Visual Thinking Boosting Spanish Higher Education Students’ Entrepreneurial Intentions

Educational Innovation Boosting Students’ Entrepreneurial Intentions

“…It also improves confidence, thus reducing fear and facilitating the ability to see new opportunities (Nabi et al, 2018). c. Furthermore, teacher's role model and visitor's role model can help students to acquire the skills and abilities required to start a business: through motivation and inspiration with real-life examples and with the ''Know-why'' instead of the ''Know-how'' (Gonza´lez-Lo´pez et al, 2019;Kautonen et al, 2015;Souitaris et al, 2007), as long as they are positive (Anderson & Jack, 2008;Nabi et al, 2018), and supporting the development of students' creativity that strengthens their imagination (Anderson & Jack, 2008). This is because although knowledge, skills and experience are important, other inspirational factors are necessary in order to shape EI (Puni et al, 2018).…”

“…Problem-based learning also facilitates critical thinking learning (Anderson & Jack, 2008) and the development of design thinking skills (Kodrat, 2018), which can be a tool for PO and therefore influence EI. e. Creativity and visual thinking are important characteristics in entrepreneurs, as they allow them to perceive new market opportunities that have not been exploited (Anderson & Jack, 2008;Gismera et al, 2021;Mohedano-Suanes & Benı´tez, 2018). To start a business, it is important to have knowledge of the environment and this can be achieved by study, creativity and visual thinking, putting into practice brain storming, design thinking (Gonza´lez-Lo´pez et al, 2019) and mind mapping, supporting PO and EI.…”

“…Active learning methods enable the development of certain skills relating to entrepreneurs, such as: (a) autonomy or self-realization (Feder & Nit xu-Antonie, 2017;Sesen & Pruett, 2014); (b) visual thinking (Gismera et al, 2021;Mohedano-Suanes & Benı´tez, 2018); (c) design thinking (Gonza´lez-Lo´pez et al 2019;Kodrat, 2018); or (d) critical thinking and improving communication or interaction skills, thanks to active learning methods such as cooperative learning through the use of case studies (Bell, 2015;Farhangmehr et al, 2016;Martı´nez-Gregorio et al, 2021). Therefore, the use of these methodologies can facilitate not only the development of these skills but also an improvement in PO amongst students whose teachers use them (Hytti et al, 2010;Kodrat, 2018), thus boosting individuals' EI (Canavati et al, 2016;Ertuna et al, 2011), This overturns ''the traditional conception that entrepreneurial acumen can only be honed outside a classroom environment'' (Ding, 2019;p.…”

“…This is why higher education as a whole, and universities and their members in particular, play a fundamental role in societies (Martı´nez-Gregorio et al, 2021). On the one hand, by shaping EI, equipping students with entrepreneurial skills and capabilities rather than just entrepreneurial knowledge (Feder & Nit xu-Antonie, 2017;Gonza´lez-Lo´pez et al, 2019;Naz et al, 2020;Padilla-Melendez et al, 2014) through more active learning methodologies. On the other hand, through inspiration and motivation (Trivedi, 2016).…”

“…Similarly, they help the students to be more innovative and develop entrepreneurial ideas through simulations, case studies, role-plays, or teamwork (G. Anwar & Abdullah, 2021;Sukavejworakit et al, 2018;Wagner, 2012). This means that greater exposure to entrepreneurship education can lead to the acquisition of entrepreneurial skills, capabilities, and knowledge amongst students and therefore an increase in their EI through improved PO (Gonza´lez-Lo´pez et al, 2019;Hassan et al, 2020;Nabi et al, 2017).…”