Educación emprendedora en la universidad e intención emprendedora: Temas y lagunas de investigación

Melchor-Duran, Irery L.; Cuero-Acosta, Yonni Angel; Duarte, Aura Andrea Díaz; Méndez, Oscar Javier Montiel

doi:10.1590/S0034-759020250307

person Irery L. Melchor-Duran *

Conceptualization · Data curation · Formal analysis · Investigation · Methodology · Project administration · Resources · Validation · Visualization · Writing - original draft · Writing - proofreading · and editing.

schoolUniversidad Panamericana, School of Economics and Business Science, Aguascalientes, Aguascalientes, Mexico

0000-0002-8401-9336

person Yonni Angel Cuero-Acosta

Conceptualization · Data curation · Formal analysis · Investigation · Methodology · Supervision · Writing - original draft.

schoolInstituto Tecnologico de Monterrey, Department of International Business and Logistics, School of Business, Estado de Mexico, MexicoschoolUniversidad Del Rosario, School of Business, Bogotá, Colombia

0000-0001-9565-3968

person Aura Andrea Díaz Duarte

Data curation · Formal analysis · Investigation · Validation · Visualization · Writing - original draft.

schoolUniversidad Panamericana, School of Economics and Business Science, Aguascalientes, Aguascalientes, Mexico

0000-0002-5856-7961

person Oscar Javier Montiel Méndez

Conceptualization · Methodology · Validation · Writing - proofreading · and editing.

schoolUniversidad Autónoma de Ciudad Juárez, Management Sciences Department, Ciudad Juarez, Chihuahua, Mexico

0000-0003-0434-1649

person*Corresponding author

CONFLICTS OF INTEREST

The authors have no conflicts of interest to declare.

Guest Editors:

Charles Kirschbaum, Daniel Paulino Teixeira Lopes, Gregory Pogue, Kadígia Faccin e Ricardo Reolon

Phase	Subphase	Element	Description
Assembling	Identification	Domain	Impact of EE on EI
		Research questions	What is the empirical impact of university EE on the students’ EI? What are the research gaps in the literature addressing the impact of EE on EI What are the theoretical and practical implications of the findings from studies in this matter?
		Source type	Papers in Journals.
		Source quality	Scopus Database.
	Acquisition	Search mechanism and material acquisition	Scopus search engine.
		Search period	2021 to 2024
		Search keywords	“entrepreneurial intention” AND “entrepreneurial education” (concepts together)
		Total number of articles	272
Arranging	Organization	Organizing codes	Study the impact of university EE on EI. Four codes were considered, based on the four types of relationships between EE and EI in the literature: direct and positive impact of EE on EI, no impact, indirect and positive impact (mediated by variables), and direct and positive impact (moderated by variables)
	Organization	Organizing framework(s)	Study the direct impact of EE on EI
	Purification	Total of articles excluded	220
	Purification	Total of articles included	52
Assessing	Evaluation	Analysis method	Thematic Literature Review.
	Evaluation	Agenda proposal method	Types of impact of EE on EI and gaps in literature.
	Reporting	Reporting conventions	Table 2
	Reporting	Limitations	This study only considers the students’ EI and not their entrepreneurial experience. Also, it is restricted to only one database, Scopus.

Type of impact between EE and EI	Main findings	References
Direct and positive impact	These studies found a direct and positive impact of EE on EI EE offers students the fundamentals of entrepreneurship	Arya & Sharma (2024); Deng et al. (2024); Murad et al. (2024); Wasilczuk & Licznerska (2024); Nasreen et al. (2024); Ghaleb & Bozorov (2024); Sorakraikitikul et al. (2024); Nguyen & Nguyen (2023); Motta & Galina (2023); Amofah & Saladrigues (2022); Gao & Qin (2022); Zemlyak et al. (2022); Zhang, Li, Zhang et al. (2022); Liu et al. (2022); Widjaja et al. (2022); Wang & Ortiz (2022); Micozzi et al. (2022); Astiana et al. (2022); Soomro & Shah (2022); Wu et al. (2022); Pan & Lu (2022); Padi et al. (2022); Manoj et al. (2022); Ntshangase & Ezeuduji (2022); Rahman et al. (2022); Anwar et al. (2022); Martínez-Gregorio et al. (2021); Otache et al. (2021); Lopez et al. (2021); Hassan et al. (2021); Boubker et al. (2021); Almeida et al. (2021); Hoang et al. (2021); Çera et al. (2021)
No impact	These studies found that EE does not impact EI The authors point out the need to determine the type of entrepreneurship course that impacts EI	Tran et al. (2024); Wang & Liu (2024); Atmono et al. (2023); Duong et al. (2022); Duong (2022); Truong et al. (2022); Dobson et al. (2022); Cassol et al. (2022); Li et al. (2021); Mónico et al. (2021)
Indirect and positive impact (mediating variables)	The studies observed variables mediating the relationship between EE and EI, such as: Entrepreneurial capacity Self-efficacy Entrepreneurial attitude Perceived control behavior/self-efficacy Entrepreneurial recognition Perceived increase in alertness Inspiration Social networks Knowledge and skills Exploration innovation Exploitation innovation Entrepreneurial motivations Entrepreneurial orientation Proactive Personality Creative process engagement	Alhadihaq et al. (2024); Deng et al. (2024); Chahal et al. (2024); Arya & Sharma (2024); Fan et al., (2024); Nguyen & Nguyen (2023); Gao & Qin (2022); Duong (2024); Truong e t al. (2022); Widjaja et al. (2022); Mykolenko et al. (2022); Hou et al. (2022); Wu et al. (2022); Pan & Lu (2022); Manoj et al. (2022); Thomas (2022); Li et al. (2021); Otache et al. (2021); Hassan et al. (2021); Hoang et al. (2021)
Direct and positive impacts (moderating variables)	These studies found variables that moderate the impact of EE on EI, such as: Family income Family economic status Proactive personality Entrepreneurial learning Country Social support system	Gao & Qin (2022); Liu et al. (2022); Hou et al. (2022); Padi et al. (2022); Zhang, Li, Zeng et al. (2022)

Student situation	EE type	Description	Activities
Low entrepreneurial intention	Intrapreneurship education.	It encourages the development and implementation of innovative concepts within a specific organization to create value from within.	Stories of intrapreneurs. Visits to companies. Intrapreneurs visiting HEI. Teach customer development methodologies. Intrapreneurship projects. Assignments focused on developing business ideas for existing companies.
High entrepreneurial intention	Demand entrepreneurship education	It addresses the educational objectives, motivations, and needs of students in entrepreneurship, viewing teaching as the creation of an environment that fosters and structures meaningful student engagement, with the ultimate aim of creating new ventures that generate value for society.	Lectures about opportunities in the region’s entrepreneurial ecosystem. Organization-operated sales outlets. Students’ individual projects. Real-world work scenarios. Assignments focused on developing business ideas. Creation and management of personal enterprises. Entrepreneurial day.