It Is Not Enough: The Moderation Effect of Entrepreneurship Education in Mexican University Students

Irery L. Melchor-Duran (), Sandra Yesenia Pinzon Castro, Alejandro Cheyne-Garcia and Araceli Alvarado-Carrillo
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Irery L. Melchor-Duran: Escuela de Ciencias Económicas y Empresariales, Universidad Panamericana, Josemaría Escrivá de Balaguer 101, Aguascalientes 20296, Mexico
Sandra Yesenia Pinzon Castro: Centro de Ciencias Económicas y Administrativas, Universidad Autonoma de Aguascalientes, Av. Universidad 940, Aguascalientes 20100, Mexico
Alejandro Cheyne-Garcia: Escuela de Negocios, Universidad del Rosario, Calle 200 entre Autopista Norte y Cra 7ma, Bogota 110141, Colombia
Araceli Alvarado-Carrillo: Departamento de Negocios Internacionales, Universidad Politécnica de Aguascalientes, Av. San Gerardo 207, Aguascalientes 20342, Mexico

Administrative Sciences, 2024, vol. 14, issue 10, 1-16

Abstract: Understanding the impact of entrepreneurship education on the entrepreneurial cognition of university students is relevant to finding ways to foster entrepreneurship that boost the economy in developing countries. The objective of this study is to determine the influence of personal attitude, perceived behavioral control, and subjective norms on entrepreneurial intention, and to discover if there exists a moderation effect of entrepreneurship education on the abovementioned aspects. We collected 343 questionnaires of students of the Center for Administrative and Economic Sciences of a Mexican university. We used structural equations through the method of partial minimum squares, and, to test the hypothesis, we used the Smart-PLS 3.0 software. The results indicate that entrepreneurship education does not have a significant moderation effect on the relationship between personal attitude on entrepreneurial intention and perceived behavioral control on entrepreneurial intention. However, there exists a significant and positive influence of personal attitude on entrepreneurial intention and perceived behavioral control on entrepreneurial intention. We conclude that current entrepreneurship education has the opportunity to create impactful outcomes because the theory is easy, but entrepreneurship in reality is hard and requires more effort. We recommend including a wider view with external resources like lectures of experts from the entrepreneurial ecosystem and support from government and potential investors, among other approaches.

Keywords: entrepreneurship education; university students; entrepreneurial intention; moderation effect; structural equations (search for similar items in EconPapers)
JEL-codes: L M M0 M1 M10 M11 M12 M14 M15 M16 (search for similar items in EconPapers)
Date: 2024
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