Evaluating the Effect of Entrepreneurial Programs Elements on Students: A Scale Development

Barron, Elda; Ruiz, Linda Elizabeth

doi:10.1590/1807-7692bar2021190057

Elda Barron

Universidad de Monterrey, San Pedro Garza García, Nuevo León, México

Elda Barron * Universidad de Monterrey Av. Morones Prieto 4500 Pte., San Pedro Garza Garcia, Nuevo León 66238, Mexico elda.barron@udem.edu https://orcid.org/0000-0002-5261-3859

http://orcid.org/0000-0002-5261-3859

Linda Elizabeth Ruiz

Tecnologico de Monterrey, Business School, Monterrey, Nuevo León, México

Linda Elizabeth Ruiz Tecnologico de Monterrey, Business School Av. Eugenio Garza Sada 2501 Sur, Tecnológico, Monterrey 64849, Mexico linda.ruiz@tec.mx https://orcid.org/0000-0002-6139-3202

http://orcid.org/0000-0002-6139-3202

* Corresponding author

This paper was with the authors for four revisions.

Editor-in-chief: Carlo Gabriel Porto Bellini / (Universidade Federal da Paraíba, João Pessoa, PB, Brazil), Ivan Lapuente Garrido / (Universidade do Vale do Rio dos Sinos, São Leopoldo, RS, Brazil)

Associate editor: Gustavo Alfonso Barrera Verdugo / (Universidad de Santiago do Chile, Santiago, Chile)

Reviewers: Onica Thandi Matsheke / (Vaal University of Technology, South Africa), Sergio Andrés Celis / (Universidad de Chile, Escuela de Ingeniería y Ciencias, Chile, Chile), Faten Hamad / (The University of Jordan, Jordan) and two anonymous reviewers

Editorial assistants: Kler Godoy and Simone Rafael (ANPAD, Maringá, PR, Brazil)

Authors’ contributions

1^st author: conceptualization (equal), data curation (equal), formal analysis (equal), funding acquisition (equal), investigation (equal), methodology (equal), project administration (equal), resources (equal), software (equal), supervision (equal), validation (equal), visualization (equal), writing-original draft (equal), writing-review & editing (equal). 2^nd author: conceptualization (equal), data curation (equal), formal analysis (equal), funding acquisition (equal), investigation (equal), methodology (equal), project administration (equal), resources (equal), software (equal), supervision (equal), validation (equal), visualization (equal), writing-original draft (equal), writing-review & editing (equal)

Elda Barron ^** Corresponding author

Universidad de Monterrey

Av. Morones Prieto 4500 Pte., San Pedro Garza Garcia, Nuevo León 66238, Mexico

elda.barron@udem.edu

https://orcid.org/0000-0002-5261-3859

Linda Elizabeth Ruiz

Tecnologico de Monterrey, Business School

Av. Eugenio Garza Sada 2501 Sur, Tecnológico, Monterrey 64849, Mexico

linda.ruiz@tec.mx

https://orcid.org/0000-0002-6139-3202

Authors	Purpose	Method	Entrepreneurial program measures	Findings
	Investigate the role of knowledge intermediaries and their effect on the development of university spin-offs	Case study	Mediators of entrepreneurial education as faculty research, students, advisors	The importance of intermediaries in supporting academic entrepreneurship
Maritz, Koch, and Schmidt (2016)Maritz, A., Koch, A., & Schmidt, M. (2016). The role of entrepreneurship education programs in national systems of entrepreneurship and entrepreneurship ecosystems. International Journal of Organizational Innovation, 8(4), 7-26. Retrieved from https://www.ijoi-online.org/index.php/back-issues/48-volume-8-number-4-april-2016 https://www.ijoi-online.org/index.php/ba...	Explore the integration and results of entrepreneurship education programs within national systems of entrepreneurship and entrepreneurship ecosystems	Case study	Program characteristics through students and college attributes	The authors proposed a conceptual framework of entrepreneurial programs and ecosystems
Chen et al. (2015)Chen, S.-C., Hsiao, H.-C., Chang, J.-C., Chou, C.-M., Chen, C.-P., & Shen, C.-H. (2015). Can the entrepreneurship course improve the entrepreneurial intentions of students? International Entrepreneurship and Management Journal, 11(3), 557-569. https://doi.org/10.1007/s11365-013-0293-0 https://doi.org/10.1007/s11365-013-0293-...	Understand whether an entrepreneurship course can improve entrepreneurial intentions	Experiments	Learning satisfaction; learning efficacy	Entrepreneurial education cannot improve entrepreneurial intentions
Oosterbeek, Van Praag, and Ijsselstein (2010)Oosterbeek, H., Van Praag, M., & Ijsselstein, A. (2010). The impact of entrepreneurship education on entrepreneurship skills and motivation. European Economic Review, 54(3), 442-454. https://doi.org/10.1016/j.euroecorev.2009.08.002 https://doi.org/10.1016/j.euroecorev.200...	Analyze the effect of an entrepreneurship education program for students	Survey	Take a program/Type of program	The program does not have significant effects
Souitaris, Zerbinati, and Al-Laham (2007)Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007) Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. Journal of Business Venturing, 22(4), 566-591. https://doi.org/10.1016/j.jbusvent.2006.05.002 https://doi.org/10.1016/j.jbusvent.2006....	Test the effect of entrepreneurship programs on the entrepreneurial attitudes and intentions of science and engineering students	Survey	Development of a scale with the following dimensions: learning, inspiration, and incubation resources	Programs raise some attitudes and overall entrepreneurial intentions
Hallam, Vina, Leffel, and Agrawal (2014)Hallam, C., Vina, L., Leffel, A., & Agrawal, M. (2014). Accelerating collegiate entrepreneurship (ACE): The architecture of a university entrepreneurial ecosystem encompassing an intercollegiate venture experience. Journal of Business and Entrepreneurship, 26(2), 95-116.	Discuss the implications of a pedagogical construct, accelerating collegiate entrepreneurship (ACE)	Case study	Not included	The structure of this program will help entrepreneurial activity and intentions

