University environment and entrepreneurial intention: a quantitative approach
Keywords:
university, entrepreneur, quantitative approachSynopsis
In the contemporary global economic landscape, entrepreneurship has emerged as a fundamental pillar for individual and social development, driving economic growth, reducing unemployment, and accelerating technological progress. Mexico, in particular, recognizes entrepreneurship as one of its main economic strengths, with Micro, Small, and Medium-sized Enterprises (MSMEs) representing 99% of all firms, 72% of employment, and 52% of the national Gross Domestic Product (GDP). This phenomenon is driven both by necessity and by opportunity, highlighting the importance of environments that enhance entrepreneurial capabilities.
Within this context, higher education institutions—especially universities—play a catalytic role in fostering entrepreneurial intention (EI) among their students. By integrating academic programs, infrastructure, regulations, and an entrepreneurial culture, universities create a university entrepreneurial ecosystem that facilitates innovation and connections with economic actors, thereby promoting the creation of new firms.
The present work, entitled University Environment and Entrepreneurial Intention: A Quantitative Approach, coordinated by Alejandro Campos Sánchez, Omar Guillermo Arriaga Cárdenas, and José Alberto Castellanos Gutiérrez, delves into the complex interaction between the university environment and students’ entrepreneurial intention. This publication compiles a series of rigorous studies, primarily focused on students from economic and administrative disciplines at the University of Guadalajara.
Its objective is to analyze, from a quantitative perspective, how various elements of the ecosystem influence university students’ predisposition to create and manage their own businesses. The chapters that comprise this book examine key dimensions that collectively shape the university entrepreneurial ecosystem and its impact on EI. Factors explored include institutional support—which, although its effect may be low, proves significant in motivating students to undertake entrepreneurial activities; perceptions of university infrastructure (physical, digital, and organizational), which, while positively influencing EI, have a moderate impact; entrepreneurial education, which shows a moderately positive correlation with the development of entrepreneurial skills and knowledge; the impact of networking, recognized by students as crucial for accessing information, financing, and mentoring; the use of social networks as a predictor, which positively influences EI, although not as a decisive factor on its own; and access to financing (formal and informal), which emerges as a significant determinant explaining a relevant portion of the variation in entrepreneurial intention.
Through a predominantly quantitative approach, validated by correlational, factor, and linear regression analyses, the studies presented here aim to delineate the key elements that should be strengthened within the university ecosystem. The findings provide valuable inputs for governments, educational institutions, support organizations, and other stakeholders to identify effective strategies to promote entrepreneurship, benefiting not only individuals but society as a whole. This work makes a significant contribution to the academic literature by offering an empirical foundation for the design of effective public policies, financial inclusion programs, and the continuous improvement of entrepreneurial education in the Mexican context.
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