Skip to main content
SpringerLink
Log in

Visual Thinking Boosting Spanish Higher Education Students’ Entrepreneurial Intentions

  • Published:
Journal of the Knowledge Economy Aims and scope Submit manuscript

Abstract

The need to boost entrepreneurship is necessary and universities play a crucial role in this respect. For this reason, this study, based on the Entrepreneurial Event Model (EEM), with the aim of boosting Entrepreneurial Intention (EI) amongst university students, examines the moderating effect that some methodologies and learning resources such as visual thinking have on EI in a sample of 333 university students from a Spanish university. The methodology employed is partial least squares-structural equation modelling. The results show how the employment of several visual thinking learning resources such as images, videos, and popplets moderates the relationships between the antecedents of the EEM and EI. While the use of popplets moderates the relationship between PD and PD with EI, the use of images moderates the relationship between PD and EI, and the use of videos moderates the relationship between PF and EI. Therefore, the use of visual thinking resources can help to increase EI amongst university students. To do this, universities, with the support of governments and public administrations, must promote a paradigm shift towards more visual learning methodologies.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Abaho, E., Olomi, D. R., & Urassa, G. C. (2015). Students’ entrepreneurial self-efficacy: does the teaching method matter? Education + Training, 57(8/9), 908–992.

    Google Scholar 

  • Acs, Z. J., Braunerhjelm, P., Audretsch, D. B., & Carlsson, B. (2009). The knowledge spillover theory of entrepreneurship. Small Business Economics, 32(1), 15–30.

    Google Scholar 

  • Anderson, A. R., & Jack, S. (2008). Role typologies for enterprising education: the professional artisan? Journal of Small Business and Enterprise Development, 15, 259–273.

    Google Scholar 

  • Audretsch, D. B., & Keilbach, M. (2008). Resolving the knowledge paradox: knowledge-spillover entrepreneurship and economic growth. Research Policy, 37(10), 1697–1705.

    Google Scholar 

  • Audretsch, D. B., & Lehmann, E. E. (2005). Does the knowledge spillover theory of entrepreneurship hold for regions? Research Policy, 34(8), 1191–1202.

    Google Scholar 

  • Barba-Sánchez, V., & Atienza-Sahuquillo, C. (2018). Educación emprendedora a través de una experiencia de learning by doing: el caso de las junior empresas. Journal of Management and Business Education, 1(2), 106–116.

    Google Scholar 

  • Castellano, S., Maalaoui, A., Safraou, I., & Reymond, E. (2014). Linking intuition and entrepreneurial intention: a comparative study among French and US student entrepreneurs. International Journal of Entrepreneurship and Innovation Management, 18(1), 23–44.

    Google Scholar 

  • Comeche, J. M., & Pascual, J. V. (2014). Facilitating elements for the transmission of the entrepreneurial spirit in the classroom. Business and Management Research, 3(2), 18–27.

    Google Scholar 

  • Dutta, D. K., Gwebu, K. L., & Wang, J. (2015). Personal innovativeness in technology, related knowledge and experience, and entrepreneurial intentions in emerging technology industries: a process of causation or effectuation? International Entrepreneurship and Management Journal, 11(3), 529–555.

    Google Scholar 

  • Ellborg, K. (2018). Visualizing entrepreneurship–using pictures as ways to see and talk about entrepreneurship in educational settings. In Annals of entrepreneurship education and pedagogy–2018. Edward Elgar Publishing.

  • European Commission (2011). Entrepreneurship education: enabling teachers as a critical success factor: a report on teacher education and training to prepare teachers for the challenge of entrepreneurship education. European Commission-Enterprise and Industry Directorate-General: Brussels, Retrieved from teacher_education_for_entrepreneurship_final_report_en.pdf / 944kB

  • Farhangmehr, M., Gonçalves, P., & Sarmento, M. (2016). Predicting entrepreneurial motivation among university students. Education+Training, 58(7/8), 861–881.

    Google Scholar 

  • Fayolle, A., & Liñán, F. (2014). The future of research on entrepreneurial intentions. Journal of Business Research, 67(5), 663–666.

    Google Scholar 

  • Feinstein, S. G., & Kiner, R. W. (2011). The brain and strengths based school leadership. Corwin Press.

  • Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory. Journal of Business Venturing, 16(2), 101–117.

    Google Scholar 

  • Fitzsimmons, J. R., & Douglas, E. J. (2011). Interaction between feasibility and desirability in the formation of entrepreneurial intentions. Journal of Business Venturing, 26(4), 431–440.

    Google Scholar 

  • Ghio, N., Guerini, M., Lehmann, E. E., & Rossi-Lamastra, C. (2015). The emergence of the knowledge spillover theory of entrepreneurship. Small Business Economics, 44(1), 1–18.

    Google Scholar 

  • Gielnik, M. M., Frese, M., Graf, J. M., & Kampschulte, A. (2012). Creativity in the opportunity identification process and the moderating effect of diversity of information. Journal of Business Venturing, 27(5), 559–576.

