Social entrepreneurship and entrepreneurship skills in students of the Bachelor’s Degree in Educational Intervention

Abstract

The bachelor’s degree in educational intervention has in its curriculum to promote the development of entrepreneurship in its students, but there is no measure to identify these dimensions, making it difficult to know the level of entrepreneurship of the students. The aim is to develop an instrument to identify the institutional experiences, family background and life project that provide competencies for entrepreneurship. Method. A total of 146 (M = 15, F = 131, non-binary = 0) students of the Bachelor’s Degree in Educational Intervention (M = 1.89, SD = .304) participated. Based on in-depth interviews, the items were constructed for the following dimensions: family background, life project and institutional experiences. The final scale consisted of 22 items with reliability measures (alpha = .86) and evidence of construct validity obtained through exploratory factor analysis. Correlations were obtained with the entrepreneurial self-efficacy scale and the social entrepreneurial background scale, showing that life project is more closely related to these skills. Entrepreneurial and social entrepreneurship skills were found to be more related to the students’ life project and less related to institutional experiences or family background.