| Research and theory in international entrepreneurship have increasingly stressed the importance of entrepreneurial personal traits that lead to individuals becoming self-employed as well as understanding the role of these traits in terms of both theory development and policy recommendations.Since the start of 21st century,in the face of rapid globalization,a dynamic marketplace,the emergence of new technologies,innovation,and new business models,there has been an increasing need for young university graduates to be entrepreneurial,creative,innovative,risk-taking,and self-confident.To address this,the present thesis seeks to explore the role of entrepreneurial personal characteristics that significantly influence the entrepreneurial behavior among university students.This thesis aims to channel the role of these entrepreneurial personal characteristics into entrepreneurship education(EE)with specific consideration of an emerging economy(China)and a developing country(Pakistan),many countries are benefiting,either directly or indirectly,from China‘s rapid economic growth,including Pakistan,a mutual understanding of students‘personality factors and their influence on entrepreneurial intentions(EIs)may provide meaningful results from which both countries can learn.This study is underpinned by the"theory of planned behavior(TPB)"model with personal entrepreneurial characteristics to understand intentionality,to develop and extend the integrated theoretical model of EIs.First,personality–intention based framework by employing the integrated role of personality traits:risk-taking propensity(RTP);proactive personality(PP);and locus of control(Lo C)and TPB.It further aims to present the mediating role of TPB‘s dimensions;attitude towards entrepreneurship(ATE),subjective norms(SN)and perceived behavioral control(PBC)between personality traits and EIs and to provide differences among university students in two diverse economies i.e.China and Pakistan.Second,personal abilities–intention based framework by employing the integrated role of personal abilities:creativity(CRE);self-confidence(SC)and TPB.It further examines the meditational role of TPB‘s dimensions as well as presents the multigroup differences among Pakistani university students from different sub-groups such as Gender,EE(having or not),faculty discipline(business vs non business)and university affiliation(public vs private).The study used a quantitative survey method technique for data collection from university students including final-year bachelor‘s students and master‘s students from both countries(China and Pakistan).The instrument was developed by using previously confirmed and mature measures,comprising both reflective and formative measurement models.Questionnaires were administered using multiple data collection techniques(self-administered,electronic,and hired third party).The sample comprised 1961 students from China and Pakistan.Regarding data analysis,this thesis first presents the descriptive statistics for both countries‘samples and then uses a structural equation modeling(SEM)and the partial least squares(PLS)method,using Smart PLS 3.2.3.The PLS-SEM method was used to validate the model by examining the results of the measurement model and the structural model.The measurement model confirmed the validity and reliability of the instrument,confirming theoretical relevance.Given the theory-testing and-extending purpose of the thesis,the structural model presents the results for PLS path modeling,meditational analysis,and multigroup analysis to assess the significance of the theoretical models.The main innovations of the study are as follows.First,relating to the personality–intention based framework,the findings reveal several differences concerning personality traits and EIs across two countries.This study found significant and positive role of TPB‘s dimensions in predicting EIs among students in both countries;however,three attitudinal dimensions demonstrated stronger explanatory power among Chinese student sample.The role of three personality traits;RTP,PP and Lo C as antecedents to TPB‘s dimensions were positive and significant among Chinese university students.Conversely,among Pakistani student sample the role of two personality traits(RTP and PP)as antecedents to TPB‘s dimensions were not significant only Lo C had significant and positive relationship with three dimensions of TPB.The meditational role of TPB‘s dimensions in predicting these personality traits and EIs were also found to be stronger among Chinese student sample.Second,relating to personal abilities–intention based framework,the findings of this model reveal significant role of three attitudinal dimensions in predicting EIs among Pakistani students.The role of two personal abilities(CRE and SC)as antecedents towards TPB‘s dimensions and the meditational role of TPB‘s dimensions in predicting two personal abilities and EIs were found significant among Pakistani students.This model found significant differences in SC and SN among Pakistani student from public and private universities.Further,it also explains significant differences in CRE and SC among male and female students.However,this model did not reveal any significant differences in personal abilities-intention based framework among students showing different faculty discipline(business vs non business)and EE(having or not).Third,the findings of the study further provide understanding of how personality traits and personal abilities can be taught within an effective EE.This study provides valuable insights for policymakers,educators and institutions in terms of designing effective pedagogical course design for students in both countries.For Chinese students,the findings of this study suggest that educators should consider the role of managing and handling risk,proactivity and Lo C within effective EE program;this could be done through offering internship programs and part time work with successful entrepreneurs.For Pakistani students,the findings of the study suggest that educators should consider the role of nurturing CRE,proactivity,Lo C and SC within effective pedagogical course design.Further,role-model influence,success stories of entrepreneurs,business experience thorough internship programs,economic conditions,market needs and creating social networks(Guanxi)should also be included within effective pedagogical methods.Fourth,these findings provide valuable insights for researchers and practitioners by providing a better understanding to the role of international cross-culture entrepreneurship.Acknowledging the stronger EIs and personality traits among Chinese students,as well as the Chinese economy‘s recent shift towards international business,practitioners in developing countries(such as Pakistan)can benefit from repaid growth of the Chinese economy,as both countries are collaborating in number of projects.The Pakistan economy can achieve economic success if they provide and focus on effective EE,which should focus on these personal entrepreneurial characteristics(risk-taking and proactiveness).The findings of the personal abilities–intention based framework provide significant insight both for practitioners and researchers in Pakistan.Practitioners in Pakistan can benefit from the results of this model by designing such effective policies at institutional and regional level which foster effective EE considering differences in personal abilities(CRE and SC)among male and female and public and private university students.Fifth,the findings of the study provide several theoretical contributions.First,this study extends existing literature on personality-TPB relationship,while considering mediation of three attitudinal dimensions as well elaborating its cross-culture differences.Then,this study extends existing literature on personal abilities-TPB relationship,while elaborating differences based on socio-economic variables among students in a developing country.Last,this study further extends existing literature on entrepreneurship pedagogy,while discussing the role of personality traits and personal abilities in effective pedagogical course design for students in an emerging and a developing country. |
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