INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November2025  
Youth, Unemployment, and New Ventures: Exploring Entrepreneurial  
Intentions among Bangladeshi University Students  
Rebeka Sultana Chowdhury  
Associate Professor, Department of Business Administration, North East University Bangladesh, Sylhet,  
Bangladesh.  
DOI: https://doi.org/10.47772/IJRISS.2025.91100330  
Received: 24 November 2025; Accepted: 30 November 2025; Published: 10 December 2025  
ABSTRACT  
This study investigates the factors influencing entrepreneurial intention among Bangladeshi university  
students. A descriptive quantitative research design was used, and primary data were obtained by using a self-  
structured questionnaire administered to 100 students from various disciplines. Twenty-eight items were  
measured in a five-point Likert scale for this instrument, and the dimensions included six factors that are  
entrepreneurial awareness and knowledge, entrepreneurial attitude and interest, motivational factors, barriers to  
entrepreneurship, opportunities, support and environment, and entrepreneurial intention. Reliability analysis  
indicated acceptable internal consistency (Cronbach’s alpha = 0.785). The findings reveal that students have a  
moderate level of entrepreneurial awareness and knowledge, whereas they showed strong positive attitudes  
toward entrepreneurship, high motivation (particularly a desire for independence and financial autonomy), and  
relatively high entrepreneurial intention and confidence. At the same time, they also remark substantial  
barriers, especially financial constraints, fear of failure, lack of practical knowledge, and bureaucratic  
problems, together with weak institutional and policy support in terms of university education, government  
programs, mentorship, and investor access. Overall, the results indicate that students are psychologically  
prepared and motivated to engage in entrepreneurship, but the surrounding entrepreneurial ecosystem remains  
underdeveloped. The study highlights the need for more practice-oriented entrepreneurship education,  
improved access to finance, and stronger university–government–industry collaboration to be able to make the  
most out of the entrepreneurial potential of young Bangladeshis.  
Keywords-Entrepreneurial intention; University students; Bangladesh; Entrepreneurship education  
INTRODUCTION  
Bangladesh has seen a remarkable growth in the economy during recent decades, but the youth unemployment  
continues to be a challenge. According to the World Bank (2021), a higher proportion of the young population  
aged 15–24 is still unemployed or underemployed, even though more access to higher education has been  
provided. This disparity of educational level and labor market absorption brought up the problems of  
economic inefficiency and social issues. Entrepreneurship has been identified as a possible way to solve this  
problem, not only by creating jobs for experienced graduates, but also through stimulating innovation,  
economic development and social value creation (Global Entrepreneurship Monitor 2023/2024). Universities  
as a source of knowledge and innovation also have an important role in shaping the entrepreneurial mindset,  
attitude, and intentions among students (Huq, Huque, & Rana, 2016; Ferdousi, Rahman, & Qamruzzaman,  
2025).  
Entrepreneurial intention evolves as a conscious state of mind that leads to entrepreneurial behavior (Bird,  
1988) and is influenced by various factors. The Theory of Planned Behavior (TPB) (Ajzen, 1991) is a useful  
framework for understanding how attitudes, perceived behavioral control, and subjective norms collectively  
shape entrepreneurial intentions. Knowledge of entrepreneurship and attitude towards an entrepreneurial  
career, motivational constructs, perceived barriers, and availability of support and opportunities can predict  
whether students are more likely to get from intention to action (Arokiasamy, Maheshwari, & Kha, 2022;  
Xanthopoulou & Sahinidis, 2024).  
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Previous studies carried out in Bangladesh and other developing countries also noted the significant  
contribution of university education, mentorship for entrepreneurship development, family support to  
entrepreneurial intentions, and access to financial resources (Hossain et al., 2023; Shahriar et al., 2024; Su et  
al., 2021). Nevertheless, studies may examine isolated determinants or aspects of entrepreneurship, restricting  
a comprehensive understanding of the interaction between cognitive, attitudinal, motivational, environmental,  
and structural factors as they affect students' intentions. Furthermore, gender, age, level of education,  
department, and family business background can moderate these relationships; thus, context-specific studies  
are important (Huq et al., 2016; Mony et al., 2025).  
