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In emerging nations like Ghana, unemployment has grown to be a serious worry for graduates. According to this perspective, the majority of graduates are recommended to start their own businesses rather than wait for positions from the government. This paper aims to examine the entrepreneurial intentions among University students, using variables such as Motivation, Family Background, Entrepreneurship Education and External Factors. This is a cross-sectional study where the results were based on the outcomes of a survey among the University of Cape Coast, school of Business students (n=130). Inferential statistical procedures such as the Pearson Product-Moment correlation test, Multiple Regression and Stepwise Regression Analysis were used to assess the study's specific aims and tested the four main hypotheses. The results indicated that all variables but Family Background positively influence students’ entrepreneurial intentions and that Motivation is statistically significant in analyzing the factors that significantly affect the students’ entrepreneurial intentions. Hence, more emphasis should be based on motivating the students both within and outside to enable them develop entrepreneurial mindsets. The study suggests that policymakers should focus on encouraging student entrepreneurship as it will be a proper management to deal with the severe unemployment issue in emerging countries, especially Ghana., {"references":["Adu, I. N., Boakye, K. O., Suleman, A.-R., & Bingab, B. B. (2020). Exploring the factors that mediate the relationship between entrepreneurial education and entrepreneurial intentions among undergraduate students in Ghana. Asia Pacific Journal of Innovation and Entrepreneurship, 14(2), 215–228. https://doi.org/10.1108/apjie-07-2019-0052","Ambad, S. N. A., & Damit, D. H. D. A. (2016). Determinants of Entrepreneurial Intention Among Undergraduate Students in Malaysia. Procedia Economics and Finance, 37, 108–114. https://doi.org/10.1016/s2212-5671(16)30100-9","Amofah, K., Saladrigues, R., & Akwaa-Sekyi, E. K. (2020). Entrepreneurial intentions among MBA students. Cogent Business & Management, 7(1), 1832401. https://doi.org/10.1080/23311975.2020.1832401","Baah-Boateng, W. (2015). Unemployment in Ghana: a cross sectional analysis from demand and supply perspectives. African Journal of Economic and Management Studies, 6(4), 402–415. https://doi.org/10.1108/ajems-11-2014-0089","Barba-Sánchez, V., & Atienza-Sahuquillo, C. (2017). Entrepreneurial motivation and self-employment: evidence from expectancy theory. International Entrepreneurship and Management Journal, 13(4), 1097–1115. https://doi.org/10.1007/s11365-017-0441-z","Barringer, B. R., Jones, F. F., & Neubaum, D. O. (2005). 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The Impact of Entrepreneurship Education on the Entrepreneurial Intention of Students in Tertiary Institutions. The InternationalJournalofManagement,7(4),123–146. https://www.ijmae.com/article_115009_ad3609a75278735e3cf588688c8f9755.pdf","Bogatyreva, K., Edelman, L. F., Manolova, T. S., Osiyevskyy, O., & Shirokova, G. (2019). When do entrepreneurial intentions lead to actions? The role of national culture. Journal of Business Research, 96, 309–321. https://doi.org/10.1016/j.jbusres.2018.11.034","Buli, B. M., & Yesuf, W. M. (2015). Determinants of entrepreneurial intentions. Education + Training, 57(8/9), 891–907. https://doi.org/10.1108/et-10-2014-0129","Carayannis, E. G., Evans, D., & Hanson, M. (2003). A cross-cultural learning strategy for entrepreneurship education: outline of key concepts and lessons learned from a comparative study of entrepreneurship students in France and the US. 