUESTIONNAIRE 97 TABLE OF NOTATIONS AND ABBREVIATIONS Abbreviation Meaning AC Accounting, Analysis, and Auditing ATE Attitudes towards entrepreneurship CFA Confirmatory Factor Analysis EE Entrepreneurship education EFA Exploratory analysis EI Entrepreneur intention ESE Entrepreneurial self-efficacy IB International Business MIS Management Information Systems PBC Perceived behavioral control PFS Perceived family and social support RTP Risk- taking propensity SEM Structural equation modeling SN Subjective norms SPSS Statistical Package for Social Sciences TPB Theory of Planned Behaviour TRA Theory of Reasoned Action UE University environment VNU – IS Vietnam National University Hanoi- International Scool LIST OF TABLE Table 3.1 Some researches about entrepreneurial intention .16 Table 4.1 Summary about research method 26 Table 4.2 Likert scale of agreement extent 27 Table 4.3 Mesuring items for questionnaire .27 Table 4.4 Encoded items for data testing 32 Table 5.1Descriptive Statistics 36 Table 5.2 Reliablity statistics of EI scale 42 Table 5.3Reliablity statistics of EI scale after remove EI4 .43 Table 5.4 Reliablity statistics of ATE scale 44 Table 5.5Reliablity statistics of ATE scale .45 Table 5.6 Reliablity statistics of ATE scale after remove PBC1, PBC5 45 Table 5.7Reliablity statistics of SN scale 46 Table 5.8 Reliablity statistics of SN scale 47 Table 5.9 Reliablity statistics of ESE scale after remove ESE5 .48 Table 5.10 Reliablity statistics of RTP scale 48 Table 5.11 Realiblity statistics of UE scale .49 Table 5.12 Reliablity statistics of EE scale .50 Table 5.13 Reliablity statistics of PFS scale .51 Table 5.14 Summary of reliability scale 51 Table 5.15 KMO and Bartlett's Test 52 Table 5.16 Total variance explained 53 Table 5.17 Pattern Matrix 54 Table 5.18 KMO and Bartlett's Test after remove EE3 55 Table 5.19 Pattern matrix after remove EE3 .56 Table 5.20 Summary about factors after applying EFA 57 Table 5.21 Composite reliability, average variance extracted , descriminant value.58 Table 5.22 Goodness-of-fit indices for the measurement model 59 Table 5.23 Goodness-of-Fit Indices for the mesurement model .61 Table 5.24 Regression weights 64 Table 5.25 Standardized regression weights .64 Table 5.26 Goodness-of-Fit Indices for the structual model 65 Table 5.27 Results for the hypotheses testing 66 Table 5.28 Direct, indirect and total effects for variables 68 Table 5.29 Analysis results of Bootstap 69 Table 5.30 Veryfy differences in the entrepreneurial intention by gender .70 Table 5.31 Veryfy differences in the entrepreneurial intention by year of school 71 Table 5.32 Veryfy differences in the entrepreneurial intent by major at university 72 Table 6.1 Some activities and subjects about entrepreneuship in VNU-IS .74 Table 6.2 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Section 1: Personal Information Gender ☐ Male ☐ Female Age:…… What year of university are you in?? ☐ Freshman ☐Sophomore ☐ Junior ☐ Senior What is your major at university? ☐ International Business ( IB) ☐ Management Information Systems (MIS) ☐ Accounting, Analysis, and Auditing (AC) ☐ Others What level of studies have your parents reached? Father: ☐Primary ☐ Graduate ☐Secondary ☐High school ☐University ☐Other Mother: ☐Primary ☐Secondary ☐High school ☐University ☐Other What is your parents' occupation? Father: ☐Employer ☐Employee ☐Self-employed ☐Retired ☐Other Mother ☐Employer ☐Employee ☐Self-employed ☐Retired ☐Other 91 What is the total monthly income in your household? ☐ 6-10 million VND a month ☐ 10-15 million VND a month ☐ 15-20 million VND a month ☐ More than 20 million VND a month Section 2: Measuring the constructs Please kindly indicate the extent to which you agree with each of the following statements by ticking  Please use the following scale to answer each statement of the survey Strongly Disagree Disagree Neither disagree nor agree Agree Items Strongly Agree Agreement Extent Part 1: Entrepreneurial intentions ( EI ) My professional goal is to become an entrepreneur I intend to start a business idea in the near future ( during school or after graduation) I will make every effort to start and run my own business I'm not really confident about starting my own business I have very seriously thought about starting a business I prefer to be an entrepreneur rather than to be an employee in a company/organization 92 Part 2: Attitude toward entrepreneurship (ATE ) If there are opportunities and resources, I will set up my own business A career as an entrepreneur is totally attractive and gives me great satisfaction Being an entrepreneur implies more advantages than disadvantages to me Among various options, I would rather be an entrepreneur Part 3: Perceived Behavioral Control (PBC) To start a firm and keep it working would be easy for me I can control the creation process of a new business If I tried to start a business, I would have a high chance of being successful I know the necessary practical details needed to start a business It will be easy for me to develop a start-up project Part 4: Subjective norms ( SN) My family will support my decision to start a business My friends and teachers will support my decision to start a business The important people around me will support my decision to start a business 93 The career of my parents and family members influenced my decision to start a business Part 5: Entrepreneurial self- efficacy I am very good at developing another set of ideas from other people‟s ideas I have confidence in my ability to solve problems creatively I have good financial and management skills I can remain calm when facing difficulties because I can rely on my coping abilities I am confident that I have the necessary skills for an entrepreneur such as human skills, technical skill, and conceptual skills Part 6: Risk-taking propensity I am willing to take risks when choosing a job to work for I believe that higher risks are worth taking for higher rewards I prefer a job with high risk and a high salary over a job that offers low risks and low rewards I am not afraid of failure and I am always ready to look for business opportunities Part 7: University Environment More entrepreneurship and business educational programs on campus would help students to start businesses 94 The university is an ideal location and inspires me to learns about starting a business The university infrastructure and policies encourage entrepreneurship Students are actively encouraged to pursue their own business ideas The student clubs on campus which