Eğitim Fakültesi Öğrencilerinin Girişimcilik Eğitimine Yönelik Tutumları ve Girişimcilik Niyetleri

Yıl 2021, Cilt: 41 Sayı: 1, 153 - 180, 26.04.2021

Ekmel Çetin

Öz

Girişimcilik özellikle OECD tarafından gelişmekte olan şeklinde tanımlanan ülkelerin ekonomik, refah ve sosyal istikrarında önemli bir rol oynamaktadır. Türkiye’de son yıllarda teknolojinin de gelişimiyle genç girişimcilerin ve önemli girişimlerin sayısında artış görülmekle birlikte istihdam konusunda sıkıntılar yaşandığı görülmektedir. Bu durum öğretmen yetiştirme alanında atama-iş bulma sıkıntısı şeklinde kendini göstermektedir. Bu sebeple Eğitim Fakültelerinde de girişimcilik eğitimleri verilmekte ve öğrenciler eğitim alanında ya da ilgileri ve yetenekleri doğrultusunda farklı alanlarda girişimlerde bulunmaya yönlendirilmektedir. Bu çalışmanın amacı, Eğitim Fakültesinde öğrenim gören öğrencilerin girişimcilik eğitimine yönelik tutumlarının bilişsel, duyuşsal ve davranışsal bileşenlerini incelemek, öğrencilerin girişimcilik eğitimine yönelik tutumlarının girişimcilik niyetlerine etkisi ölçmek ve girişimcilik eğitimine yönelik tutum ve girişimcilik niyeti arasındaki kontrol değişkenlerinin rolünü incelemektir. Katılımcılar Eğitim Fakültesinin farklı bölümlerinde ve sınıf düzeylerinde öğrenim gören öğrencilerdir. Sonuçlar girişimcilik eğitimine yönelik tutumun girişimcilik niyeti üzerinde olumlu bir etkisi olduğunu göstermektedir. Ayrıca ailenin girişimci olması ve dersin zorunlu ya da seçmeli olarak alınması açısından da farklılıklar görülmüştür.

Anahtar Kelimeler

girişimcilik eğitimi, girişimcilik, girişimcilik niyeti, öğretmen adayları ve girişimcilik

The Attitudes towards Entrepreneural Education and Entrepreneural Intention of Education Faculty Students

Öz

Entrepreneurship plays an important role on the economic, welfare and social stability of the countries that was determined as developing countries by OECD. Although there is an increase in the number of young entrepreneurs and important entrepreneurships in Turkey, there is still employment problems especially among young graduates. This shows itself as appointing of education faculty graduates as teacher. Thus, entrepreneurship educations are given in education faculties and students are guided to become entrepreneurs based on their interests and abilities. The aim of this study is to examine the cognitive, emotional and behavioral components of the attitudes of students towards entrepreneurship education, to measure the impact of students’ attitudes towards entrepreneurship education on their entrepreneurship intentions, and to examine the control variables between the entrepreneurship education and entrepreneurship intention. Participants are the students from different departments and grade levels of education faculty. Results indicate that the attitude towards entrepreneurship education has a positive impact on students’ entrepreneurship intentions. Moreover, there are differentiations in terms of family background and compulsory/elective course variables.

Anahtar Kelimeler

entrepreneurship education, entrepreneurship, entrepreneurship intention, prospective teachers and entrepreneurship

