Classroom interdisciplinary diversity and entrepreneurial intentions
Drawing on Ajzen’s (1991) theory of planned behaviour (TPB) and the interactionist model of creative behaviour by Woodman et al. (1993), this article examines the impact of classroom interdisciplinary diversity (mixing students with different profiles and career fields of interest in the classroom),...
| Autores: | , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universidad Loyola Andalucía |
| Repositorio: | Brújula |
| OAI Identifier: | oai:repositorio.uloyola.es:20.500.12412/4965 |
| Acesso em linha: | https://hdl.handle.net/20.500.12412/4965 https://doi.org/10.1108/ET-06-2018-0136 |
| Access Level: | acceso abierto |
| Palavra-chave: | Entrepreneurial intentions Interdisciplinary groups Self-efficacy |
| Resumo: | Drawing on Ajzen’s (1991) theory of planned behaviour (TPB) and the interactionist model of creative behaviour by Woodman et al. (1993), this article examines the impact of classroom interdisciplinary diversity (mixing students with different profiles and career fields of interest in the classroom), a type of classroom diversity that has been under-examined in the previous literature, on students’ entrepreneurial intentions (EI). Based on survey data and a partial least squares (PLS) analysis, we provide empirical evidence on the value of classroom interdisciplinary diversity in increasing the EI of first-year students through its impact on entrepreneurial perceived behavioural control, which is instrumental in the formation of EI. We contribute to the scant literature on early university experiences of entrepreneurship education and the influence of these experiences on entrepreneurial intentions. The results have important implications for educational practice as well as for both public and private organizations promoting entrepreneurial activity. |
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