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ARTÍCULO ORIGINAL
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Revista innovación Universitaria
Universidad Internacional de las Américas
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revistainnovacionu@uia.ac.cr
Volumen 7, año 2025
Costa Rica
How to cite?
Cervantes Guzmán, N. (2025).
Guadalajara. Revista Innovación Universitaria, 7, 27-69.
27
ENTREPRENEURIAL INTENTION OF STUDENTS AT THE UNIVERSITY OF GUADALAJARA
LA INTENCIÓN EMPRENDEDORA DE LOS ESTUDIANTES DE LA UNIVERSIDAD DE
GUADALAJARA
DOI: https://doi.org/10.64312/gv10xd43
Jovanna Nathalie Cervantes Guzmán, Dra.
jovanna.cervantes3089@academicos.udg.mx
Universidad de Guadalajara
https://orcid.org/0000-0002-0520-3822
México
Recepción: 31-03-2025
Aceptación: 11-09-2025
ABSTRACT
This study examines the effectiveness of experiential learning in fostering entrepreneurial
intentions among university students to use the Synergy project as a case study (CUCEA,
CUCBA, and CUSUR, UdeG Network). By integrating training education with soft skills
development in multidisciplinary teams, the initiative seeks to close the gap between
theoretical knowledge and practical entrepreneurial application. Despite extensive research
on entrepreneurial intentions, the specific impact of experiential learning and self-perception
of capabilities within multidisciplinary collaboration remains underexplored. When using a
quantitative approach, structural equation model (SEM) was used to analyze data from
participating students, with reliability and validity evaluated via CFA. Results indicate
experiential learning enhances business task performance, motivation and entrepreneurial
interest with self-perception and entrepreneurial orientation that play key roles in this
process. The study recommends integrating experiential learning into curricula to strengthen
entrepreneurial skills, foster collaboration and promote sustainable innovation in alignment
with global development frameworks.
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KEYWORDS: Entrepreneurial Intention, Experiential Learning, Multidisciplinary Collaboration,
Self-Perception of Capabilities, Social Norms, Entrepreneurial Orientation.
RESUMEN
Este estudio investiga la efectividad del aprendizaje experiencial en el fomento de las
intenciones emprendedoras entre estudiantes universitarios a través del proyecto Sinergia
(CUCEA, CUCBA y CUSUR, Red UdeG). Al integrar la formación académica con el desarrollo de
habilidades blandas en equipos multidisciplinarios, la iniciativa busca cerrar la brecha entre
el conocimiento académico y la práctica emprendedora. A pesar de la abundante
investigación sobre intenciones emprendedoras, el impacto específico del aprendizaje
experiencial y la autopercepción de capacidades dentro de la colaboración multidisciplinaria
han sido poco explorados. Mediante un enfoque cuantitativo, se empleó el modelado de
ecuaciones estructurales (SEM) para analizar los datos de los estudiantes participantes, con
la confiabilidad y validez evaluadas a través del análisis factorial confirmatorio (CFA). Los
resultados indican que el aprendizaje experiencial mejora el desempeño en tareas
empresariales, la motivación y el interés emprendedor, en donde la autopercepción y la
orientación emprendedora son factores clave. El estudio recomienda integrar el aprendizaje
experiencial en los planes de estudio para fortalecer las competencias emprendedoras,
fomentar la colaboración y promover la innovación sostenible en alineación con los marcos
globales de desarrollo.
PALABRAS CLAVE: Intención Emprendedora, Aprendizaje Experiencial, Colaboración
Multidisciplinaria, Autopercepción de Capacidades, Normas Sociales, Orientación
Emprendedora.
INTRODUCTION
The University of Guadalajara (UdeG), a leading public institution in Jalisco, Mexico, promotes
teaching, research and community engagement. Its mission is to strengthen competencies of
their students and prepare them for professional roles, integrating entrepreneurship
education to foster creativity, initiative, and problem-solving in response to labor market
demands. (Arechavala et al., 2017; Castillo, 1999; Morselli, 2019).
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In Mexico, youth unemployment remains a pressing issue. INEGI reports nearly three million
unemployed individuals aged 17–25, with one in three holding a university degree. According
to the OECD, graduates over 22 often wait more than a year to get a job in their field,
frequently earning less than their education costs. (Herrera, 2020). This reflects a short-term
focus on exams instead of long-term employability, highlighting the need for education that
combines academic knowledge with soft skills. (Castro Hernández, 2019).
Millennials, shaped by digital technologies, have redefined entrepreneurship. Unlike previous
generations, they seek innovation and non-traditional job paths. (Wahyuningsih, 2019).
However, they face barriers such as higher qualification demands and limited career
opportunities. (Herrera, 2020). Consequently, many shift toward entrepreneurship requiring
universities to adopt interactive and experiential approaches. (Jorio et al., 2018).
The COVID-19 pandemic reinforced the urgency of entrepreneurial education. Job losses and
company closures showed to the world the importance of creating self-employment
opportunities. (Ratten, 2021). This context encouraged universities like UdeG to expand
entrepreneurial programs, enabling students to apply academic knowledge to real business
challenges. (Valdivia-Velazco et al., 2019; Montiel Méndez et al., 2023).
In response, UdeG launched the Synergy project in 2020. This initiative fosters
interdisciplinary collaboration among students in Food Science (CUCBA), Marketing (CUCEA)
and Intellectual Property (CUSUR). By adopting a triple helix model, the project links
academia, industry and government to promote innovation, problem-solving and business
development across multiple professional fields.
PROBLEM STATEMENT
According to Funders and Founders (2016), between 2013 and 2020, only three billion of the
world’s eight billion people were expected to be employed. Currently, one in 19 people is an
entrepreneur, with 57% of them being young adults aged 18 to 34. The Global
Entrepreneurship Monitor (2019/2020) further reports that entrepreneurial activity is highest
among younger individuals and declines after age 38, with 55.6% of ventures driven by
opportunity, while 25.2% are motivated by necessity. (Bloomberg, 2016). These levels have
risen sharply in response to the COVID-19 pandemic. (Bernat & Duda, 2024). As Sánchez
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(2012) emphasizes, “entrepreneurs not only generate ideas; they also bring them to life
because without action, there is no entrepreneurship”. (p. 16).
For students to transform their projects into market-ready ventures, universities must
provide the necessary support. The World Bank underscores that entrepreneurship programs
are particularly effective for youth groups compared to adults (Valerio et al., 2013).
Developing professionals capable of creating companies, entering national and international
markets and generating social impact requires strong institutional commitment to fostering
human talent. (Díaz, 2015; Trinugroho & Lau, 2019). Universities play a crucial role in offering
environments that promote knowledge creation, skill development and entrepreneurial
capacity. (Shelton et al., 2023). Such preparation ensures that young people are better
prepared to confront the challenges of entrepreneurship in real-world contexts. (Ajmal &
Ratner, 2020). Also, it is important to consider that a lack of knowledge, training or skills
should not become a barrier to achieving entrepreneurial goals. (Shankman et al., 2015).
