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Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler, 2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary education students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them.

The purpose of this paper is to analyze the role of universities and other institutions in successful entrepreneurship. Insights are obtained following a literature review approach. Case studies from the United States (New York startup), Spain (Mondragon), and Germany provide strong evidence that universities are very instrumental in the creation, design and implementation of entrepreneurial initiatives by providing new and ongoing entrepreneurs with human capital training, fundamentals, and theoretical and empirical models to contribute to lasting businesses. Results from university research on gender and risk-issues lead to believe that women are more risk averse than men to work and invest in start-up businesses. Other institutions, such as governments, are critical to provide with the necessary incentives to launch start-up businesses, including tax cuts, seed capital funding, investment in human capital, etc. While the evidence supporting the links between education and entrepreneurial outcomes is promising it is not yet definitive. In addition to providing a review of existing research, this paper suggests an integrative framework for future research.

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.

Purpose: The purpose of this paper is twofold: first, to study which perceived and attained entrepreneurial competences acquired by students while developing a business plan are rated most highly; and second, to analyse the differences observed in entrepreneurial competences, depending on whether the business plan developed is real or fictitious. Design/methodology/approach: To analyse the role played by business plans in perceptions and attainment of competence, data were collected from students enrolled on a final project course of a bachelor's degree, specifically the Bachelor's Degree in Business Administration and Management at the Universitat Oberta de Catalunya. The course in question focussed on entrepreneurship and business plans. The data on perceived and attained competences were obtained through questionnaires and assessment rubrics, respectively. Mean comparison analyses were conducted to investigate any differences in entrepreneurial competences existing between students developing real or fictitious business plans. Findings: The paper finds evidence that the process of creating a business plan results in entrepreneurial competence being highly rated and that whether the business plan is real or fictitious does not affect the level of entrepreneurial competence. Research limitations/implications: A longitudinal study will be required to analyse how entrepreneurial competences evolve during the business plan creation process. Originality/value: This paper finds that few studies have been conducted to explore entrepreneurial competences in relation to business plan development and shows that more complete research is required. Moreover, both perceived and achieved competences are considered, an analysis not previously carried out.

Purpose: The purpose of this paper is to determine how and why differences in gender affect entrepreneurial intention (EI). Although there are many studies in this area, scholars have yet to reach a consensus. Design/methodology/approach: This study uses a survey of students at Malaga University in two stages to introduce a new perspective that links gender and university degree subject with the predisposition towards business creation. Structural equation modelling (SEM) is applied. Findings: Comparing the explanatory power of an additive model and a multiplicative model, this paper confirms that socialisation conditions both men and women in their choice of university studies. Consequently, gender and university degree subject choice are shown to be linked and both affect EI. Research limitations/implications: These findings provide a starting point for closing the information gap in the literature, but deeper analysis is required to combine other factors, such as international variations and the influence of different education systems on entrepreneurship. Practical implications: These results are of special value to universities interested in fomenting entrepreneurship in their graduates, allowing them to better propose educational policies and communication campaigns reducing the effect of gender on degree choice. Originality/value: The contribution of this research is the development of introducing university degree subjects as tied to gender. The study forms one construct together, and not a descriptive variable of the sample selected or as two independent exogenous variables, as is the case in most of the literature in this area.

This paper looks in more depth at an analysis of MOOC students' social entrepreneurial intentions, their profiles and motivations, especially as regards the tensions between internal and external motivations and the influence of the environment on the decision to set up a social enterprise. It also offers insights into online education for social entrepreneurs, as we believe that a better understanding of such training and its participants may help to stimulate social entrepreneurship from the educational sphere. Using a large sample obtained from a survey of 1457 respondents, our study offers a new perspective on distance learning social entrepreneurship students' socio-demographic characteristics and the importance of both their desire for self-fulfilment and the influence of their environment.

