Entrepreneurial intention development: the contribution of specialized entrepreneurship academic programs

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dc.contributor.authorLlorente Portillo, Carolina
dc.contributor.authorDobson, John Alver
dc.contributor.authorFraser, Niyan Kwame Omari
dc.contributor.authorGómez Urquijo, Laura
dc.date.accessioned2025-03-25T13:40:35Z
dc.date.available2025-03-25T13:40:35Z
dc.date.issued2024-05-31
dc.date.updated2025-03-25T13:40:35Z
dc.description.abstractEntrepreneurship 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 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.en
dc.identifier.citationLlorente Portillo, C., Dobson, J. A., Fraser, N. K. O., & Gómez Urquijo, L. (2024). Entrepreneurial intention development: the contribution of specialized entrepreneurship academic programs. Tuning journal for higher education, 11(2), 221-254. https://doi.org/10.18543/TJHE.2633
dc.identifier.doi10.18543/TJHE.2633
dc.identifier.issn2340-8170
dc.identifier.urihttps://hdl.handle.net/20.500.14454/2564
dc.language.isoeng
dc.publisherUniversidad de Deusto = Deustuko Unibertsitatea
dc.rights© University of Deusto
dc.subject.otherEntrepreneurship education
dc.subject.otherUniversity students
dc.subject.otherEntrepreneurial intention
dc.subject.otherTheory of planned behavior
dc.titleEntrepreneurial intention development: the contribution of specialized entrepreneurship academic programsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage254
oaire.citation.issue2
oaire.citation.startPage221
oaire.citation.titleTuning journal for higher education
oaire.citation.volume11
oaire.versionVoR
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