The study fills this research gap by examining the complete drivers of entrepreneurial intention through a  
structured questionnaire. The questionnaire covers six key elements, including entrepreneurial awareness and  
knowledge, entrepreneurial attitude and interest, motivational factors, barriers to entrepreneurship,  
opportunities, support, and environment, and entrepreneurial intention. The research, by analyzing the relative  
importance of these factors, can provide evidence base from which universities, policymakers, and others  
interested in encouraging entrepreneurship as a viable career route might engage to support tackling the issue  
of youth unemployment in Bangladesh.  
LITERATURE REVIEW  
Entrepreneurial Awareness and Knowledge  
Awareness and practical knowledge regarding entrepreneurship (e.g., what is Entrepreneurship, how to  
establish and manage a small business operation, financial management skills, sources of finance, media use  
with entrepreneurial content) can help to develop the realistic intention. The evidence shows that  
understanding and exposure to entrepreneurial content improve perceived behavioral control and self-efficacy,  
which are determinants of intention in Ajzen’s model (Arokiasamy et al., 2022; Ningrum, Andayani, &  
Dwiputri, 2025). Research in Bangladesh has indicated that students possessing higher levels of  
entrepreneurship knowledge and training are more inclined to consider becoming an entrepreneur (Huq et al.,  
2016; Ferdousi, Rahman & Qamruzzaman, 2025). The items included in the questionnaire (e.g., startup  
operation knowledge, financial skills, funding sources awareness, and following entrepreneurship media) are  
an indication of this concept and correlate with the cognitive precursors of intention (Mujtaba et al., 2025).  
Entrepreneurial Attitude and Interest  
Attitude—value activity (positive and negative judgments of entrepreneurship), and intrinsic interest (the  
pleasure individuals derive from autonomy, their willingness to take risks and the degree to which they believe  
that ‘entrepreneurship is a worthwhile endeavour’ in terms of benefit for society) are major determinants of  
intention (Ajzen, 1991; Bird, 1988). Evidence from meta-analyses and reviews showed that attitude is one of  
the most stable predictors of entrepreneurial intention across countries (Arokiasamy et al.,2022; Xanthopoulou  
& Sahinidis, 2024). In Bangladesh, students who perceive entrepreneurship as satisfying and enjoy being their  
own boss demonstrate higher intentions (Hossain et al., 2023; Shahriar et al., 2024). Items (after graduation  
interest, perception of fulfillment, desire for autonomy, the risk tolerance level and entrepreneurial social  
value) tap into attitudinal and affective dimensions aligned with previously defined entrepreneur motivation.  
Motivational Factors  
Motivational Factors include push factors (such as dissatisfaction with a job, unemployment) and pull factors  
(desire for freedom or independence, financial freedom, wanting to commercialize ideas from research or  
development, and social encouragement). The former study found that financial motives and the desire for  
independence are strong motivators, while contextual push factors (limited formal-sector opportunities) often  
urge necessity entrepreneurship (Mujtaba et al., 2025; Ye & Yee, 2023). Country-specific work reveals that  
family support and the presence of role models or family business background could enhance motivation in  
Bangladesh (Huq et al., 2016; Hossain et al., 2023). Section D items (independence, financial freedom,  
dissatisfaction with job, desire to implement ideas, encouragement from friends/family) are personal and  
contextual drivers of intention development.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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Barriers to Entrepreneurship  
Perceived barriers- capital constraints, fear of failure, lack of prior experience, administrative complexity, and  
job security preference —deflate entrepreneurial intention by constraining perceived feasibility while inflating  
perceived risk (Pham & Pham, 2024; Ningrum et al., 2025). Empirical evidence from developing countries,  
including Bangladesh, highlights that the lack of access to finance and inadequate hands-on experience are two  
major constraints in this regard (Shahriar et al., 2024; Hossain et al., 2023). Section E explicitly measures these  
barriers by modelling them as negative predictors of intention, which allows differentiation between structural  
constraints and internal dispositions.  