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Families, Human Capital, and Small Business: Evidence from the Characteristics of Business Owners Survey. ILR Review, 60(2), 225–245. https://doi.org/10.1177/001979390706000204","Fayolle, A., Gailly, B., & Lassas‐Clerc, N. (2006). Assessing the impact of entrepreneurship education programmes: a new methodology. Journal of European Industrial Training, 30(9), 701–720. https://doi.org/10.1108/03090590610715022","Georgescu, M. A., & Herman, E. (2020). The Impact of the Family Background on Students' Entrepreneurial Intentions: An Empirical Analysis. Sustainability, 12(11), 4775. https://doi.org/10.3390/su12114775","Haque, M. R., Kabir, M. Z., Rahman, M. M., Chowdhury, S. P., & Islam, S. (2017). Entrepreneurial Intentions: A Study on Students from Countryside University. Asian Economic and Financial Review, 7(10), 972–980. https://doi.org/10.18488/journal.aefr.2017.710.972.980","Henry, C., Hill, F., & Leitch, C. (2005). 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Entrepreneurship education and entrepreneurial intent: A comparative study of the private and Government University students. IIM Ranchi Journal of Management Studies, 1(2), 191–208. https://doi.org/10.1108/irjms-09-2021-0118","Mueller, S. (2011). Increasing entrepreneurial intention: effective entrepreneurship course characteristics. International Journal of Entrepreneurship and Small Business, 13(1), 55. https://doi.org/10.1504/ijesb.2011.040416","Ndofirepi, T. M. (2020). Relationship between entrepreneurship education and entrepreneurial goal intentions: psychological traits as mediators. Journal of Innovation and Entrepreneurship, 9(1). https://doi.org/10.1186/s13731-020-0115-x.","Nowinski, W., & Haddoub, M. Y. (2019). The role of inspiring role models in enhancing entrepreneurial intention. Journal of Business Research, 96, 183–193. https://doi.org/10.1016/j.jbusres.2018.11.005","Nunfam, V. F., Asitik, A. J., & Afrifa-Yamoah, E. (2021). Personality, Entrepreneurship Education and Entrepreneurial Intention Among Ghanaian Students. Entrepreneurship Education and Pedagogy, 5(1), 65–88. https://doi.org/10.1177/2515127420961040","O'brien, R. M. (2007). A Caution Regarding Rules of Thumb for Variance Inflation Factors. Quality &Amp; Quantity, 41(5), 673–690. https://doi.org/10.1007/s11135-006-9018-6","Oosterbeek, H., van Praag, M., & Ijsselstein, A. (2010). The impact of entrepreneurship education on entrepreneurship skills and motivation. European Economic Review, 54(3), 442–454. https://doi.org/10.1016/j.euroecorev.2009.08.002","Ozaralli, N. and Rivenburgh, N.K. (2016) Entrepreneurial Intention: Antecedents to Entrepreneurial Behavior in the U.S.A. and Turkey. Journal of Global Entrepreneurship Research, 6, 1-32. https://doi.org/10.1186/s40497-016-0047-x","Packham, G., Jones, P., Miller, C., Pickernell, D., & Thomas, B. (2010). Attitudes towards entrepreneurship education: A comparative analysis. 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Factors affecting business students’ choice of career in accounting and factors affecting business students’ inability to choose a career in accounting remains unclear. We used SPSS to analyze data collected from four randomly selected senior high schools in the central region of Ghana through questionnaires. This paper investigated the influences of job opportunities, personal interest, family influence, social status, peer influence, salary expectation, weakness in mathematics, time it takes to become an accountant, and stress involved in the accounting career. The paper then revealed the effects of these influencing factors. Though other factors were found to have substantial effects, the results clearly shows that high salary expectation and job opportunities are the most influential factors that influences a business student’s choice to choose or not to choose a career in accounting. These results could be used as a reference for educational reforms and career counselling.

