Journal of International Education in Business最新文献

{"title":"Analyzing destination country risk profiles in business study abroad programs: a neural network approach","authors":"Rick L. Brattin, Randall S. Sexton, Rebekah E. Austin, Xiang Guo, Erica M. Scarmeas, Michelle J. Hulett","doi":"10.1108/jieb-05-2023-0029","DOIUrl":"https://doi.org/10.1108/jieb-05-2023-0029","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to identify how objective indicators of destination country risk differentiate business study abroad programs from those in other academic disciplines.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The authors trained a neural network model on six years of student-initiated inquiries about study abroad programs at a large US university. The model classified business versus nonbusiness study abroad programs using objective measures of destination country risk as the primary inputs.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The model correctly classifies business and nonbusiness study abroad programs with over 70% accuracy. Business programs were found to be 20% less likely to include destinations where the Centers for Disease Control and Prevention recommend nonroutine vaccinations and favor countries with higher Global Peace Index scores.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>These results underscore the need to consider destination country risk in the design and administration of study abroad programs. An understanding of student preferences for lower risk destinations can contribute to improved planning, execution and student experiences in these programs.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Better planning and management of study abroad programs based on understanding of destination country risk can lead to enhanced student safety and experiences.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study offers a unique perspective on understanding study abroad programs by focusing on objective measures of destination country risk rather than risk perceptions. It also is, to the best of the authors’ knowledge, the first to use a neural network to classify study abroad programs as business versus nonbusiness using objective measures of country-specify risk indicators.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"294 12","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Closing the entrepreneurial attitude-intention-behavior gap: the direct and moderating role of entrepreneurship education","authors":"Van Hoa Tran, Trong Nghia Vu, Huong Thao Pham, Thi Phuong Thu Nguyen, Cong Doanh Duong","doi":"10.1108/jieb-05-2023-0026","DOIUrl":"https://doi.org/10.1108/jieb-05-2023-0026","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude–intention–behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities – namely, entrepreneurship education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach’s alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This research suggests useful recommendations for educators and policymakers to encourage university students’ favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude–intention–behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching the concept of control under IFRS 15: the effect of a three-step teaching approach and analogy usage","authors":"Ying Zhee Lim, Anna Che Azmi, Tuan Hock Ng","doi":"10.1108/jieb-11-2022-0077","DOIUrl":"https://doi.org/10.1108/jieb-11-2022-0077","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon <em>et al.</em> (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings support Hodgdon <em>et al.</em> (2013). However, the combination of Hodgdon <em>et al</em>.’s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>There are limitations to the use of analogy as an instructional tool. The reasoning behind an analogy is that it is produced from different fields in which the target and source topics have only some similarity in structure or function. This suggests a limited capacity in which the source topic can be used to fully explain a targeted topic, and thus caution needs to be exercised in the use of analogy as a teaching tool. Additionally, this study uses a perceived understanding of control in IFRS 15. While perceived understanding may likely result in actual comprehension, there is a possibility that this may not be the case. Finally, this study did not consider about how rule comprehensiveness is affected.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings of this study provide a useful combination of teaching tools to educators on how to deliver technical business subjects such as accounting effectively.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper aims to answer the call by Hodgdon <em>et al.</em> (2013) to verify the effectiveness of teaching IFRS via the three-step approach. In addition, this study extends the literature by examining whether an analogy could be used with the three-step approach to effectively improve students’ understanding of IFRS.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"5 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the impact of business simulation as a teaching method for developing 21st century future skills","authors":"Riyaz Abdullah Sheikh, Gaafar Mohamed Abdalkrim, Yasser Moustafa Shehawy","doi":"10.1108/jieb-11-2022-0085","DOIUrl":"https://doi.org/10.1108/jieb-11-2022-0085","url":null,"abstract":"Purpose Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability. Design/methodology/approach The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing. Findings Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results. Practical implications The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business. Originality/value The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mathematics-based learning method and its impact on student performance in the Introductory Accounting course: cognitive load theory","authors":"Sony Warsono, Ratna Candra Sari, Laura Neviyanti Kusuma Putri, Muhammad Roy Aziz Haryana","doi":"10.1108/jieb-11-2022-0086","DOIUrl":"https://doi.org/10.1108/jieb-11-2022-0086","url":null,"abstract":"Purpose This study aims to describe and examine the effectiveness of the mathematics-based learning method, called Accountamatics (Accounting from