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Classroom interdisciplinary diversity and entrepreneurial intentions

Laura Padilla-Angulo (Department of Economics, Universidad Loyola Andalucia, Seville, Spain)
René Díaz-Pichardo (South Champagne Business School, Troyes, France) (Universite de Technologie de Troyes, Troyes, France)
Patricia Sánchez-Medina (Interdisciplinary Research Center for Integral Regional Development, Instituto Politécnico Nacional, Mexico City, Mexico)
Lovanirina Ramboarison-Lalao (EM Strasbourg Business School, Strasbourg, France)

Education + Training

ISSN: 0040-0912

Article publication date: 13 February 2019

Issue publication date: 13 August 2019

Abstract

Purpose

The purpose of this paper is to examine the impact of classroom interdisciplinary diversity, a type of classroom diversity that has been under-examined by previous literature, on the formation of university students’ entrepreneurial intentions (EI).

Design/methodology/approach

Based on Ajzen’s theory of planned behaviour and the interactionist model of creative behaviour by Woodman et al. (1993), this paper provides empirical evidence demonstrating that classroom interdisciplinary diversity is important in the formation of university students’ EI at early educational stages using a cross-sectional study design and survey data on first-year business school students and partial least squares analysis.

Findings

Classroom interdisciplinary diversity is important in the formation of university students’ EI through its positive impact on entrepreneurial perceived behavioural control (PBC) (self-efficacy), a key antecedent of EI.

Practical implications

The results have important implications for educational practice as well as for both public and private organisations willing to promote entrepreneurial activity, in particular, the positive effects of combining people with different profiles and career fields of interest on entrepreneurial PBC (self-efficacy).

Originality/value

This study contributes to the scant literature on early university experiences in entrepreneurship education and their influence on EI. It studies the impact of an under-examined dimension of diversity (classroom interdisciplinary diversity) on the formation of students’ EI.

Keywords

Citation

Padilla-Angulo, L., Díaz-Pichardo, R., Sánchez-Medina, P. and Ramboarison-Lalao, L. (2019), "Classroom interdisciplinary diversity and entrepreneurial intentions", Education + Training, Vol. 61 No. 7/8, pp. 832-849. https://doi.org/10.1108/ET-06-2018-0136

Publisher

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Emerald Publishing Limited

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