A Comparative Analysis of Academic Entrepreneurship Research: The Cases of Bulgaria, Malta, and Turkey

Basit Öğe Kaydı
dc.authorid0000-0002-5857-3595
dc.authorid0000-0002-0612-2872
dc.authorid0000-0002-4214-1202
dc.authorid0000-0002-1094-6356
dc.contributor.authorAngelova, Mina Nikolaeva
dc.contributor.authorPastarmadzhieva, Daniela Dobreva
dc.contributor.authorRaykov, Milosh
dc.contributor.authorEryaman, Mustafa Yunus
dc.contributor.authorRiedler, Martina
dc.date.accessioned2026-02-03T11:59:50Z
dc.date.available2026-02-03T11:59:50Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractEntrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students' entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one's own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university's role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students' preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students.
dc.description.sponsorshipErasmus+ [numero
dc.description.sponsorship2023-1-BG01-KA220-HED-000154889]
dc.description.sponsorshipAcademic Entrepreneurship Roadmap
dc.description.sponsorshipErasmus+ Program
dc.description.sponsorshipEuropean Union
dc.description.sponsorshipThe paper is part of a project, the Academic Entrepreneurship Roadmap & numero; 2023-1-BG01-KA220-HED-000154889, funded by the Erasmus+ Program, the European Union.
dc.identifier.doi10.3390/su17135907
dc.identifier.issn2071-1050
dc.identifier.issue13
dc.identifier.scopus2-s2.0-105010322002
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3390/su17135907
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34435
dc.identifier.volume17
dc.identifier.wosWOS:001527547500001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofSustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectacademic entrepreneurship
dc.subjectinnovation
dc.subjectentrepreneurship education
dc.titleA Comparative Analysis of Academic Entrepreneurship Research: The Cases of Bulgaria, Malta, and Turkey
dc.typeArticle

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