How to cite?

Cervantes Guzmán, N. (2025). Entrepreneurial Intenon of Students at University of

Guadalajara. Revista Innovación Universitaria, 7, 28-71.

hps://doi.org/10.64312/gv10xd43

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

Guadalajara, México

Received: 31-03-2025

Accepted: 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.

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).

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

(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).

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-

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

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).

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

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).

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)

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)

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)

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

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.

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

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.

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

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

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.

• 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

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

Table 6

Hypotheses

Hypothesis

Relationship

Explanation

Supporting Studies

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)

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)

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

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

Result

H1: SPC -> EI

Positive

1.780

3.883

<0.001

Supported

H2: SN -> EI

Negative

-0.264

-4.012

<0.001

Not Supported

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

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).

• 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

to the broader

understanding of team

dynamics in

entrepreneurial

ventures.

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

academic disciplines. This

supports the notion that

interdisciplinary

approaches can lead to

superior entrepreneurial

outcomes by leveraging

varied expertise and

knowledge bases.

(Oliveras,

2015)

Entrepreneurial

education that

emphasizes real-

world applications

and experiential

learning enhances

This contribution

highlights the

effectiveness of

practical, hands-on

learning experiences in

entrepreneurship

Emphasizing real-world

applications in

entrepreneurship

education helps students

develop practical skills and

increases their motivation

(Ratnamiasih

et al; 2024)

student readiness

and motivation.

education, providing

empirical support for

experiential learning

theories.

and readiness to start their

own ventures. This

approach fosters a more

engaging and effective

learning environment,

enhancing students'

entrepreneurial

capabilities.

Institutional

support, such as

incubators and

mentorship

programs, is

critical for the

success of new

ventures.

This study underscores

the importance of

institutional 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;

Dvouletý,

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 notion that

confidence in one’s

entrepreneurial skills is

crucial for

entrepreneurial

activity.

The findings emphasize the

importance of fostering a

strong self-

perception of

capabilities in potential

entrepreneurs. Enhancing

self-belief through targeted

training and mentorship

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.

(

Liñán &

Chen, 2009;

Gieure et al;

2020)

Social Norms (SN)

have a significant

negative

The research challenges

the traditional view that

social norms positively

Contrary to expectations,

the study found that

negative societal pressures

(

Shahab et

al; 2019)

relationship with

Entrepreneurial

Intentions (EI).

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.

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.

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

pursue entrepreneurship

and the belief in one’s

capabilities. This

underscores the

importance of cultivating an

entrepreneurial mindset

thro

ugh 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

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).

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:

• 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

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

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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