Boosting entrepreneurial intention of university students: Is a serious business game the key?

Abstract

Why do politicians and academics want to encourage the creation of new companies? Why are numerous reports and journals filled with analyses of environmental conditions or initiatives aimed at boosting entrepreneurial intention? Because entrepreneurs play an essential role in economic development. Education and training occupy an honored place on the list of methods to increase entrepreneurial intention. In this paper, we assess the impact of an experiential learning practice on students' entrepreneurial intentions. Moreover, we consider the moderating role of individual characteristics such as gender, age, proximity to entrepreneurship, academic performance, previous work experience, and propensity for risk. We observe the change in a university student's entrepreneurial intention as a consequence of participating in a serious business game. We do not find that participation results in a significant positive general effect. Further, age, proximity to entrepreneurship, propensity for risk, and academic performance moderate the impact of participation. The results suggest students become aware of their need for additional training and the difficulties of entrepreneurship and company management