Configurational Pathways to Social Entrepreneurship Intention: A Fuzzy-Set Qualitative Comparative Analysis Approach

Abstract

Social entrepreneurship intention (SEI) is gaining attention for its role in addressing societal challenges and supporting sustainable development. However, traditional linear models overlook the complex nature of SEI, especially in developing contexts like Vietnam. This study applies Social Cognitive Career Theory (SCCT) and uses fuzzy-set qualitative comparative analysis (fsQCA) on data from 400 Vietnamese students. It identifies four pathways to SEI, highlighting the key roles of moral identity and entrepreneurial efficacy. The absence of cultural capital in some cases challenges common beliefs. Findings support the design of holistic, values-based education to foster diverse and ethical entrepreneurial intentions among students.

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