Mathematics perspective). The Accountamatics method is rooted in the principles of double-entry bookkeeping and the rules of debits and credits, which were initially documented by Luca Pacioli, a Mathematics Professor, in a mathematics book. Design/methodology/approach This study uses a quasi-experimental design, spanning a duration of one semester, to examine its research objectives. The participants included 230 students from the Faculty of Economics and Business in Indonesia, who were accredited by AACSB. Control variables, including gender, majors and study backgrounds, were taken into consideration. The data was analyzed using a linear regression test, followed by a comparative t -test. Findings The study findings show a significant positive impact of the Accountamatics method on student performance when compared to traditional learning approaches. Furthermore, the analysis indicates that the control variables examined in the study did not have a significant effect on student performance. Thus, it can be inferred that the implementation of the Accountamatics method has a beneficial effect on the academic performance of college students. Practical implications The study findings provide valuable insights for faculty members in higher education institutions, highlighting the potential benefits of incorporating mathematics-based teaching in accounting as an alternative approach for business students. These findings contribute to the existing knowledge on innovative teaching methods that can enhance the study of accounting within the business curriculum. Originality/value Over the span of around 25 years, extensive research has been conducted to compare traditional teaching methods with innovative approaches. However, the results have not consistently shown that the innovative methods outperform their traditional counterparts. In response to this, the Accountamatics method has been developed, building upon the fundamental knowledge in accounting that has been used since 1494. Despite its historical significance, this method is sometimes regarded as limited to technical knowledge in the modern era.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Underrepresented minorities in business doctoral programs: trends and academic placements (1973 to 2018)","authors":"Joanna R. Jackson, Willis Lewis, Jr, Nir Menachemi","doi":"10.1108/jieb-06-2022-0042","DOIUrl":"https://doi.org/10.1108/jieb-06-2022-0042","url":null,"abstract":"Purpose This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 ( n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) ( p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multiplying success: the power of multiple simulations with graduated weighting and coordinated sequencing for learner engagement","authors":"Jeffrey W. Alstete","doi":"10.1108/jieb-04-2023-0018","DOIUrl":"https://doi.org/10.1108/jieb-04-2023-0018","url":null,"abstract":"Purpose The increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum. Design/methodology/approach A case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern. Findings Systemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning. Practical implications The strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape. Originality/value This paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The portrayal of the role and agency of students and higher education institutions in highly ranked business school discourses","authors":"Réka Tamássy, Zsuzsanna Géring, G. Király, Réka Plugor, Márton Rakovics","doi":"10.1108/jieb-09-2022-0064","DOIUrl":"https://doi.org/10.1108/jieb-09-2022-0064","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate how highly ranked business schools portray ideal students in terms of their attributes and their agency. Understanding how these higher education institutions (HEIs) discursively construct their present and prospective students also shed light on the institutions’ self-representation, the portrayal of the student–institution relationship and eventually the discursive construction of higher education’s (HE) role.\u0000\u0000\u0000Design/methodology/approach\u0000To understand this dynamic interrelationship, this study uses mixed methodological textual analysis first quantitatively identifying different modes of language use and then qualitatively analysing them.\u0000\u0000\u0000Findings\u0000With this approach, this study identified six language use groups. While the portrayal of the business schools and that of the students are always co-constructed, these groups differ in the extent of student and organisational agency displayed as well as the role and purpose of the institution. Business schools are always active agents in these discourses, but their roles and the students’ agency vary greatly across these six groups.\u0000\u0000\u0000Practical implications\u0000These findings can help practitioners determine how students are currently portrayed in their organisational texts, how their peers and competitors talk and where they want to position themselves in relation to them.\u0000\u0000\u0000Originality/value\u0000Previous studies discussed the ideal HE students from the perspective of the students or their educators. Other analyses on HE discourse focused on HEIs’ discursive construction and social role This study, however, unveils how the highly ranked business schools in their external organisational communication discursively construct their ideals and expectations for both their students and the general public.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"15 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82126082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering entrepreneurial mindsets: the impact of learning motivation, personal innovativeness, technological self-efficacy, and human capital on entrepreneurial intention","authors":"Nimitha Aboobaker, Renjini D., Zakkariya K.A.","doi":"10.1108/jieb-10-2022-0071","DOIUrl":"https://doi.org/10.1108/jieb-10-2022-0071","url":null,"abstract":"\u0000Purpose\u0000In the context of exponential technological advancements in the economy and the role of entrepreneurial ventures in significantly contributing towards social and economic growth, this study aims to examine the influence of learning motivation and personal innovativeness (PI) on students’ entrepreneurship intention. The study gains relevance in the context of students in emerging economies like India, where the digital divide is still on the higher side. The study also seeks to understand the extent to which varying levels of technological self-efficacy moderate the interaction effects of human capital in the aforementioned relationship.