JUSTIFICATION
The dissolution of the National Institute of Entrepreneurship (INADEM) disrupted a critical
support system for entrepreneurship in Mexico, leading to the closure of many incubators
and accelerators that depended on its funding. (Velázquez, 2019). As a result, young people
have been forced to seek job opportunities without government incentives for business
creation, contributing to a slowdown in entrepreneurial activity and fewer opportunities
overall. (ContentEngine LLC, 2019). Consequently, often university graduates do not receive
sufficient stimulation or institutional support to advance within the business sector. (Dolores
Ruiz et al., 2020). This lack of opportunities to join the Economically Active Population (EAP)
is compounded by challenges facing small and medium-sized enterprises (SMEs) in Mexico,
including low growth, instability and restricted access to credit. (Arana, 2018). These
structural barriers significantly limit employment prospects, underscoring the urgent need to
foster entrepreneurial intent among students. Addressing this gap requires the integration of
entrepreneurship training, education, and the development of soft skills to equip students
with the tools needed to overcome limited job opportunities and scarce funding for new
ventures. (Shah et al., 2023; Humsona & Yuliani, 2018).
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Multidisciplinary collaboration has been shown to produce better results by enhancing
various aspects of business development and producing higher-quality outcomes. (Khosrow-
Pour, 2018). Encouraging students from diverse disciplines to collaborate on academic
projects can foster viable business ventures, strengthen professional networks and enhance
the overall quality of entrepreneurial initiatives. This approach prevents university-trained
talent from going underutilized and instead channels it into entrepreneurial growth (Hero &
Lindfors, 2019). By promoting such collaboration, universities can stimulate entrepreneurial
intentions among millennial students while simultaneously reinforcing their technical
knowledge, educational training, and soft skills (Aceituno-Aceituno et al., 2018).
The concept of synergy is central in this regard. By combining expertise across multiple
disciplines, the Synergy Project at the University of Guadalajara exemplifies the potential of
collaborative entrepreneurship. The project brings together students from the Food Science
program (CUCBA), the Marketing program (CUCEA) and the Intellectual Property master’s
program (CUSUR), enabling comprehensive business development and problem-solving from
different professional perspectives. This multidisciplinary strategy not only enriches the
educational experience, but also significantly enhances the likelihood of successful
entrepreneurial ventures. (Pereira et al., 2023).
Within this research, an analysis of self-perception of capabilities, social norms, and
entrepreneurial orientation was conducted among university students participating in the
Synergy project during the academic periods 2020B, 2021A, 2021B, 2022A, 2022B, 2023A and
2023B. The analysis was carried out from the perspective of CUCEA students, who were
responsible for managing the commercial dimension of the entrepreneurial initiatives. The
project was directed by Dra. Jovanna Nathalie Cervantes Guzmán, professor in charge of the
entrepreneurship and business area within Synergy, ensuring the integration of commercial
strategy into the development of student-led ventures.
Gap: There is a critical need to understand the factors that influence entrepreneurial
intentions (EI) among university students, especially in the context of diminishing institutional
support for entrepreneurship, such as the dissolution of INADEM in Mexico. While previous
research has identified various predictors of entrepreneurial intentions, the role of self-
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perception of capabilities (SPC), social norms (SN) and entrepreneurial orientation (EO)
requires further exploration.
Research Question (RQ): How do self-perception of capabilities, social norms, and
entrepreneurial orientation influence entrepreneurial intentions among university students?
Study Aim: To investigate the impact of self-perception of capabilities, social norms, and
entrepreneurial orientation on the entrepreneurial intentions of university students. This aim
is to identify key factors that universities can leverage to enhance their students'
entrepreneurial potential.
Managerial Problem: Given the closure of INADEM and the subsequent reduction in support
for entrepreneurial activities, universities need to identify alternative strategies to foster
entrepreneurship among students. Understanding the determinants of entrepreneurial
intentions can help universities design effective programs and interventions to support
aspiring entrepreneurs.
Hypothesis Development for Each Relationship
Hypothesis 1: Self-Perception of Capabilities (SPC) -> Entrepreneurial Intentions (EI)
Self-perception of capabilities refers to an individual's belief in their skills and competencies
to perform entrepreneurial tasks. When students perceive themselves as capable, they are
more likely to have the confidence needed to pursue entrepreneurial ventures. This belief in
their abilities can drive their intention to start and sustain new businesses. Previous studies
have shown that self-efficacy is a significant predictor of entrepreneurial intentions (Boyd &
Vozikis, 1994; Krueger, Reilly, & Carsrud, 2000; Shah et al; 2020). Thus, it is hypothesized that
a higher self-perception of capabilities will positively influence entrepreneurial intentions
among university students.
Hypothesis 2: Social Norms (SN) -> Entrepreneurial Intentions (EI)
Social norms are the perceived social pressures to perform or not to perform a particular
behavior. In the context of entrepreneurship, social norms can include the support and
expectations of family, friends and society regarding entrepreneurial activities. When
students perceive strong social support for entrepreneurship, they are more likely to develop
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intentions to engage in entrepreneurial activities. Ajzen's Theory of Planned Behavior (1991)
suggests that social norms significantly impact behavioral intentions. Therefore, it is
hypothesized that positive social norms will enhance entrepreneurial intentions among
university students.
Hypothesis 3: Entrepreneurial Orientation (EO) -> Entrepreneurial Intentions (EI)
Entrepreneurial orientation encompasses a set of processes, practices and decision-making
activities that lead to new entry or venture creation. It includes dimensions such as
innovativeness, proactiveness and risk-taking. Students with a strong entrepreneurial
orientation are more likely to be inclined towards entrepreneurial activities due to their
proactive nature and willingness to innovate and take risks. Research has indicated that
entrepreneurial orientation is closely linked to entrepreneurial intentions and behaviors.
(Lumpkin & Dess, 1996; Covin & Slevin, 1991; Anwar et al; 2022). Hence, it is hypothesized
that a higher entrepreneurial orientation will enhance entrepreneurial intentions among
university students.
LITERATURE REVIEW
Entrepreneurial intentions (EI) remain a core topic in entrepreneurship research. A key
predictor of EI is self-perception of capabilities (SPC); individuals confident in their
entrepreneurial abilities are more likely to pursue ventures. (Boyd & Vozikis, 1994). Studies
confirm that higher self-efficacy correlates with stronger entrepreneurial intentions (Krueger
et al., 2000; Shah et al., 2020). Likewise, entrepreneurial orientation (EO) —defined by
innovation, proactivity, and risk-taking—consistently aligns with increased EI. (Lumpkin &
Dess, 1996; Covin & Slevin, 1991).
Students with strong EO are more inclined toward entrepreneurial action due to their
proactive and risk-tolerant nature. (Kreiser et al., 2002). Conversely, social norms (SN) may
hinder EI, particularly in cultures where traditional careers are preferred. In Mexico, societal
expectations and stigma around failure can deter students from entrepreneurship. (Shahab
et al., 2019).
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ENTREPRENEURSHIP AMONG MILLENNIALS
Millennial entrepreneurship is characterized by distinctive traits and approaches that
differentiate this generation from their predecessors. (BizLaunch, 2016). As digital natives,
millennials leverage technology and innovation to drive their ventures. (Tengku Mohd
Azizuddin et al., 2020). This section outlines the key attributes of millennial entrepreneurs
and the unique challenges and opportunities they face.
