Do entrepreneurship challenges raise student’s entrepreneurial competencies and intention?

Frontiers in Education

Education

Lucía Rodríguez-Aceves¹  Geraldina Silveyra-León²  Verónica I. Baños-Monroy³ 

[1] Entrepreneurship Department, School of Business, Tecnologico de Monterrey, Monterrey, Mexico;Entrepreneurship Institute (IEEGL), Tecnologico de Monterrey, Monterrey, Mexico;Management and leadership Department, School of Business, Tecnologico de Monterrey, Monterrey, Mexico;

关键词: entrepreneurial intention;    entrepreneurship education;    entrepreneurship challenge;    entrepreneurship competencies;    entrepreneurship education program design;    higher education;    México;   

DOI  :  10.3389/feduc.2023.1055453

 received in 2022-09-27, accepted in 2023-05-22,  发布年份 2023

来源: Frontiers

【 摘 要 】

Motivated by the question on what content and which pedagogical methodologies are effective in teaching entrepreneurship, this research tested whether entrepreneurial intention and entrepreneurial competencies changed after undergraduates attended an entrepreneurship challenge (ECH) experience. This pedagogical experience was carefully designed as a 5-week in-class education and a 1-week boot camp-type intensive activity. The research design was an empirical, survey-based pre- and post-study on a sample of 525 freshmen. Results showed an increase in entrepreneurial intention and in the entrepreneurial competencies measured (opportunity identification, evaluation and exploitation, and resources procurement). This research contributes to entrepreneurship education through the design and measurement of an effective program based on a previous framework for entrepreneurship courses and aligned with the education-through-entrepreneurship approach.

【 授权许可】

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