Kaynakça

• Ajzen, I. (2002). Perceived behavioural control, self-efficacy, locus of control and the theory of planned behaviour. Journal of Applied Social Psychology, 32, 665-683.
• Bernstein, A. (2011). Nature vs. nurture: Who is interested in enterpreneurship education? A study of business and technology undergraduates based on social cognitive career theory (Unpublished doctoral dissertation). The George Washington University, School of Business, Washington D.C.
• Bell, E., Bryman, A., & Harley, B. (2018). Business research methods. Oxford university press.
• Cavazos-Arroyo, J., Puente-Díaz, R., & Agarwal, N. (2017). An examination of certain antecedents of social entrepreneurial intentions among Mexico residents. Revista Brasileira de Gestão de Negócios-RBGN, 19(64), 180-199.
• Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-336.
• Chin, W. W., Marcolin, B. L., & Newsted, P. R. (2003). A partial least squares latent variable modeling approach for measuring interaction effects: Results from a Monte Carlo simulation study and an electronic-mail emotion/adoption study. Information systems research, 14(2), 189-217.
• Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.
• Díaz-Casero, J. C., Hernández-Mogollón, R., & Roldán, J. L. (2012). A structural model of the antecedents to entrepreneurial capacity. International Small Business Journal, 30(8), 850-872.
• Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people's beliefs about knowledge and learning. Educational psychology review, 13(4), 419-449.
• Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional Development, 25(7), 692-701.
• Fenech, R., Baguant, P. & Ivanov, D. (2019). Entrepreneurial attitudes, self-efficacy and subjective norms amongst female Emirati Entrepreneurs. International Journal of Entrepreneurship, 23(1), 1-11.
• Ferri, L., Ginesti, G., Spanò, R., & Zampella, A. (2018). Exploring the entrepreneurial intention of female students in Italy. Journal of Open Innovation: Technology, Market, and Complexity, 4(3), 27.
• Finkle, T. A., & Deeds, D. (2001). Trends in the market for entrepreneurship faculty, 1989–1998. Journal of Business Venturing, 16(6), 613-630.
• Franke, N. & Luthje, C. (2004). Entrepreneurial intentions of business students: A benchmarking study. International Journal of Innovation and Technology Management, 1(3), 269-288.
• Green, W. S. (2010). 5 reasons entrepreneurship education is good education. 8th Annual National Association for Community College Entrepreneurship Conference, Orlando, Florida.
• Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing theory and Practice, 19(2), 139-152.
• Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In New challenges to international marketing. Emerald Group Publishing Limited.
• Iakovleva, T., Kolvereid, L., & Stephan, U. (2011). Entrepreneurial Intentions in Developing and Developed Countries. Education & Training, 53(5), 353-370.
• Kalkan, A. . (2011). Kişisel Tutum, Öznel Norm Ve Algılanan Davranış Kontrolünün Girişimcilik Niyeti Üzerindeki Etkisi: Üniversite Öğrencileri Üzerine Bir Uygulama. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14, 189-206.
• Kassean, H., Vanevenhoven, J., Ligouri, E. & Winkel, D. E. (2015). Entrepreneurship education: A need for reflection, real-world experience and action. International Journal of Entrepreneurial Behaviour & Research, 21, 690-708.
• Kolvereid, L. (1996). Organizational employment versus self-employment: Reasons for career choice intentions. Entrepreneurship Theory and Practice, 20(3), 23-31.
• Liñán, F., & Chen, Y. W. (2009). Development and cross–cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship theory and practice, 33(3), 593-617.
• Liu, X., Lin, C., Zhao, G., & Zhao, D. (2019). Research on the effects of entrepreneurial education and entrepreneurial self-efficacy on college students’ entrepreneurial intention. Frontiers in psychology, 10, 869.
• Moberg, K. (2014). Assessing the impact of entrepreneurship education – from ABC to PhD (Unpublished doctoral dissertation). Copenhagen Business School, Denmark.
• Müller, S. (2009). Encouraging future entrepreneurs: The effect of entrepreneurship course characteristics on entrepreneurial intention (Doctoral dissertation, EDIS: http://www. biblio. unisg. ch/www/edis. nsf/wwwDisplayIdentifier/3550).
• Newbery, R., Lean, J., Moizer, J., & Haddoud, M. (2018). Entrepreneurial identity formation during the initial entrepreneurial experience: The influence of simulation feedback and existing identity. Journal of Business Research, 85, 51-59.
• Newman, A., Obschonka, M., Schwarz, S., Cohen, M., & Nielsen, I. (2019). Entrepreneurial self-efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedents, and outcomes, and an agenda for future research. Journal of Vocational Behavior, 110, 403-419.
• Nowiński, W., Haddoud, M. Y., Lančarič, D., Egerová, D., & Czeglédi, C. (2019). The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries. Studies in Higher Education, 44(2), 361-379.
• Nunnally, J. C. (1994). Psychometric theory 3E. Tata McGraw-hill education. Obschonka, M., & Hahn, E. (2018). Personal agency in newly arrived refugees: The role of personality, entrepreneurial cognitions and intentions, and career adaptability. Journal of Vocational Behavior, 105, 173-184.
• Peng, Z., Lu, G., & Kang, H. (2013). Entrepreneurial intentions and its influencing factors: A survey of the university students in Xi’an China. Creative education, 3(08), 95.
• Potishuk, V., & Kratzer, J. (2017). Factors affecting entrepreneurial intentions and entrepreneurial attitudes in higher education. Journal of Entrepreneurship Education, 20(1), 25-44.
• Pulka, B. M., Aminu, A. A., & Rikwentishe, R. (2015). the effects of entrepreneurship education on university students’ attitude and entrepreneurial intention. European Journal of Business and Management, 7(20), 149-157.
• Robinson, P. B., Stimpson, D. V., Huefner, J. C., & Hunt, H. K. (1991). An attitude approach to the prediction of entrepreneurship. Entrepreneurship theory and practice, 15(4), 13-32.
• Smith, S., Hamilton, M. & Fabian, K. (2019). Entrepreneural drivers, barriers and enablers of computing students: Gendered perspectives from an Australian and UK university. Studies in Higher Education, 28, 1-14.
• Şahin, F., Karadağ, H., & Tuncer, B. (2019). Big five personality traits, entrepreneurial self-efficacy and entrepreneurial intention. International Journal of Entrepreneurial Behavior & Research, 25(6), 1188-1211.
• Toklu, A. T. (2020). Genç Üniversite Öğrencilerinin Girişimcilik Niyeti üzerinde Planlı Davranış Teorisi ile birlikte Fırsatları Görme ve Teşvik Desteğinin Etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(3), 753-762.
• Valencia-Arias, A., Montoya, I., & Montoya, A. (2018). Constructs and relationships in the study of entrepreneurial intentions in university students. International Journal of Environmental & Science Education, 13(1), 31-52.
• Von Graevenitz, G., Harhoff, D., & Weber, R. (2010). The effects of entrepreneurship education. Journal of Economic behavior & organization, 76(1), 90-112.
• Warnecke, T. (2013). Entrepreneurship and gender: An institutional perspective. Journal of Economic Issues, 47(2), 455-464.
• Wei, X., Liu, X. & Sha, J. (2019). How does the entrepreneurship education influence the students’ innovation? Testing on the multiple mediation model. Frontiers in Psychology, 10, 1-10.