How spatial contexts, institutions and self-identity affect entrepreneurial intentions

Purpose This study aims to examine how spatial contexts, institutions and entrepreneurial self-identity affected the formation of entrepreneurial intentions of a sample of students in Zimbabwe. Design/methodology/approach Data were obtained from 284 students enrolled in two vocational education institutions located in Midlands Province of Zimbabwe. To select the respondents, convenience sampling was used. The sample size was determined by the total number of students agreeing to participate in the research. Hypotheses were tested using structural equation modelling (maximum likelihood estimation method). Findings Social approval, supportive cultural environment and entrepreneurial self-identity had positive statistically significant direct effects on entrepreneurial intentions. Also, entrepreneurial self-identity partially mediated the effects of social approval and supportive cultural environment on entrepreneurial intentions. The total effect of supportive higher education institutions on entrepreneurial intentions was statistically significant, despite the direct and indirect effects being non-significant. Practical implications The findings suggest a need to cultivate supportive social contexts and higher education institutions for nurturing entrepreneurial self-identity and entrepreneurial intentions, factors that are integral to the development of future entrepreneurs. Originality/value The study examined the validity of a novel conceptual model based on the contribution of entrepreneurial self-identity, spatial context and institutional variables in shaping entrepreneurial intentions of selected college students in the global south.