Opportunities, Support, and Environment  
The supportive university ecosystems (courses, practical training, mentorship, and networks) and positive  
institutional policies (government programs and incentives) not only influence students’ opportunity  
perception but also lower the cost of venturing while reducing the uncertainty that is associated with new  
venture creation (Su et al., 2021; Maheshwari, Kha & Arokiasamy, 2023). Recent studies in Bangladesh reveal  
that university support and entrepreneurship programs act as a mediating factor between intent and subsequent  
nascent entrepreneurship (Mony et al., 2025; Ferdousi et al., 2025). Section F includes variables such as  
university training, mentorship availability, government support perception, perceived market opportunity and  
access to mentors/investors—factors that have also been consistently found to increase perceived behavioral  
control and intention in prior work (Mujtaba et al., 2025; Liu, Alias, & Hamid, 2025).  
Entrepreneurial Intention  
Entrepreneurial intention is measured in section G (taking behaviour-specific preparation, persistence despite  
obstacles, confidence under support). Theoretical and empirical literature present intention as the proximal  
antecedent to entrepreneurial behavior (Ajzen, 1991; Bird, 1988), and systematic reviews report predictive  
efficacy of intention measures future entrepreneurial activity (Arokiasamy et al., 2022; Xanthopoulou &  
Sahinidis, 2024). Studies conducted in Bangladesh reveal that intention is determined by not only individual-  
level constructs (i.e., knowledge, attitude, and motivation), but also by contextual supports (Shahriar et al.,  
2024; Hossain et al., 2023). By measuring preparatory behaviors (such as saving, skill development) along  
with attitudinal intent, a connection to the probable future course of action can be more firmly established.  
RESEARCH METHODOLOGY  
In this study, the variables affecting the entrepreneurial intention of university students have been measured.  
That’s why descriptive(quantitative) research has been conducted to gain initial insight into the factors that  
can affect the entrepreneurial intention of university students. Primary data were gathered using a self-  
structured questionnaire. Two sections constructed the questionnaire. The demographic profile of respondents  
is shown in the first section. The second part of the study was component analysis, in which six criteria were  
identified as the substance that was used to measure university students’ entrepreneurial intention. This part  
generated twenty-eight questions from these six factors. A preliminary study was carried out on 10 respondents  
to test the clarity and reliability of the questionnaire. For carrying out the survey, Convenience sampling  
method was used to select the participants, ensuring that the sample represented various academic disciplines  
and year groups. A total of 130 questionnaires were sent to university students in Sylhet city, but after  
excluding the questionnaires that had missing data, 100 questionnaires became available for further analysis.  
Participants gave their feedback through a five-point Likert scale in the study. The respondents marked up the  
points that, in their view, are the strongest and most reasonable. Participants are asked to indicate the strength  
of their agreement or disagreement with these statements on a five-point Likert scale ranging from 1=  
“strongly disagree” to 5 = “strongly agree”.  
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ANALYSIS AND DISCUSSION  
Demographic Profile of the Respondents  
The following table exhibits the respondents' demographic profile.  
Table-1: Demographic Profile of the Respondents  
Cumulative  
Percentage  
51.0  
Variables  
Categories  
Percentage  
Male  
51.0  
Gender  
100.0  
Female  
49.0  
17.0  
75.0  
Below 20 years  
20-23 years  
17.0  
58.0  
Age  
100.0  
24-27 years  
Undergraduate  
Graduate  
25.0  
98.0  
1.0  
98.0  
99.0  
Study Level  
100.0  
47.0  
69.0  
Postgraduate  
1.0  
Business Administration  
47.0  
22.0  
17.0  
14.0  
48.0  
52.0  
Law & Justice  
Department  
Computer Science & Engineering  
86.0  
100.0  
English  
Yes  
48.0  
Family Business  
Background  
100.0  
No  
The table summarizes the demographic profile of the respondents, with a nearly equal gender distribution  
(51% male and 49% female). The majority of the participants were between the ages of 20-23 (58%),  
followed by those aged 24–27 (25%) and below 20 (17%). The sample represented largely undergraduate  
students (98%), and only 1% each at the graduate and postgraduate levels. 47% of the respondents were from  
Business Administration, followed by Law & Justice (22%), Computer and Engineering Science (17%), and  
English (14%). 48% of the participants indicated that they had a family business background, while 52% did  
not.  
