Título Classroom interdisciplinary diversity and entrepreneurial intentions
Autores PADILLA ANGULO , LAURA , Díaz-Pichardo R., Sánchez-Medina P., Ramboarison-Lalao L., PADILLA ANGULO , LAURA
Publicación externa No
Medio Educ. Train.
Alcance Article
Naturaleza Científica
Cuartil JCR 2
Cuartil SJR 2
Impacto JCR 1.79100
Ámbito Internacional
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061620363&doi=10.1108%2fET-06-2018-0136&partnerID=40&md5=2ff93dc41ccc970e858edb7388f9e245
Fecha de publicacion 12/08/2019
ISI 000502967400005
Scopus Id 2-s2.0-85061620363
DOI 10.1108/ET-06-2018-0136
Abstract Purpose: The purpose of this paper is to examine the impact of classroom interdisciplinary diversity, a type of classroom diversity that has been under-examined by previous literature, on the formation of university students’ entrepreneurial intentions (EI). Design/methodology/approach: Based on Ajzen’s theory of planned behaviour and the interactionist model of creative behaviour by Woodman et al. (1993), this paper provides empirical evidence demonstrating that classroom interdisciplinary diversity is important in the formation of university students’ EI at early educational stages using a cross-sectional study design and survey data on first-year business school students and partial least squares analysis. Findings: Classroom interdisciplinary diversity is important in the formation of university students’ EI through its positive impact on entrepreneurial perceived behavioural control (PBC) (self-efficacy), a key antecedent of EI. Practical implications: The results have important implications for educational practice as well as for both public and private organisations willing to promote entrepreneurial activity, in particular, the positive effects of combining people with different profiles and career fields of interest on entrepreneurial PBC (self-efficacy). Originality/value: This study contributes to the scant literature on early university experiences in entrepreneurship education and their influence on EI. It studies the impact of an under-examined dimension of diversity (classroom interdisciplinary diversity) on the formation of students’ EI. © 2019, Emerald Publishing Limited.
Palabras clave Classroom interdisciplinary diversity; Entrepreneurial intentions; Entrepreneurship education; First year in higher education; Interdisciplinary groups; Self-efficacy
Miembros de la Universidad Loyola