Integrating the extended TPB model with task technology fit to enhance student entrepreneurship intention

• Main Author: Rustiana
• Format: Thesis
• Language: English; English
• Published: 2024
• Online Access: http://eprints.utem.edu.my/id/eprint/27430/1/Integrating%20the%20extended%20TPB%20model%20with%20task%20technology%20fit%20to%20enhance%20student%20entrepreneurship%20intention.pdf; http://eprints.utem.edu.my/id/eprint/27430/2/Integrating%20the%20extended%20TPB%20model%20with%20task%20technology%20fit%20to%20enhance%20student%20entrepreneurship%20intention.pdf; http://eprints.utem.edu.my/id/eprint/27430/; https://plh.utem.edu.my/cgi-bin/koha/opac-detail.pl?biblionumber=123475

In recent years, entrepreneurship takes a vital role in economic growth. The essential impact of entrepreneurship is as a driver of global economies. To prepare and foster students' entrepreneurial abilities, higher education develops the potential of students as nascent entrepreneurs with entrepreneurial knowledge, competencies, and skills that would enable them to develop a strong entrepreneurial mindset. Entrepreneurship education provides entrepreneurial knowledge for students who are interested to be an entrepreneur.Entrepreneurship knowledge and task technology fit as a variable moderating, which will change the students’ mindset from job seekers to job creators. Thus student's entrepreneurship intention is enhancing. This study aims to integrate the expansion of the Theory of Planned Behavior(TPB) model with the addition of four variables in the pedagogical aspects namely Entrepreneurship Education (EE), Entrepreneurship Knowledge (EK), Entrepreneurship Mindset (EM), and Task Technology Fit (TTF). This model is used to enhance the students' entrepreneurship intention. The respondents were 574 students from Universiti Teknikal Malaysia Melaka (UTeM) and Universitas Atma Jaya Yogyakarta (UAJY). The samples were selected by using the solving method universities. Data collection was obtained by distributing online closed questionnaires via Microsoft Forms. The questionnaire had statements related to variables on the expansion of TPB and TTF. There were eight hypotheses tested by Structural Equotion Model (SEM) with the Warp Partial Least Squares (PLS) statistical tool. All hypotheses were supported, except for the H3b, H3d, and H8d hypotheses were not supported. The study contributes to expanding the body of knowledge by providing a new framework that integrates the expansion of the TPB model (adding four variables, namely entrepreneurship education (EE), entrepreneurship knowledge (EK), entrepreneurship mindset (EM)), and tasks technology fit (TTF)) to enhance students entrepreneurship intentions. Secondly, to provide modification of measurement of the variables for entrepreneurship education, entrepreneurship knowledge, and entrepreneurial mindset.