Requena and Samos (2017) identify several defining attributes of millennial entrepreneurs,
such as the following:
Passion for Work and Business: Millennials are deeply passionate about their work,
often prioritizing personal fulfillment and alignment with their values over profit.
(Badri et al., 2023; Requena & Samos, 2017). This intrinsic motivation fosters high
levels of commitment and perseverance, essential for entrepreneurial success.
Motivated and Involved Teams: Millennial leaders emphasize inclusive leadership,
fostering collaboration and shared decision-making. This approach enhances
employee engagement, creativity, and innovation, leading to improved organizational
performance. (Requena & Samos, 2017; Gottfredson & Aguinis, 2017).
Innovative Leadership: Innovation is central to millennial entrepreneurship. They
adeptly integrate digital tools and emerging technologies—such as AI, blockchain, and
IoT—to improve efficiency and maintain a competitive edge. (Dayanti & Yulianti, 2023;
Nambisan, 2017). Their agility allows them to adapt swiftly to evolving markets.
Commitment to Society: Millennials embed social and environmental responsibility
into their business models, reflecting a purpose-driven approach to entrepreneurship.
(Wilkie, 2017). Companies led by millennials often demonstrate strong CSR, which
enhances trust, customer loyalty, and talent retention. (Porter & Kramer, 2011).
Challenges Faced by Millennial Entrepreneurs
Despite their strengths, millennial entrepreneurs face distinct challenges that can impede
their progress. A major obstacle is limited access to traditional financing, often due to short
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credit histories and perceptions of higher risk. As a result, many turn to alternative funding
sources such as crowdfunding, angel investors, and venture capital. (Hasan et al., 2020–2023).
Additionally, millennials operate in an increasingly competitive and fast-evolving global
market, where constant innovation is necessary to maintain relevance. (Hashim et al., 2022).
The rapid pace of technological change also demands ongoing learning. To remain
competitive, millennial entrepreneurs must commit to lifelong learning through online
courses, workshops, and industry events. (Kuratko, 2016; Gordon, 2020).
Opportunities for Millennial Entrepreneurs
Despite the challenges, millennial entrepreneurs benefit from significant opportunities. The
digital economy provides access to global markets, enabling faster business scaling and
broader customer reach. (Abdul Hami, 2020). E-commerce platforms, social media, and digital
payment systems have reduced entry barriers, making it easier to launch and grow ventures,
(McKinsey Global Institute, 2016). Additionally, the growing focus on sustainability and social
responsibility aligns with millennial values. Increasing consumer demand for ethical, eco-
friendly, and socially responsible products presents a profitable niche and fosters strong
brand loyalty. (Nielsen, 2015).
In summary, millennials bring a unique mix of passion, innovation, and social commitment to
entrepreneurship. Their use of technology, inclusive leadership and dedication to societal
impact position them as transformative forces in today’s economy. (Chakraborty &
Chattopadhyay, 2021). While challenges remain, the digital era offers vast opportunities.
Through continuous learning and value-driven strategies, millennial entrepreneurs are well-
positioned to lead future entrepreneurial success. (Liu et al., 2019).
THEORETICAL FRAMEWORK
Entrepreneurial intention
Entrepreneurial intention is defined by Thomson (2009) as an individual's conviction to start
a new business, including the planning involved and the intention to act. It is influenced by
entrepreneurial orientation, social norms, and Self-Perception of Capabilities. (see table 1).
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Table 1
Entrepreneurial intention
Variable
Information
Author
Entrepreneurial
Orientation
The individual evaluates entrepreneurial activity and
its link with risk and independence, having a direct
effect on the intention of creating a new business
(Kumilachew
& Singh,
2022),
(Barrios, C., et
al, 2021)
Social norms
The person's perception of external variables
integrated by the pressure of society
towards the
realization of certain entrepreneurial behaviors
Self-Perception
of Capabilities
The perception of the person's ability towards various
associated factors to participate in entrepreneurial
activity
The force that motivates towards a behavior and/or task is determined, according to Pereira
(2009), by the perceptions of:
Expectation. Probability is perceived by human beings that the effort will lead to positive
performance.
Instrumentality. The perceived probability that positive performance will lead to expected
results.
Valencia. The value that the human being puts into a result.
Entrepreneurial Orientation
It refers to the positive or negative disposition an individual holds toward becoming an
entrepreneur. Entrepreneurial attitude can serve as a predictor of an individual’s future
entrepreneurial activities. (Alipour, et al, 2020). (See table 2)
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Table 2
Entrepreneurial orientation
Variable
Information
Author
Intention
It is the conviction and motivation of an individual
to seek and analyze information, start a business,
and work to achieve the objectives and future goals
of an enterprise
(Venkateswarlu,
2021)
Entrepreneurial
education
Entrepreneurial education influences the aspiration
of people because it gives them the knowledge,
skills, and attitudes to be on the path to
entrepreneurship, by promoting creativity and
innovation for the development of a business and
the resolution of conflicts.
(Bathia &
Levina, 2020),
(Manea, et al,
2019)
Personality
Trait personality in an entrepreneurial mindset is
integrated by extraversion, conscientiousness,
openness to experience, and agreeableness
(Alipour, et al,
2020)
Aversion to risk
The risk approach for entrepreneurs is aimed at
detecting opportunities and having the confidence
to do things that have not been done before. This is
because they value the plan and its business vision.
(Shakuntla &
Swaranjeet,
2020)
Academic level
The OECD report (2019) states that startups
founded by graduate students and academic
researchers are more likely to patent than startups
that were not born in the academic sector.
(Olszewsky,
2021)
SOCIAL NORMS
It refers to the positive or negative opinions of the reference group composed of family,
friends, and society, which can affect a woman's decision to start her own business. (Devi, et
al, 2019). (See table 3)
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Table 3
Social Norms
Variable
Information
Author
Family
The family has multiple effects on the pull and pushes
for the women’s entrepreneurial development.
Exposing a gender difference between the man who is
considered the economic provider of the home and the
woman who is a homemaker.
(Zhang &
Zhou, 2021),
(Kaciak &
Welsh, 2020)
Friends
The people you choose to be surrounded with
influence business success because communicating
with successful and motivated close leaders can lead to
higher aspirations for women entrepreneurs.
Environment
The context of the country is a multifaceted
phenomenon that involves economic, socio-cultural,
and political variants. In addition to the non-traditional
security factors, pandemics, natural disasters, and
climate change have an unpredictable effect on the
impact of business. These have a positive or negative
influence on female entrepreneurship.
(Ngoc Tuan
& Pham,
2022)
SELF-PERCEPTION OF CAPABILITIES
It refers to the perception of the ease or difficulty of their behavior, and the perception that
depends on information, knowledge, self-ability, control, etc. Linking the current situation
with the individual's expectation for the effectiveness of their behavior in entrepreneurship.
(Thenaves, 2021). (See table 4)
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Table 4
Self-Perception of Capabilities
Variable
Information
Author
Control
The external locus of control determines that what
happens in the life of an individual is determined by
external forces, and the internal locus exposes those
events in people's lives are the result of their behavior.
These traits affect a woman's entrepreneurial thinking.