Reliability Analysis  
Table 2: Cronbach’s Alpha Reliability Test  
Reliability Statistics  
Cronbach's Alpha  
.785  
Cronbach's alpha based on standardized items  
.794  
No. of items  
28  
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The questionnaires included 28 questions in this study. Reliability analysis indicates that the measurement  
scale demonstrates an acceptable internal consistency (Cronbach’s alpha =.785 and slightly higher for  
standardized items = 0.794). Both are higher than the generally accepted cutoff of 0.70, suggesting that the 28  
items employed in this study are reliably measuring the intended constructs. Therefore, the questionnaire used  
in this study was reliable for collecting information.  
Factor-Wise Descriptive Statistics of Students' Entrepreneurial Orientation  
Table 3: Descriptive Statistics of Factors Influencing Entrepreneurial Awareness, Attitude, and Motivation  
Factor  
Variable  
Mean  
Std.  
Variance  
Deviation  
Understanding Entrepreneurship  
Meaning  
3.73  
1.033  
1.068  
Entrepreneurial  
Awareness and  
Knowledge  
Business Startup Knowledge  
Financial Management Skills  
Startup Funding Awareness  
Entrepreneurship Content Engagement  
Entrepreneurial Career Interest  
Fulfilling Career Option  
3.58  
3.39  
3.41  
3.76  
3.98  
4.05  
4.14  
3.91  
3.96  
4.19  
4.14  
3.86  
3.94  
3.97  
.987  
.973  
.986  
.933  
.804  
.845  
.964  
.911  
1.063  
.907  
.921  
.995  
1.043  
1.150  
.973  
.947  
.972  
.871  
.646  
.715  
.930  
.830  
1.130  
.822  
.849  
.990  
1.087  
1.322  
Entrepreneurial  
Attitude and Interest  
Preference for Independence  
Risk-Taking Attitude  
Societal Contribution View  
Desire Independence & Self-Control  
Superior Financial Autonomy  
Job Dissatisfaction Factor  
Motivational Factors  
Innovation Implementation Drive  
Social Support Influence  
Table 3 shows the descriptive statistics of some factors influencing entrepreneurship, including barriers,  
opportunities, and entrepreneurial intentions, by indicating the means, standard deviations, and variance of  
factors.  
The results provide several key aspects of the entrepreneurial perceptions and intentions of students. First, the  
factor Entrepreneurial Awareness and Knowledge suggest that students have a moderate level of knowledge on  
such basic entrepreneurial concepts. The mean scores show a moderate understanding of what  
entrepreneurship means (3.73), with fairly good knowledge about how to start a business (3.58) and some  
knowledge of financial management skills necessary when starting up businesses in general, including  
managing how to finance the startup process (3.39; 3.41, respectively). Respondents are familiar with basic  
entrepreneurial concepts but may need deeper practical exposure. Their highest mean score for this factor,  
engagement with entrepreneurship-related content (3.76), indicates that there is an enthusiasm for learning  
despite not having enough practical understanding.  
The factor Entrepreneurial Attitude and Interest indicate a strong positive mindset toward entrepreneurship  
among students, with consistently high mean scores across items. Preference for independence (4.14) and  
perceiving entrepreneurship as a fulfilling career option (4.05) reflect a positive attitude toward self-  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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employment. Additionally, high ratings for career interest (3.98), risk-taking attitude (3.91), and the belief that  
entrepreneurship contributes to society (3.96) indicate that students view entrepreneurship as both personally  
rewarding and socially valuable.  
