Assessment of the traits which transform the orientation of students and faculty members that impact their entrepreneurial intentions
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This research article looks at the personality traits that impart Entrepreneurial Intentions (EI) among students and faculty members in selected Universities of Ghana. The study broadly considers how personality traits and behavior, personality model, parent background and demographic factors impact EI through knowledge and skill acquisition in a University environment. Four major hypothesis listed below were considered for the analysis:
A total of 800 students were strategically drawn from seven private and public Universities in Ghana to participate in the research. But 584 questionnaires constituting 71% response rate were eventually received and used for the analysis. Online or electronic method of data collection was initially employed but had to be changed after two weeks for the traditional face-to-face interviews with questionnaires for faster and better results. A mixture of purposive, accidental, convenience and quota sampling techniques were employed in the data collection. SPSS and PLS-SEM 3 software were used to analyze the data. The Cronbach Alpha value of 0.896 was obtained on 12-demographic data items to ensure validity and internal consistency of the data. The Cronbach Alpha value signified that the data was highly consistent, reliable, thus, can be validated. Results confirmed personality trait/behaviour impact positively on EI of students and faculty members. The Big Five personality model involving Extraversion, Openness, Neuroticism, Conscientiousness, Agreeableness relatively impact EI of students and faculty members. Further, the parent background negatively impacted on EI which is contrary to what most literature confirm. A unit change in parent background can reduce impact on EI by 0.03 units. On the other hand, Need for Achievement (NA), Locus of Control (LC), Subjective Norm (SN), Risk Taking (RT) positively impacted EI. Attitude (ATT) of students and faculty members showed negative relationship (−0.08) among the personality traits with a non-significant p-value of 0.790, disapproving what some literature and theories affirm. Lastly, the demographic background of students and faculty members with knowledge and skills acquisition impacted EI positively in parallel.
Big Five Personality Model, Demographic Background, Locus of Control.