Purpose: The present research focuses on an understudied field in the entrepreneurial process: the events that transform intention into effective entrepreneurial behavior. Design/methodology/approach: In this paper a comparative analysis, using the t-test on related samples, is made of the perceptions of these triggering events of a group of graduates who showed entrepreneurial intention in higher education but, up to now, had not taken the decision to start a business with those of a group who had started a business. To do this, a sample of 227 graduates from a medium-sized European University located in Spain, with manifest entrepreneurial intention was used. Findings: The results show that there are important differences between perceptions of entrepreneurship triggering events of potential entrepreneurs who have yet to start a company compared to entrepreneurs who have actually started a company. In this sense, the overevaluation by those who have not yet become entrepreneurs of events related to access to finance and the greater relevance for those with entrepreneurial experience of having a good team and contacts consisting of other entrepreneurs, mentors and advisers stand out. Research limitations/implications: Some of the limitations observed in this work are related to the size of the sample analyzed. In the future, the study should be broadened, and different entrepreneurial behavior by academic specialization, gender, sector and/or type of activities should be investigated. Originality/value: Our study focuses on the phase of the entrepreneurship process in which intention becomes action and, more specifically, on those events that favor this change in behavior.

As entrepreneurs and start-ups have become increasingly significant components of world economic growth, Japan has enacted and discussed various policies to spur entrepreneurship. However, scant attention has been paid toward motivating its youth to embrace the entrepreneurial spirit. Therefore, this study focuses on undergraduate and graduate students and investigates their motivations to become entrepreneurs. The study has three findings. First, the entrepreneurial motivation of Japanese students ranks lower than that of students in the USA, China, India, Spain and Belgium. Second, compared to the motivations of students in other countries, Japanese students' motivations to launch start-up businesses are few in terms of leadership and independence but many in terms of social contribution. Third, Japanese students believe that their lack of business knowledge and competence creates significant risks and barriers to launching start-up businesses. Finally, the paper discusses the impact of culture and barriers on entrepreneurial innovation in Japan compared to other countries.

In this paper, we analyse the role of the student's digital reputation as a motivational factor for successfully completing Massive Open Online Courses (MOOCs). After a review of the academic literature on the role that the student's reputation plays in community learning and to understand the role of involving the student that new techniques of gamification have taken in virtual learning, an empirical analysis is performed on the basis of data from a pioneer MOOC of Social Entrepreneurship (5016 registered students, 3250 of whom actually started). Using Classification and Regression Trees (CARTs) and Principal Component Analysis (PCA), we conclude that social reputation is a key factor for the student in successfully completing the course, and that the student's retention is, along with his e-reputation ("karma"), directly related to his degree of participation, the rewards received, and his correspondence with peers. This shows that one of the factors that explain the student's MOOC completion is his degree of interaction with other students, and particularly his reputation among them.

This paper aims to analyse whether the entrepreneurial competencies acquired by students when they work on a business plan have any kind of influence on student learning process results in terms of gender. To do so, we used data obtained from questionnaires distributed among 425 students on the Bachelor's Degree in Business Administration at the Universitat Oberta de Catalunya. Comparing men and women, we performed exploratory factor analyses on competencies and learning process results, and linear regression analyses to determine the influence of gender and competencies on learning. Our findings indicated that women reported poorer learning results than men using the business plan methodology. Another key finding was the highly positive influence on learning process results of time-management and entrepreneurial competencies in particular. Finally, we found no significant differences between men and women in terms of the impact of competencies on learning process results.

Introduction: This paper analyses those interpersonal skills which determine the entrepreneurial profile among students in Tourism Higher Education. We aim to verify if there are significant differences by gender diagnosis and to take this into account for future academic curriculums. Method: A survey was conducted with the students of Tourism at the University of Cordoba (Spain); we have studied the interpersonal skills related to entrepreneurship and several socio-demographic and education moderating variables. For data analysis, we have developed logit regression models about entrepreneurial intention by gender. Results: The results show that women have more discipline and responsibility than men, hitch is fundamental for start-ups; but in opposition to this, women have a lower propensity towards entrepreneurship and it has not been perceived significant competences connected to the risk or initiative. Conclusion: It is deduced from the paper that some educational strategies since childhood could be discouraging this kind of attitude. We outline the need for developing specific education policies for female students at different educational levels, in order to promote the skills linked to entrepreneurship.

