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Entrepreneurial intention and the effects of entrepreneurial education: Differences among management, engineering, and accounting students

Diego Passoni (Faculdades FUCAP, Capivari de Baixo, Brazil)
Rafael Bianchini Glavam (Faculdades FUCAP, Capivari de Baixo, Brazil)

International Journal of Innovation Science

ISSN: 1757-2223

Article publication date: 5 March 2018

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Abstract

Purpose

The purpose of this paper is to compare the levels of entrepreneurial intention (EI) among academics from different fields of university knowledge and to evaluate the effect of entrepreneurial education (EE) on students taking management, engineering and accounting courses.

Design/methodology/approach

A survey has been conducted with 491 academics from different fields of knowledge at the Brazilian undergraduate level to compare their EI levels and to validate the effect of EE in the EI in management, engineering and accounting courses.

Findings

This study has demonstrated that EE has a positive effect on EI among undergraduate management and engineering students.

Research limitations/implications

This study has been restricted to some fields of knowledge within the undergraduate courses at university level. It has generated specific conclusions and recommendations that cannot be generalised. It suggests new lines of research from its results.

Practical implications

This study may encourage investment in EE programmes in certain fields of knowledge within institutions and communities that need to foster entrepreneurship as a driver of economic development.

Originality/value

This study provides empirical evidence of the impact of EE on EI among academics from different fields of knowledge in higher education institutions in Brazil, as well as compares and lists the undergraduate courses where students have more entrepreneurial intention.

Keywords

Citation

Passoni, D. and Glavam, R.B. (2018), "Entrepreneurial intention and the effects of entrepreneurial education: Differences among management, engineering, and accounting students", International Journal of Innovation Science, Vol. 10 No. 1, pp. 92-107. https://doi.org/10.1108/IJIS-05-2017-0042

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

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