Proposal Dashboard
Core Focus
Technopreneurial Intention
Target Population
400-500 Graduates
Variables (IVs)
5 Predictors
Timeline
30 Months (2.5 Yrs)
Background of the Study
TVET as skilled talent engine
12MP positions skilled human capital and TVET strengthening as central to productivity, high-income growth and a high-tech economy.
Source: Ministry of Economy, 2021; 2023Digital economy pressure
MyDIGITAL aims to strengthen digital adoption, innovative business models and human capital readiness up to 2030.
Source: Economic Planning Unit, 2021Entrepreneurial nation agenda
NEP 2030 targets a stronger entrepreneurial ecosystem and more resilient local entrepreneurs.
Source: KUSKOP, 2020; SME Corp Malaysia, n.d.MADANI alignment
Ekonomi MADANI emphasises inclusive growth, higher income and economic restructuring, supporting the need for productive job creators.
Source: Malaysia MADANI, 2023What is the level of technopreneurial intention among Malaysian TVET graduates?
Do technopreneurship education, digital competency, institutional support, financing access and industry mentorship significantly influence entrepreneurial self-efficacy?
Do these independent variables significantly influence technopreneurial intention?
Does entrepreneurial self-efficacy mediate the relationship between the independent variables and technopreneurial intention?
Which predictor has the strongest effect on technopreneurial intention and transition readiness?
To examine the level of technopreneurial intention among Malaysian TVET graduates.
To determine the effects of technopreneurship education, digital competency, institutional support, financing access and industry mentorship on entrepreneurial self-efficacy.
To determine the effects of the independent variables on technopreneurial intention.
To assess the mediating role of entrepreneurial self-efficacy in the proposed model.
To develop a validated strategic framework for strengthening the TVET-to-technopreneurship pipeline.
The Strategic Issue
Malaysia needs more graduates who do not only become skilled employees, but can commercialise technical capability into technology-based ventures. The core issue is not TVET employability, but the limited transition into technology venture creation.
Problem Statement Details
1. Policy–Outcome Gap
Malaysia promotes TVET, digitalisation and entrepreneurship, but graduate discussion remains heavily employability-oriented rather than venture-creation-oriented. KRI reports many employable TVET graduates are absorbed into work shortly after graduation.
Refs: KRI (2023); Ministry of Economy (2021, 2023)
2. Curriculum–Commercialisation Gap
TVET strengths are practical and technical, but systematic review evidence shows technical competencies still dominate while digital literacy, entrepreneurial orientation and adaptability require stronger integration.
Ref: Halik Bassah et al. (2025)
3. Capability–Confidence Gap
Technical skills alone may not lead to start-up action. Digital/ICT self-efficacy and technopreneurial learning are linked to technopreneurial intention.
Refs: Machmud et al. (2020); Koe (2022)
4. Evidence–Framework Gap
Existing studies are fragmented across entrepreneurship intention, ICT self-efficacy or TVET entrepreneurship potential; fewer validate a full TVET-to-technopreneurship pipeline model in Malaysia/MARA context.
Refs: Rofa & Ngah (2022); UTHM JTET (2024)
Research Gaps addresed
Theoretical Gap
Entrepreneurial intention studies often use TPB or self-efficacy separately. This study integrates policy, institutional and ecosystem factors with entrepreneurial self-efficacy as a mediator.
Empirical Gap
Malaysian TVET technopreneurship evidence remains limited compared with general university entrepreneurship studies. MARA/TVET graduate data can provide context-specific evidence.
Methodological Gap
Several local works are conceptual, qualitative or small-sample. This study proposes a larger quantitative survey and PLS-SEM to validate the measurement and structural model.
Practical Gap
TVET institutions need an actionable framework that links curriculum, digital skills, funding and mentorship to technopreneurial intention and transition readiness.
Proposed Conceptual Framework
Mediated model for TVET-to-technopreneurship pipeline.
Entrepreneurial
Self-Efficacy
Technopreneurial
Intention
Note: The model tests whether resources and capabilities become meaningful when they strengthen confidence to start and manage a technology-based venture.
Proposed Hypotheses for Quantitative Testing
- H1 – H5: IVs have significant direct effects on Technopreneurial Intention.
- H6 – H11: IVs have significant direct effects on Entrepreneurial Self-Efficacy.
- H13: Entrepreneurial Self-Efficacy has a significant effect on Technopreneurial Intention.
- H14a – H18: Entrepreneurial Self-Efficacy mediates the relationships between IVs and Technopreneurial Intention.
