Teaching Social Entrepreneurship in Higher Education: Active Pedagogy in a Deweyan Perspective

Pischetola, Magda; Martins, Luiza de Souza e Silva

doi:10.1080/19420676.2021.1976816

Cited by 6 publications

(1 citation statement)

References 37 publications

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“…In a society marked by inequalities and socio-environmental problems, recently aggravated by the COVID-19 pandemic as recognized in Quantin and Tubert-Bitter (2022) and Serpa and Ferreira (2022), social entrepreneurship succeeds in strengthening the role of education to promote projects and practices that provide students with the chance to recognize their potential to transform and generate positive impact. The challenge of teaching social entrepreneurship has been taken up by several higher education institutions by building specific training programs for it (Pischetola et al , 2021; Pizarro and Graybeal, 2022; Talmage and Gassert, 2022). Knowledge of entrepreneurial intention has been an important element to characterize the impact and achievement of educational programs supporting the teaching of entrepreneurship.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting social entrepreneurial intentions in a Portuguese higher education institution

Filho

Almeida

2023

IJIS

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Purpose This study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students. Design/methodology/approach A panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing. Findings The findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student’s profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors. Originality/value To the best of the authors’ knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.

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