Purpose: The purpose of this paper is to explore how entrepreneurial skills (such as creativity, proactivity and risk tolerance) and socio-cultural factors (such as role model and businessman image) affect secondary education students' propensity towards entrepreneurial options in their future careers. Design/methodology/approach: A sample of secondary education students in the Region of Murcia (Spain) has been used. Data were collected through questionnaires and analysed using logit estimation. Confirmatory factorial analysis was used to validate the measures. Findings: The results of this research study show that both the skills and socio-cultural factors positively affect entrepreneurial intention of secondary education students. Creativity, proactivity and risk taking promote entrepreneurial career. In addition, those students whose role model is an entrepreneur and have a better understanding of him or her, show a greater propensity towards entrepreneurial career. Originality/value: The contribution to the literature on entrepreneurship is twofold. First, although there are studies focused on identifying the entrepreneurial profile of university students, there is a paucity of empirical evidence relating to entrepreneurial skills at earlier stages of learning. This paper sets out to bridge this research gap. Second, evidence of the importance of socio-cultural factors, role models and entrepreneurial image upon the career orientation of secondary education students is identified and empirically verified. These findings involve are useful in practice, in aiding the design of better and more relevant education programmes at early learning stages.

Purpose: The purpose of this paper is to encourage entrepreneurship and creativity among primary school pupils than they acquire entrepreneurial skills through running a business. Design/methodology/approach: A pilot experience has been structured into three large phases: analysis of the starting situation; production of the materials and their application in the classroom; and final evaluation. In order to evaluate this experience, the primary school pupils (8-12-years-old) were interviewed and a questionnaire completed. Findings: The overall results have been satisfactory and indicated a positive participant reaction to the project that has improved entrepreneurial competencies and the future potential for business start-up. Research limitations/implications: The research respondents were drawn from one region of Spain, and the pilot experience has been carried out in the Rural Schools Grouped Together (in Spanish: "Colegio Rural Agrupado"). Practical implications: Recommendations are offered which could help the entrepreneurship education stakeholders increase the effectiveness of entrepreneurship education programmes and actions aimed at promoting firm creation in this area. Social implications: As this pilot experience aim to increase entrepreneurship as a start-up activity, the improving of entrepreneurial skills serve these pupils so that, in a few years' time, they can opt to generate wealth and employment endogenously in the towns they come from and so be able to retain the local population. Originality/value: The paper contributes to knowledge by adding to a limited literature examining the impact of entrepreneurship education within the 8-12 primary school age sector.

There is a scarcity of research on the influence of structural -network ties (NT)-, cognitive -shared languages (SL) and shared visions (SV)- social capital (SC) dimensions on online students' entrepreneurial intentions (EI). This paper, drawing on the Theory of Planned Behavior (TPB), examines this influence on a sample of 302 Spanish online university students (graduate and undergraduate). The technique employed to perform the analysis is Partial Least Squares (PLS) -Structural Equation Modelling (SEM). Results confirm the key role played by SL and SV in the development of EI through the catalyst role played by NT and through the mediation of the main antecedents of the TPB. In conclusion, in online universities SL and SV are needed in order to ease students' NT and increase their EIs and should be considered when designing the university strategy and the students' syllabus.

Purpose: The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackeus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers. Design/methodology/approach: A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions. Findings: There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence. Originality/value: Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

Solid waste management is considered to be one of the fastest growing industries in the world because of the environmental and health considerations, limitations on mining operations, product costs, increasing demands on the new materials, products and supply chains. Also, entrepreneurship has emerged as a critical aspect of engineering education with various disciplines worldwide. The objective of this work is to share the recent educational experience that integrates entrepreneurship into one course of the Degree in Chemical Engineering of the University of Granada and how the entrepreneurial activities develop an entrepreneurial mindset in chemical engineering students. The paper contains some strategies for internalising entrepreneurial spirit. The originality is mainly due to the coupling of waste management and entrepreneurship learning for increasing entrepreneurial skills in chemical engineers specifically. The study was carried out among chemical engineering students who participated in the 'Solid and Gaseous Waste Treatment' optional course. Mainly, a qualitative research method was adopted. The primary data for the evaluation of entrepreneurial activities were collected with validated questionnaires distributed to students. The results of this study indicated that the entrepreneurial activities contributed to the introduction of entrepreneurial skills in students. Pre/post testing to determine changes in entrepreneurial mindset was also analysed.