(Shakuntla &
Swaranjeet,
2020)
Passion
The positive feeling is experienced when linked with
entrepreneurial activities associated with roles that are
significant to the identity of the entrepreneur.
(Karimi,
2019)
Hard and soft
skills
Hard skills are skills related to the tangible aspects of
activities, involving the process, tools, procedures, and
techniques.
Soft skills are the interpersonal behavioral tools
needed to apply technical and knowledge tools in the
business.
(Hendarman,
et al; 2017)
CONTEXT DESCRIPTION
Project: Enhancing Entrepreneurship and Multidisciplinary Collaboration at the University
of Guadalajara (Sinergy CUCEA, CUCBA, and CUSUR from the UdeG Network)
The University of Guadalajara (UdeG), a leading public higher education institution in Jalisco,
Mexico, is renowned for its commitment to teaching, research, and community engagement.
The university prioritizes the development of student competencies for professional
responsibilities, aligning with its educational framework that emphasizes teaching, research,
and extension. (Arechavala et al., 2017). In response to industry demands for initiative,
creativity, and problem-solving skills, UdeG integrates entrepreneurship training into its
programs, significantly contributing to the professional and personal development of its
students. (Castillo, 1999).
COVID-19 Impact and Entrepreneurship
The economic disruptions caused by the COVID-19 pandemic have underscored the critical
need for adaptability and entrepreneurship. The resultant economic downturn, marked by
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significant job losses and company closures, highlighted the necessity for professionals who
can create their own employment opportunities. This crisis presented an opportunity to
strengthen entrepreneurial initiatives. Consequently, universities, including UdeG,
increasingly incorporated entrepreneurship into their curricula, creating environments where
students can practically apply their academic knowledge. (Valdivia Velazco et al., 2019).
Synergy Project Initiation
From 2020 to 2023, the University of Guadalajara has intensified collaboration across its
educational programs through the Synergy project. This initiative involves students from the
Food Science program at the University Center of Biological and Agricultural Sciences
(CUCBA), the Marketing program at the University Center of Economic and Administrative
Sciences (CUCEA) and the master's program in Intellectual Property at the University Center
of Social Sciences and Humanities (CUSUR). The Synergy project promotes interaction,
problem-solving, and business development from various professional perspectives.
Significance of Multidisciplinary Collaboration
The Synergy project emphasizes teamwork and multidisciplinary collaboration, leveraging the
expertise of diverse professionals to enhance the value of different disciplines. (Collazos &
Mendoza, 2006; Barak & Gidron, 2016). Research groups within the project serve as fertile
grounds for interdisciplinary work, thereby improving the quality and potential of business
projects developed by students. (Iregui & Cuevas, 2018). This collaboration allows each
participant to contribute uniquely to the project, reinforcing and complementing each other's
roles. (Jar, 2010).
A notable aspect of this initiative is the collaboration between Food Science and Marketing
students to develop and commercialize food products. This partnership provides students
with practical experience and entrepreneurial skills, integrating academic knowledge with
real-world business planning and supporting the dual formation of professional and
disciplinary skills. (Carvajal et al., 2017). Additionally, the involvement of Intellectual Property
students from CUSUR ensures that products developed are legally protected and that
agreements with businesses and government entities are properly established.
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Triple Helix Model and Real-World Application
The Synergy project adopts a triple helix model of collaboration involving academia, industry
and government. On the academy side, organic food products developed by CUCBA students
are validated and marketed with the assistance of CUCEA students. These projects not only
bolster the local economy but also provide students with valuable professional experience
often lacking in traditional undergraduate programs. (Ochoa, 2020).
The project extends beyond theoretical exercises by involving students in real business
scenarios, thereby enhancing their practical skills and employability. On the industry side, we
worked in the XICA company of ancestral corn, dedicated to projecting Mexico through
ancestral corn, the production and rescue of seeds, causing the rooting and development of
local sustainable territories, through agroecological practices and works fairly with the
countryside. On the government side, we worked with a special program to encourage
women entrepreneurs in the jam industry of the COCULA government.
National and Global Best Practices Integration
1. The project "Enhancing Entrepreneurship and Multidisciplinary Collaboration at the
University of Guadalajara" serves as a strategic initiative to drive economic growth and
regional development. By cultivating a strong entrepreneurial culture and fostering
interdisciplinary collaboration, the University of Guadalajara (UdeG) equips students with
essential skills to thrive in an increasingly dynamic economy. This initiative responds
effectively to contemporary challenges, including those intensified by the COVID-19
pandemic, where innovation and adaptability are vital. Through the integration of
academic knowledge with real-world application and the creation of supportive
entrepreneurial ecosystems, the project not only prepares students for professional
challenges but also stimulates business creation and employment, thereby bolstering
local economies and reinforcing UdeG’s role in regional revitalization. (Arechavala et al.,
2017; Valdivia Velazco et al., 2019).
2. A key focus of the initiative is the promotion and recognition of innovative teaching
practices that impact students’ holistic development. By positioning educators as catalysts
for educational and societal transformation, the project highlights the value of pioneering
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pedagogy. (Crammond & Hyams-Ssekasi, 2024). Strategic planning, implementation, and
assessment ensure that students gain both theoretical and practical knowledge, fostering
comprehensive skill sets and preparing them for the demands of the modern workforce.
(Herrera, 2020; Díaz, 2015).
3. The initiative also champions innovative strategies for comprehensive education, aiming
to support student success through activities that develop cultural, environmental,
athletic, and artistic competencies, alongside prioritizing health and well-being.
(Ndofirepi, 2022). By strengthening transversal skills and fostering interdisciplinary
engagement, the project enhances educational outcomes and ensures students are
prepared to contribute meaningfully to sustainable economic and social development.
(Sánchez, 2012; Velázquez, 2019).
4. Implemented from 2020 to 2023, the project marked a milestone in UdeG’s history of
multidisciplinary efforts. For the first time in 25 years, rectors from three university
centers signed a formal collaboration agreement. This involved leadership at all levels:
rectors (Mtro. Luis Gustavo Padilla Montes, Dr. Carlos Beas Zarate, Dr. Jorge Galindo
García), academic secretaries, department heads, entrepreneurship coordinators and
project lead from key disciplines—Dr. Jovanna Nathalie Cervantes Guzmán (business),
Dra. Monica Araceli Reyes Rodríguez (food science), and Dr. Jose Cruz Guzmán Díaz
(intellectual property). The evaluation process assessed student-led entrepreneurial
projects, supported by the university’s entrepreneurship centers, which offered guidance
throughout the project’s implementation. The initiative’s success was grounded in
structured planning, collaborative execution, and rigorous evaluation.
5. Furthermore, the project aligns with international best practices in entrepreneurship
education, drawing from models such as “Goldman Sachs 10,000 Women” and benefiting
from support through Boston University’s “Trep Camp 2019” program. These global
partnerships strengthened the initiative’s educational impact, providing students with
advanced entrepreneurial training and global perspectives.
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Tangible Outcomes and Impact
The success of the Synergy project can be measured by the tangible outcomes it produces.