\u0000\u0000\u0000Design/methodology/approach\u0000The sample for this study consisted of 330 students from various disciplines, including science, technology and management, who were selected randomly from different universities in India. A self-administered and structured questionnaire was used to obtain responses from the participants. The data were analysed using confirmatory factor analysis (IBM SPSS 23.0), and path analysis was performed using Hayes PROCESS Macro.\u0000\u0000\u0000Findings\u0000The study's results indicated that learning motivation and PI had a significant indirect effect on students’ entrepreneurship intention, mediated through human capital. However, interestingly, the relationships were varyingly influenced by technological self-efficacy as the moderator.\u0000\u0000\u0000Practical implications\u0000The contemporary student cohort consists of individuals known as “digital natives,” who possess a strong inclination towards digital learning and demonstrate innovative behaviour. The insights gained from this study underscore the crucial role of technological self-efficacy in shaping entrepreneurial intentions, indicating the necessity of incorporating technological training and skill development within international business education curricula. Also, the results of the study emphasize the need for integrating PI into business education programs, as it positively influences the entrepreneurial mindset and potential.\u0000\u0000\u0000Originality/value\u0000This study is pioneering in conceptualizing and testing a model that provides a more comprehensive understanding of student attitudes and outcomes. This understanding can be used to customize entrepreneurial programs to better meet the needs of students. Entrepreneurship fosters technological innovation and creates employment opportunities, making student venture creations a crucial factor in economic development and sustainability. For educators and university administrators, it is essential to comprehend how to enhance entrepreneurial intentions among students to design a learning environment that facilitates the creation of new ventures as a result of higher education.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"38 2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91299883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrepreneurship education, family entrepreneurial orientation and entrepreneurial intention among students in Indonesia","authors":"Rindi Ardika Melsalasa Sahputri, M. K. Mawardi, Tri Yumarni, S. Sujarwoto","doi":"10.1108/jieb-02-2022-0010","DOIUrl":"https://doi.org/10.1108/jieb-02-2022-0010","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the relationship between entrepreneurship education and students’ intentions and tests for moderating effects of students’ perceived experience and family entrepreneurial orientation, which may strengthen or weaken the effect of entrepreneurship education on intention.\u0000\u0000\u0000Design/methodology/approach\u0000Data were collected through a questionnaire from 584 students in the vocational program at an Indonesian public university. Entrepreneurship education was measured using instruments by Walter and Block (2016) that evaluated the entrepreneurship education provided by faculty. Entrepreneurial intention used a measurement by Vamvaka (2020), which measured students’ choice of intention, entrepreneurial career commitment and nascent entrepreneurship.\u0000\u0000\u0000Findings\u0000Entrepreneurship education has a positive association with students’ entrepreneurial intentions. The results also evidence higher entrepreneurial intention levels in students from families oriented toward and experienced in entrepreneurship. The results also reveal that student experience and having friends who become entrepreneurs reduce entrepreneurial intention, but the difference is not statistically significant.\u0000\u0000\u0000Research limitations/implications\u0000The main limitation of this survey is that it was drawn from a single university in Indonesia with only domestic students, whilst the study was also designed cross-sectional. Therefore, the generalisability of the results is still limited. This study uses a single item for measuring friends and own influences, which only measure personal experiences. A more multidimensional measure of family, friends and own influence can be further developed to gain more robust results supporting these findings.\u0000\u0000\u0000Practical implications\u0000The study contributes to understanding the role of family-related variables, particularly family entrepreneurial orientation and experiences, on the development of entrepreneurship education and intention in emerging global market forces. Through family engagement in entrepreneurship education, a family can boost students’ entrepreneurial intention by delivering various capitals (e.g. business value, financial and social capital) and providing practical learning. The results imply the necessity to conduct new subjects, courses or university programmes that can include family-related business in entrepreneurship education.\u0000\u0000\u0000Originality/value\u0000Despite the expansion of research related to entrepreneurship education and intention, the relationships between perceived experience, family entrepreneurial orientation and students’ entrepreneurial intentions have not been adequately studied, particularly in Indonesia. This work contributes to the existing knowledge of entrepreneurship education by providing two moderator variables that may boost entrepreneurial intention: perceived experience and family entrepreneurial orientation. This work demonstrated how perceived experience and family orientation interact","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"147 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85606809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}