Barriers to entrepreneurial intention among university students in Ghana
Barriers to entrepreneurial intention among university students in Ghana
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Date
2018
Authors
Amanamah, Richmell Baaba
Owusu, Emmanuel Kofi
Acheampony, Augustiin
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Journal ISSN
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Publisher
European Journal of Research and Reflection in Educational Sciences
Abstract
Entrepreneurship education has become a major focus in the Ghanaian educational sector and
governmental policies because entrepreneurship is seen as the major antidote to the
increasing graduate unemployment. This study explores from students perspective barriers to
their entrepreneurial intentions. In this study a model was developed and it impact on
entrepreneurial intention was measured. In the model we theorised that the entrepreneurial
intention of university students in Ghana is a function of four models: Economic, Legal,
Sociocultural, and Personal factors. A survey-based methodology was used to collect data
from 731 students from a public university in Ghana. Respondents’ perception towards four
categories of barriers to entrepreneurship (Economic, Legal, Sociocultural, and Personal)
were analysed using descriptive statistics. Multiple regression analysis indicated that all four
predictor variables contributed significantly as barriers to entrepreneurial intention. Economic
factors was the highest ranked barrier to entrepreneurial intention (β = .242, p < .001),
followed by legal factors (β = .084, p < .05), and then personal factors (β = .061, p < .05).
Socio-cultural factors served as the least form of barrier to entrepreneurial intention (β = .014,
p < .05). This research has filled a research gap by providing important insights into the
barriers to entrepreneurial intention among university students in Ghana. The results of the
study may have valuable implications for the policy makers and educators.
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Citation
Amanamah, R. B., Owusu, E. K., & Acheampong, A. (2018). Barriers to entrepreneurial intention among university students in Ghana. European Journal of Research and Reflection in Educational Sciences, 6(1).