Students gain invaluable experience that goes beyond classroom learning, preparing them for
the real challenges of the professional world. The project's emphasis on practical application,
interdisciplinary collaboration, and real-world problem-solving equips students with a robust
skill set highly valued in today's job market. The project fosters a culture of entrepreneurship
among students, encouraging them to think creatively and take initiative. This culture is
essential for driving innovation and economic growth, both locally and globally. The
entrepreneurial skills developed through the Synergy project enable students to create new
businesses, generate employment opportunities, and contribute to the economic
development of their communities.
The achievements have been Finalist in Third edition 2021 Award "Manuel Lopez Cotilla"
JALTEC. Finalist in the 4th edition of the Inter-American Award on Innovative Educational
Models in Higher Education MEIN-2022. Finalist in the category "Future Learning" for "Falling
Walls 2021". Participated in the “Santander X Entrepreneurship Educator's Program” by
Santander and Oxentia (Oxford University Global Innovation Consultancy). Signing of the
collaboration agreement by CUCEA, CUCBA, and CUSUR, by rectors, academic secretaries,
department heads, directors of the entrepreneurship areas, and the professors in charge of
each area of the synergy.
PUBLICATIONS
1. Hernández, A., Guzmán-Díaz, J. C., Reyes Rodríguez, M. A., & Cervantes Guzmán, J. N.
(2021). Training of competences in entrepreneurship and collaboration between
students of different disciplines and degrees of the University of Guadalajara, based
on their school projects. Journal of Human Resources Training, 19(7), 21-28.
https://doi.org/10.35429/JHRT.2021.19.7.21.28
2. Hernández, A., Cervantes Guzmán, J. N., & Reyes Rodríguez, M. A. (2020). Sistema de
acciones para la implementación del emprendimiento aprovechando los trabajos
académicos y trabajando en asociación entre diferentes carreras para además
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propiciar la multidisciplinaridad desde la formación profesional desde el aula. Revista
Ciencias de la Educación, 11(4), 9-18. https://doi.org/10.35429/JESC.2020.11.4.9.18
In summary, the University of Guadalajara's Synergy project is a model of how higher
education institutions can foster entrepreneurship and multidisciplinary collaboration. By
integrating academic learning with practical business experience, the project prepares
students to meet the challenges of the modern workforce and contributes to regional and
global economic development. The project's success underscores the critical role of
universities in driving innovation, economic growth, and social progress.
METHOD
1. This study employed a survey method as the primary research strategy. Surveys, which use
standardized questionnaires to collect data from a sample population, are well-suited for
quantitative analysis and large-scale data collection (Hair et al., 2006; Saunders et al., 2016).
This approach was selected to examine the entrepreneurial intentions of university students
involved in the Synergy project at CUCEA, CUCBA, and CUSUR from 2020 to 2023, with
particular focus on CUCEA students responsible for the commercial aspects of product
development. Key variables investigated included self-perception of capabilities, social
norms, and entrepreneurial orientation.
Data was collected through a Likert scale questionnaire, which presented statements
rated on a scale from "strongly agree" to "strongly disagree" to capture the intensity of
attitudes (Baptista et al., 2006). The questionnaire was administered to Synergy project
participants at CUCEA, ensuring the relevance of the sample to the research objectives. A
pilot test was conducted with a small student sample to refine the constructs and ensure
alignment with the study’s goals.
To analyse the data, Structural Equation Modeling (SEM) and Confirmatory Factor Analysis
(CFA) were applied. SEM was used to explore the multivariate relationships between
constructs, while CFA validated the measurement models to ensure theoretical
alignment, reliability, and construct validity.
The study included 356 participants selected through non-probabilistic convenience
sampling. While this method allowed for timely access to a relevant sample, it limits
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external validity and generalizability, as the sample may not reflect the broader student
population, particularly those not engaged in entrepreneurial initiatives.
Instrument reliability was assessed using Cronbach’s alpha, which yielded a score of 0.85,
indicating strong internal consistency. (Casas, Repullo, & Donado, 2003). The Kaiser-
Meyer-Olkin (KMO) test produced a value of 0.91, confirming excellent sampling
adequacy for factor analysis. (Benavente, 2011). Bartlett’s test of sphericity was
significant (p < 0.001), supporting the use of factor analysis. (Ibít, 2011).
Table 5
Technical Data
Method
Data collection
Survey consisting of a Likert scale questionnaire
Scope of the study
Exploratory - descriptive research
Design
Transverse
Research design
Deductive research with quantitative, descriptive,
documentary, and correlational approach
Population
CUCEA University millennial students that participated in
Sinergy CUCEA, CUCBA, CUSUR
Time
2020-2023
Type of sampling
Non-Probabilistic for convenience
Sample size
356 students
Measures
This study on the entrepreneurial intentions of university students participating in the
Synergy project was grounded in a comprehensive review of high-impact literature.
Foundational works by Liñán and Chen (2009) and Karimi et al. (2012) provided the
theoretical framework to explore the multifaceted determinants of entrepreneurial
intentions. Additionally, insights from the Entrepreneurship Educator’s Program,
organized by Santander X and Oxford’s Global Innovation Consultancy (OXENTIA), as
discussed by Wyatt (2020), enriched the understanding of students’ decision-making
processes and intrinsic motivations (Karimi, 2019–2020). This synthesis of academic and
practice-based knowledge enabled a deeper exploration of the factors influencing
entrepreneurial intentions among students engaged in innovative initiatives like Synergy.
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The study’s measurement instruments were carefully adapted from established literature
to suit the specific context of Synergy project participants. This ensured the accurate
representation of entrepreneurial tendencies within the sample. The key constructs
included Self-Perception of Capabilities (SPC), Social Norms (SN), Entrepreneurial
Orientation (EO), and Entrepreneurial Intentions (EI). Each construct was measured using
previously validated scales, ensuring both the reliability and validity of the instrument.
Self-Perception of Capabilities (SPC)
Self-Perception of Capabilities (SPC) was designed to assess students' confidence in their
entrepreneurial skills and abilities. This construct included items that measured their
confidence in managing business challenges and their belief in their capability to initiate and
sustain a business venture. The scale for SPC was adapted from validated measures in prior
studies. (e.g., Shakuntla & Swaranjeet, 2020; Karimi, 2019; Hendarman, et al; 2017). The
reliability and validity of this scale were confirmed through rigorous factor analysis.
Specifically, the factors for the items were 0.759, 0.476, 0.650, and 0.542, resulting in a
Cronbach's alpha coefficient of 0.807, which indicates satisfactory reliability.
Social Norms (SN)
Social Norms (SN) evaluated the influence of societal and cultural expectations on students'
entrepreneurial intentions. Items in this construct reflected the perceived support and
approval from significant others, including family, friends, and society at large. The scale was
adapted from the work of different studies. (Zhang & Zhou, 2021; Kaciak & Welsh, 2020; Ngoc
Tuan & Pham, 2022), who have extensively studied the role of social norms in shaping
entrepreneurial behavior. The factor loadings for SN items were 0.404, 0.702, 0.654, 0.831,
and 0.744, with a Cronbach's alpha of 0.833, demonstrating the scale’s reliability.
