The impact of social capital on the intention of Moroccan university students to engage in social entrepreneurship

Abstract

Purpose

This research seeks to analyse the process by which undergraduate students make decisions on social entrepreneurship intention (SEI) using the theory of planned behaviour (TPB) model, as well as to comprehend the influence of social capital (SC) on their SEI.

Design/methodology/approach

The sample was obtained from the Faculty of Legal, Economic and Social Sciences of Agdal in Rabat, consisting of third-year students enrolled in a bachelor’s or master’s degree programme. The study involved a total of 300 pupils. The authors used the multivariate analytic method known as partial least squares (PLS) to investigate the correlation between different components of our theoretical framework.

Findings

SC has demonstrated indirect influences on the development of intentions in the field of social entrepreneurship (SE). The perceived knowledge of the support network has a substantial impact on behavioural control and subjective norms, but it does not influence attitudes. In contrast, the perceived support from the friends and family network has a substantial impact on all three components of the model.

Research limitations/implications

Despite the study’s extensive coverage of several ideas and their consequences in both the theoretical and practical realms, it is important to acknowledge its inherent limitations. The cross-sectional design and use of a student sample may be perceived as restricting considerations.

Originality/value

This research provides valuable insights that support the investments in education, resources and human endeavours made by governmental entities, universities and the private sector. It also supports the initiatives undertaken by management and business schools, as well as trade associations. When individuals establish an intention to engage in SE, whether they act on it immediately or later on or whether they never act on it at all, there is a good signal that mentorship programmes and training in SE have an influence on the process of transitioning towards taking action.