Purpose: Based on Azjen's (1991) theory of planned behavior, the purpose of this paper is to complement the existing body of knowledge on entrepreneurial intentions (EIs) by comparing two different university environments in Spain (online and face-to-face) and their impact on EIs of university students using two components of social capital (SC), trust and network ties as variables with influence on the antecedents of EIs. Design/methodology/approach: A survey was administered to online and face-to-face students yielding a total sample of 302 and 204, respectively. Partial least square-structural equation modeling is the technique employed to perform the analysis. Findings: SC has a significant influence on EIs in both environments with greater effects online, as a consequence of the mediated role played by network ties between trust and the attitude toward the behavior, the subjective norm and consequently, EIs. Research limitations/implications: The authors used a cross-sectional method. However, it would be interesting to obtain longitudinal data to provide a more valid support for the study. Practical implications: This study provides insight into the important role played by network ties based on trust in the entrepreneurship process and in the university environment. Originality/value: This study contributes to understanding the differential impact of SC (trust and network ties) on the antecedents of EIs between the students enrolled in different university environments using two non-parametric techniques Henseler's multigroup analysis and the permutation test.

This paper studies entrepreneurial intentions in undergraduate students and the obstacles perceived by the students in the process of starting their own business. Using a sample of 1053 undergraduate students from Andalusia universities, this study explores attitudes, capacities and social environment to determine the profile of university's entrepreneurs. The results of the structural model show that motivational factors determine entrepreneurship university students, while environmental or regional factors indirectly determine undergraduates' choice of employment status. We also find that personal variables and attitudes related to the desire for self-realization have the greatest influence on the entrepreneurial intention university students. In addition, the findings from the regression analysis exhibit that financial obstacles, the lack of experience and training are the main barriers students perceive to starting their own business. The results contribute to theories of entrepreneurship education and intentions in the context of higher education. The authors discuss implications universities and policymakers.

Purpose: The purpose of this paper is to understand how the nationality and the sport education system could affect the entrepreneurial intentions (EI) of undergraduate sport science students in two different countries. Design/methodology/approach: A total of 249 undergraduate sport sciences (SS) students from Spain and Lithuania were analysed. The EI questioner questionnaire by Liñán and Chen (2009) was used to compile the data during the 2016-2017 academic year. Findings: There are significant differences between the sport science students of Spain and Lithuania. The Lithuanian students have significantly higher means in the variables of EI, perceived behaviour control and professional attraction. Moreover, the variables that predict EI are different, and certain path coefficients of the variables are also significantly different. Research limitations/implications: The sample originates from one university in each country; therefore, these results may not be generalisable to the entire population. Practical implications: The SS degrees in Lithuania and Spain should follow different educational policies with the objective of fostering EI and increasing the number of entrepreneurs. Social implications: Creating adequate educational policies to foster entrepreneurship in sports across countries could improve the number of entrepreneurs in the sports sectors; thus, the youth unemployment rate will decrease. Originality/value: There has been no previous research that analyses the EI of sport science students across contexts through the theory of planned behaviour. Moreover, there are no studies that compare the EI of university students between Spain (Western Europe) and Lithuania (Eastern Europe).

This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, the authors have used Ajzen's model of planned behaviour, including curricular and extracurricular activities, analysing their effect on university students' attitude and behavioural control and their entrepreneurial intention as well as competences. Using a convenience sample of university students, we chose two Spanish institutions, with a total sample size of 1475 students. The analysis demonstrates the effects of curricular and extracurricular activities on the entrepreneurial intention of university students. Such activities generate positive attitudes for entrepreneurship but at the same time they lower capacity and intention to start a business. Similarly, the study shows the different effects of such variables on the competencies for entrepreneurship. Strategic and methodological implications of these results are discussed.

The concepts of hybridity and governance have been an important line of research in the context of social companies and public institutions. The purpose of this paper is to explore these notions in the framework of hybrid communities of social innovation by showing the importance of intangible capital in the improvement of functional skills, techniques and strategies when directing people towards social innovation processes. The relevance of these skills are presented through the results of the HEDABIDE project, a piloting research experience focused on the design of hybrid communities of social innovation in the province of Gipuzkoa (Basque Country, Spain) in 2014. The results of this project show the implications of social interactive spaces in acquiring different skills, competences and capabilities for social innovation inside communities of learning and practice when addressing social problems, concluding with a series of learned lessons and new paths of future research.

