TY - JOUR
T1 - EDUCATIONAL SUPPORT IN DIGITAL ENTREPRENEURSHIP FOR UNIVERSITY STUDENTS IN BUSINESS PROGRAMS
T2 - A UNIVERSITY GOVERNANCE STUDY
AU - Vicente-Ramos, Wagner
AU - Idone-Cordova, Gladys
AU - Mendoza-Farro, Tula
N1 - Publisher Copyright:
© 2024 The Authors.
PY - 2024
Y1 - 2024
N2 - Universities need to develop specific programs to promote digital entrepreneurship, therefore, it is necessary to understand the factors that explain students’ intentions regarding digital entrepreneurship and to have a detailed knowledge of whether and how the university promotes entrepreneurship through the campus and virtual events (Alvarez-Risco et al., 2021). The objective of the study was to determine the impact of educational support on the digital entrepreneurship of university students in business programs. The deductive method of an explanatory level was used, with a non-experimental design. As a result, it was obtained that curricular content support has a considerable positive influence (β = 4.550), extracurricular content support has a considerable positive influence (β = 2.388), technological support has a considerable positive influence (β = 3.553), governmental support of the country has no positive influence (β = 0.572), and digital entrepreneurship competencies have a very considerable positive influence (β = 40.050). In conclusion, the impact of educational support on digital entrepreneurship of university students of business programs is given by efficient curricular and extracurricular programs, with effective information and communication technology (ICT) support.
AB - Universities need to develop specific programs to promote digital entrepreneurship, therefore, it is necessary to understand the factors that explain students’ intentions regarding digital entrepreneurship and to have a detailed knowledge of whether and how the university promotes entrepreneurship through the campus and virtual events (Alvarez-Risco et al., 2021). The objective of the study was to determine the impact of educational support on the digital entrepreneurship of university students in business programs. The deductive method of an explanatory level was used, with a non-experimental design. As a result, it was obtained that curricular content support has a considerable positive influence (β = 4.550), extracurricular content support has a considerable positive influence (β = 2.388), technological support has a considerable positive influence (β = 3.553), governmental support of the country has no positive influence (β = 0.572), and digital entrepreneurship competencies have a very considerable positive influence (β = 40.050). In conclusion, the impact of educational support on digital entrepreneurship of university students of business programs is given by efficient curricular and extracurricular programs, with effective information and communication technology (ICT) support.
KW - Curricular Content
KW - Digital Competencies
KW - Digital Entrepreneurship
KW - Entrepreneurial Intention
KW - Governmental Support
KW - Technological Support
UR - http://www.scopus.com/inward/record.url?scp=85205673241&partnerID=8YFLogxK
U2 - 10.22495/jgrv13i4art6
DO - 10.22495/jgrv13i4art6
M3 - Original Article
AN - SCOPUS:85205673241
SN - 2220-9352
VL - 13
SP - 54
EP - 62
JO - Journal of Governance and Regulation
JF - Journal of Governance and Regulation
IS - 4
ER -