Entrepreneurial Intention among Undergraduate Agricultural Students in the Republic of Benin

ABSTRACT In sub-Saharan Africa, where the professional insertion of graduates remains a major challenge, entrepreneurship represents an alternative to youth unemployment. This study investigates the predictors of agribusiness entrepreneurial intentions amongst undergraduate agricultural students in the Republic of Benin. A sample of 351 final year agricultural students was selected from universities. The data were collected through structured questionnaire and analyzed using descriptive statistics and a binary logistic regression. The findings showed that 44.16% of respondents were willing to start their own agribusiness venture after graduation with a preference for agro-processing enterprises (35.48%) and crop production enterprises (26.45%). The significant factors that influence agricultural students’ entrepreneurial intention in agribusiness were age, their major field of study, type of university attended, previous experience in agribusiness, a role model as a friend, and perception of agribusiness environment. The study suggests the establishment of clubs for agribusiness entrepreneurship in agricultural faculties and universities; showcasing of young entrepreneurs in agribusiness through national competitions, and events, such as “Agri-Enterprise Week” at universities, inviting young agribusiness entrepreneurs to share their experiences with the students in the next generation as guests lecturer; and the creation by the government of a conducive agribusiness environment for youth graduates. In the light of these insights, several paths for future research emerge.


Introduction
Youth unemployment remains a critical challenge in developing countries, especially in Sub-Saharan Africa (SSA) where youth unemployment rate is among the highest in the world (Page, 2012;Pieters, 2013). This rate is 3.5 times higher than the unemployment rate of adults, reflecting the limited access of youth (15-24 years old) to employment opportunities (AfDB (African Development Bank), 2016;Fox & Thomas, 2016). The figures are even worse when gender is considered. The transition from school to employment is much tougher for women than it is for men (Chakravarty, Das, & Nevertheless, previous studies in the field of entrepreneurial intention have been extensively conducted among students in French-speaking Sub-Sahara African countires. This is for instance the cases of Bachiri (2016) in Morocco, Benredjem and Sahut (2016) in Algeria, Tchagang (2017) and Anaba Ehongo and Abe Bitha (2019) in Cameroon, Jemli (2018) in Tunisia, Harouna (2020) in Niger, Sawadogo (2018) and Sakola Djika (2021) in Burkina Faso, Makpaou and Nait Haddou (2019) in Togo. These studies found differences in entrepreneurial intentions and their determinants across countries. Researchers eager to remind out that because environmental contexts are differents between countries in Africa, differences will arise in entrepreneurial intention and their antecedents (Mwiya, Wang, Shikaputo, Kaulungombe, & Kayekesi, 2017). They have major socio-economic and cultural differences thereby justifying the study on the Republic of Benin as a stand-alone nation in order to capture these unique characteristics. Research on youth entrepreneurship in the Republic of Benin is recent and has mainly focused on the phase of action (ACED (Actions pour l'Environnement et le Développement durable), 2017; Adegbola et al., 2020;Coovi & Noumon, 2020). In addition, although there are business opportunities for graduates in the African agricultural sector (FAO (Food and Agriculture Organisation), 2019), previous studies have not focused on the agricultural sector. Using the case study of the republic of Benin, this research intends to fill the gaps by identifying the key factors influencing undergraduate agricultural students' intention to engage in agribusiness after graduation. The outcomes of this study will contribute significantly to the development and implementation of policies and interventions that promote graduates entrepreneurial culture in the agricultural sector.
The paper is structured into six sections with the theoretical and empirical literature discussed in section 2. Section 3 focuses on the research methodology followed by research findings and discussion, respectively, in sections 4 and 5, while section 6 presents the conclusion and policy implications.