Purpose: In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE). Design/Methodology/Approach: The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions. Findings: The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive. Research Limitations/Implications: Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students. Originality/Value: The authors shine light on an overlooked topic--faculty-student perceptual alignment--to stimulate research and strengthen EE, especially regarding students' self-confidence and views of failure and risk.

Purpose: The purpose of this paper is to analyse the creativity level of business administration undergraduates who have attended an entrepreneurship seminar in contrast to those that have not. Design/methodology/approach: Using two samples of Spanish students, the factors that condition the creation of new start-ups are analysed. A survey following the creativity items from the Kirton Adaption-Innovation (KAI) inventory was employed for a start-up seminar students and a control sample. Non-parametric tests were carried out on the responses. Findings: The results show that Spanish business students' entrepreneurial intentions are not conditioned by entrepreneurial courses, parental self-employment or by their creativity level. However, there are differences in creativity level by genders for their future ability to start-up a company. Practical implications: There are no external constraints on not being an entrepreneur, who plays a fundamental role in the future of a country and it is a way to reduce current youth unemployment rates. Social and educational implications are also presented. Originality/value: The use of the KAI inventory as a proxy of creativity index is original in the research. Moreover, this study contributes to a better understanding of the factors in becoming an entrepreneur, through exposure to creativity, growing up around businesses and awareness of individual creativity index. Integration of university courses with entrepreneurship actions will be of interest to the society development.

Since the year 2000 and the massive arrival of immigrants to the Spanish region of Catalonia, the Catalan language has vastly augmented its number of students. In the meantime, the Catalan government continues to apply educational and language policies from the EU related to the new public management and knowledge economy. Neoliberal technologies and policy initiatives include creating a responsible, self-managing, self-enterprising worker. By drawing on Foucault's concept of governmentality, this paper analyses work related units in six series of textbooks for teaching Catalan to adults taking into account the governmental rationality of neoliberalism. The study concludes that Catalan language textbooks may function as instruments of subject formation promoting the self-management of a future Catalan worker and helping to create enterprising individuals.

There is increasing interest in the role academic institutions can play as catalysts of change within the territories in which they are located, by contributing proactively to shaping socio-economic development processes. This role for universities takes us beyond the typical focus on knowledge transfer activities or broad economic impacts. It highlights in particular the contributions of 'softer' disciplines such as management, economics, the humanities and public policy. This paper explores this proactive strategic role for academia in regional development by means of an analysis of a particular case of institutional entrepreneurship in the Basque Country region of Spain. The telling of such stories is critical if we are to reach a better understanding of the impact universities can have in their regions beyond a quantitative, market-focused analysis.

The phenomenon of women engaging in entrepreneurship is expanding and becoming acknowledged as a valuable resource that must be institutionally and socially supported. Through entrepreneurship education, female students, as potential entrepreneurs, can develop and strengthen those skills and behaviours identified as characteristic of successful entrepreneurs. This paper explores four attributes associated with entrepreneurship (creativity, problem management, risk management, and self-confidence) of 1838 undergraduate students from 11 universities in Latin America (Mexico, Argentina, Brazil, Chile, Colombia, Costa Rica, El Salvador, Guatemala, and Uruguay) and one in Spain, used as a control group. By comparing the results for the male and female student population, self-confidence appears as an attribute that is present at the same level in both groups; statistically significant differences were reported for the other three attributes (creativity, problem management, and risk management). Entrepreneurship programmes can utilise such information to strengthen in female students those attributes for successful engagement in entrepreneurial activity.