promote entrepreneurial spirit The university provides resources and uses its reputation to support students in starting a business Part 8: Entrepreneurship Education (EE) Entrepreneurship courses should be made compulsory to stimulate entrepreneurial spirit on campus University courses are well prepared for our entrepreneurship Business examples should be combined with classroom teaching Entrepreneurial education made me interested to become an entrepreneur My university organizes conferences, workshops and entrepreneurship orientation activities (start-up idea contest, etc.) Part 9: Perceived family and social support (PFS) My family members will give me advice to start my own business If necessary, my family members will loan me money, provide me materials and equipment to help me start my own 95 business The government and corporates have policies and procedures about capital to promote entrepreneurship Thank you for your cooperation! 96 APPENDIX 2: QUESTIONNAIRE (Vietnamese Version) Bảng khảo sát Xác định yếu tố ảnh hưởng đến ý định khởi nghiệp sinh viên kinh tế giáo dục đại học: Nghiên cứu trường hợp Khoa quốc tế - Đại học quốc gia Hà Nội Kính gửi anh/ chị, Tơi Lê Thị M , sinh vi n Khoa Quốc Tế, Đại h c Quốc gia Hà Nội Hiện tại, th c khóa lu n tốt nghiệp đề tài “Xác định yếu tố ảnh hưởng đến ý định khởi nghiệp sinh viên kinh doanh giáo dục đại học: Nghiên cứu trường hợp Khoa quốc tế - Đại học quốc gia Hà Nội” Rất mong anh/ chị gi p đỡ tr lời câu hỏi b ng kh o sát d ới M i thông tin anh/ chị cung cấp đ ợc dùng cho mục đ ch h c t p nghiên cứu Vì v y, mong anh/chị tr lời thành th t C m n anh/ chị nhiều! Phần 1: Thơng tin cá nhân Giới tính: ☐ Nam ☐ Nữ Tuổi:…………… Bạn sinh vi n năm mấy? ☐ Sinh vi n năm ☐ Sinh vi n năm hai ☐ Sinh vi n năm cuối ☐ Tốt nghiệp Ngành h c bạn gì? ☐ Kinh doanh quốc tế ☐ Hệ thống thơng tin qu n lý ☐ Kế tốn, phân tích kiểm tốn ☐ Khác Trình độ h c vấn cha mẹ bạn gì? ☐ Sinh vi n năm ba Bố : ☐ Tiểu h c ☐ Trung h c c sở ☐ Trung h c phổ thông☐ Đại h c ☐ Khác Mẹ : ☐ Tiểu h c☐ Trung h c c sở ☐ Trung h c phổ thông ☐ Đại h c ☐ Khác 97 Nghề nghiệp bố mẹ bạn gì? Bố: ☐ Ng ời làm chủ ☐Nhân viên ☐T kinh doanh ☐Khác Mẹ: ☐ Ng ời làm chủ ☐Nhân viên ☐T kinh doanh ☐Khác Tổng thu nh p hàng tháng gia đình bạn bao nhiêu? ☐ 6.000.000- 10.000.000 VND ☐ 10.000.000 – 15.000.000 VND ☐ 15.000.000 - 20.000.000 VND ☐ Trên 20.000.000 VND Phần 2: Câu hỏi chi tiết Bạn vui lịng đánh dấu  vào tương ứng với mức độ đồng ý từ thấp đến cao cho câu hỏi đây: Hoàn toàn không đồng ý EI1 EI2 EI3 EI4 EI5 EI6 Không đồng ý Trung l p Đồng ý Câu hỏi Mức độ đồng ý Phần 1: Ý định khởi nghiệp Mục tiêu trở thành doanh nhân/ ng ời khởi nghiệp Tôi d định bắt đ u t ởng kinh doanh t ng lai g n (trong thời gian h c sau tốt nghiệp) Tôi cố gắng để bắt đ u điều hành doanh nghiệp riêng Tơi khơng th c s t tin việc bắt đ u kinh doanh riêng Tôi suy ngh nghiêm túc việc khởi nghiệp Tơi thích trở thành doanh nhân/ ng ời khởi nghiệp h n nhân viên công ty / tổ chức Phần 2: Thái độ khởi nghiệp ATE1 ATE2 Hoàn toàn đồng ý Nếu có c hội nguồn l c, tơi thành l p doanh nghiệp riêng Trở thành doanh nhân/ ng ời khởi nghiệp hồn tồn hấp dẫn cho tơi s hài lịng 98 ATE3 ATE4 Tôi ngh trở thành doanh nhân khởi nghiệp đem lại nhiều lợi ch h n bất lợi Trong số l a ch n khác nhau, muốn