TY - JOUR
T1 - Classroom interdisciplinary diversity and entrepreneurial intentions
AU - Padilla-Angulo, Laura
AU - Díaz-Pichardo, René
AU - Sánchez-Medina, Patricia
AU - Ramboarison-Lalao, Lovanirina
N1 - Publisher Copyright:
© 2019, Emerald Publishing Limited.
PY - 2019/8/13
Y1 - 2019/8/13
N2 - 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.
AB - 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.
KW - Classroom interdisciplinary diversity
KW - Entrepreneurial intentions
KW - Entrepreneurship education
KW - First year in higher education
KW - Interdisciplinary groups
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85061620363&partnerID=8YFLogxK
U2 - 10.1108/ET-06-2018-0136
DO - 10.1108/ET-06-2018-0136
M3 - Artículo
SN - 0040-0912
VL - 61
SP - 832
EP - 849
JO - Education and Training
JF - Education and Training
IS - 7-8
ER -