With respect to Motivational Factors, the data suggest that motivational influences appear as strong predictors  
of entrepreneurial intentions. The desire for independence and self-control (4.19) and the expectation of  
financial autonomy (4.14) scored the highest within this factor, suggesting that personal freedom and financial  
prospects are key motivators. Other factors, such as dissatisfaction with traditional jobs (3.86), a drive to  
innovate (3.94), and social support from peers or family (3.97), play an important role too, highlighting a  
combination of personal, economic, and social motivators.  
Table 4: Descriptive Statistics of Influencing Factors and Support Systems of Barriers, Opportunities, and  
Entrepreneurial Intentions  
Factor  
Variable  
Mean  
Std.  
Variance  
Deviation  
Financial Constraint Barrier  
Failure Concerns  
3.84  
3.44  
3.52  
3.63  
3.34  
2.99  
3.06  
2.91  
3.52  
3.30  
3.97  
3.80  
4.19  
1.108  
1.192  
1.132  
1.089  
1.121  
1.330  
1.286  
1.386  
1.078  
1.202  
1.068  
.943  
1.227  
1.421  
1.282  
1.185  
1.257  
1.768  
1.653  
1.921  
1.161  
1.444  
1.141  
.889  
Barriers to  
Entrepreneurship  
Practical Knowledge Deficiency  
Bureaucracy and Corruption  
Job Security Preference  
University Training Adequacy  
Mentorship Network Access  
Government Support Programs  
Market Opportunity Awareness  
Investor Accessibility Ease  
Business Preparation Effort  
Persistence Under Challenge  
Startup Confidence Level  
Opportunities,  
Support, and  
Environment  
Entrepreneurial  
Intention  
.861  
.741  
Table 4 provides the descriptive statistics of various factors influencing entrepreneurial awareness, attitude,  
and motivation, including their mean values, standard deviations, and variances.  
The factor Barriers to Entrepreneurship indicates that students face several notable obstacles to engaging in  
entrepreneurship. Financial constraints (3.84) emerged as the most prominent barrier, followed by practical  
knowledge gaps (3.52) and bureaucratic challenges, including corruption (3.63). Fear of failure (3.44) and a  
preference for job security (3.34) further indicate that risk aversion and uncertainty continue to hinder  
entrepreneurial decision-making among students.  
The factor Opportunities, Support, and Environment highlight a perceived inadequacy in institutional and  
ecosystem support. Students rated opportunities and external support relatively lower compared to other  
factors. University training adequacy (2.99) and government support programs (2.91) received the lowest mean  
scores, indicating dissatisfaction with institutional and policy-level support. Access to mentorship networks  
(3.06) and investor availability (3.30) were also rated moderately low, pointing to a need for more ecosystem  
support. Market opportunity awareness (3.52) was the only item displaying a relatively higher score, but still  
moderate, thus depicting that students are aware of potential markets but do not have the structures to exploit  
them.  
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Lastly, despite some barriers and limited institutional support, the factor Entrepreneurial Intention reflects  
strong determination and optimism among students regarding entrepreneurship. High mean scores for startup  
confidence (4.19), business preparation efforts (3.97), and persistence under challenges (3.80) imply that many  
respondents are determined as well as positive in the pursuit of being entrepreneurs. The results indicate a  
strong positive relationship between inner motivation and positive attitude and students’ level of preparedness  
for entrepreneurship activity.  
CONCLUSION  
This study investigated the factors shaping entrepreneurial intention among Bangladeshi university students  
and found that, although students possess only moderate entrepreneurial awareness and knowledge, they  
display strong positive attitudes, high motivation, and strong intentions toward starting a business. At the same  
time, financial constraints, fear of failure, lack of practical experience, and weak institutional and policy  
support—particularly in terms of university education, government programs, mentorship on how to launch a  
start-up, and gain access to investors—act as significant barriers to transforming intention into action. These  
findings suggest that the main challenge is not a lack of interest or willingness among students, but rather an  
underdeveloped entrepreneurial ecosystem. It is high time for universities and policymakers to focus on more  
practical entrepreneurship education, targeted financial and mentoring support, and deregulations to realize the  
potential of Bangladeshi youth in creating a vibrant start-up ecosystem, while tackling the widespread  
problems of unemployment and underemployment.  
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