Measure	Dimension	Item code	Sources
Increase your understanding of the attitudes, values, and motivations of entrepreneurs	Learning	Learn 1	Based on Marsh (1982)Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95. https://doi.org/10.1111/j.2044-8279.1982.tb02505.x https://doi.org/10.1111/j.2044-8279.1982... and Souitaris et al.(2007)Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007) Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. Journal of Business Venturing, 22(4), 566-591. https://doi.org/10.1016/j.jbusvent.2006.05.002 https://doi.org/10.1016/j.jbusvent.2006....


Enhance your practice management skills to start a business		Learn 3
Enhance your ability to develop networks		Learn 4
Enhance your ability to identify an opportunity		Learn 5
Your interest in the subject has increased as a consequence of this course		Learn 6
You have learned and understood the subject materials in this course		Learn 7
This course teaches me how to be an entrepreneur	Learning efficacy	Learnef 1	Based on Okudan and Rzasa (2006)Okudan, G. E., & Rzasa, S. E. (2006). A project-based approach to entrepreneurial leadership education. Technovation, 26(2), 195-210. https://doi.org/10.1016/j.technovation.2004.10.012 https://doi.org/10.1016/j.technovation.2... and Chen et al. (2015)Chen, S.-C., Hsiao, H.-C., Chang, J.-C., Chou, C.-M., Chen, C.-P., & Shen, C.-H. (2015). Can the entrepreneurship course improve the entrepreneurial intentions of students? International Entrepreneurship and Management Journal, 11(3), 557-569. https://doi.org/10.1007/s11365-013-0293-0 https://doi.org/10.1007/s11365-013-0293-...
This course improves my entrepreneurial competencies		Learnef 2
I feel satisfied with the learning of this course		Learnef 3
After this course, I may become an entrepreneur		Learnef 4
After this course, I can make independent decisions		Learnef 5
After this course, I am more willing to take risks		Learnef 6
After this course, I can tackle entrepreneurship challenges		Learnef 7
After this course, I better understand the possible challenges at the beginning of entrepreneurial career		Learnef 8
The teaching method satisfies my learning style		Learnef 9
I can easily complete a business plan		Learnef 10
Instructor's style of presentation held your interest during class	Instructor	Instructor 1	Based on Marsh (1982)Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95. https://doi.org/10.1111/j.2044-8279.1982.tb02505.x https://doi.org/10.1111/j.2044-8279.1982...
Instructor's explanations were clear		Instructor 2
The instructor made students feel welcome in seeking help/advice in or outside of class		Instructor 3
Does the teacher show a genuine interest in individual students?		Instructor 4
The instructor presented the background or origin of ideas/concepts developed in class		Instructor 5
A pool of entrepreneurial-minded classmates for building a team	Resources	Resources 1	Based on Souitaris et al. (2007)Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007) Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. Journal of Business Venturing, 22(4), 566-591. https://doi.org/10.1016/j.jbusvent.2006.05.002 https://doi.org/10.1016/j.jbusvent.2006....
A pool of university technology		Resources 2
Advice from faculty		Resources 3
Advice from classmates		Resources 4
Advice from tech-transfer officers		Resources 5
Research resources (library/web)		Resources 6
Networking events		Resources 7
Physical space for meetings		Resources 8
Business plan competitions (testing ground for the idea)		Resources 9
Seed funding from university		Resources 10
Referrals to investors		Resources 11
Financing alternatives		Resources 12
This course allowed me to align my professional aspirations with personal ones	Meaning of life	Life 1	Proposed
This course allowed me to discover my real passion		Meaning of life 2
I am clear at the end of the course about how I want to invest most of my time		Meaning of life 3
This course allowed me to discover my qualities and where I can apply them		Meaning of life 4
My interest in the subject has increased as a result of this course		Meaning of life 5

