Volume 12, Issue 2 (12-2025)
J Entrepreneurial Strategies Agric 2025, 12(2): 115-128 |
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Bagheri A, Emami N. (2025). Agricultural Students' Intentions Toward Entrepreneurship: Application of the Extended Theory of Planned Behavior. J Entrepreneurial Strategies Agric. 12(2), 115-128. doi:10.61882/jea.2025.438
URL: http://jea.sanru.ac.ir/article-1-438-en.html
URL: http://jea.sanru.ac.ir/article-1-438-en.html
1- Department of Water Engineering and Agricultural Management, Faculty of Agriculture and Natural Resources, University of Mohaghegh Ardabili, Ardabil, Iran
2- Faculty of Agriculture, University of Bu Ali Sina, Hamedan, Iran
2- Faculty of Agriculture, University of Bu Ali Sina, Hamedan, Iran
Abstract: (205 Views)
Extended Abstract
Background: The International Labor Organization (ILO) reports that about 74 million young people worldwide are currently seeking employment. The Iranian Statistical Center has also announced an average unemployment rate of 20 percent for youth aged 15-24 in the period from spring 2024 to spring 2025. Therefore, the high rate of youth unemployment, increasing the inactive workforce, engagement in hazardous jobs, coupled with poverty, represent significant concerns regarding youth employment, particularly in developing countries. Problems related to the education, employment, welfare, and livelihoods of the growing youth population are receiving increasing attention. Therefore, it is crucial to develop strategies to mitigate these issues. Furthermore, a mismatch between academic disciplines and societies’ demands and needs, coupled with a failure to cultivate specific skills in students to meet the evolving requirements of the labor market, are primary reasons for the rising unemployment rate among university graduates. In this context, entrepreneurship has been recognized as a potential solution to these socioeconomic challenges. However, only a small fraction of graduate students is inclined to engage in entrepreneurial activities, especially in agricultural entrepreneurship. Consequently, entrepreneurial intention has garnered considerable attention from academics and policymakers alike for many years. Therefore, studying entrepreneurial intention and its influencing factors is of paramount importance. The current study aims to examine the attitude and intention of agricultural students at the University of Mohaghegh Ardabili toward entrepreneurship.
Methods: The present study is applied research in purpose and a non-experimental and descriptive study in terms of data collection. It employs a field study method, conducted through a cross-sectional survey in 2024 at the University of Mohaghegh Ardabili, Iran. The statistical population of the study included all undergraduate and graduate students across all agricultural fields at the university. The data collection instrument was a researcher-developed questionnaire, designed based on previous studies, comprising two sections: personal information and specialized questions covering the six constructs of the extended theory of planned behavior, i.e., knowledge, subjective norms, perceived behavioral control, attitude, innovativeness, and entrepreneurial intention. A 5-point Likert-type scale, ranging from very little (1) to very much (5), was used to measure the items constituting the research variables. The validity of the research instrument was confirmed by faculty members of the university from the faculties of agriculture and humanities, while reliability was assessed through a pilot study involving 30 students outside the sample. The Calculation of Cronbach's alpha coefficients showed that the alpha values for all questionnaire constructs exceeded 0.7– 0.9, which is considered acceptable. After data collection and editing, they were analyzed using SPSS23 and Smart PLS software. Structural equation modeling was employed to examine the relationships between independent and dependent variables using Smart PLS.
