Journal of Economics and Sustainable Development www.iiste.org ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online) Vol.8, No.22, 2017 148 Entrepreneurship Education, Personality Traits, and Entrepreneurial Intention of Engineering Students in Technical and Vocational Education and Training Institutions in Kenya Amos O Ayuo 1 * Prof. Peter Kibas 2 Dr. Daniel Auka 1 1.Department of Business Administration, Faculty of Commerce, Egerton University, Kenya 2.School of Business, Presbyterian University of Eastern Africa, Kenya Abstract This study proposes that entrepreneurship education affects entrepreneurial intention through the moderating role of personality traits. The study adopted the hierarchical regression analysis to examine the hypothesis. The study population comprised 265 students taking engineering courses at diploma level in Technical and Vocational Education and Training institutions in Kenya. A total of 239 valid questionnaires, representing 90% of the sample, were fully filled in and analyzed. The results revealed that personality traits moderate the effect of entrepreneurship education on entrepreneurial intention. This study contributes to knowledge by addressing research gaps in previous studies regarding the direct effect of entrepreneurship education on entrepreneurial intention. Second, by reporting moderating role of personality traits on the relationship between entrepreneurship education and entrepreneurial intention, the research proposes the need to align entrepreneurship education curriculum by taking cognizance of individuals’ personality traits. Keywords: entrepreneurship education; entrepreneurial intention, mediating effect 1. Introduction Entrepreneurship education is a learning process that is meant to influence attitudes, behavior and values or intentions towards entrepreneurship as a career option or as a means to participate in the development of the individual’s role in the community (Mwasalwiba, 2010). The role of entrepreneurship education in the generation of entrepreneurial intention is currently gaining academic attention (Entrialgo & Iglesias, 2016; Fayolle & Gailly, 2015). Extant literature suggests that the past two decades have witnessed significant growth in entrepreneurship education programs in most countries (Carey & Matlay, 2008). This could be attributed to the vital role of entrepreneurship education in inculcating positive attitudes towards entrepreneurial activities and in developing thinking skills which enable the students to develop entrepreneurial intention (Fayolle, Gailly, & Lassas-Clerc, 2006). Consequently, the concept of entrepreneurial intention has become popular among scholars for its usefulness in predicting entrepreneurial behavior. Entrepreneurial intention refers to one’s desire to own a business at some time or in the future (Bae, Qian, Miao, & Fiet, 2014) or to start a business (Krueger, Reilly, & Carsud, 2001). Intentions have been used to describe a self-prediction of individuals to engage in a behavior (Ajzen, 2005). Thus, once the formation of intentions occurs in an individual, actual behavior is expected to follow. Intentions are said to be a strong predictor of future entrepreneurial intention (Linan & Chen, 2009; Souitaris, Zerbinati, & Al-Laham, 2007). In this sense, entrepreneurship education acts as a force that propels entrepreneurial intention and behavior (Fayolle et al., 2006). However, in a separate argument, McClleland (1965) posits that some individuals have certain personality traits that determine whether or not one finds the tasks or roles of entrepreneurship attractive and viable. Personality traitsrefer to an individual’s persistent and consistent reaction caused by stimulation of external environment or situational factors (Ajzen 2005). Some studies argue that personality traits of an individual may serve as a catalyst which influences one’s innovativeness, locus of control and the risk perception of entrepreneurs in decision making (Chausin, Hermand, & Mullet, 2007; Rauch & Frese, 2007). The most frequently cited personality traits that are closely associated with entrepreneurial values and behavior include: need for achievement, internal locus of control, and innovativeness (Rauch & Frese, 2007; Chausin et al., 2007) hence their choice for the study. 2. Statement of the Problem Literature on entrepreneurship education suggests that education can contribute to increase in the number of entrepreneurs (Wilson, Vyakarnam, Volkmann, Mariotti, & Rabuzzi, 2009; Rodriguez, Dinis, do Paco, Ferreiras, & Raposo, 2010). The theory of planned behavior postulates that individuals’ attitudes influence their entrepreneurial intention and consequently their behavior and action (Ajzen, & Fishbein, 2005). However, other scholars suggest that while education may lead to development of entrepreneurial intention, this relationship may be contingent upon one’s personality traits (Pillis & Reardon, 2007). The studies observe that the individual’s personality traits provide the impetus to high will-power that drives the entrepreneur’s passions, desire for achievement and innovativeness (Kurucz, Colbert & Wheeler, 2008).This paper sought to analyze the moderating