Theoretical foundation
Entrepreneurial intention is interpreted as the commitment to start a new business (Krueger, 1993), and was considered as the key option in understanding the process of creating new business (Bird, 1988). Various theories have been established to explain the decision-making process that individuals use when choosing a vocation, and one of them is the Social Learning Theory of Career Decision-Making (Mitchell & Krumboltz, 1990). The theory identifies the interactions of socio-demographic factors, knowledge, and attitude (Esters & Bowen, 2005). These factors, according to Mitchell and Krumboltz (1990), generate entrepreneurial cognitions, which are defined as the knowledge structures that people use to make assessments, judgments, or decisions related to opportunity evaluation, venture creation, and growth.
Based on the Social Learning Theory, the Theory of Planned Behavior (TPB) (Ajzen, 1991), and Entrepreneurial Event Theory (ENT) (Shapero & Sokol, 1982) have been developed. These theories are the most representative theories when discussing influencing factors of individual's entrepreneurial intention. The Theory of Planned Behavior (TPB) is based on the premise that any behavior requires a certain level of planning. In this theory, intentions are formed by three components (Ajzen, 1991): (i) perceptions of personal desirability of performing the behavior (attitudes toward the behavior), (ii) perceived social pressure to execute or not the behavior (subjective norms), and (iii) perception that the target behavior is within the decision-maker's control (perceived behavioral control).
The Theory of the Entrepreneurial Event (TEE) considers business creation as the consequence of the interaction among contextual factors, which would act through their influence on the individual's perceptions. Three components are used in this model to determine entrepreneurial intentions: (i) the perception of the desirability, (ii) the perception of feasibility, and (iii) the propensity to act (Shapero, 1982;Shapero & Sokol, 1982). The perceived desirability is defined as the attractiveness of starting a business; perceived feasibility as the degree to which the individual feels capable of starting a business; and propensity to act as the personal disposition to act on one's decisions. According to these theories, business creation is preceded by intention to create. Apart from routine acts where the action may precede the intention, the intention can predict intentional behavior to have a given behavior. Both the TPB and TEE provide comparable interpretations of entrepreneurial intentions (Krueger, Reilly, & Carsrud, 2000). Krueger demonstrated that attitudes and subjective norms in the TPB model are conceptually related to perceived desirability in TEE, while perceived behavioral control in TPB corresponds to perceived feasibility in the TEE model. Essentially, perceived desirability and perceived feasibility are fundamental elements of intentional behavior.
Following the above theories, researchers proposed new model that analyze various factors predicting individual's entrepreneurial intentions. These factors are splitted into three categories namely: individual or psychological factors, family background factors and social and environmental factors (Davidsson, 1995;Elfving, Brännback, & Carsrud, 2009;Taouab, 2014). Therefore, this paper provides a comprehensive analysis of the effect of these factors on undergraduate agricultural students' intention to engage in agribusiness after graduation ( Figure 1).

Empirical literature
Various factors such as individual or psychological factors, family background factors and social and environmental factors can influence the entrepreneurial intentions of university students (Figure 1). To provide the best discussion, these factors are reviewed in this section.

Individual or psychological factors
Many researches on entrepreneurial intention explored the effect of individual's gender on their entrepreneurial intentions and found that males generally have stronger entrepreneurial intention than females (Atitsogbe, Moumoula, Rochat, Antonietti, & Rossier, 2018;Barau, Yahaya, & Afrad, 2016;Looi & Khoo-Lattimore, 2015;Xavier, Kelley, Kew, Herrington, & Vorderwulbecke, 2013). In support to this idea, Lee, Wong, Foo, and Leung (2011) demonstrated that some stereotyped images triggered by their duties of supporting family, raising the children may have a negative effect on the entrepreneurial intention of females. Therefore, based on these evidence, one would expect men to show more entrepreneurial intentions.
The age of individual is subject to contradictions in researches on entrepreneurial intention. Findings across studies showed that people mostly decided to establish their own enterprises between the ages of 25 to 34 years (Atitsogbe et al., 2021;Chipeta, Surujlal, & Koloba, 2016;Langowitz & Minniti, 2007;Xavier et al., 2013) meaning that entrepreneurial intentions among students increase with age. In addition, the needs often associated with these intentions which are autonomy autonomy, independence, and selfactualization generally increase with age (Pari, Kazimna, & Amedjrovi, 2018). However, these findings were contradicted by some authors (Halvorsen & Morrow-Howell, 2016;Israr & Saleem, 2018) who found the entrepreneurship intention among the youngest people. In the same vein, Álvarez-Herranz, Valencia-De-Lara, and Martínez-Ruiz (2011) supported that youngest people may be more likely to become entrepreneur because they are more dynamic, energetic, enthusiastic, and eager to achieve their ambitions.
Moreover, prior entrepreneurial experiences have been considered to be a key predictor of individuals' entrepreneurial intention (Krueger, 1993;Zapkau, Schwens, & Kabst, 2017). They can accumulate experience and skills for future entrepreneurial activities. Similary, Bosompem, Dadzie, and Tandoh (2017) concluded that the participation of youth in agribusiness activities motivates them to take up agribusiness as selfemployment in Ghana. Therefore, the assumption is that students with prior experience in agribusiness activities will be more attracted to agribusiness as a future career.
Researchers also focused on the academic profile to predict individual's entrepreneurial intentions. Pihie and Bagheri (2013) indicated that students from a private university are more willing to be entrepreneurs than those at a public university in Malaysia.

