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

Mina Nikolaeva Angelova (), Daniela Dobreva Pastarmadzhieva, Milosh Raykov, Mustafa Yunus Eryaman and Martina Riedler
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Mina Nikolaeva Angelova: Faculty of Economic and Social Sciences, University of Plovdiv Paisii Hilendarski, 4000 Plovdiv, Bulgaria
Daniela Dobreva Pastarmadzhieva: Faculty of Economic and Social Sciences, University of Plovdiv Paisii Hilendarski, 4000 Plovdiv, Bulgaria
Milosh Raykov: Faculty of Education, University of Malta, MSD 2080 Msida, Malta
Mustafa Yunus Eryaman: Faculty of Education, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey
Martina Riedler: Faculty of Education, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey

Sustainability, 2025, vol. 17, issue 13, 1-34

Abstract: Entrepreneurship 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.

Keywords: academic entrepreneurship; innovation; entrepreneurship education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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