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Purpose: The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory. Design/methodology/approach A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus. Findings: This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students. Research limitations/implications: This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups. Originality/value: The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.

Purpose: Globalisation has made higher education increasingly multicultural. Although multicultural university students' attitudes and interactions with different cultures affect their academic success as well as entrepreneurial intentions, only a few studies have analysed this topic. Therefore, this study examined the assumption that positive psychological capital (PsyCap) mediates the relationship between attitudes towards multiculturalism and entrepreneurial intentions. Design/methodology/approach: A model was proposed and empirically tested 564 university students in Northern Cyprus. Data were analysed using SPSS 23 and AMOS 18 using the PROCESS Macro and Bootstrap methods. Findings: The results indicated that improving university students' attitudes towards multiculturalism will have a beneficial effect on their entrepreneurial intentions. Moreover, PsyCap is a mediator variable on the relationship between multicultural attitudes and entrepreneurial intentions. Research limitations/implications: This study contributes to the literature by theoretically and empirically examining how attitudes towards multiculturalism and PsyCap impact university students' entrepreneurial intentions. Its limitations can be overcome through future research. Practical implications: The study's findings are valid in two areas: (1) assisting policymakers, researchers and academics to better understand the critical influence of university students' attitudes towards multiculturalism on their entrepreneurial intentions, particularly since this topic had not been extensively studied; (2) advancing theoretical discussions by examining the positive effects of internal factors such as PsyCap in terms of multicultural attitudes and entrepreneurial intentions. Social implications: The study provides empirical evidence that academics and university administrators should pay attention to multicultural attitudes to increase university students' entrepreneurial intentions. Hence, it focused on the relationship between multicultural society, entrepreneurial intentions, and PsyCap. Originality/value: Attitudes towards multiculturalism influence students' entrepreneurial intentions through PsyCap. The context of cultural values and multiculturalism determines the premises of entrepreneurial intentions. This study is unique and innovative as it brings a new focus to academic literature.

Purpose: In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE). Design/Methodology/Approach: The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions. Findings: The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive. Research Limitations/Implications: Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students. Originality/Value: The authors shine light on an overlooked topic--faculty-student perceptual alignment--to stimulate research and strengthen EE, especially regarding students' self-confidence and views of failure and risk.

Purpose: The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory. Design/methodology/approach: A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus. Findings: This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students. Research limitations/implications: This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups. Originality/value: The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad. [ABSTRACT FROM AUTHOR]

Today, universities are seen as the main actors of technological change, innovation, and social development; this situation causes new roles for universities, as well as forces them to change. At present, universities face very important expectations such as research and entrepreneurial activities by providing the industry–university cooperation along with education and training. In order to manage that transformation, it is seen that the universities across the world evolve to context of entrepreneurial university. Within this general framework, the main objective of this research is to determine where Turkish universities stand on the transformation of entrepreneurial university. In order to achieve this goal, 68 public universities' strategic plans, which are thought to reflect the intentions for the future, were subjected to content analysis. The findings showed that the majority of universities in our country did not have entrepreneurial university features but they have strong intention and desire for a transformation in this direction. [ABSTRACT FROM AUTHOR]