Beyond Entrepreneurship Education: What Drives Students Entrepreneurial Intention?

Abstract

Entrepreneurial intention is an important precursor to venture creation, yet completing an entrepreneurship course does not necessarily mean that students are ready to pursue entrepreneurship as a career. This study examines the partial and simultaneous associations of entrepreneurship courses, financial literacy, and motivation with entrepreneurial interest among students at Universitas Islam Negeri Banten, Indonesia. An associative quantitative design was employed using questionnaire data from 384 students in the Faculty of Da'wah and Adab, the Faculty of Tarbiyah and Teacher Training, and the Faculty of Islamic Economics and Business. The data were analysed using multiple linear regression in STATA 15. The reported coefficients are positive for entrepreneurship courses (B = 0.175, p = .004), financial literacy (B = 0.377, p < .001), and motivation (B = 0.228, p < .001). The reported model R² is .4532, indicating that the three predictors jointly account for approximately 45.32% of the observed variation in entrepreneurial interest in this sample. Financial literacy has the largest unstandardized coefficient, although standardized coefficients would be needed to compare relative importance conclusively. The findings support a coordinated campus approach that combines experiential entrepreneurship learning, practical financial education, and motivational support. Several reported diagnostic and model-summary figures require reconciliation against the original STATA output before publication.