Examining Entrepreneurial Intentions among Hospitality Students: The Moderating Effect of Years of Study

Mohd Aliff Abdul Majid; Putera Afiq Zulfiqar Othman; Muhammad Afnan Mahusain; Nur Irdina Balqis Hizam; Nur Saidatul Aiza  Zulkafli

Authors

Mohd Aliff Abdul Majid Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Puncak Alam, 42300, Selangor, Malaysia
Putera Afiq Zulfiqar Othman Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Puncak Alam, 42300, Selangor, Malaysia
Muhammad Afnan Mahusain School of Hospitality, Tourism & Event, Faculty of Social Sciences & Leisure Management, Taylor’s University, Malaysia
Nur Irdina Balqis Hizam Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Puncak Alam, 42300, Selangor, Malaysia
Nur Saidatul Aiza Zulkafli Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Puncak Alam, 42300, Selangor, Malaysia

Keywords:

Entrepreneurial intention, entrepreneurial education, entrepreneurial self-efficacy, entrepreneurial attitude, years of study, entrepreneurship, PLS-SEM

Abstract

This study examines the determinants of entrepreneurial intentions among hospitality students, focusing on the roles of entrepreneurial attitude, education, self-efficacy, and the moderating effect of years of study. Using a quantitative approach with 167 respondents analysed via PLS-SEM, the results reveal that entrepreneurial education (β = 0.427, p < 0.01), self-efficacy (β = 0.210, p < 0.01), and attitude (β = 0.200, p < 0.05) significantly predict entrepreneurial intentions, explaining 55.9% of the variance (R² = 0.559). Contrary to expectations, years of study did not moderate these relationships (all p > 0.05), suggesting that academic progression alone does not enhance entrepreneurial intentions without targeted curricular interventions. These findings highlight the importance of integrating experiential learning and sustained entrepreneurial training across all academic levels in hospitality programs. The study contributes to the literature by validating key predictors of entrepreneurial intentions while challenging assumptions about the automatic benefits of prolonged education. Practical implications for curriculum design and future research directions are discussed.