    Google Scholar 

  • Gough, V. (2019). Relationships between entrepreneurial attitudes and intentions in an experiential education. The Journal of Business Inquiry, 18(2), 100–119.

    Google Scholar 

  • Guerrero, M., Cunningham, J. A., & Urbano, D. (2015). Economic impact of entrepreneurial universities’ activities: an exploratory study of the United Kingdom. Research Policy, 44(3), 748–764.

    Google Scholar 

  • Guerrero, M., Rialp, J., & Urbano, D. (2008). The impact of desirability and feasibility on entrepreneurial intentions: a structural equation model. The International Entrepreneurship and Management Journal, 4(1), 35–50.

    Google Scholar 

  • Hartono, D., & Muzayanah, I. F. U. (2020). The roles of entrepreneurship on regional economic growth in Indonesia. Journal of the Knowledge Economy, 11(1), 28–41.

    Google Scholar 

  • Hayati, A., & Umer, H. M. (2018). Visual thinking in entrepreneurship. Master Thesis: Uppsala University.

    Google Scholar 

  • Hernández-Mogollón, R., Fernández-Portillo, A., Díaz-Casero, J. C., & Sánchez-Escobedo, M. C. (2018). ¿Es posible trabajar la educación emprendedora universitaria en contextos poco favorables para ello? Journal of Management and Business Education, 1(2), 160–181.

    Google Scholar 

  • Iakovleva, T., & Kolvereid, L. (2009). An integrated model of entrepreneurial intentions. International Journal of Business and Globalisation, 3(1), 66–80.

    Google Scholar 

  • Iglesias-Sánchez, P. P., Jambrino-Maldonado, C., & Peñafiel-Velasco, A. (2012). Caracterización de las Spin-Off universitarias como mecanismo de transferencia de tecnología a través de un análisis clúster. Revista Europea de Dirección y Economía de la Empresa, 21(3), 240–254.

    Google Scholar 

  • INTEF (2017) Visual Thinking y Neurociencia - Ideas Clave #VisualMooc (2017, Abril 27) [Vídeo]. Available at: https://youtu.be/aIOeaXlJSnA. [viewed 14/09/2020 ].

  • Israr, A., & Hashim, N. (2017). Effect of experiential teaching methodology on personality and entrepreneurial intentions: a proposed framework. International Journal of Academic Research in Business and Social Sciences, 7(11), 2222–6990.

    Google Scholar 

  • Karimi, S., Biemans, H. J., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education and Teaching International, 53(2), 215–229.

    Google Scholar 

  • Kellet, S. (2006). A picture of creative entrepreneurship: visual narrative in creative enterprise education. Paper presented at the Internationalizing Entrepreneurship Education and Training Conference, Sao Paulo, Brazil.

  • Kickul, J., Gundry, L. K., Barbosa, S. D., & Simms, S. (2010). One style does not fit all: the role of cognitive style in entrepreneurship education. International Journal of Entrepreneurship and Small Business, 9(1), 36–57.

    Google Scholar 

  • Krueger, N. F., Reilly, M. D., & Carsrud, A. L. (2000). Competing models of entrepreneurial intentions. Journal of Business Venturing, 15(5–6), 411–432.

    Google Scholar 

  • Lima, M., Jouini, N., Namaci, L., & Fabiani, T. (2014). Social media as a learning resource for business students of the ‘Net Generation’: using active learning principles to empower creative and critical thinking. International Journal for Quality in Higher Education Institutions, 1(1), 24–40.

    Google Scholar 

  • Liñán, F., Urbano, D., & Guerrero, M. (2011). Regional variations in entrepreneurial cognitions: start-up intentions of university students in Spain. Entrepreneurship and Regional Development, 23(3–4), 187–215.

    Google Scholar 

  • Macías, A., Sánchez, M. A., & Prado, M. (2018). Evaluación de la implantación de aprendizaje basado en proyectos como herramienta para el estudio de la economía de la empresa. Journal of Management and Business Education, 1(3), 190–209.

    Google Scholar 

  • Medrano, N., Mosquera, A., & Melón, A. (2018). Análisis del efecto del uso de herramientas multimedia. Journal of Management and Business Education, 1(3), 210–225.

    Google Scholar 

  • Mohedano-Suanes, A., & Benítez, D. G. (2018). Intrapreneurs: characteristics and behavior. In A. Tur Porcar & D. Ribeiro (Eds.), Inside the mind of the entrepreneur (pp. 109–119). Cham: Springer.

    Google Scholar 

  • OECD (2019). Unemployment rate data. Retrieved from: https://data.oecd.org/unemp/unemployment-rate.htm

  • ONTSI (2019). Barómetro del Emprendimiento en España: Conceptos e Indicadores Diciembre de 2019. Observatorio Nacional de las Tecnologías y de la Sociedad de la Información. Retrieved from: https://www.ontsi.red.es/sites/ontsi/files/2019-12/BarometroEmprendimiento_ConceptosIndicadores_diciembre2019.pdf

  • Oyugi, J. L. (2014). Effectiveness of the methods of teaching entrepreneurship courses to developing self-efficacy and intention among university students in Uganda. International Journal of Social Sciences and Entrepreneurship, 1(11), 491–513.