trở thành doanh nhân Phần 3: Nhận thức kiểm soát hành vi PBC1 PBC2 PBC3 PBC4 PBC5 Việc thành l p điều hành công ty dễ dàng tơi Tơi kiểm sốt q trình thành l p doanh nghiệp Nếu cố gắng khởi nghiệp, tơi có c hội thành cơng cao Tôi biết việc c n thiết để tạo l p doanh nghiệp Phát triển d án khởi nghiệp dễ dàng Phần 4: Chuẩn chủ quan SN1 SN2 SN3 SN4 Gia đình tơi ủng hộ định khởi nghiệp kinh doanh Bạn bè giáo viên ủng hộ định khởi nghiệp kinh doanh Những ng ời quan tr ng xung quanh ủng hộ định khởi nghiệp kinh doanh Nghề nghiệp bố mẹ ng ời thân gia đình có nh h ởng đến định khởi nghiệp Phần 5: Năng lực kinh doanh ESE1 ESE2 ESE3 ESE4 ESE5 Tôi tốt việc phát triển t ởng kinh doanh khác từ ng ời khác Tôi t tin vào kh để gi i vấn đề cách sáng tạo Tơi có kỹ tài ch nh qu n lý tốt Tôi giữ bình t nh gặp khó khăn tơi d a vào kh đối phó Tơi t tin tơi có k c n thiết ng ời qu n l nh kỹ nhân s , kỹ chuyên môn kỹ t Phần 6: Xu hướng chấp nhận rủi ro 99 RTP1 RTP2 RTP3 RTP4 Tôi sẵn sàng chấp nh n rủi ro l a ch n công việc để làm việc Tôi tin rủi ro cao h n xứng đáng để nh n ph n th ởng cao h n Tơi thích cơng việc có rủi ro cao mức l ng cao h n cơng việc mang lại rủi ro thấp só tiền th ởng thấp Tôi không sợ thất bại tơi ln sẵn sàng tìm kiếm c hội kinh doanh Phần 7: Môi trường đại học UE1 UE2 UE3 UE4 UE5 UE6 Nhiều ch ng trình giáo dục khởi nghiệp kinh doanh khuôn vi n tr ờng giúp sinh viên bắt đ u kinh doanh Tr ờng đại h c n i l t ởng truyền c m hứng để h c khởi s kinh doanh Tr ờng đại h c có c sở hạ t ng sách khuyến khích tinh th n kinh doanh Sinh vi n đ ợc khuyến khích tích c c để theo đuổi t ởng kinh doanh riêng h Các câu lạc sinh vi n tr ờng th c đ y tinh th n kinh doanh Tr ờng đại h c cung cấp nguồn l c sử dụng danh tiếng h để hỗ trợ sinh viên bắt đ u khởi nghiệp Phần 8: Giáo dục khởi nghiệp EE1 EE2 EE3 EE4 EE5 EE6 Các khóa h c khởi nghiệp n n đ ợc th c bắt buộc để khuyến khích tinh th n khởi nghiệp tr ờng Các khóa h c đại h c đ ợc chu n bị tốt cho việc khởi nghiệp Các ví dụ kinh doanh n n đ ợc kết hợp với việc gi ng dạy lớp Giáo dục khởi nghiệp khiến hứng th để trở thành doanh nhân Tr ờng đại h c tổ chức hội nghị, hội th o hoạt động định h ớng khởi nghiệp cho sinh viên (cuộc thi t ởng khởi nghiệp, v.v.) Tr ờng đại h c tổ chức hoạt động định h ớng khởi nghiệp cho sinh viên (cuộc thi t ởng khởi nghiệp, v.v.) 100 Phần 9: Nhận giúp đỡ gia đình/ xã hội PFS1 PFS2 PFS3 Các thành vi n gia đình tơi cho lời khuy n để bắt đ u kinh doanh Nếu c n thiết, thành vi n gia đình cho tơi m ợn tiền, cung cấp v t liệu thiết bị để giúp bắt đ u kinh doanh riêng Chính phủ doanh nghiệp có sách thủ tục vốn để th c đ y tinh th n kinh doanh Cảm ơn anh/ chị tham gia khảo sát! 101 .. .VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT VERIFYING ANTECEDENTS AFFECTING ENTREPRENEURIAL INTENTION AMONG BUSINESS STUDENTS IN HIGHER EDUCATION: THE CASE OF VIETNAM. .. research of "Verifying antecedents affecting entrepreneurial intention among business students in higher education: The case of Vietnam National University Hanoi - International School? ?? 1.2 Research... LETTER OF DECLARATION I hereby declare that the Graduation Project: ? ?Verifying antecedents affecting entrepreneurial intention among business students in higher education: The case of Vietnam National