In the Higher School of Agronomic and Forestry Engineering of the University of Cordoba, a collective project conceived as an 'ecosystem to support and accompany entrepreneurs' has been proposed. The approach aims to spread and consolidate the entrepreneurial spirit and to respond to the demands of possible stakeholders involved in the whole process of training, as well as the subsequent integration of graduates into the labour market. Putting into practice this initiative, which involves multiple actors, is a complex and difficult task. For this reason, prior to its implementation, the authors considered it necessary to listen to main stakeholders' opinions and evaluate their degree of commitment and the requirements they consider important for the viability and sustainability of the initiative. This paper focuses on the faculty's opinions, gathered by means of a survey conducted with the entire faculty (N = 128, response rate = 45%) and semi-structured interviews held with 20 members of the School board. The results suggest that there is a general consensus on the suitability of this collective project and that there is a core of teachers willing to get involved. Evidently, guidelines need to be produced to facilitate taking on such tasks. However, the main drawbacks are related with the conflict between formal requirements of professor professional profile and the steps needed to establish the ecosystem.

Purpose: The purpose of this paper is to investigate entrepreneurship in Malaga University based on the Theory of Planned Behaviour model. There are two objectives: to analyse the influence of the main elements of orientation to entrepreneurship and to evaluate the efficiency of education programmes in the university system. Design/methodology/approach: The authors have chosen Ajzen's influential model (1991) for analysing entrepreneurial intention as the basis for the analysis of a sample of 392 students at Malaga University. Findings: The results suggest that the students' predisposition to entrepreneurship is moderate because perceived risk and ideas about their own abilities hinder their decision to start up a business. Practical implications: This research has practical implications for universities involved in designing programmes aimed at business creation. Social implications: This research provides interesting insights which could help new companies to be created, thus alleviating the unemployment resulting from the economic crisis. Originality/value: With the help of this widely used theoretical model to study, the authors analyse the impact of Entrepreneurship Education Programmes in higher education. It is only a starting point from which to evaluate which elements should be reinforced in entrepreneurship programmes if they are to achieve effective results.

Entrepreneurship has been emphasized as a way of boosting economic growth. However, there is a lack of knowledge about whether changes in economic context influence entrepreneurial activity. This paper analyzes the influence that such economic changes may have on entrepreneurial intention and its antecedents from individuals' cognitive perspectives. With this aim, an empirical study is conducted using the Partial Least Squares technique on a sample of 7454 Spanish university students, who had participated in the Global University Entrepreneurial Spirit Student Survey 2013 and 2018 editions. The results indicate that in times of optimistic job prospects arising from a period of economic growth, individuals reduce their entrepreneurial intentions as a professional option for the future. Despite this, improvements in the economic situation can intensify the perception of support from those closest to potential young entrepreneurs, as well as the confidence that these people have in themselves to start a new business. Moreover, our findings suggest that better economic expectations negatively influence the relationship between social support perceived and young people's motivations (attitude and self-efficacy) towards the decision to become an entrepreneur. [ABSTRACT FROM AUTHOR]

Research on university education and its role in developing personality traits essential to achieving success in entrepreneurship is required because of the significance of entrepreneurship for advancements in the economic, social, technological, and environmental spheres. Additionally, the value of a university education in shaping an individual's personality, and the necessity of emphasizing entrepreneurship in higher education for students to achieve real success, should be a priority in our society. Therefore, the aim of this paper is to explore how university education influences personality traits that are key to success in entrepreneurship in Spain. To achieve this objective, a qualitative methodology based on the study of 11 cases has been adopted. The results allow us to conclude that university education has a decisive influence on the development of the personality traits that integrally determine entrepreneurial success as the culmination of the final stage of the maturation process; however, a university education is not fundamental to the development of these traits. Nevertheless, entrepreneurs emphasized that the personality traits analyzed need to be reinforced explicitly in university education since they effectively positively impact the success of entrepreneurial initiatives. [ABSTRACT FROM AUTHOR]

Purpose: The present research focuses on an understudied field in the entrepreneurial process: the events that transform intention into effective entrepreneurial behavior. Design/methodology/approach: In this paper a comparative analysis, using the t-test on related samples, is made of the perceptions of these triggering events of a group of graduates who showed entrepreneurial intention in higher education but, up to now, had not taken the decision to start a business with those of a group who had started a business. To do this, a sample of 227 graduates from a medium-sized European University located in Spain, with manifest entrepreneurial intention was used. Findings: The results show that there are important differences between perceptions of entrepreneurship triggering events of potential entrepreneurs who have yet to start a company compared to entrepreneurs who have actually started a company. In this sense, the overevaluation by those who have not yet become entrepreneurs of events related to access to finance and the greater relevance for those with entrepreneurial experience of having a good team and contacts consisting of other entrepreneurs, mentors and advisers stand out. Research limitations/implications: Some of the limitations observed in this work are related to the size of the sample analyzed. In the future, the study should be broadened, and different entrepreneurial behavior by academic specialization, gender, sector and/or type of activities should be investigated. Originality/value: Our study focuses on the phase of the entrepreneurship process in which intention becomes action and, more specifically, on those events that favor this change in behavior. [ABSTRACT FROM AUTHOR]

