Drivers of agripreneurial intentions among students attaining agricultural education in the Gambia

Abstract

In many third-world countries, high unemployment severely threatens society's social and economic fabric. Countries like The Gambia, with a youthful and increasing population, are particularly hard hit. Agripreneurship has been identified as an alternative for promoting economic development through employment creation, food security, and poverty reduction. Based on Social Cognitive Career Theory, this study aims to assess the drivers of agripreneurial intentions of students pursuing agricultural education at the University of The Gambia. A total of 160 students participated in the online survey. Smart PLS3 software was used to analyze the data using partial least square-structural equation modeling. The findings revealed that agripreneurial attitude, perceived educational support, and social capital significantly impacted students' agripreneurial intentions. However, it was found that self-efficacy, perceived government support, and social norms had no impact on students' agripreneurial intentions. The research draws implications for academics and policymakers concerned with students' entrepreneurial ambitions, including adopting entrepreneurship education by combining cognitive and behavior-oriented instruction and creating an enabling environment for young entrepreneurs by combining a university entrepreneurial support system with external institutional assistance. However, the study was limited to agricultural students in the public university. It would be helpful if future researchers could compare the level of agripreneurial training offered by public and private institutions to gain more insight into shaping students' intentions of self-employment in agripreneurship