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The high and persistent unemployment rates of people with intellectual disabilities (PwID) reveal the wide gap that still remains to be bridged. Entrepreneurship combinedly with a high enterprising tendency could improve PwID's life satisfaction.

A mixed-method approach was used, based on questionnaires and structured face-to-face interviews on 37 PwID who had recently become entrepreneurs. Data were firstly quantitatively analyzed using partial least squares-structural equation modelling (PLS-SEM), and qualitative data were used to enable robust findings.

The entrepreneurial tendency of PwID who had recently become entrepreneurs was found to be a positive to their life quality (LQ), job satisfaction and life satisfaction.

This study revealed that entrepreneurship among PwID who had high enterprising tendency enhances their LQ, job satisfaction and life satisfaction. However, further research could evaluate whether becoming an entrepreneur is in itself enough to change PwID's life to better, such that a comparison could be done between PwID who become entrepreneurs and PwID who have a salaried job.

New aspects in the design of public social policies to improve PwID's life satisfaction are suggested. These include the facilitation of both entrepreneurship and enterprising tendency for PwID to enhance their life satisfaction.

There are very few occasions in which PwID set up businesses. This is one of the first studies to analyze the benefit of entrepreneurship and enterprising tendency on the LQ, the satisfaction at work and the life satisfaction of PwID.

The purpose of this paper is to encourage entrepreneurship and creativity among primary school pupils than they acquire entrepreneurial skills through running a business.

A pilot experience has been structured into three large phases: analysis of the starting situation; production of the materials and their application in the classroom; and final evaluation. In order to evaluate this experience, the primary school pupils (8-12-years-old) were interviewed and a questionnaire completed.

The overall results have been satisfactory and indicated a positive participant reaction to the project that has improved entrepreneurial competencies and the future potential for business start-up.

The research respondents were drawn from one region of Spain, and the pilot experience has been carried out in the Rural Schools Grouped Together (in Spanish: “Colegio Rural Agrupado”).

Recommendations are offered which could help the entrepreneurship education stakeholders increase the effectiveness of entrepreneurship education programmes and actions aimed at promoting firm creation in this area.

As this pilot experience aim to increase entrepreneurship as a start-up activity, the improving of entrepreneurial skills serve these pupils so that, in a few years’ time, they can opt to generate wealth and employment endogenously in the towns they come from and so be able to retain the local population.

The paper contributes to knowledge by adding to a limited literature examining the impact of entrepreneurship education within the 8-12 primary school age sector.

Entrepreneurial motivations are considered key determinants of the direction, intensity and duration of entrepreneurial processes and outcomes. To measure attitudes and outcome expectations related to an entrepreneurial career, researchers often use a set of predetermined behavioral beliefs or motivators. However, motivators can be numerous, context-specific and there is a lack of evidence regarding their stability over time. This study addresses this gap, while also providing a rich description of how Portuguese college students perceive entrepreneurship and how these perceptions relate to levels of entrepreneurial intentions (EI).

Using qualitative and quantitative methods to analyze data over a 5-year period, this study seeks to confirm existing evidence on entrepreneurship motivators' diversity and heterogeneity and to explore differences in motivators' temporal stability. Using an initial sample of 851 Portuguese college students and 3 different survey waves, this study first aggregates the most frequently cited motivators for EI to compile a series of meaningful motivational factors. Subsequently, it extensively analyzes the robustness of these factors by examining their validity against EI and stability over time.

Based on their superior association with EI and greater temporal stability, the findings suggest that entrepreneurship-intrinsic motivational factors are more relevant for college students' EI models. Prominently, being motivated to create one's own new business due to a particular occupational interest is the most consistently stable individual motivation.

The results may interest those studying entrepreneurial motivations and EI longitudinally and who invest in promoting entrepreneurial behavior of college students.

To the best of the authors’ knowledge, this is the first study to analyze entrepreneurship motivators/reasons' temporal stability, which is relevant for assessing their value for longitudinal entrepreneurship research and education. It is also the most complete assessment of Portuguese college students' perceptions of entrepreneurship.