Component	Initial eigenvalues				Rotation sums of squared loadings
Component	Total	% of variance	Cumulative %	Total	% of variance	Cumulative %
1	13.56	35.70	35.70	5.973	15.72	15.72
2	3.89	10.24	45.94	4.068	10.71	26.43
3	3.13	.0825	54.19	3.866	10.17	36.60
4	1.77	.0466	58.85	3.854	10.14	46.74
5	1.46	.0385	62.70	3.694	9.73	56.46
6	1.27	.0336	66.06	3.644	9.59	66.06

Variable	Factor1	Factor2	Factor3	Factor4	Factor5	Factor6
Learn1					0.6622
Learn2					0.7331
Learn3					0.7572
Learn4					0.7006
Learn5					0.6086
Learn6
Learn7
LearnSa1
LearnSa2	0.6141
LearnSa3	0.6767
LearnSa4	0.6486
Table 4
LearnSa5	0.6918
LearnEf1	0.6582
LearnEf2	0.7844
LearnEf3	0.8105
LearnEf4	0.7287
LearnEf5	0.8129
Meaning of life 1						0.6388
Meaning of life 2						0.6949
Meaning of life 3						0.7773
Meaning of life 4						0.7168
Instructor1				0.7651
Instructor2				0.8594
Instructor3				0.858
Instructor4				0.8374
Instructor5				0.8674
Resources1
Resources2		0.7175
Resources3		0.7822
Resources4		0.7842
Resources5		0.7177
Resources6
Resources7			0.6048
Resources8
Resources9			0.6437
Resources10			0.7445
Resources11			0.8419
Resources12			0.8063

Factor	Cronbach's alpha	No of items
Learning	0.8720	5
Learning efficacy	0.9232	9
Meaning of life	0.8973	4
Instructor	0.9006	5
Resources 1	0.8695	4
Resources 2	0.8772	5

Statistical test	Outcome	Parameter	Source
Chi square	c² = 1256.51 P = 0.000	P < .05
RMSEA Root mean square residual	RMSEA = .077 PCLOSE = .00	RMSEA < .1	Browne and Cudeck (1993)Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: SAGE.
CMIN Minimum value of the discrepancy	CMIN = 2.8	CMIN > 2	Byrne (1989, p. 55)Byrne, B. M. (1989). A primer of LISREL: Basic applications and programming for confirmatory factor analytic models. New York: Springer-Verlag.
CFI Comparative fit index	CFI = .878	CFI = 0 to 1 A value close to 1 indicates a perfect fit	McDonald and Marsh (1990)McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247-255. https://doi.org/10.1037/0033-2909.107.2.247 https://doi.org/10.1037/0033-2909.107.2....

	AVE	Rho	LEARN	LEARNEF	INST	LIFE	REC1	REC2
LEARN	0.604	0.885	1
LEARNEF	0.610	0.925	0.70	1
INST	0.666	0.908	0.61	0.76	1
LIFE	0.677	0.896	0.14	0.17	0.04	1
REC1	0.657	0.884	0.54	0.46	0.50	0.16	1
REC2	0.612	0.888	0.57	0.46	0.41	0.23	0.58	1