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Despite a cascade of corruption scandals over the last decade, the role of political corruption has yet to be accounted for in the scholarship on Spanish urban entrepreneurialism. This is an omission that extends to the broader literature on the topic as well. This paper looks at the theoretical causes of this neglect and explores ways of integrating corruption into the study of urban entrepreneurialism. To do so, it offers a systematic analysis of the role of clientelism in the political economy of Spanish inter‐urban competition. Contrary to the existing literature, which at best explains away corruption as a logical outgrowth of intensified competition for real estate capital, this paper argues that corruption is rooted in a political structure that precedes the emergence of urban entrepreneurialism. This structure is identified as an "iron triangle", a complex of colluding interests formed by the state, the real estate industry, and political parties. [ABSTRACT FROM AUTHOR]

This paper aims to present a bibliometric analysis of the literature on an entrepreneurial intention that considers different topics to enhance starting a business. Using the Core collection of the Web of Science, 1,549 papers are found from 1900 to December 2020 to be analyzed. The analysis is focused on documents, authors, journals, countries, and keywords to detect areas and trends in this field of study. Likewise, bibliographic couplings, co-citation, and co-occurrences are analyzed. Findings show that the field has started to grow since 2010; the most influential authors and universities are in Spain and Taiwan, such as the case of Liñan, Liang, Ip, and Moriano. [ABSTRACT FROM AUTHOR]

This paper explores the scope for system-level agency in new path creation. We identify the roles and challenges for state-led path creation and illustrate them through a case study of a novel and ongoing set of institutional entrepreneurship and system-building activities in the Galicia region of Spain, looking at the practices, relational processes, multilevel lobbying and regulatory change associated with an ambitious initiative to grow a new industry around uncrewed aerial vehicles (UAVs) through anchoring knowledge and legitimacy-building. [ABSTRACT FROM AUTHOR]

The Erasmus programme represents one of the most popular policy measures of the European Union among its citizens. The aim of this paper is to explore the causal effect of this mobility action on labour market outcomes and skills' development in Spain. In order to do so, this research exploits the Spanish University Students Employability Survey 2014 an employs and instrumental variables strategy, based on the supply of Erasmus scholarships by area of studies and region of residence, to address the potential endogeneity of the participation in the programme. On the one hand, the empirical results suggest that studying abroad has a positive effect on the probability of becoming an entrepreneur, working in a foreign country and the formation of Information Communication and Communication skills. On the other hand, they do not reveal any significant impact of participating in this programme on the likelihood of employment and several working conditions. [ABSTRACT FROM AUTHOR]

