Entrepreneurial Intention Development: The Contribution of Specialized Entrepreneurship Academic Programs
Saved in:
| Title: | Entrepreneurial Intention Development: The Contribution of Specialized Entrepreneurship Academic Programs |
|---|---|
| Language: | English |
| Authors: | Carolina Llorente-Portillo (ORCID |
| Source: | Tuning Journal for Higher Education. 2024 11(2):221-254. |
| Availability: | University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Entrepreneurship, Student Attitudes, Process Education, Program Effectiveness, Student Motivation, Foreign Countries, Mexicans, Business Education, Bachelors Degrees, Universities, Educational Strategies, Program Improvement, Intention |
| Geographic Terms: | Mexico |
| DOI: | 10.18543/tjhe.2633 |
| ISSN: | 2340-8170 2386-3137 |
| Abstract: | Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized attention aiding in the development of their entrepreneurial projects. Tecnológico de Monterrey is number 4 in The Princeton Review's Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students' attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428196 |
| Database: | ERIC |
| Abstract: | Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized attention aiding in the development of their entrepreneurial projects. Tecnológico de Monterrey is number 4 in The Princeton Review's Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students' attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors. |
|---|---|
| ISSN: | 2340-8170 2386-3137 |
| DOI: | 10.18543/tjhe.2633 |
