DISSECTING THE DYNAMICS OF EXPERIENTIAL LEARNING, FACULTY INVOLVEMENT, AND INSTITUTIONAL SUPPORT: AN EXAMINATION OF THEIR EFFECTS ON ENTERPRISING READINESS IN MANAGEMENT STUDENTS USING STRUCTURAL EQUATION MODELING
Keywords:
Experiential Learning, Entrepreneurial Intentions, Entrepreneurial Readiness, Faculty Involvement, Institutional Support, Structural Equation Modeling, Management Education, Management StudentsAbstract
This research employs Structural Equation Modeling (SEM) to explore the link between experiential learning and students' readiness for entrepreneurship in the field of management. The study aims to assess the extent to which these factors impact students' preparedness for engaging in entrepreneurial activities. The SEM analysis offers a comprehensive understanding of how experiential learning and financial incentives, either directly or indirectly, affect students' readiness for entrepreneurship. These insights can be valuable for educators and policymakers looking to enhance entrepreneurship education. The study's findings indicate that faculty involvement has a slight negative correlation with experiential learning, while institutional support shows a positive association. This suggests that institutional support has a more significant influence on experiential learning than faculty involvement. Importantly, the research concludes that students' intentions to pursue entrepreneurship are influenced by both institutional support and experiential learning in the field of management. Additionally, students' readiness for entrepreneurship is partially influenced by their entrepreneurial intentions and indirectly affected by experiential learning through the mediation of these intentions.
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Copyright (c) 2023 E. Prasanthi, S. MD. Karimulla Basha (Author)
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