Effect of social identity, moral obligation, perceived social impact, mentorship on social entrepreneurship readiness among higher education institution students in India

Abstract

Social entrepreneurship serves as an effective mechanism for addressing societal challenges by facilitating the introduction of products and services and creating markets for issues that require attention. In doing so, it also generates employment opportunities and contributes to economic development. Initiatives and efforts within higher education institutions can effectively cultivate student involvement in social enterprises. The current study employs Social Identity Theory (SIT), Norm Activation Theory (NAT), and Social Cognitive Theory to elucidate the primary dimensions of social entrepreneurship. This study identifies social identity, moral obligation, perceived social impact, and mentorship support as predictors of social entrepreneurship readiness (SER). The primary objective of this study is to address the gap in the existing literature regarding the social and intrinsic factors that influence students' preparedness for engaging in social entrepreneurship. A descriptive research design and convenience sampling technique, with a sample size of 283, were employed, alongside Partial Least Square structural equation modeling (PLS-SEM), to examine the relationships between the variables. Data analysis revealed that all four indicators exerted a positive effect on social entrepreneurship, with mentorship exhibiting the strongest effect, followed by moral obligation, perceived social impact and social identity. This study has several managerial implications that will assist policymakers, educational institutions, and social entrepreneurship initiatives in India.