Keywords
entrepreneurial intention
gender
government assistance
Algeria
How to Cite
Abstract
This study investigates the complex interplay between entrepreneurial education (EE), entrepreneurial intention (EINT), gender dynamics, and governmental support within the specific context of Algerian higher education. Employing a moderated mediation model and a quantitative approach with a sample of 273 university students, the research reveals nuanced insights into the factors shaping students' aspirations for entrepreneurship. While EE positively influences EINT, the impact is significantly modulated by governmental financial assistance, indicating its crucial role in translating entrepreneurial education into practical intent. However, counter to conventional expectations, the study demonstrates that gender does not significantly moderate the EE-EINT relationship within this context. These findings contribute to the ongoing debate on the effectiveness of entrepreneurship education and highlight the necessity of tailored support systems that take into account specific regional, economic, and cultural contexts. Our study advances the current literature by uniquely combining gender and governmental support as crucial moderators, addressing an important research gap, especially in emerging economies.
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