Measure	Dimension	Item code
Increase your understanding of the attitudes, values, and motivation of entrepreneurs	Learning	Learn 1
Increase your understanding of the actions someone has to take to start a business		Learn 2
Enhance your practice management skills to start a business		Learn 3
Enhance your ability to develop networks		Learn 4
Enhance your ability to identify an opportunity		Learn 5
This course teaches me how to be an entrepreneur	Learning efficacy	Learnef 1
This course improves my entrepreneurial competencies		Learnef 2
I feel satisfied with the learning of this course		Learnef 3
I can easily complete a business plan		Learnef 4
After this course, I may become an entrepreneur		Learnef 5
After this course, I can make independent decisions		Learnef 6
After this course, I am more willing to take risks		Learnef 7
After this course, I can tackle entrepreneurship challenges		Learnef 8
After this course I better understand the possible challenges faced at the beginning of the entrepreneurial career		Learnef9
Instructor's style of presentation held your interest during class	Instructor	Instructor 1
Instructor's explanations were clear		Instructor 2
The instructor made students feel welcome in seeking help/advice in or outside of class		Instructor 3
Does the teacher show a genuine interest in individual students?		Instructor 4
The instructor presented the background or origin of ideas/concepts developed in class		Instructor 5
A pool of entrepreneurial-minded classmates for building a team	Resources 1	Resources 1
Advice from faculty		Resources 2
Advice from classmates		Resources 3
Advice from tech-transfer officers		Resources 4
Research resources (library/web)		Resources 5
Networking events	Resources 2	Resources 7
Business plan competitions (testing ground for the idea)		Resources 9 Continues
Seed funding from university		Resources 10
Referrals to investors		Resources 11
Financing alternatives		Resources 12
This course allowed me to align my professional aspirations with personal ones	Meaning of life	Meaning of life 1
This course allowed me to discover my real passion		Meaning of life 2
I am clear at the end of the course about how I want to invest most of my time		Meaning of life 3
This course allowed me to discover my qualities and where I can apply them		Meaning of life 4
Your interest in the subject has increased as a result of this course		Meaning of life 5

Variable	Coef.
Dependent variable Learning efficacy
Learning	0.3852^* * denotes p < 0.05, N = 304.
Meaning of life	0.3603^* * denotes p < 0.05, N = 304.
Instructor	0.0901^* * denotes p < 0.05, N = 304.
Resources 1	−0.0784^* * denotes p < 0.05, N = 304.
Resources 2	.00410
Constant	−.0019
R2	.7961
ΔR2	.7922

Item	Dimension
Incrementar tu entendimiento sobre actitudes, valores y motivación de los emprendedores.	Learning
Incrementar tu entendimiento sobre las acciones que alguien tiene que hacer para iniciar un negocio.
Mejorar tus habilidades prácticas administrativas para iniciar un negocio.
Mejorar tus habilidades para desarrollar una red de contactos.
Mejorar tus habilidades para identificar una oportunidad.
Tu interés sobre el tema se ha incrementado como consecuencia de este curso.
Has aprendido y entendido los materiales del tema en el curso.
El método de enseñanza del curso se alineó con mi estilo de aprendizaje.	Learning efficacy
Puedo fácilmente desarrollar un plan de negocios.
Este curso me enseña cómo ser un emprendedor.
Este curso mejora mis competencias emprendedoras.
Me siento satisfecho (a) con el aprendizaje de este curso.
Después del curso, entiendo mejor los posibles retos y dificultades enfrentados al inicio de la carrera emprendedora.
Después de este curso, podría llegar a ser un emprendedor.
Después de este curso, puedo tomar decisiones de forma independiente.
Después de este curso, estoy más dispuesto a tomar riesgos.
Después de este curso, soy capaz de enfrentar los desafíos del emprendimiento.
El estilo de presentación del instructor mantuvo tu interés durante la clase.	Instructor
Las explicaciones del instructor fueron claras.
El instructor hizo sentir a los estudiantes bienvenidos en la búsqueda de ayuda dentro y fuera de la clase.
¿Crees que el profesor muestra interés por el desarrollo de sus estudiantes?
El instructor presentó los antecedentes o los orígenes de las ideas o conceptos desarrollados en la clase.
Un grupo de compañeros con espíritu emprendedor para formar un equipo.	Resources
Un conjunto de tecnologías.
Consejos de la escuela.
Consejos de los compañeros.
Consejos de los encargados de transferencia de tecnología.
Recursos de investigación (biblioteca/red)
Eventos de networking.
Espacio para reuniones.
Competencia sobre plan de negocios.
Financiamiento de incubación de la universidad.
Contactos con inversionistas.
Fuentes de financiamiento alternas.
Este curso me permitió alinear mis aspiraciones profesionales con las personales.	Meaning of life
Este curso me permitió descubrir lo que realmente me apasiona.
Me queda claro al finalizar del curso, cómo quiero invertir la mayor parte de mi tiempo.
El curso me permitió descubrir mis cualidades y en qué actividades puedo aplicarlas.
Este curso me permitió alinear mis aspiraciones profesionales con las personales.

[1] * Corresponding author

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Evaluating the Effect of Entrepreneurial Programs Elements on Students: A Scale Development

ABSTRACT