EDUCATION AS AN ENTREPRENEURIAL DRIVER: A CASE FOR NORTH MACEDONIA

Sandra Temova, Makedonka Dimitrova, Marjan Bojadjiev, Ana Tomovska Misoska

In the last decade, entrepreneurship has become a national priority for many governments around the World (Mamun and Rajennd, 2018) but during the Covid-19 pandemic entrepreneurial activities noted a downturn. However, some authors suggest that necessity entrepreneurship will increase in the post pandemic period and there will be a need for focused support from the institutions and all relevant stakeholders including the educational institutions (Liñán and Jaén, 2020). Entrepreneurship can be interpreted as process that creates changes in the economic environment through innovations, produced by individuals who respond to economic opportunities generating value for both individuals and the society (Li and Jia, 2015). Becoming an entrepreneur is not a reflex decision, it requires considerable planning and involves planned behavior (Bird, 1988). Different scholars use various psychological models to predict entrepreneurial intentions. This research utilizes the framework of Ajzen’s Theory of planned behavior (1991) that incorporates Perceived behavior control, Attitude toward behavior and Subjective norm. For advanced analysis on the phenomena a fourth factor was included in this study, the Educational environment. Our research will explore if entrepreneurial education influences the entrepreneurial intention of students. The research will use the data provided by the Global University Entrepreneurial Spirit Students Survey (GUESSS) from 2018. The population targets university students in the Republic of North Macedonia and the sample size is 398 students among whom undergraduates, graduates and PhD students from 6 Macedonian universities. Spearman test was used to test the relationship between the constructs. The study identified that educational environment has an impact on entrepreneurial intentions. The strongest impact from Educational environment is observed on the Attitude toward behavior. This is in line with the findings of previous studies, which conclude that educational programs in entrepreneurship positively affect entrepreneurial intention in general (Souitaris et al., 2007; Pop Kostova et al., 2018).