Family Background Factors
Occupation of parents, Parental education level

Individual perception
Entrepreneurial Attitudes

Subjective Norms
Entrepreneurial Intention

Individual or psychological Factors
Gender, Age, Experience, Type of university attended, Major of study, Friend role model Behavioral Control Similary, Zhang, Duysters, & Cloodt (2014) and Canever, Barral, and Ribeiro (2017) reported that the type of universities has been shown to have moderating effect on entrepreneurial intentions. This study examines, which of the university environment (private or public) supports entrepreneurial intentions. According to Canever et al. (2017), public universities are disconnected from the "real world" and have a lower entrepreneurial intention among students. Private universities, according the same author, have many of their students already involved in the labor market. The study will then contribute to know whether this is valid in the context of Benin. This has implications on their knowledge of the market and may possess skills and resources to venture into a related venture. Therefore, the assumption is that the university environment in private universities are more effective in constructing entrepreneurial intention, and then students from private university will likely have more entrepreneurship intentions. Furthermore, depending on the major in which students are enrolled, they could have an entrepreneurship intention (Looi & Khoo-Lattimore, 2015;Mwiya et al., 2017).
There is very little evidence on the link between the field of study and entrepreneurial inclinations in Francophone Sub-Saharan African countries. A study conducted in Switzerland showed that students in economics and law have more entrepreneurial intentions than students in the social sciences (Sieger, Baldegger, & Fueglistaller, 2014). The importance of role modeling in entrepreneurial intention research has been highlighted in the literature. A friend being a role model was found to have an influence on students' willingness to take up agribusiness as a career (Ernest, Samuel, & Awuah, 2013;Van Auken, Fry, & Stephens, 2006). In addition, it has been found that role models can influence both the outcome expectancy and self-efficacy of the individual, which can encourage following a specific career path, such as becoming an entrepreneur (Abbasianchavari & Moritz, 2021). Therefore, the assumption is that students who have a successful entrepreneur as a friend role model will have the intention to venture into agribusiness as self-employment after graduation.

Family background factors
Researches discussed the effect of family background factors on individual's entrepreneurial intention. Entrepreneurial family background refers to those people whose parents are entrepreneurs (Bae, Qian, Miao, & Fiet, 2014;Chlosta, Patzelt, Klein, & Dormann, 2012). From this perspective, previous studies (Chaudhary, 2017;Looi & Khoo-Lattimore, 2015;Ozaralli & Rivenburgh, 2016;Tarling, Jones, & Murphy, 2016) showed that youth whose parents are entrepreneurs have a greater predicted probability of entrepreneurial intention with the assumption that parents' occupation has positive influence on the career choice of their wards.
Furthermore, another factor discussed in the literature is the parental education level. The level of parental education was found to have influences on individuals' career choice (Bosompem et al., 2017;Ojebiyi et al., 2015).

Social and environmental factors
The social and environmental factors such as government support, legal rules are an important factors influencing individual's entrepreneurial intentions (Stephen, Urbano, & Hemmen, 2005). The agribusiness environment is particularly influenced by the outcome of the policies set by government and other stakeholders in the sector (FAO (Food and Agriculture Organisation), 2019; May, Tate, & Worrall, 2011). Therefore, the willingness of the youth to start their own agribusiness depends on the perceived feasibility in the environment (Bosompem et al., 2017). However, for Atitsogbe et al. (2021), when perceived opportunities are high, the positive effect of subjective norms on attitudes toward entrepreneurship is weaker among students in Togo. Given that the perception of the environment significantly influences the decision to start a business and that environmental factors are the most cited among the perceived barriers to entrepreneurship (Pari, 2014), this study postulates that the perception (positive or negative) of the environment in terms of opportunities would influence entrepreneurial intention of students in agribusiness.

Measurement of entrepreneurial intention
The measurement of individual's entrepreneurial intention includes single variable approach and multivariable approach (Bosompem et al., 2017;Maâlej, 2013). The single variable approach refers to the measurement of entrepreneurial intention by a single variable, such as preference, plan, and expectation of the individual. This approach can be split into researcher judgment and individual self-report. However, the multivariable approach measures individual's entrepreneurial intention based on multiple dimensions. This study focused on the single variable approach to assess the agribusiness entrepreneurial intention of undergraduate agricultural students.

