Embedding entrepreneurship in doctoral students: the impact of a T-shaped educational approach

Abstract

PurposeOver the last decades, the importance of entrepreneurial education (EE) for the personal development of young generations has gained momentum among policymakers, practitioners and scholars. This paper offers some insights into the way T-shaped PhD programs can trigger transdisciplinary abilities of STEM students, making them even more ready toward venturing activities.Design/methodology/approachTo achieve the purpose of the study, the effectiveness of a new T-shaped doctoral model was explored, testing it on a sample of STEM PhD students at Polytechnic School of University of Naples Federico II, using a qualitative-quantitative approach.FindingsThe results prove the positive influence that the T-shaped PhD program has on students in terms of vertical skills and horizontal capabilities attainment for entrepreneurial readiness.Practical implicationsThis study advances interesting managerial and policy implications for activating virtuous collaborations to better respond to the need of current socioeconomic scenarios through academic knowledge.Originality/valueDespite the growing relevance of EE, research about its influence at PhD level and the effect of different pedagogical methods remains scarce and controversial. Thus, this research explores if EE can support PhD students in science and technology transdisciplinarity terms of innovation management.