1. Pandit – Indian School of Entrepreneurship (iSEED), India
Examining Entrepreneurial Intention in Higher Education: An Exploratory Study of College Students in India
Pandit – Indian School of Entrepreneurship (iSEED), India
Joshi – George Mason University, USA
Tiwari - IMT Ghaziabad, India

2. The Setup
Entrepreneurship is gaining acceptability among the youth all across the world, including India
Since 2015 when the Government of India launched the ‘start up’ and ‘stand up India’ initiatives
Implicit and explicit ways by which the entrepreneurship education might be delivered in the higher education system in India

3. INTRODUCTION
Entrepreneurs provide country a global standing and an edge with innovative initiatives
“Start Up & Stand Up India Initiatives
Encourage increased entrepreneurial activity and accelerate the growth of new entrepreneurs right from the universities
Provide college students the motivation and confidence to be proactive, creative and capable of facilitating startup business ventures

4. The Basic Research Question: How to capture Entrepreneurial Intention?
Entrepreneurial Education (EE): does it make a difference if it is implicit versus explicit?
How does Entrepreneurial Education (EE impact different aspects of Entrepreneurial Intentions (EI):
Four different aspects of Entrepreneurial Intentions (EI):
a) ability to have a grand vision (GVS)
b) intentions to exploit opportunities (OEX)
c) perseverance and operational focus (POF)
d) willingness to explore risk-taking (RST)

5. ENTREPRENEURSHIP EDUCATION (EE)
These skill set must be imparted according to the age and development of the student
Entrepreneurship Education is critical because it directly affects the decision making capabilities thereby reducing the risk of failure and increasing benefits (Hong et al., 2012)
Distinct stages of (EE) :
Increased awareness of such education training to initiate a business
Dynamics of entrepreneurship education
Entrepreneurship advance education
Linan (2004)
As a result: the popularity of EE is growing popularity amongst academics all around the world

6. DEFINING ENTREPRENEURIAL INTENTION
Degree of effort an individual or group is willing to put to perform a particular behavior
Entrepreneurial intention is conditioned by personal and environmental factors.
Entrepreneurial intention is related to the urge to achieve, the need for self- efficacy and other related personality traits
Particular environmental factors involving the access of capital, information and social networking
Demographic dependent variables like age, gender, educational and professional experience
Refer to Bird, 1988, Indarti and Rostiani, 2008

7. HYPOTHESES DEVELOPMENT
H1: Students who are exposed to explicit process of learning entrepreneurial concepts through entrepreneurship education (students majoring in entrepreneurship) will have high entrepreneurial intention score as compared to students with other majors
H2: Students who are exposed to explicit process of learning entrepreneurial concepts through entrepreneurship education (students majoring in entrepreneurship) will have high score on the dimension of VISION as compared to students with other majors
H3: Students who are exposed to explicit process of learning entrepreneurial concepts through entrepreneurship education (students majoring in entrepreneurship) will have high score on the dimension of OPPORTUNITY EXPLOITATION as compared to students with other majors
H4: Students who are exposed to explicit process of learning entrepreneurial concepts through entrepreneurship education (students majoring in entrepreneurship) will have high score on the dimension of PERSEVERANCE as compared to students with other majors
H5: Students who are exposed to explicit process of learning entrepreneurial concepts through entrepreneurship education (students majoring in entrepreneurship) will have high score on the dimension of PERSEVERANCE as compared to students with other majors

8. RESEARCH METHODOLOGY
Four different components of entrepreneurial intentions:
a) ability to have a grand vision (GVS)
b) intentions to exploit opportunities (OEX)
c) perseverance and operational focus (POF)
d) willingness to explore risk-taking risk (RST)
Entrepreneurial Intention score: averaging the component scores
Focused on four types of students pursuing their Bachelor’s degree:
i) STEM Students (science, technology, engineering and mathematics)
ii) Business students
iii) other disciplines such as liberal arts
iv) students getting bachelor’s degree in the field of entrepreneurship
We used an instrument that had eleven items
Likert scale ranging from 1 through 5 so as to capture the four components of EI as proposed above

9. SURVEY ITEMS USED IN THE STUDY
Variable
Item (Using Likert scale 1 through 5 – 1 being low and 5 being high)
GVS1
Building a personal legacy through my company counts a great deal for me (Having a dream or grand vision
GVS2
Salary leads to a good living, your own company leads to fortune (Having a dream or grand vision)
OEX1
I have a craft for making effective business decisions (Opportunity identification & exploitation)
OEX2
I can scan the marketplace and assess potential needs gaps (Opportunity identification &exploitation)
OEX3
I have an ability to anticipate and troubleshoot problems (Opportunity identification & exploitation)
OEX4
I connect with others and build strategic relationships (Opportunity identification & exploitation)
POF1
I can do the tasks necessary to succeed, no matter what (Perseverance & operational focus)
POF2
Once I start anything I don't let anything stop me (Perseverance & operational focus)
POF3
I can hang on in hard times and recover quickly (Perseverance & operational focus)
RST1
I want to work in a startup company because it will be a great career and learning experience (Propensity to take risk)
RST2
I have a passion to be an entrepreneur (Propensity to take risk)

10. RESEARCH METHODOLOGY - 2
After adjusting the missing data and incomplete information, we received 675 usable survey responses
The 675 responses were further divided into two categories of respondents those who self-selected to take the survey and the students who were administered this survey as a designated cohort
Of these responses, 499 responses were received on our website whereas 176 responses were obtained from students enrolled in multiple educational institutes and they were asked to respond to the survey in a classroom setting
We used comparison of means (‘t’ test) to further analyze the results

11. FINDINGS
EI score of self-selected students was statistically significant (and higher) as compared to the 176 students who were required to respond to the instrument during a required class
For the remaining comparisons we focused only on 499 students
We used 42 students who were working towards obtaining a bachelor’s degree in entrepreneurship as our base line responses and compared all other response in light of these students seeking a degree in entrepreneurship major

12. Difference of Mean “T – test”
Category
Mean Score EI
Mean score GVS
Mean score OEX
Mean Score POF
Mean Score RST
Comparing Entrepreneurship to STEM
Entrepreneurship Focus (n= 42)
4.05†
3.88†
4.06
4.05
4.19†
STEM Focus (n = 255)
3.93
3.68
3.89
4.19
3.95
Comparing Entrepreneurship Focus to Business Focus
3.88
4.06**
Business Focus (n = 126)
3.92
3.77
4.02
4.23
Comparing Entrepreneurship Focus to Other disciplines Focus
4.05*
4.06†
4.19*
Other disciplines (n=76)
3.84
3.67
3.81
4.12
3.76
Comparing STEM Focus to Business Focus
3.89**
4.23***
Comparing STEM to Other disciplines Focus
3.93†
3.95†
Comparing Business Other disciplines Focus

13. FINDINGS contd….
•Entrepreneurship students are likely to demonstrate higher entrepreneurial intention
•Business students are a close second and not STEM students
•Entrepreneurial intention score of students pursuing bachelor’s degree in entrepreneurship was statistically significantly higher as compared to STEM students and other discipline students such as liberal arts. However the score was not significantly different form the business students
Table 2 also highlights that Entrepreneurship students obtained significantly higher scores as compared all other students in one or more sub components of EI