The senior tourism segment has acquired vital importance in the tourism industry and is characterized by longer stays, less seasonality and greater spending than other segments. There are, therefore, unexploited business opportunities with this kind of visitor. The purpose of this paper is to identify the link between the business opportunities within the framework of senior tourism and several factors linked to the hotel and catering and services industry. This research focuses on the Region of Murcia on the Spanish Mediterranean coast and analyses the factors that affect greater entrepreneurship level in this region. The results confirm that the environment, social and commercial networks and sustainability have significant effects on the recognition of opportunities. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the determinants of survival in entrepreneurship in Spain. For this purpose, a Cox proportional hazard model is estimated, using information from the Continuous Working Life Sample. The results show that opportunity entrepreneurs have a higher probability of continuing their entrepreneurial activity than entrepreneurs motivated by other reasons. Moreover, women show a higher survival rate than men. In addition, a high educational level positively influences survival, whilst previous work experience increases the risk of not surviving. Finally, age, with a nonlinear influence, increases probability of survival but at a decreasing rate. The implications of these results are that it should not be encouraged entrepreneurship indiscriminately, and authorities should promote entrepreneurial training and help entrepreneurship of people under 30 and over 45-50 years. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Entrepreneurship is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the impact over international propensity of past negative entrepreneurial experience for those who re‐enter into entrepreneurial activity; referred to as resilient serial entrepreneurs. We first hypothesise on the effects over entrepreneurial re‐entry that such negative past experience may have and highlight the link between the past entrepreneurial experience of resilient entrepreneurs and their subsequent propensity towards international markets. Building on insights from the generative experiential learning process of entrepreneurial activity and from cognition theories, we propose that resilient entrepreneurs who re‐enter business despite having faced negative entrepreneurial experiences in the past benefit from enriched cognitive schemas leading them to greater export propensity. The proposed hypotheses are tested on a unique sample drawn from a Spanish adult population survey. Results from the sequential deductive triangulation analysis reveal that practical experience is an essential prerequisite for entrepreneurial learning, and that the resilience of those with negative entrepreneurial experience induces the generative entrepreneurial learning especially suitable for subsequent internationally oriented ventures. [ABSTRACT FROM AUTHOR]

This paper empirically analyzes the existence of intergenerational transmission of entrepreneurial activity, from parents to children within Spanish families. We used data from the Survey of Household Finances (Bank of Spain) for the years 2002, 2005, 2008, 2011, and 2014, which allowed us to identify entrepreneurs as self-employed workers. The entrepreneurial activity of individuals was studied as a function of individual and parental demographics and labor characteristics. We found a significant correlation between the entrepreneurial activity of parents and children, which appeared to have remained unchanged during the last decade and the years of the economic crisis. Furthermore, the intergenerational transmission of occupation from parents to children was stronger for entrepreneurs than for employees. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine immigrant self-employment in Spain. The study aims to determine the likelihood of immigrants being self-employed, the differences between Spaniards and immigrants in terms of self-employment and differences among immigrants from different regions of origin. Design/methodology/approach – Data from the Labour Force Survey for 2005-2011 are used for a descriptive analysis of self-employment. Logit regressions allow us to study the determinants of immigrant self-employment. Findings – Unlike research conducted in other countries, the rate of immigrant self-employment in Spain is lower than that of nationals, although differences exist according to the region of origin. Men and older individuals are more likely to be self-employed. Those with higher levels of education are also more likely to be self-employed – this may be attributable to the decreased availability of skilled positions for immigrants. Research limitations/implications – The sample size does not allow for differential analyses regarding the region of origin or the existence and influence of enclaves. Practical implications – Self-employment may be an opportunity for immigrants to improve their position in the labour market, especially in the case of highly skilled workers. Originality/value – In Spain, analyses of immigrant self-employment are rare and generally focus on case studies. However, this study covers the whole population within a highly specific economic situation. [ABSTRACT FROM AUTHOR]

Abstract: This paper aims to shed light on the relationship between the entrepreneurial behaviour of small and medium‐sized enterprises (SMEs) and their commitment to sustainable development (SD). In order to analyse the determinants of SD engagement at the organisational level, we draw on the resource‐based view of the firm and examine specifically the effects of entrepreneurial orientation and internationalisation, using survey data from Spanish and Mexican SMEs. Our results reveal that entrepreneurial orientation is positively associated with SD engagement, particularly regarding the environment, human resources, and community involvement. However, we could only observe a positive effect of SME internationalisation on SD engagement in Mexican but not in Spanish firms, suggesting that this effect is context‐dependent and related to institutional pressures. We discuss the implications of these findings for scholars and practitioners. Copyright © 2017 John Wiley & Sons, Ltd and ERP Environment [ABSTRACT FROM AUTHOR]

The dramatic growth of unemployment figures in Spain during the economic downturn has increased policies fostering entrepreneurship, particularly among the youth. The aim of this paper is to evaluate the impact of a Spanish programme fostering self-employment among unemployed youth workers. We use an administrative dataset (the Continuous Working Lives Sample) to study the survival of subsidized start-ups compared to those not subsidized. Using a differences-in-differences approach, our results suggest that the programme has no effect in terms of survival rates. [ABSTRACT FROM AUTHOR]