Entrepreneurial Orientation (EO)
Entrepreneurial Orientation (EO) measured students' attitudes towards entrepreneurship,
specifically their inclination towards innovation, proactiveness, and risk-taking. This construct
was critical in understanding how students' entrepreneurial mindsets influenced their
intentions to engage in entrepreneurial activities. The scale was adapted from different
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studies. (Venkateswarlu, 2021, Bathia & Levina, 2020; Manea, et al, 2019; Alipour, et al, 2020;
Shakuntla & Swaranjeet, 2020; Olszewsky, 2021), who have provided comprehensive
measures for assessing entrepreneurial orientation. The EO scale exhibited factor loadings of
0.612, 0.650, 0.837, and 0.808, with a Cronbach's alpha coefficient of 0.822, indicating good
reliability.
Entrepreneurial Intentions (EI)
Entrepreneurial Intentions (EI) was the primary outcome variable, capturing students'
motivation and intention to engage in entrepreneurial activities. This construct measured the
degree to which students intended to start their own business in the foreseeable future. The
scale for EI was based on the seminal work of Kumilachew & Singh (2022) and Barrios, Reyes-
Rodríguez, Villarraga, Vélez-Zapata & Gómez-Zuluaga (2021). The factor loadings for the EI
items were 0.923, 0.932, 0.856, 0.900, and 0.739, resulting in a Cronbach's alpha coefficient
of 0.938, which signifies high reliability.
Figure 1
Model
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Table 6
Hypotheses
Hypothesis
Relationship
Explanation
Supporting Studies
H1
SPC -> EI
Self-Perception of Capabilities
positively influences
entrepreneurial intentions.
Higher self-
confidence in
entrepreneurial skills boosts
the likelihood of pursuing
entrepreneurial activities.
(Kumilachew & Singh, 2022;
Barrios,G et al, 2021;
Shakuntla & Swaranjeet,
2020; Karimi, 2019;
Hendarman, et al; 2017)
H2
SN -> EI
Social Norms negatively
influence entrepreneurial
intentions. Perceived societal
disapproval can deter
individuals from engaging in
entrepreneurial ventures.
(Kumilachew & Singh, 2022;
Barrios, G
, et al, 2021;
Zhang & Zhou, 2021; Kaciak
& Welsh, 2020; Ngoc Tuan
& Pham, 2022)
H3
EO -> EI
Entrepreneurial Orientation
positively influences
entrepreneurial intentions.
Individuals with a strong
entrepreneurial orientation,
characterized by innovation
and proactiveness, are more
inclined to develop
entrepreneurial intentions.
(Kumilachew & Singh, 2022;
Barrios. C, et al, 2021;
Venkateswarlu, 2021,
Bathia & Levina, 2020;
Manea, et al, 2019; Alipour,
et al, 2020; Shakuntla &
Swaranjeet, 2020;
Olszewsky, 2021)
RESULTS
The model's adequacy was assessed through various fit indices, providing a comprehensive
evaluation of its conceptual framework. Using a single fit index could potentially ignore
specific areas where the model may not fit well. Therefore, a multi-indicator approach was
implemented to ensure a robust assessment. Structural Equation Modeling (SEM) was used
for data analysis to examine the relationships among the constructs. The model's fit was
evaluated using several indices, including the Comparative Fit Index (CFI), Tucker-Lewis Index
(TLI), Root Mean Square Error of Approximation (RMSEA), and the chi-square to degrees of
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freedom ratio (CMIN/DF). The structural equation model (SEM) analysis provided several fit
indices to evaluate the adequacy of the model, summarized in Table 1.
Table 7
Model Fit Indices Summary
Fit Index
Recommended Value
Source
Value
Interpretation
CMIN/DF
Less than 3 (good), Less
than 5 (acceptable)
Hooper, Coughlan &
Mullen, (2008); Kline
(2016);
2.314
Good
CFI
Greater than 0.95
(excellent), Greater than
0.90 (acceptable)
Hooper, Coughlan &
Mullen, (2008);
Hu &
Bentler (1999)
0.924
Acceptable
TLI
Greater than 0.95 (ideal),
Greater than 0.90
(acceptable)
Hooper, Coughlan &
Mullen, (2008);
Hu &
Bentler (1999)
0.911
Acceptable
RMSEA
Less than 0.05 (good), Up
to 0.08 (acceptable), Up to
0.10 (mediocre)
Hooper, Coughlan &
Mullen
, (2008),
MacCallum, Browne &
Sugawara (1996)
0.045
Good
These indices suggest that the model provides an adequate fit to the data, supporting the
theoretical relationships proposed.
Hypotheses Testing
The SEM analysis results for the hypotheses related to entrepreneurial intentions are
presented in Table 2.
Table 8
Hypotheses Testing Results
Hypothesis
Path Directions
Estimate
CR
P
Result
H1: SPC -> EI
Positive
1.780
3.883
<0.001
Supported
H2: SN -> EI
Negative
-0.264
-4.012
<0.001
Not Supported
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H3: EO -> EI
Positive
0.818
9.984
<0.001
Supported
H1, and H3: These findings suggest a significant relationship between various factors
influencing entrepreneurial intentions, such as self-perception of capabilities, and
entrepreneurial orientation. However, H2 is not supported, indicating that the paths from
social norms to entrepreneurial intentions, do not show significant effects in this study.
DISCUSSION
Self-Perception of Capabilities (SPC) and Entrepreneurial Intentions (EI)
The analysis revealed a strong positive relationship between SPC and EI (Estimate = 1.780, CR
= 3.883, p < 0.001). Consistent with prior research, individuals confident in their
entrepreneurial skills are more likely to pursue entrepreneurial activities. (Liñán & Chen,
2009; Gieure et al., 2020). This highlights the importance of strengthening students’
confidence in their capabilities to foster entrepreneurial intentions. The Synergy project
appears effective in enhancing such perceptions, showing that targeted educational
interventions can significantly promote entrepreneurial confidence and intentions.
Social Norms (SN) and Entrepreneurial Intentions (EI)
A significant negative relationship was found between SN and EI (Estimate = -0.264, CR = -
4.012, p < 0.001). While social norms often support entrepreneurship, in the Mexican context
they may discourage it, as entrepreneurship is sometimes perceived as risky compared to
stable employment. (Shahab et al., 2019). Societal pressures, particularly family and peer
expectations, may further dissuade students, especially given the stigma around business
failure. This finding underscores the cultural complexity of social influences on
entrepreneurial behavior.
Entrepreneurial Orientation (EO) and Entrepreneurial Intentions (EI)
The positive relationship between EO and EI (Estimate = 0.818, CR = 9.984, p < 0.001)
emphasizes the role of proactiveness, innovation, and risk-taking in fostering entrepreneurial
intentions. (Kreiser et al., 2002; Covin et al., 2019). The University of Guadalajara’s Synergy
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project appears to nurture these traits, suggesting that curricula encouraging innovation and
risk-taking can effectively promote entrepreneurial aspirations beyond technical training.
Interrelationships among Constructs
Significant interrelations were observed among EO and SPC (Estimate = 0.072, CR = 3.521, p
< 0.001), EO and SN (Estimate = 0.138, CR = 4.920, p < 0.001), and SN and SPC (Estimate =
0.063, CR = 3.281, p = 0.001), highlighting the complex interplay between individual attitudes
and social influences. Overall, the results suggest:
Positive Impact of SPC and EO: Strong self-perceptions and entrepreneurial
orientation increase EI, underscoring the need to cultivate confidence and
entrepreneurial attitudes.