Population and sampling
The study employed a two-stage modified-cluster sampling procedure to select agricultural undergraduate students. The first stage was to select both public and private universities with agricultural program. Three public universities were considered as follows: University of Parakou (UP) located in northern Benin, and University of Abomey-Calavi (UAC), National University of Agriculture (UNA), all located in southern Benin; and also one private university, Catholic University of West Africa (UCAO) in southern Benin. The second stage involved a random sampling of 351 final year undergraduate students from faculties and universities of agriculture since they are likely to make decisions on their career choices in the near future. The sample size was determined in each selected faculty and university using the formula of Kothari (2004) and distributed to reflect their numbers according to the number of students in various majors. The formula is given by: Where: n is the sample size per faculty/university, N is the population size (i.e. total final-year undergraduate students in the faculty/ university of agriculture), Z is the standard variate at 95% confidence interval (1.96), e = 5% (0.05) = level of precision, p (0.5) and q (0.5) are respectively sampling distributions of proportions of success and failure.

Data collection
A structured questionnaire was used to collect primary data on students' agribusiness entrepreneurial intentions, their socio-demographic characteristics (sex, age, prior experience, and academic background), parental background, influence of friend role model, career path envisaged after graduation, and perception of agribusiness environment.
The students' entrepreneurial intention was measured using the single variable method because of its simplicity and clarity. This measurement was adopted from Bosompem et al. (2017). However, to avoid wrong answers from the respondents, they were asked to give their envisaged career path after graduation, and then recoded into a simple binary variable in the database.
The students' perception of the agribusiness environment was captured using a fivepoint Likert scale, ranging from 5 (very good) to 1 (very poor). The Likert scale was used because it gives reasonably robust correlation coefficients by limiting distortions in data scaling (Conradie & Piesse, 2016). The students have a positive perception, when the Likert scale used equals at least the middle, which is three (Kelley & Turley, 2001).

Data processing and analysis
The descriptive statistics (frequencies and percentages) were used to assess the willingness of respondents to engage in agribusiness. A binary logistic regression model (logit) was used to determine the factors influencing students' entrepreneurial intention in agribusiness as self-employment after graduation. The logistic regression functional form is provided by (Pindyck & Rubinfeld, 1998): Where Z is a function of associated variables, if P Y¼1 ð Þ � 0:5 then there is a greater chance of an event occurring, and if P Y¼1 ð Þ � 0:5 then the probability of the event occurring minimal.
The empirical model is specified as follows: Where: Y = Dependent binary variable (1 = Willing to venture into agribusiness as selfemployment after graduation; 0 = Otherwise); P (Y = 1) = Probability to engage in agribusiness as self-employment after graduation; β 0 = Constant; β 1-β 12= Regression coefficients; X 1-X 16= Explanatory variables; ε = Stochastic error term. (P/1-P) = Odd ratio (odds in favor of agribusiness entrepreneurial intention). Chisquare was used to measure goodness-of-fit. Based on the conceptual framework, the explanatory variables of the model and expected signs are presented in Table 1.

Undergraduate agricultural students' entrepreneurial intention in agribusiness
Less than half of the respondents (44.16%) were willing to start own agribusiness venture as self-employment after graduation (Table 2). This demonstrates that most of them preferred clerical jobs that are difficult to access.
Agro-processing and crop production were the most preferred agribusiness enterprises among students willing to engage in agribusiness after graduation (Table 3). Only about 0.65% of these students were willing to engage in agricultural services as selfemployment (Table 3).