Results: More than half of the respondents (44.6%) had good attitudes and (13.3%) very good attitudes toward entrepreneurship. Respondents had relatively little knowledge in the field of entrepreneurship (mean = 2.48), but relatively strong subjective norms (3.59), relatively high perceived behavioral control (3.66), and a relatively high level of innovativeness (3.65). Furthermore, their average entrepreneurial intention score (3.89) indicated that the students largely intended to pursue entrepreneurship and engage in entrepreneurial ventures after their studies. However, the availability of economic and social platforms are important conditions that need to be provided for their intentions to be realized. In terms of assessing students' intention toward entrepreneurship, five key constructs related to the extended theory of planned behavior, namely personal attitude, perceived behavioral control, subjective norms, knowledge, and innovativeness, were the important predictors of respondents' intention toward entrepreneurship. These constructs were estimated as follows: Subjective norm with a coefficient of 0.4, knowledge with a coefficient of 0.286, perceived behavioral control with a coefficient of 0.221, attitude with a coefficient of 0.217, and innovativeness with a coefficient of 0.296. These variables were also able to explain 48.1 percent of the variance in the entrepreneurial intention construct. Among the variables related to individual characteristics, gender showed a significant relationship with entrepreneurial intention, and attending entrepreneurship training courses showed a positive and significant relationship with the constructs of attitude and intention toward entrepreneurship. The relationship between other variables of individual characteristics and entrepreneurial attitude and intention was not significant.
Conclusion: Universities play a key role in educating entrepreneurship and inculcating an entrepreneurial spirit, which in turn encourages self-employment among graduates. At the same time, this reduces their over-reliance on traditional employment. Therefore, the authorities should provide a supportive structure and a positive atmosphere to encourage the growth of entrepreneurial behavior and develop initiatives that create and strengthen entrepreneurial skills and thinking in students, especially in agricultural students, so that they are well-prepared for an unpredictable and ever-changing world. Innovation and entrepreneurship education should also emphasize the development of students' innovation and entrepreneurial skills, as these skills are critical to the success of student-led innovation and entrepreneurship initiatives. The ability to think creatively and logically is critical to the success of innovation and entrepreneurial activities. Training university staff and academic advisors to guide students toward entrepreneurship and to communicate a positive view of entrepreneurial activity can be effective in shaping students’ attitudes. Faculty can cultivate a constructive normative climate by offering guidance, encouragement, and information about opportunities. Additionally, establishing an online platform that provides access to articles, books, research reports, educational videos, and podcasts on entrepreneurship would support self-directed learning. Engaging students with the innovation challenges of real companies and encouraging them to propose innovative solutions can further motivate them and translate ideas into commercial value. Finally, providing hands-on entrepreneurial experiences, such as participation in business simulators, launching small pilot ventures, or selling a product at a student market, can enhance practical skills and confidence to pursue entrepreneurship.
Background: The International Labor Organization (ILO) reports that about 74 million young people worldwide are currently seeking employment. The Iranian Statistical Center has also announced an average unemployment rate of 20 percent for youth aged 15-24 in the period from spring 2024 to spring 2025. Therefore, the high rate of youth unemployment, increasing the inactive workforce, engagement in hazardous jobs, coupled with poverty, represent significant concerns regarding youth employment, particularly in developing countries. Problems related to the education, employment, welfare, and livelihoods of the growing youth population are receiving increasing attention. Therefore, it is crucial to develop strategies to mitigate these issues. Furthermore, a mismatch between academic disciplines and societies’ demands and needs, coupled with a failure to cultivate specific skills in students to meet the evolving requirements of the labor market, are primary reasons for the rising unemployment rate among university graduates. In this context, entrepreneurship has been recognized as a potential solution to these socioeconomic challenges. However, only a small fraction of graduate students is inclined to engage in entrepreneurial activities, especially in agricultural entrepreneurship. Consequently, entrepreneurial intention has garnered considerable attention from academics and policymakers alike for many years. Therefore, studying entrepreneurial intention and its influencing factors is of paramount importance. The current study aims to examine the attitude and intention of agricultural students at the University of Mohaghegh Ardabili toward entrepreneurship.
