Evaluation of the influence that higher education boosts on students’ entrepreneurial proclivity: Evidence from Mexico and Spain

Higher Education portrays a venue for undergraduates to envision the job that best fits their aims and fosters their personal growth. One corresponds to the entrepreneurial career that demands students harness their creativity, initiative, and academic faculty. This quantitative research analyses the link between Higher Education and entrepreneurship through a field study in Mexican and Spanish institutions, whose cities reveal contrasting demographic, social, and economic features that play an influential role. Thus, a systemic method is designed to gather empirical data about the interest in entrepreneurship revealed by n = 224 undergraduates and their opinion of how formal education boosts such a vocation from four subjects (e.g., regional study, students' inner ends, school endorsement, and academic development), which raise four research questions to lead the work. As a result, seven findings are uncovered to inspire nine hypotheses that ground the four answers. Those outcomes prompt as one of the major conclusions a high correlation of r = 0.78