publisher
Understanding the role of perceived drivers and barriers in shaping entrepreneurial intentions: the mediating effect of perceived value among higher education students
- Source
- Frontiers in Education
- Published
- Last verified
- 27 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence
Executive summary
What happened, and why should leadership care?
Entrepreneurial Intention (EI) among higher education students in developing countries, such as India, remains low despite the proliferation of entrepreneurship education and government support for start-up initiatives. Traditional models often analyze drivers and barriers independently. This research extends the Value Based Adoption Model (VAM) to career decisions, investigating how students integrate perceived benefits (drivers) and sacrifices (barriers) through the mediating variable of Perceived Value (PV) to form entrepreneurial intentions.
Why this matters
Why is this strategically important?
Understanding the mechanisms that shape entrepreneurial intentions is critical for fostering economic growth and innovation in developing regions. Identifying the interplay between perceived drivers, barriers, and overall value perception can inform more effective strategies for cultivating a robust entrepreneurial ecosystem and talent pipeline.
Key insights
What should be noted from the evidence?
- Entrepreneurial Intention (EI) among higher education students in developing countries (e.g., India) is low.
- This low EI persists despite growth in entrepreneurship education and government support for start-up initiatives.
- Existing models frequently study entrepreneurial motivation and perceived barriers in isolation.
- The study aims to explore the integrative value-formation mechanism, specifically how perceived drivers and barriers are linked to influence intention.
- The research extends the Value Based Adoption Model (VAM) to the domain of career decisions.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication