Title: Supporting of Entrepreneurship Education, Entrepreneurial Orientation, and Factors Related to the Intention of Being an Entrepreneur of Generation Z
Stream: Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Presentation Type: Oral Presentation
Authors:
Sasithon Yuwakosol, Srinakharinwirot University, Thailand
Abstract:
This research aimed to study the entrepreneurial characteristics of Generation Z students, the relationship between the population characteristics, supporting of entrepreneurship education, entrepreneurial orientation and entrepreneurial intention. It also examined the relationship between psychological factors that affect entrepreneurial intention and the ways to promote new entrepreneurial skills in educational institutions. Data was collected by survey research of Generation Z students, focus group and in-depth interview. The results showed that Generation Z students had all 5 entrepreneurial characteristics, creative and innovativeness, Competitive aggressiveness, proactiveness, risk-taking, and autonomy. In addition, Individual entrepreneurial orientation were positively correlated with entrepreneurial intention. The population characteristics, especially number of activities to promote entrepreneurship of educational institutions, work experience during study and having their own business, are related to Individual entrepreneurial orientation and entrepreneurial intention. Self-efficacy, entrepreneurial attitude and social norms of influential individuals also related positively correlated with entrepreneurial intention. The guidelines for educational institutions to promote entrepreneurial skills for students include creating opportunities for students to gain experience in the industry, creating a space for students to have the opportunity to showcase their work and their creativity, providing appropriate courses and teaching methods to promote entrepreneurial characteristics for students and having a center or agency in the university that serves to support students.
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