    Google Scholar 

  • Padilla-Angulo, L., Díaz-Pichardo, R., Sánchez-Medina, P., & Ramboarison-Lalao, L. (2019). Classroom interdisciplinary diversity and entrepreneurial intentions. Education and Training, 61(7/8), 832–849.

    Google Scholar 

  • Peterman, N. E., & Kennedy, J. (2003). Enterprise education: Influencing students’ perceptions of entrepreneurship. Entrepreneurship Theory and Practice, 28(2), 129–144.

    Google Scholar 

  • Popescu, C., Maxim, A., & Diaconu, L. (2015). Determinants of entrepreneurial intentions among Romanian students. Transformations in Business and Economics, 13(3), 370–388.

    Google Scholar 

  • Piperopoulos, P., & Dimov, D. (2015). Burst bubbles or build steam? Entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial intentions. Journal of Small Business Management, 53(4), 970–985.

    Google Scholar 

  • Reyes, G. U., & Manipol, N. E. P. (2015). Impact of various teaching methodologies on the entrepreneurial awareness and intention of students at the University of the Philippines Los Banos. International Journal of Academic Research in Business and Social Sciences, 5(7), 350–362.

    Google Scholar 

  • Sánchez-Escobedo, M. C., Díaz-Casero, J. C., Hernández-Mogollón, R., & Postigo-Jiménez, M. V. (2011). Perceptions and attitudes towards entrepreneurship. An analysis of gender among university students. International Entrepreneurship and Management Journal, 7, 443–463.

    Google Scholar 

  • Shane, S., & Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217–226.

    Google Scholar 

  • Shapero, A., & Sokol, L. (1982). The social dimensions of entrepreneurship. The encyclopedia of entrepreneurship. Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Schlaegel, C., & Koenig, M. (2014). Determinants of entrepreneurial intent: a meta-analytic test and integration of competing models. Entrepreneurship Theory and Practice, 38(2), 291–332.

    Google Scholar 

  • Shook, C. L., & Bratianu, C. (2010). Entrepreneurial intent in a transitional economy: an application of the theory of planned behavior to Romanian students. International Entrepreneurship and Management Journal, 6(3), 231–247.

    Google Scholar 

  • Sudarwati, N. (2018). Entrepreneurship learning using film media of culinary production process. Journal of Entrepreneurship Education, 21(1S).

  • Thompson, E. R. (2009). Individual entrepreneurial intent: construct clarification and development of an internationally reliable metric. Entrepreneurship Theory and Practice, 33(3), 669–694.

    Google Scholar 

  • Turker, D., & Selçuk, S. S. (2009). Which factors affect entrepreneurial intention of university students? Journal of European Industrial Training, 33(2), 142–159.

    Google Scholar 

  • Turunen, T. (2018). Can role model videos boost students' entrepreneurial intentions? Master Thesis: Lappeenranta University of Technology.

    Google Scholar 

  • Vaicekauskaite, R., & Valackiene, A. (2018). The need for entrepreneurial education at university. Journal of Teacher Education for Sustainability, 20(1), 82–92.

    Google Scholar 

  • Yi, G. (2018). Impact of internship quality on entrepreneurial intentions among graduating engineering students of research universities in China. International Entrepreneurship and Management Journal, 14(4), 1071–1087.

    Google Scholar 

  • Zampetakis, L. A. (2008). The role of creativity and proactivity on perceived entrepreneurial desirability. Thinking Skills and Creativity, 3(2), 154–162.

    Google Scholar 

  • Zhang, Y., Duysters, G., & Cloodt, M. (2014). The role of entrepreneurship education as a predictor of university students’ entrepreneurial intention. International Entrepreneurship and Management Journal, 10, 623–641.

    Google Scholar 

  • Zorrilla, P., Rincón, V., & Sáiz, M. (2020). Ikasekin: design of a holistic learning model for the development of entrepreneurial competence. Journal of Management and Business Education, 3(1), 16–28.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Economics and Business, Universidad Pontificia Comillas, Madrid, Spain

    Laura Gismera Tierno

  2. Business Administration and Marketing Department, Centro Universitario San Isidoro. Universidad Isabel I., Sevilla. Burgos, Spain

    Noemí Pérez-Macías & Cayetano Medina-Molina

Authors
  1. Laura Gismera Tierno
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Noemí Pérez-Macías
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Cayetano Medina-Molina
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cayetano Medina-Molina.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gismera Tierno, L., Pérez-Macías, N. & Medina-Molina, C. Visual Thinking Boosting Spanish Higher Education Students’ Entrepreneurial Intentions. J Knowl Econ 12, 1949–1965 (2021). https://doi.org/10.1007/s13132-020-00700-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13132-020-00700-x

Keywords

JEL Codes

Search

Navigation