Methods: The present study is applied research in purpose and a non-experimental and descriptive study in terms of data collection. It employs a field study method, conducted through a cross-sectional survey in 2024 at the University of Mohaghegh Ardabili, Iran. The statistical population of the study included all undergraduate and graduate students across all agricultural fields at the university. The data collection instrument was a researcher-developed questionnaire, designed based on previous studies, comprising two sections: personal information and specialized questions covering the six constructs of the extended theory of planned behavior, i.e., knowledge, subjective norms, perceived behavioral control, attitude, innovativeness, and entrepreneurial intention. A 5-point Likert-type scale, ranging from very little (1) to very much (5), was used to measure the items constituting the research variables. The validity of the research instrument was confirmed by faculty members of the university from the faculties of agriculture and humanities, while reliability was assessed through a pilot study involving 30 students outside the sample. The Calculation of Cronbach's alpha coefficients showed that the alpha values for all questionnaire constructs exceeded 0.7– 0.9, which is considered acceptable. After data collection and editing, they were analyzed using SPSS23 and Smart PLS software. Structural equation modeling was employed to examine the relationships between independent and dependent variables using Smart PLS.
Results: More than half of the respondents (44.6%) had good attitudes and (13.3%) very good attitudes toward entrepreneurship. Respondents had relatively little knowledge in the field of entrepreneurship (mean = 2.48), but relatively strong subjective norms (3.59), relatively high perceived behavioral control (3.66), and a relatively high level of innovativeness (3.65). Furthermore, their average entrepreneurial intention score (3.89) indicated that the students largely intended to pursue entrepreneurship and engage in entrepreneurial ventures after their studies. However, the availability of economic and social platforms are important conditions that need to be provided for their intentions to be realized. In terms of assessing students' intention toward entrepreneurship, five key constructs related to the extended theory of planned behavior, namely personal attitude, perceived behavioral control, subjective norms, knowledge, and innovativeness, were the important predictors of respondents' intention toward entrepreneurship. These constructs were estimated as follows: Subjective norm with a coefficient of 0.4, knowledge with a coefficient of 0.286, perceived behavioral control with a coefficient of 0.221, attitude with a coefficient of 0.217, and innovativeness with a coefficient of 0.296. These variables were also able to explain 48.1 percent of the variance in the entrepreneurial intention construct. Among the variables related to individual characteristics, gender showed a significant relationship with entrepreneurial intention, and attending entrepreneurship training courses showed a positive and significant relationship with the constructs of attitude and intention toward entrepreneurship. The relationship between other variables of individual characteristics and entrepreneurial attitude and intention was not significant.
Conclusion: Universities play a key role in educating entrepreneurship and inculcating an entrepreneurial spirit, which in turn encourages self-employment among graduates. At the same time, this reduces their over-reliance on traditional employment. Therefore, the authorities should provide a supportive structure and a positive atmosphere to encourage the growth of entrepreneurial behavior and develop initiatives that create and strengthen entrepreneurial skills and thinking in students, especially in agricultural students, so that they are well-prepared for an unpredictable and ever-changing world. Innovation and entrepreneurship education should also emphasize the development of students' innovation and entrepreneurial skills, as these skills are critical to the success of student-led innovation and entrepreneurship initiatives. The ability to think creatively and logically is critical to the success of innovation and entrepreneurial activities. Training university staff and academic advisors to guide students toward entrepreneurship and to communicate a positive view of entrepreneurial activity can be effective in shaping students’ attitudes. Faculty can cultivate a constructive normative climate by offering guidance, encouragement, and information about opportunities. Additionally, establishing an online platform that provides access to articles, books, research reports, educational videos, and podcasts on entrepreneurship would support self-directed learning. Engaging students with the innovation challenges of real companies and encouraging them to propose innovative solutions can further motivate them and translate ideas into commercial value. Finally, providing hands-on entrepreneurial experiences, such as participation in business simulators, launching small pilot ventures, or selling a product at a student market, can enhance practical skills and confidence to pursue entrepreneurship.
Keywords: Agricultural students, Attitude, Entrepreneurship, Intention, Innovativeness, Planned behavior
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