Abstract
The promotion of entrepreneurial intention in educational contexts is a priority that is increasingly present in academic planning, especially at university level. Furthermore, social entrepreneurship has been gaining prominence not only as a formula for improving the welfare and equity of society as a whole, but also as a mechanism for professional development. Taking into account both aspects, this paper analyzes the effect of university students participating in volunteer activities on their intention to carry out social entrepreneurship projects. With this objective, this study is based on the Theory of Planned Action of Ajzen. A sample of 208 university students was analyzed, 96 of whom had some experience of volunteering. The results confirm that taking part in volunteering, during students’ education, positively affects their intention to start social entrepreneurship projects. This result allows us to conclude that encouraging volunteering could be a good methodological tool to promote social entrepreneurship within the educational field. In addition, the implementation of this type of social project could benefit university students not only by making social improvements to their environment, but also as a labor insertion tool.
Highlights
In recent decades, intervention programs aimed at promoting an entrepreneurial spirit in the classroom have proliferated in educational centers, especially in university contexts [1, 2]
In this sense, according to Kaya et al [21], students who can be described as social lead users, whose social vision is beyond the existing market for providing solutions to social problems, are more likely to be entrepreneurs than those who cannot be described as social lead users
A moderately high correlation was observed between Entrepreneurial Intention and Social Entrepreneurship (r = .418; p < .01), which indicates that these are two independent constructs, they are related
Summary
Intervention programs aimed at promoting an entrepreneurial spirit in the classroom have proliferated in educational centers, especially in university contexts [1, 2]. Within the programs related to promoting entrepreneurial intention, in the current socioeconomic context, the specific area of social entrepreneurship has been gaining importance [18–20]. In this sense, according to Kaya et al [21], students who can be described as social lead users, whose social vision is beyond the existing market for providing solutions to social problems, are more likely to be entrepreneurs than those who cannot be described as social lead users. Analyzing the cognitive schemes associated with social entrepreneurship is an important academic challenge [22–24]
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