COVID-19 global health crisis has radically changed our lives in almost all aspects. The social and economic norms have shifted so dramatically that some authors call this ‘New normal’ time the beginning of new human era. Tertiary education was no exception to this and had experienced profound changes due to the closures, restrictions on mass gathering and social distancing. For students used to predominantly classical way of learning and progressing through enrolled study programme, shifting almost entirely on distance learning has raised number of challenges. This is especially present on business study programmes and associated individual courses, due to their strong practical orientation and emphasis on close student collaboration and teamwork in forms of classroom assignments and student projects. In order to fulfil course requirements, students need to collaborate and function as a team, experience leadership behaviours from their team leader, and ultimately achieve desired level of effectiveness, all in virtual conditions of distance learning. The purpose of this paper is to examine demonstrated leadership behaviours and leadership competencies by leaders in student virtual teams, while working on student projects. In this sense, virtual leadership behaviours and competencies essential for student virtual team effectiveness will be identified. In order to achieve this aim, empirical research was conducted in the beginning of 2021. on the sample of 13 student virtual teams, from two business study programmes, working specific amount of time on preparing and executing student projects. Main findings of empirical research are presented in the paper in the form of descriptive and bivariate statistical analysis.

Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships? Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables. Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts. Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning. Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance. Copyright © 2019 Bengtsson & Teleman. Published by VGTU Press

Workplace preparedness is an integral application of information literacy skills for our students as they move forward and leave the university. It is also important to prepare students for the information needs they will face as they complete co-ops and internships during their time in academia. To best educate students in the information literacy skills they will need on-the-job, it is important for librarians to understand what types of information employers are requiring students to use in these co-op and internship experiences and in what ways. While work has been done on this regarding engineering students (Jeffryes and Lafferty, 2012), this topic is relatively unexplored with business students. In an effort to better understand the workplace information literacy needs of business students during co-ops and internships, two librarians (one business librarian and one engineering librarian) and an undergraduate researcher (a senior in the business school) collaborated to survey business students and alumni who have completed an internship or a co-op regarding their information use in these experiences. Students were asked about their experiences finding and using articles (e.g., scholarly, trade, news), books/ebooks, company information (e.g., competitor information, financials), court cases or law reviews, industry standards (e.g., International Organization of Standardization (ISO)), laws and regulations, market and industry research reports, patents, and technical reports/white papers. The information from this survey will be used to determine both successes and gaps in current information literacy instruction. This presentation will provide an overview of this project and share the initial findings and planned applications of this research.

Purpose The purpose of this paper is to investigate the course withdrawal behavior of business and engineering students in a private university. While previous research has studied such behavior, the literature remains sparse and dated. Design/methodology/approach This study uses a negative binomial model in order to model the total number of course withdrawals for 760 students. The data set includes all courses taken by the students, with a total of 25,160 course outcomes. Findings Among the findings of the study are that males withdraw from courses more than females, engineering courses have the highest withdrawal rates, and male engineering students withdraw more than any other group. Originality/value While dropping out of college has received cross-national interest, the same cannot be said of course withdrawal. Most research to date has been conducted in a community college setting or has used a subset of the courses taken by students at universities in the USA. Thus, this is one of the first studies to investigate course withdrawal in another country.

Apart from the regular curricula in higher education, institutions increasingly offer additional initiatives or honours programmes for students to excel. Artevelde UAS wants to provide similar additional learning opportunities, in which the notion of excellence is based on reflection, self-direction and ‘giving back’ to stakeholders. This paper will provide an elaboration of these opportunities, based on three research questions: (1) What project or initiative can be considered as a valid and well-defined form of excelling, (2) How do we formally structure and organize this initiative or project, and (3) How can we evaluate and validate students’ experiences of excelling? Students of (International) Business Management at Artevelde UAS can excel in three different ways: by professionalizing and becoming an expert in a certain topic or area, by becoming an ambassador for one particular 21st century skill that has been put forward and highlighted by Artevelde UAS in its mission (global citizenship, entrepreneurship or sustainability), or by cooperating with professional business partners in order to develop and implement a real-life project.

Cilj je ovog rada usporediti strategije učenja studenata na različitim akademskim područjima u visokom obrazovanju. Prethodna su istraživanja ograničila fokus na usporedbu studenata na teme poput stupnja društvene odgovornosti, osobnih vrijednosti, akademskog nepoštenja / integriteta i emocionalne inteligencije. Suprotno tome, ovo istraživanje bavi se pitanjem jesu li strategije učenja studenata poslovne ekonomije bolje od onih studenata s drugih akademskih područja. Do danas je naše znanje i razumijevanje ove problematike ograničeno, iako je tema strategija učenja zadobila značajnu pozornost u istraživanjima vezanim uz obrazovanje. Ovo je istraživanje primijenilo mjernu ljestvicu LASSI (Learning and Study Strategies Inventory) kako bi se utvrdile razlike u strategijama učenja između skupina studenata. Statistička analiza pokazala je da studenti poslovne ekonomije imaju učinkovitije strategije učenja od onih koji nisu studenti poslovne ekonomije uključeni u ovu studiju. U radu se raspravlja o potencijalnim razlozima tih rezultata te se na temelju tih nalaza razmatraju teorijske i praktične implikacije., The aim of this paper is to compare the learning strategies of students in different academic fields in higher education. Previous research has limited its focus to comparing students on topics such as the degree of social responsibility, personal values, academic dishonesty/integrity, and emotional intelligence. In contrast, this study addresses the issue of whether the learning strategies of business students are better than those of students from other academic fields. To date, our knowledge and understanding of this issue are limited even though the topic of learning strategies has gained considerable attention in educational research. This research applied the Learning and Study Strategies Inventory (LASSI) to elucidate the differences in study strategies between groups of students. Findings from the statistical analysis indicate that business students have more effective learning strategies than the non-business students included in this study. Potential reasons for these findings are discussed and based on these findings theoretical and practical implications are viewed.