Negative Impact of SN: Social norms negatively influenced EI, suggesting that
cultural and societal pressures can deter entrepreneurial aspirations.
Common Method Variance (CMV) and Model Fit
Following Podsakoff and Organ (1986), CMV was assessed using a marker variable and
Harman’s Single-Factor Test. The first factor explained 31.76% of variance, below the 50%
threshold, indicating CMV was not a major concern. Including “mindfulness” as a marker
variable (loading = 0.788) further confirmed no significant bias. These steps validate the
robustness of the SEM model, confirming that the framework effectively captures the
entrepreneurial intentions of students while considering model complexity and sample
characteristics.
DISCUSSION
This study offers valuable insights into the determinants of entrepreneurial intentions (EI)
among university students engaged in the Synergy project at the University of Guadalajara
(UdeG). The findings highlight strong positive relationships between self-perception of
capabilities (SPC) and EI, as well as between entrepreneurial orientation (EO) and EI,
aligning with prior research on the role of self-efficacy and entrepreneurial orientation in
shaping entrepreneurial behaviour. (Liñán & Chen, 2009; Kreiser et al., 2002).
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The positive association between SPC and EI indicates that students who perceive
themselves as capable of managing entrepreneurial tasks are more likely to develop
entrepreneurial intentions. This reinforces the central role of self-confidence in
entrepreneurial activity, consistent with research on self-efficacy in entrepreneurship.
(Boyd & Vozikis, 1994). Likewise, the positive effect of EO on EI underscores the
importance of cultivating innovation, proactiveness, and risk-taking through education to
foster entrepreneurial mindsets (Kreiser et al., 2002).
Conversely, the study identified a negative relationship between social norms (SN) and EI.
While social norms often encourage entrepreneurship in other contexts, the Mexican
setting may differ, as traditional career paths are frequently regarded as more stable and
prestigious. The perceived risks of entrepreneurship and the stigma surrounding failure
may further discourage students from pursuing entrepreneurial ventures. Thus, social
expectations may inadvertently act as barriers to entrepreneurship, limiting students’
willingness to diverge from established professional trajectories.
Overall, these results highlight the dual importance of individual traits and societal
influences in shaping entrepreneurial intentions. They suggest that entrepreneurship
education should not only develop skills and confidence but also address cultural
perceptions and foster supportive environments where entrepreneurship is seen as a
legitimate and valued career path.
Theoretical Contributions
Table 9
Contributions of Research
Result
Theoretical
Contributions
Comments
Supporting
Studies
The integration of
interdisciplinary
teams has a
significant positive
impact on
entrepreneurial
success.
This study
demonstrates the
crucial role of
interdisciplinary
collaboration in
enhancing
entrepreneurial
outcomes, contributing
The integration of diverse
skill sets and perspectives
within interdisciplinary
teams leads to more
innovative solutions and
effective problem-solving,
highlighting the synergy
between different
(Oliveras,
2015)
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to the broader
understanding of team
dynamics in
entrepreneurial
ventures.
academic disciplines. This
supports the notion that
interdisciplinary
approaches can lead to
superior entrepreneurial
outcomes by leveraging
varied expertise and
knowledge bases.
Entrepreneurial
education that
emphasizes real-
world applications
and experiential
learning enhances
student readiness
and motivation.
This contribution
highlights the
effectiveness of
practical, hands-on
learning experiences in
entrepreneurship
education, providing
empirical support for
experient
ial learning
theories.
Emphasizing real-world
applications in
entrepreneurship
education helps students
develop practical skills and
increases their motivation
and readiness to start their
own ventures. This
approach fosters a more
engaging and effective
l
earning environment,
enhancing students'
entrepreneurial
capabilities.
(Ratnamiasih
et al; 2024)
Institutional
support, such as
incubators and
mentorship
programs, is
critical for the
success of new
ventures.
This study underscores
the importance of
inst
itutional support
structures in fostering
entrepreneurial
success, contributing to
the understanding of
external support
mechanisms in
entrepreneurship.
Providing robust
institutional support
through incubators,
mentorship, and other
resources is essential for
nurturing successful
entrepreneurial ventures.
These support systems
offer critical guidance,
resources, and networks
that are invaluable for new
entrepreneurs. This finding
reinforces the need for
institutions to invest in and
develop comprehensive
support programs.
(Ratten,
2021;
Dvoulety,
2021).
Self-Perception of
Capabilities (SPC)
significantly
influences
Entrepreneurial
Intentions (EI).
This study provides
empirical evidence of
the direct impact of
self-
perception of
capabilities on
entrepreneurial
intentions, supporting
The findings emphasize the
importance of fostering a
strong self-
perception of
capabilities in potential
entrepreneur
s. Enhancing
self-belief through targeted
training and mentorship
(
Liñán &
Chen, 2009;
Gieure et al;
2020)
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the notion that
confidence in one’s
entrepreneurial skills is
crucial for
entrepreneurial
activity.
can significantly boost
entrepreneurial intentions,
highlighting the synergy
between self-
efficacy and
entrepreneurial action. This
supports the integration of
self-
efficacy development
in entrepreneurship
education.
Social Norms (SN)
have a significant
negative
relationship with
Entrepreneurial
Intentions (EI).
The research challenges
the traditional view that
social norms positively
influence
entrepreneurial
intentions, revealing
that societal pressures
can deter
entrepreneurial
pursuits. This
contributes to a
broader understanding
of the complex role
social norms play in
entrepreneurship.
Contrary to expectations,
the study found that
negative societal pressures
and disapproval from
significant others can
hinder entrepreneurial
intentions. This finding
suggests the need to
address societal attitudes
towards entrepreneurship
and promote a more
supportive social
environment to foster
entrepreneurial activities.
(
Shahab et
al; 2019)
Entrepreneurial
Orientation (EO)
positively
influences both
Entrepreneurial
Intentions (EI) and
Self-Perception of
Capabilities (SPC).
The study highlights the
critical role of
entrepreneurial
orientation in fostering
both entrepreneurial
intentions and self-
perception of
capabilities,
contributing to the
literature on
entrepreneurial
mindset and behavior.
Encouraging a proactive
and risk-taking
entrepreneurial orientation
can significantly enhance
both the intention to
purs
ue entrepreneurship
and the belief in one’s
capabilities. This
underscores the
importance of cultivating an
entrepreneurial mindset
through education and
policy initiatives to promote
entrepreneurship.
(Kreiser et al;
2002; Covin
et al; 2019)
This study contributes uniquely to the literature on entrepreneurial intentions (EI) by
examining the interplay between self-perception of capabilities (SPC), social norms (SN), and
entrepreneurial orientation (EO) within a university student context. While prior research has
largely emphasized the supportive role of social norms in fostering EI, this study reveals the
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opposite effect: in the Mexican cultural context, societal pressures may discourage students
from pursuing entrepreneurial paths.
By highlighting the negative influence of social norms, this research challenges the prevailing
assumption that they universally encourage entrepreneurship. Instead, it demonstrates how
cultural and societal expectations —particularly the preference for stable, traditional career
paths and the stigma attached to failure— can serve as significant barriers to entrepreneurial
intentions.
