Dynamic effect of entrepreneurial university environment on student's entrepreneurial selfefficacy

Abstract

This study investigates the relationship between the university environment and entrepreneurial self-efficacy among students across three survey periods: 2021, 2018, and 2016. The research considers an analysis based on major implications proposed by the GUESSS Project (Global University Entrepreneurial Spirit Students' Survey) to generate in-depth insights into students' entrepreneurial self-efficacy. Utilizing a series of items measuring positive appraisal of the university environment and entrepreneurial self-efficacy, data was collected via a 7-point Likert scale from a sample of students. Reliability analysis using Cronbach's Alpha demonstrated excellent internal consistency for both constructs across all measured periods. Pearson correlation analysis revealed significant positive correlations between positive appraisal of the university environment and entrepreneurial self-efficacy in 2021 and 2018, indicating that as students perceive a more supportive and encouraging entrepreneurial environment at their university, their confidence in entrepreneurial activities increases. These findings underscore the importance of the university environment in development entrepreneurial self-efficacy among students, while also highlighting potential temporal variations in its impact. Understanding these dynamics can inform educational policies and practices aimed at fostering entrepreneurial skills and mindsets among students, thus contributing to the advancement of entrepreneurship education and the cultivation of future entrepreneurial leaders.