Studying entrepreneurial intention has long been an important topic in the field of entrepreneurship. In this paper, we investigate the entrepreneurial intentions of final-year management university students in the Kingdom of Saudi Arabia by applying the theory of planned behavior (TPB). The objectives of the study were to test whether the TPB can help explain the entrepreneurial intentions of university students; to determine whether students will have intentions to start a business and to test the validity of the entrepreneurial intention questionnaire in a Saudi Arabia context. The study was conducted by means of a survey. We found that attitude towards becoming an entrepreneur; perceived behavioural control and subjective norms are positively associated with entrepreneurial intention. Consistent with earlier research, the findings reveal that the TPB is a valuable tool in understanding entrepreneurial intention of Saudi university youth. Most of the students indicated that they intended to start businesses as soon as they had completed their studies and the entrepreneurial intention questionnaire was found to be a valid instrument to measure the entrepreneurial intention in this country. Furthermore, our findings reveal that the moderating effect of some additional contextual determinants does not seem to have a particular effect on predicting entrepreneurial intentions when moderating TPB dimensions. Recommendations for policy makers, entrepreneurship educators and researchers have been suggested.

Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.

Environmental awareness and changing attitudes toward “green consumption” are becoming evident in emerging countries’ markets. Using an extended theory of planned behavior, this paper aims to examine emerging countries’ business students’ intentions to purchase green vehicles. Stratified random sampling was used to select study participants, and data were collected through face-to-face interviews. Results revealed that environmental knowledge and awareness have a significant influence on business students’ favorable attitudes toward green vehicles. Further, a significant association between attitudes toward green vehicles, perceived behavioral controls, and intentions to purchase green vehicles was observed. Findings serve to inform managers and policy makers who are formulating strategies for maximizing value creation in an era of increasingly environmentally aware consumers in emerging markets. Ultimately, this policy will help to promote green technology initiatives, and encourage higher rates of adoption of eco-friendly vehicles in emerging countries.

Typically, Romanian university colleges of finance, and management classes at the undergraduate level or, for the first time, while pursuing studies in the masters of business administration (MBA) program. Generally, university administrators do not impose tax courses on business students (economics, finance, management, etc.) and sometimes do not even require them for accounting students. managers, not truly understanding the value of tax planning in their own businesses let alone in university curricula and few available tax professors. With these beliefs then, they generally do not advise university administrators to require tax courses for students who are about to enter the business field. much that they rarely consider entering academia because of the pay cut. accounting, economics, finance, and management studies. Next, solutions to the lack of professors are discussed. These results are then analyzed with implications for Romanian universities with the conclusion following. business require students to pursue basic accounting, economics, Administrators likely do not require tax studies because of the combination of their real-world advisors, Many real-world managers, universities’ advisors, also do not truly comprehend the value of tax planning. Too few tax professors are available not just in Romania but also globally. Individuals in the tax field earn so The paper then provides examples, evidencing the necessity of combining tax knowledge with financial Key words: Romanian universities; tax courses; required curriculum; business students.

This paper discusses a collaborative initiative between a module leader and library staff at Sheffield Hallam University to address students’ poor information literacy skills, with particular emphasis on web searching. It includes an analysis of the findings of a survey of students’ information literacy skills and information seeking habits at the start and end of the module. The development, implementation and impact of active and reflective learning techniques embedded within an international business module are discussed, and the authors conclude that this type of collaborative initiative supports effective student learning and skills development.