This perspective offers a valuable extension to existing EI research, which has often
overlooked the role of restrictive or discouraging societal expectations. The findings
underscore the need to reframe entrepreneurship education to address cultural perceptions,
reduce stigma around failure, and cultivate supportive environments where students feel
encouraged to consider entrepreneurship as a viable career option.
Managerial Contributions
The findings of this research have significant managerial implications for the University of
Guadalajara (UdeG) as it strengthens its position as a leading institution for entrepreneurship
promotion. The interplay between self-perception of capabilities (SPC), social norms (SN), and
entrepreneurial orientation (EO) provides a strategic foundation for initiatives that enhance
entrepreneurial intentions (EI) and contribute to Mexico’s socio-economic development.
Enhancing Entrepreneurial Education and Training
The strong positive link between SPC and EI highlights the need to build students’ confidence
in entrepreneurial skills. UdeG can achieve this through:
Skill Development: Practical training in business planning, financial management,
marketing, and innovation to enhance hands-on competence and self-efficacy. (Liñán
& Chen, 2009; Gieure et al., 2020).
Mentorship Programs: Structured networks connecting students with experienced
entrepreneurs, offering guidance, insights, and confidence-building opportunities.
(Liñán & Chen, 2009).
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Creating a Supportive Social Environment
Given the negative role of SN on EI, UdeG should work to counter societal barriers through:
Awareness Campaigns: Showcasing entrepreneurial success stories to shift
perceptions and highlight entrepreneurship’s value for economic development.
(Karimi et al., 2012; Meoli et al., 2020).
Community Engagement: Involving families, peers, and local stakeholders to build
supportive networks that legitimize and encourage student entrepreneurship.
(Shahab et al., 2019).
Fostering Entrepreneurial Orientation
The positive effect of EO on EI underscores the need to cultivate risk-taking and proactive
attitudes:
Curriculum Integration: Embedding innovation and entrepreneurial thinking across
disciplines to encourage opportunity recognition among diverse student groups.
(Kreiser et al., 2002; Covin et al., 2019).
Incubators and Accelerators: Providing resources, mentorship, and funding to enable
experimentation and business creation. (Kreiser et al., 2002).
Leveraging Construct Interrelationships
Understanding the links between SPC, SN, and EO allows for more holistic interventions like
following:
Synergistic Programs: Combining skill-building, community support, and mindset
development in integrated workshops. (Miranda, Chamorro-Mera, & Rubio, 2017).
Collaborative Platforms: Encouraging peer-to-peer support and joint entrepreneurial
projects to strengthen positive social norms and collective efficacy. (Meoli et al.,
2020).
Long-term Impact on Mexico’s Development
By promoting student entrepreneurship, UdeG can contribute to:
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Job Creation: Stimulating new ventures that reduce unemployment and foster growth
(Gieure et al., 2020).
Innovation and Competitiveness: Building a dynamic entrepreneurial ecosystem that
enhances Mexico’s global market position (Liñán & Chen, 2009).
Inclusive Growth: Encouraging diverse participation in entrepreneurship to reduce
inequality and broaden economic benefits (Shahab et al., 2019).
Future Vision for the University of Guadalajara
Positioning UdeG as a national and regional leader in entrepreneurship requires:
Leadership in Education: Attracting students and faculty committed to innovation and
venture creation (Miranda, Chamorro-Mera, & Rubio, 2017).
Research and Development Hub: Expanding entrepreneurship research to generate
insights and strengthen institutional reputation (Karimi et al., 2012).
Global Partnerships: Establishing international collaborations to provide resources,
knowledge exchange, and global exposure (Meoli et al., 2020).
By adopting these strategies, the University of Guadalajara can significantly advance
entrepreneurship education, drive innovation, and contribute to Mexico’s long-term
economic and social development.
CONCLUSION
This study highlights key factors shaping entrepreneurial intentions (EI) among university
students, particularly participants in the Synergy project at UdeG. The positive associations
between self-perception of capabilities (SPC) and EI, as well as between entrepreneurial
orientation (EO) and EI, underscore the importance of fostering self-efficacy and
entrepreneurial traits in preparing students for successful ventures. Integrating these
dimensions into entrepreneurship education can strengthen students’ entrepreneurial
potential.
A notable contribution of this research lies in identifying the negative effect of social norms
(SN) on EI, challenging the prevailing assumption that social norms universally support
entrepreneurship. In the Mexican context, where traditional career paths are often more
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valued, societal expectations may discourage entrepreneurial pursuits. This finding points to
the need for future research to examine cultural and societal influences on EI in diverse global
contexts.
However, the study has limitations. The use of a non-probabilistic convenience sample
restricts the generalizability of the findings, and future studies should adopt more diverse
sampling approaches to strengthen external validity. Moreover, qualitative research could
provide richer insights into how cultural and societal norms shape entrepreneurial behavior.
In sum, this research contributes to entrepreneurship education literature by offering both
theoretical and practical implications. For universities and policymakers, addressing societal
barriers and providing comprehensive educational support can foster stronger
entrepreneurial mindsets, ultimately contributing to the development of a more resilient
entrepreneurial ecosystem.
Research Findings
The research demonstrates that self-perception of capabilities (SPC) and entrepreneurial
orientation (EO) significantly influence entrepreneurial intentions (EI). Students with higher
confidence in their entrepreneurial skills are more likely to pursue entrepreneurial activities,
confirming the role of self-efficacy as a critical determinant of entrepreneurial behavior.
(Liñán & Chen, 2009; Gieure et al., 2020). Similarly, a strong EO—defined by innovation,
proactiveness, and risk-taking—positively affects EI, consistent with prior studies on the
importance of EO in fostering entrepreneurial activity. (Covin et al., 2020).
Unexpectedly, the study found that social norms (SN) exert a negative influence on EI. This
suggests that societal pressures or disapproval may discourage entrepreneurial pursuits,
challenging the assumption that supportive norms always enhance EI. In contexts such as
Mexico, where traditional career paths are often more socially valued, cultural expectations
may act as barriers to entrepreneurship. (Shahab et al., 2019).
Theoretically, these findings extend the literature by offering a more nuanced understanding
of the individual and social factors shaping EI among university students. Practically, they
emphasize the need for universities to strengthen students’ self-efficacy and entrepreneurial
orientation while also addressing societal perceptions. By doing so, educational institutions
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can play a central role in cultivating future entrepreneurs and fostering a culture of innovation
and entrepreneurship.
Research Final Scope
This study has a limitation, as its sample was restricted to students in the Synergy project,
which may limit the generalizability of the results. Future research should include more
diverse populations to strengthen external validity.
Despite this, the findings provide valuable insights into the role of self-perception of
capabilities and entrepreneurial orientation in shaping entrepreneurial intentions. For the
University of Guadalajara, these results highlight the importance of fostering supportive
environments and skill development to enhance students’ entrepreneurial aspirations and
contribute to Mexico’s economic growth.
This research offers a foundation for future studies to further explore the factors influencing
entrepreneurial intentions and strategies to promote entrepreneurship as a driver of
innovation and development.
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