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Purpose – The purpose of this paper is to establish a readiness for entrepreneurship theoretical framework. The paper marks the first of three stages to build a scale to measure readiness for entrepreneurship. Design/methodology/approach – The current paper is conceptual. The research approach consists of formulating proposals and definitions based on an extensive literature review. Findings – The literature review reveals that no such readiness for entrepreneurship measurement tool exists. The literature review also yields definitions and components of key concepts for the theoretical framework. Research limitations/implications – The paper offers a new, holistic perspective of readiness for entrepreneurship. This research addresses measurement of readiness for entrepreneurship from a rigorous, scientific approach. The main limitation lies in capturing and organizing extensive information on topics from diverse disciplines (i.e. sociology, psychology, and business management). Practical implications – This theoretical framework enables the design and creation of a scale to measure readiness for entrepreneurship. The literature review confirmed the possibility of building such a measurement scale. Social implications – A complex tool able to identify and measure readiness for entrepreneurship would be applicable in numerous situations including the following: determining entrepreneurial abilities, analyzing potential for entrepreneurship, simulating organizational transformations, and evaluating investment recommendations. Originality/value – No holistic, scientifically grounded tool to measure readiness for entrepreneurship exists, yet there are numerous entrepreneurial capacity tests with no rigorous scientific grounding. As a remedy, this paper provides solid scientific foundations upon which to develop an instrument for measuring readiness for entrepreneurship.

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The aim of this study was to examine how mentors provide social capital to Latinx adolescents in science education. Participants were drawn from a long-term, comprehensive science support program at a medical university in the Midwest. Using a case study approach, various stakeholders participated in one-on-one, in-depth qualitative interviews: 11 Latinx high school and college students, three staff members, 12 graduate student mentors, and 13 faculty mentors. Protocols were approved by an Institutional Review Board. The qualitative analysis was guided by a modified grounded theory approach, which involved three steps: initial coding, focused coding, and modified axial coding. Participants described how mentors promoted youth’s social capital through bridging and bonding behaviors, which were related to students’ (a) enhanced professional development, (b) broadened perspectives about science specifically and education broadly, (c) exploration opportunities, and (d) increased interest in science. This study fills gaps in the literature by showing how bridging and bonding social capital are provided in mentoring relationships and by examining STEM mentoring in a Latinx adolescent sample. Study findings have implications for increasing Latinx students in the science education pipeline. Future directions for research on STEM mentoring and social capital are discussed.

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Los llamados “conceptos umbral” se encuentran presentes en todas las áreas de estudio. Su adquisición por el estudiante representa un hito en el avance de la comprensión conceptual de una asignatura. A menudo resultan difíciles de aprender, pero cuando son superados generan una reconceptualización que permite el progreso y profundización en la materia de estudio. Presentamos una actividad diseñada para desarrollar un concepto umbral clave en farmacología, el proceso de descubrimiento de fármacos. Para ello, desarrollamos un proyecto práctico de laboratorio que integrará tanto la extracción y búsqueda de principios activos como la simulación de algunos aspectos de sus ensayos clínicos en fase I.