Abstract:

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship. Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions. Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions. Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent. Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

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