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.
DOI
10.1080/03075079.2020.1758652
Publication Date
2020-05-05
Publication Title
Studies in Higher Education
Publisher
Taylor & Francis (Routledge)
ISSN
0307-5079
Embargo Period
2024-11-19
Recommended Citation
Haddoud, M., Onjewu, A., Nowinski, W., & Alammari, K. (2020) 'Assessing the role of entrepreneurship education in regulating emotions and fostering implementation intentions: Evidence from Nigerian Universities', Studies in Higher Education, . Taylor & Francis (Routledge): Available at: https://doi.org/10.1080/03075079.2020.1758652