Factors affecting undergraduate students' entrepreneurial intention in agribusiness
The overall binary logistic regression model was statistically significant (Prob > chi2 = 0.000) implying that the regression results can be validly taken into consideration (Table 4). The findings showed a significant relationship between agricultural students' intention to venture into agribusiness and the variables age, major of students, type of university attended, experience in agribusiness, friend role model, and overall perception of agribusiness environment (Table 4). Students with the age group of 22-34 were about two times willing to venture in agribusiness as compared to the age group of 18-21. This finding implies that the higher the age of students, the more likely they will venture in agribusiness. The majoring of agricultural students in Science and Techniques of Production (crop production and livestock production) (STP) and Nutrition and Food Sciences (NFS), were each about two times more likely to positively influence their  Significance level = *** 1% and ** 5% respectively Note: STP: Science and Techniques of Production (crop production and livestock production); NFS: Nutrition and Food Sciences willingness to venture into agribusiness. Given that a student is from the public university, the probability that he/she wish to take up an agribusiness entrepreneurship increases by 0.32, otherwise decreases if a student is from private university. The previous participation of agricultural students in agribusiness activities was about two times more likely to positively influence their intention to engage in agribusiness after graduation. Given that a respondent has a friend entrepreneur as a role model, the probability that he/she intend to venture in agribusiness increases by 3.24. The positive perception of respondents of agribusiness environment increases the likelihood that a respondent takes up agribusiness by 3.24.

Undergraduate agricultural students' entrepreneurial intention in agribusiness
The lowest interest of agricultural students in engaging in agribusiness as selfemployment after graduation is consistent with the findings of Ayanda et al. (2012) who showed that most university agricultural students in Nigeria (72%) did not have an intention to start an agribusiness career after graduation. However, the intention to start own agribusiness does not necessarily translate to actual starting of business (van Gelderen, Kautonen, Wincent, & Biniari, 2018). Therefore, future research could attempt to determine the conversation rate of student entrepreneurial intention into actual entrepreneurial action embodied by agribusiness enterprises. The low interest of agricultural students to venture in agribusiness entrepreneurship is also supported, at least partly, by their negative perception of the agribusiness environment. The interest of undergraduate agricultural students in agro-processing enterprises and crop production enterprises as self-employment right after graduation differs from results of Ojebiyi et al. (2015) in Nigeria who showed agricultural students' interest in livestock enterprises. This could be inferred to the agribusiness opportunities available for youths in each country for entrepreneurship.

Factors affecting undergraduate students' entrepreneurial intention in agribusiness
The findings indicated that entrepreneurial intentions increase with age among agricultural students. This finding is consistent with previous studies where the highest rates of entrepreneurship were in the cohort of 25-34 years-old (Atitsogbe et al., 2021;Chipeta et al., 2016) although some authors also noticed a trend toward entrepreneurship at a younger age (Halvorsen & Morrow-Howell, 2016;Israr & Saleem, 2018). The influence of age may be related to the need for independence they may feel (Pari, Kazimna, & Adjita, 2016). Therefore, any entrepreneurship programs toward students should focus on the age group depending on the action.
The study also showed that potential entrepreneurs are more likely to come from the following majors: Science and Techniques of Production (crop production and livestock production) and Nutrition and Food Sciences. This finding confirms previous studies showing that the entrepreneurship intention of students depends on the major in which they are enrolled (Looi & Khoo-Lattimore, 2015;Mwiya et al., 2017). This could be inferred to the fact that potential entrepreneurs are concentrated on business opportunities related to production activities (primary production and processing), ignoring opportunities related to marketing and agricultural services because of the lack of information. In fact, these students have had access to certain types of technical skills or have developed these skills during the training. Therefore, to develop a large pool of potential entrepreneurs, agribusiness teaching should highlight the opportunities available in other segments of the agricultural value chains.
As for the type of university attended by students (public/private), the findings of this study did not support previous studies (Pihie & Bagheri, 2013;Zhang, Duysters, & Cloodt, 2014;Canever et al., 2017), that argued that students from private universities are more willing to be entrepreneurs than their counterparts from public universities. This situation could be explained by the fact that most agricultural students from private universities in Benin come from wealthier families and parents that are often ready to pay for their children to pursue studies abroad after completion of the bachelor's degree, hence their lower interest in agribusiness. Students' exposure to success stories in agribusiness including the provision of agricultural services and marketing should be done for both public and private universities.
The positive influence of student's previous experience in agribusiness activities on their intention to start own agribusiness after graduation is in line with the findings of Bosompem et al. (2017) in Ghana, and Bignotti and le Roux (2020) in South Africa. The positive attitude is that a potential entrepreneur's past and present experience acts as an incubator that exerts a central influence on their capability to effectively engage in opportunity recognition and exploitation (Bignotti & le Roux, 2020;Cooper & Park, 2008). This raises the importance for agricultural training institutions to create the necessary conditions for students so that they develop entrepreneurial aptitudes. The students' entrepreneurial club appeared in the literature as a means to enhance entrepreneurial learning among students (Pittaway, Gazzard, Shore, & Williamson, 2015). To this end, the establishment of entrepreneurship clubs for agricultural students is a good option to strengthen and create entrepreneurial intention among them.
Having a friend entrepreneur as a role model was found to positively influence their intention to venture into agribusiness after graduation. This confirms that individuals tend to learn from their role models. The finding is consistent with previous researches that showed the importance of role model on the entrepreneurial intention of students (Abbasianchavari & Moritz, 2021;Ernest et al., 2013). Therefore, there is a high possibility that by exposing students to successful entrepreneurs, their intention to start own agribusiness after graduation will increase.
Last, but not least, the positive perception of agricultural students toward agribusiness environment influences their entrepreneurial intention. This result was consistent with findings by Bosompem et al. (2017) who showed that the entrepreneurial intention of agricultural student in Ghana depends on their positive perception of the agribusiness environment. This finding raises the importance of the support of relatives for entrepreneurship for people in difficulty, especially those who have a negative perception of the agribusiness environment or have more difficulty identifying agribusiness opportunities. In addition, interventions such as restriction of taxes for youth agribusiness entrepreneurs, improved access to inputs (land, credit), and structural investments to improve the competitiveness of the economy (roads, market) would improve the agribusiness environment and then encourage youth engagement in agribusiness (ACED (Actions pour l'Environnement et le Développement durable), 2017; World Bank, 2017a;World Bank, 2017b). However, future research might investigate the perception of undergraduate agricultural students of the different components of the agribusiness environment.
The insignificant relationship observed between the agricultural students' willingness to venture into agribusiness and their parent's education as well as their parent's occupation was surprising. The aforesaid factors were found to be significant predictors for students engagement in a business after graduation (Barau et al., 2016;Bosompem et al., 2017;Looi & Khoo-Lattimore, 2015;Tarling et al., 2016). This means that parents' behaviors do not set examples to influence children's entrepreneurial intentions in the Republic of Benin.

Conclusion and Policy Implications
The study was carried out to identify the factors influencing entrepreneurial intentions in agribusiness amongst agricultural university students in the Republic of Benin. The study found that 44.16% of respondents were willing to start own agribusiness venture after graduation with a preference for agro-processing enterprises (35.48%) and crop production enterprises (26.45%). The findings further showed that the undergraduate agricultural students' entrepreneurial intention in agribusiness is associated with age, field of study, type of university attended, previous experience in agribusiness, friend role model (individual/psychological factors), and perception of the agribusiness environment (social and environmental factors).
The findings are of importance for policy making. Individual/psychological factors and social and environmental factors have significant influence on agricultural student's entrepreneurial intentions. These factors can be regulated by education and relevant policy instruments. The showcase of successful young entrepreneurs in agriculture should be encouraged. This is possible through national competitions from youth agribusiness entrepreneurs and visible events such as "Agric-Enterprise Weeks" at university and the invitation of successful youth agribusiness entrepreneurs to share their experiences with the students in the next generation as guests lecturer. Besides, agricultural faculties and universities should encourage and establish agribusiness entrepreneurship clubs to inspire and foster students to engage in agribusiness activities during their studies. Furthermore, more young graduates would be interested in agribusiness entrepreneurship, more youth employment would rise, and domestic food security could improve if the government also took steps to improve the agribusiness environment. By these education and supporting policies, individual/psychological status of agricultural students and social environment are expected to be changed to promote agricultural student's entrepreneurial intentions, reaching the goal of promoting employment by agribusiness entrepreneurship.
The limitation of this study is that it considered students' perception of the agribusiness environment as a qualitative variable encompassing all aspects of the agribusiness environment. Future research might highlight the different components of the agribusiness business environment that need to be improved to facilitate youth engagement in agribusiness. The results of this research will help to identify specific aspects of the agribusiness environment that could be addressed to develop students' entrepreneurial intention. Another avenue of research would be to determine the rate of conversion of students' entrepreneurial intention into actual entrepreneurial action and the factors associated with it. Indeed, this study identified the determinants of agribusiness entrepreneurial intention among agriculture students. Some students express the intention to become entrepreneurs, but this intention does not necessarily translate into the actual creation of a business. Hence, the need to conduct the proposed research proposal in the future. Such a study could adopt a longitudinal time frame to determine the extent to which entrepreneurial intentions translated into action.

Disclosure statement
No potential conflict of interest was reported by the author(s).