[ES] El objetivo de este trabajo es doble. En primer lugar, examinar la percepción general que los estudiantes de ADE tienen de la ética empresarial y, específicamente, sus puntos de vista sobre la importancia y objetivos de la ética contable. En segundo lugar, analizar en qué medida las posibles diferencias en dichas percepciones dependen de haber cursado previamente asignaturas de ética, así como del género y la edad de los estudiantes. En los últimos años, en estrecha conexión con escándalos financieros, el debate público sobre la ética empresarial se ha intensificado tanto a nivel local como internacional. En consecuencia, existe una creciente preocupación por la introducción formal de la ética empresarial en los planes de estudios universitarios. El propósito de ello es mejorar el comportamiento ético de los futuros empresarios y directivos, y en particular de los profesionales de la contabilidad. En este estudio, se investigan las percepciones del alumnado acerca de la importancia de la ética contable, a partir de una muestra de 551 estudiantes de ADE de la Universitat Politècnica de València. Para ello, se utilizan diversas técnicas estadísticas para realizar análisis descriptivos y se contrastan varias hipótesis. Los resultados del estudio empírico indican que aquéllos estudiantes que han cursado previamente asignaturas de ética son especialmente proclives a pensar que la educación contable debería incluir consideraciones éticas, y además muestran un mayor interés en profundizar en el estudio de esta materia. Así mismo, nuestros resultados arrojan diferencias significativas en las percepciones de la importancia de la ética contable en función del género y de la edad de los estudiantes. En la línea de anteriores investigaciones, las mujeres y los estudiantes de mayor edad muestran mayores inclinaciones éticas que, respectivamente, los hombres y los estudiantes más jóvenes., [Otros] The aim of this paper is twofold. First, consider the general perception that business students have of business ethics, and specifically his views on the importance and objectives of accounting ethics. Second, analyze the extent to which differences in these perceptions depend on having previously studied subjects of ethics, as well as gender and age of the students. In recent years, in close connection with financial scandals, the public debate on business ethics has intensified both locally and internationally. Consequently, there is a growing concern for the formal introduction of business ethics in university curricula. The purpose of this is to improve the ethical behavior of future entrepreneurs and managers, and in particular accounting professionals. In this study, we investigated the perceptions of students about the importance of accounting ethics, from a sample of 551 business students of the Technical University of Valencia. For this, several statistical techniques are used for testing the research hypotheses. The results indicate that those students who have previously taken courses in ethics are especially prone to think that accounting education should include ethical considerations, and also show a greater interest in further study of this subject. Also, our results show significant differences in perceptions of the importance of accounting ethics by gender and age of the students (women and older students show higher ethical inclinations, respectively)

Adopting a development vision that emphasizes the endogenous factors of each locality, this paper investigates the factors that determine the level and the nature of the capital stock of a community. The concept of development defended in this study only is possible of being reached through the increasing of the social and cultural characteristics of the region. Being thus, it is necessary that the region knows to promote and to adopt its social capital level - as part of the development process. The survey was done in the city of Farroupilha (RS), using a sample of business students of a local college. Descriptive statistics, factorial analysis, linear regression and analysis of variance had been used. The results point the variables related to the “Participation in the community” as having the lesser levels of social capital, while the variables related to the “Work environment” reached the best performances. The analysis of the results considers the socio-cultural aspects of the region and aims, thus, to find elements related to the characteristics and the endogenous forces of the community. As future intention it is expects to raise insights for the construction of social actions - promoted for private companies, government or civil society -, which answer to the challenges of generation of social capital and local development., Partindo de uma visão de desenvolvimento que enfatiza os fatores endógenos de cada localidade, este artigo propõe-se a investigar os fatores que determinam o nível e a natureza do capital social de uma comunidade. O padrão de desenvolvimento defendido neste estudo só é possível de ser atingido através da potencialização das especificidades sociais e culturais da região. Sendo assim, é preciso que a região saiba promover e adotar seu estoque sociocultural – especialmente, o capital social – como pressuposto, meio e objetivo do processo de desenvolvimento. A pesquisa quantitativa foi realizada na cidade de Farroupilha (RS), tendo como amostra os estudantes de administração de uma instituição de ensino superior local. Foram utilizadas estatísticas descritivas, análise fatorial, regressão linear e análise de variância. Os resultados apontam as variáveis relacionadas à participação na comunidade como tendo os menores níveis de capital, enquanto as variáveis relacionadas ao ambiente de trabalho obtiveram os melhores desempenhos. A análise das descobertas da pesquisa leva em conta os aspectos socioculturais da região em estudo e procura, assim, construir relações que estejam alinhadas com as especificidades e com as forças endógenas do local. Como propósito futuro espera-se levantar insights para a construção de ações sociais - promovidas por empresas privadas, governo ou sociedade civil -, as quais respondam aos desafios de geração de capital social e de desenvolvimento local.

Cultural intelligence (CQ) is a relatively new concept, one that explains why certain individuals can adapt to different cultural contexts more efficiently than others. Using Earley & Ang's (2003) multidimensional concept as an analysis framework, this paper will study the intercultural intelligence among business students in Romania. We have chosen this research topic because we believe that the business students of today will become the global managers of tomorrow. Given that CQ is a multidimensional concept, this paper will analyze the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students. The final purpose is to understand the CQ components on which higher education should focus more. We wish to find educational solutions adapted to the actual needs of business graduates.