PREDICTORS OF BUSINESS EDUCATION IN DETERMINING ENTREPRENEURIAL INTENTION: A PHENOMENOLOGICAL STUDY
DOI:
https://doi.org/10.18623/rvd.v23.5847Abstract
This qualitative study examines the variables that affect university students' intentions to start their own businesses, with a particular emphasis on social influences, experiential learning, and business education. Students participated in semi-structured interviews to gather data, and thematic analysis was used to find important trends and insights. The results show that structured business curricula improve knowledge of financial management, strategic planning, and business operations while fostering confidence and entrepreneurial self-efficacy. Through projects, business simulations, innovation exercises, and case studies, experiential learning helped students apply their theoretical knowledge, improve their critical thinking, problem-solving, and decision-making skills, and cultivate vital soft skills like leadership, teamwork, and communication. By encouraging motivation, resilience, and adaptability, social factors such as peer collaboration, faculty mentoring, and overcoming obstacles further strengthened entrepreneurial intention. The study suggests increasing experiential learning, incorporating the development of soft skills, encouraging mentorship, facilitating peer learning, and offering institutional support in light of these findings. All things considered, developing entrepreneurial competencies requires a comprehensive strategy that incorporates social support, real-world experience, and academic knowledge.
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