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The purpose of this paper is to better understand the perceptions international STEM students have of the library and higher education based on their responses to the Ithaka S+R Graduate Student Survey.

To better understand these groups, this study conducted the Mann–Whitney–Wilcoxon test on the Ithaka survey results to compare the groups and identify any statistically significant differences that the international STEM graduate students group (ISG) has to other groups.

This paper found that ISG valued Higher Education objective variables more than the non-ISG group, with the exception of one question. The ISG group also valued 7 of the 13 role of the library (ROL) variables statistically different.

Since the students self-reported as international or STEM, the authors are unable to assess whether the response pool is representative of the university as a whole.

By understanding how international/STEM students may differ from other populations, libraries can better design spaces and services for these groups.

Existing studies tend to focus on international students or STEM students and information literacy. This study intends to fill a gap in the understanding of how these groups perceive the ROL and their education.

This paper analyses how contextual factors at universities (entrepreneurship education and program learning) and cognitive variables (perceived behavioral control, implementation intentions, and attitude) influence entrepreneurial intentions among Latin American university students.

The empirical analysis employs a multilevel (hierarchical) linear model with a sample size of 9012 university students taken in 2018 from nine Latin American countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, México, Panamá, and Uruguay.

Overall, the university context and cognitive variables contribute to explaining entrepreneurial intentions in university students. Whereas program learning constitutes a variable that directly and indirectly explains entrepreneurial intentions among university students, attending entrepreneurship courses negatively influences their entrepreneurial intentions.

A central premise of this study is that the entrepreneurial process in university students is a multilevel phenomenon, given that university context and cognitive variables are key factors in entrepreneurial intentions. The findings support this premise and contribute to the existing literature on entrepreneurship in emerging economies. Nevertheless, the results reveal a more nuanced picture regarding the role of university context on the entrepreneurial intentions of students.

Este artículo analiza cómo las variables del contexto universitario (educación emprendedora y aprendizaje adquirido) y las variables cognitivas (control de conducta percibido, intenciones de implementación y actitud) influyen en la intención emprendedora de los estudiantes universitarios latinoamericanos.

El análisis empírico es por medio de un modelo lineal multinivel (jerárquico) con una muestra de 9012 estudiantes universitarios de nueve países latinoamericanos, a saber: Argentina, Brasil, Chile, Colombia, Costa Rica, Ecuador, México, Panamá, y Uruguay.

En general, el contexto universitario y las variables cognitivas contribuyen a explicar la intención empresarial de los estudiantes universitarios. Mientras que el aprendizaje adquirido (program learning) constituye una variable que explica la intención emprendedora de los estudiantes universitarios directa e indirectamente, matricular cursos de emprendimiento influye negativamente en su intención emprendedora.

Una premisa central en este estudio es que el proceso emprendedor de los estudiantes universitarios es un fenómeno multinivel, resultando el contexto universitario y las variables cognitivas factores clave para explicar la intención emprendedora. Nuestros resultados apoyan esta premisa y contribuyen a la literatura sobre emprendimiento en países emergentes. No obstante, nuestros resultados revelan una imagen más matizada del papel del contexto universitario en la intención empresarial de los estudiantes universitarios.