Innovation education and entrepreneurial intentions among postgraduate students: The role of innovation competence and gender

Figures & data

Figure 1. Conceptual framework.

Table 1. Profile of respondents

Profile of Respondents	Frequencies (N)	Percentages (%)
Faculty	370	100%
Faculty of Business Education	79	21.35
Faculty of Applied Sciences and Mathematics Education	48	12.97
Faculty of Science Education	42	11.35
Faculty of Education and General Studies	41	11.08
Faculty of Education and Communication Sciences	39	10.54
Faculty of Environment and Health Education	37	10.00
Faculty of Technical Education	31	8.38
Faculty of Vocational Education	27	7.30
Faculty of Agriculture Science Education	26	7.03
Level	370	100%
1^st Year	166	44.86
2^nd Year	204	55.14
Gender	370	100%
Male	217	58.65
Female	153	41.35
Age	370	100%
Less than 25 years	40	10.81
25–35 years	163	44.05
35–45 years	134	36.22
45–55 years	31	8.38
Above 55 years	2	0.54

Table 2. Confirmatory Factor Analysis (CFA)

Model Fitness: CMIN = 415.91; DF = 148; CMIN/DF = 2.81; GFI = 0.875; PClose = 0.105; TLI = 0.936; CFI = 0.955; RMSEA = 0.037; RMR = 0.052	Std. Factor Loadings
Innovation Education (INN_EDUC): CA = 0.834; CR = 0.819; AVE = 0.602
I have had classroom education on the concept of business innovation (IE1)	0.734
I have been taught on the need to be innovative in business operations (IE2)	0.828
My knowledge on business innovation has been assessed through formal examination (IE3)	0.763
I have had classroom education on the concept of creativity in business operations	D*
As part of my course assessment, I have ever been tasked to development a new product for an organization	D*
Innovation Competence (IIN_COMP): CA = 0.826; CR = 0.848; AVE = 0.530
I am able to …
offer ideas that are original in content (IC1)	0.599
critically evaluate the fundaments of ideas/actions (IC2)	0.829
propose suggestions/alternatives appropriate to the demands of tasks (IC3)	0.757
use resources creatively (IC4)	0.778
act persistently until I see results (IC5)	0.654
foresee how events will develop	D*
take intelligent risks	D*
set personal targets for tasks	D*
Entrepreneurial Intentions (ENT_INTENT): CA = 0.891; CR = 0.897; AVE = 0.642
I am ready to do anything to become an entrepreneur (EI1)	0.792
My goal is to be an entrepreneur (EI2)	0.951
I will make every effort to start and run my own company (EI3)	0.846
I was determined to make the company of the future (EI4)	0.789
I have seriously thought about starting a business (EI5)	0.582
I have robust intentions to start a business in the near future	D*

D* ~ Items deleted due to poor factor loadings

Table 3. Discriminant validity

	Mean	Std. Dev.	1	2	3	4	5	6	7
Faculty (1)	-	-	-
Level (2)	-	-	0.197*	-
Age (3)	-	-	0.223**	0.158*	-
Gender (4)	-	-	0.175	0.251**	0.161*	-
INN_EDUC (5)	3.281	0.644	0.481**	0.211*	0.124	0.137	0.776
INN_COMP (6)	3.842	0.856	0.219**	0.141*	0.242**	0.551**	0.613**	0.728
ENT_INTENT (7)	4.263	0.930	0.208**	0.343**	0.131	0.486**	0.624**	0.503**	0.801

**Sig. at 1%; *Sig. at 5%

√AVEs are bold and underlined

Figure 2. Diagrammatic presentation of SEM.

Table 4. Direct, moderating, and mediation path estimates

Direct Paths	UnStd. Estimate	S.E.	C.R.
INN_EDUC → INN_COMP	0.581	0.149	3.899**
Educ_Gen → INN_COMP	0.261	0.066	3.955**
Gender → INN_COMP	0.229	0.059	3.881**
INN_EDUC → ENT_INTENT	0.492	0.109	4.514**
INN_COMP → ENT_INTENT	0.267	0.101	2.644**
Gender → ENT_INTENT	0.105	0.047	2.234*
Comp_Gen → ENT_INTENT	0.388	0.106	3.660**
Faculty → ENT_INTENT	0.293	0.124	2.363*
Level → ENT_INTENT	0.023	0.031	0.742
Age → ENT_INTENT	0.024	0.029	0.828
Indirect Effect		Lower BC	Upper BC
INN_EDUC → INN_COMP → ENT_INTENT	0.155	0.009	0.481

Bootstrap Bias-Corrected Confidence Interval at 95%

**Sig. at 1%; *Sig. at 5%

Figure 3. Interaction between innovation education and gender.

Figure 4. Interaction between innovation education and gender.