Literature Support
| Area | Key argument | Relevance to Model | Core References |
|---|---|---|---|
| Intention theory | Intention is a strong predictor of planned behaviour; perceived behavioural control relates to self-efficacy. | Supports DV | Ajzen (1991); Liñán & Chen (2009) |
| Self-efficacy | Individuals act when they believe they can perform the task successfully. | Supports mediator | Bandura (1997); Sahid et al. (2024) |
| Education & curriculum | Entrepreneurship education can influence intention indirectly through self-efficacy. | Supports IV1 & mediation | Wu et al. (2022); Zhang et al. (2024) |
| Digital/ICT capability | ICT self-efficacy and technopreneurial learning relate to technopreneurship intention. | Supports IV2 | Machmud et al. (2020); Koe (2022) |
| TVET ecosystem | TVET entrepreneurship potential depends on education, support, resources and industry linkage. | Supports IV3–IV5 | Rofa & Ngah (2022); UTHM JTET (2024) |
Quantitative Methodology
Cross-sectional survey and PLS-SEM model validation
Population & Sampling
Population: Final-year TVET students and recent alumni within 3 years, with focus on Malaysian TVET/MARA context.
Sampling: Stratified sampling across relevant TVET institutions/programmes; target sample around 400–500 respondents.
Instrument
Structured questionnaire using adapted validated scales for education, digital competency, support, financing, mentorship, self-efficacy and intention.
Analysis Tools & Logic
SPSS
Data cleaning, normality, missing data screening, descriptive analysis.
SmartPLS
Reliability, validity (measurement model), structural model, mediation and predictive relevance.
Methodological logic: Quantitative testing is suitable because the study aims to validate relationships among latent constructs and test mediation.
Proposed PhD Gantt Chart
2.5-year / 30-month quantitative research timeline
M1-3
M4-6
M7-9
M10-12
M13-15
M16-18
M19-21
M22-24
M25-27
M28-30
Rationalisation & Expected Output
Why this topic is defensible at doctoral level
National relevance
Aligns with 12MP, MyDIGITAL, NEP 2030 and Ekonomi MADANI priorities on skilled talent, digital economy and entrepreneurship.
Theoretical contribution
Integrates TPB and self-efficacy theory to explain how institutional and ecosystem factors translate into technopreneurial intention.
Empirical contribution
Provides Malaysian TVET/MARA-specific SEM evidence, addressing the lack of integrated quantitative pipeline studies.
Practical contribution
Produces a validated framework for curriculum redesign, entrepreneurship support, financing pathway and industry mentorship intervention.
Expected Contribution and Output
1. Empirical Model
Validated relationships among IVs, mediator and DV through PLS-SEM.
2. Strategic Framework
Evidence-based pathway for moving TVET graduates from technical capability to venture readiness.
3. Policy & Practice Guide
Recommendations for TVET curriculum, incubator design, financing schemes and mentorship networks.
Proposed Final Title
"Institutional and Ecosystem Drivers of Technopreneurship among TVET Graduates in Malaysia: The Mediating Role of Entrepreneurial Self-Efficacy"
References
Policy and Theoretical
- Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
- Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
- Economic Planning Unit. (2021). Malaysia Digital Economy Blueprint. Government of Malaysia.
- Khazanah Research Institute. (2023). Unlocking the earning potential of TVET graduates.
- KUSKOP. (2020). National Entrepreneurship Policy 2030.
- Liñán, F., & Chen, Y. W. (2009). Development and cross-cultural application of an entrepreneurial intention questionnaire. Entrepreneurship Theory and Practice, 33(3), 593–617.
- Malaysia MADANI. (2023). Ekonomi MADANI: Memperkasa Rakyat.
- Ministry of Economy. (2021). Twelfth Malaysia Plan 2021–2025.
- Ministry of Economy. (2023). Mid-Term Review of the Twelfth Malaysia Plan 2021–2025.
Empirical and TVET Focus
- Halik Bassah, N., Adnin, S., Mohd Noor, M. A., & Ahmad, A. M. (2025). Graduate attributes and employability skills in TVET in Malaysia: A systematic review. Management Research Journal, 14(2), 100–119.
- Koe, W. L. (2022). The relationship between information and communication technology self-efficacy and technopreneurial intention. Business Management and Strategy, 13(1), 134–145.
- Machmud, A., Suwatno, Nurhayati, D., Aprilianti, I., & Fathonah, W. N. (2020). Effect of ICT self-efficacy on technopreneurship intention mediated by technopreneurial learning. Journal of Entrepreneurship Education, 23(1).
- Rofa, N., & Ngah, R. (2022). Determinants of entrepreneurship potential among Technical Vocational Education and Training programme students. UiTM repository/concept paper.
- Sahid, S., et al. (2024). Interconnectedness between entrepreneurial self-efficacy, entrepreneurial intention and entrepreneurial attitude. Heliyon.
- UTHM Journal of Technical Education and Training. (2024). Entrepreneurial intention challenge in TVET education.
- Wu, L., et al. (2022). The mediating role of entrepreneurial self-efficacy and entrepreneurial intention through entrepreneurship education. Frontiers in Psychology, 12, 727826.
- Zhang, H. (2024). The mediating role of entrepreneurial self-efficacy and grit in entrepreneurship education and entrepreneurial intention. SAGE Open.