This paper studies the impact of formal education on entrepreneurship rates. We propose that different levels of education not only vary between each other in terms of their impact, but also according to whether we analysis either formal or informal entrepreneurship. Our results show that tertiary education increases formal entrepreneurship as a consequence of the higher self-confidence, lower perceived risk and enhanced human capital. At the same time, tertiary education also has a negative effect on informal entrepreneurship as it increases awareness of and sensitivity to the possible negative repercussions of this kind of activities. In addition, we show that the impact of secondary education on formal entrepreneurship is positive as well, although in this case the effect on informal entrepreneurship is not significant. Even though secondary education also increases awareness of the potential negative repercussions of informal entrepreneurship, this effect is counteracted by a lack of management skills.

Despite the abundant scientific literature on entrepreneurship, there is still only limited information on young students’ entrepreneurial intentions. The reasons for this, may be generally found in the different conceptual approaches to entrepreneurial intention, and particularly in the variables that regulate and act as antecedents to such intentions. This bias has generated different lines of investigation into the factors relating to entrepreneurial intention among students. One line of investigation is centered on the variables that influence entrepreneurial intention, in particular, relational, educational, and psychological variables, and another is centered on the antecedents of entrepreneurial intention, amongst which is entrepreneurial interest. In this paper, we seek to analyze the relationship between the entrepreneurial interest of Spanish youth and a set of socio-educational, psychological, and health-related variables using principal component analysis. A previously validated ad hoc questionnaire was administered to 1764 students (15–18 years old). Notably, few Spanish youth expressed significantly high entrepreneurial interest; those who did were mostly men with a family tradition of entrepreneurial parents, who held high perceptions of their health and quality of life, and considered it important in business to detect opportunities beforehand and to create employment. Their principal motives were to improve their professional development, to put their ideas into practice, and to achieve economic independence. This paper proposes the early detection of entrepreneurial interests in young people in order to reinforce these interests as potential long-term initiatives.

Studies of the socio-economic function of entrepreneurship have emphasized the critical role that entrepreneurial competence and its implementation play at different stages of the education system. In this paper, as a research objective, we seek to determine the entrepreneurial interest of Spanish youth aged between 15 and 18 years of age enrolled in formal secondary education programs, an initial stage in the development of entrepreneurship. A previously validated ad hoc questionnaire is applied through simple random sampling to 1764 students at secondary school in Spain. A descriptive cross-sectional study is carried out. The analysis is done with Artificial Neural Networks (ANNs), a technique that reduces the high dimensionality of data through Cooperative Maximum Likelihood Hebbian Learning (CMLHL), applying neurocomputational methods to the educational sciences. We find as key results that Spanish youth express a medium level of interest in entrepreneurship. Analysis with ANNs shows that education in entrepreneurial competence is an influential aspect of interest in entrepreneurship. As a conclusion, our results suggest that educational and curricular reforms must be undertaken to promote the development of entrepreneurial competence at various stages of education in order to increase interest in entrepreneurship.

RESUMEN:Partiendo del carácter estratégico que la formación tiene para el empleo, se considera que uno de los campos donde puede ser más determinante es en el emprendimiento. Es por lo tanto, necesario focalizar la atención en el impacto que la educación secundaria, profesional y superior tiene en las tasas de emprendimiento. Igualmente, es conveniente valorar y proponer criterios eficaces para la toma de decisiones de la política educativa ordenada a implementar las competencias adecuadas y el espíritu emprendedor entre los jóvenes. En este sentido, el objetivo de este trabajo es analizar las necesidades educativas en relación con el emprendimiento, a través de Grupos de Discusión formados por representantes de colectivos implicados en la creación de empresas. Presentamos el making-of de los Grupos de Discusión y el análisis de las aportaciones a dichos grupos, a través de la utilización de metodologías cualitativas. Los resultados del estudio muestran una discrepancia en cuanto a las necesidades educativas y expectativas entre emprendedores y los servicios especializados en emprendimiento y educadores. Se concluye la utilidad de estos resultados como un primer paso para redefinir el curriculum de la educación secundaria obligatoria y la enseñanza profesional.PALABRAS CLAVE: Emprendimiento; Joven; Educación; Grupo de Discusión; Competencia.ABSTRACT: Building on the strategic character that education has on employment, one of the fields where it has a more determinant impact is on entrepreneurship. Therefore, it is necessary to focus on the impact of secondary, vocational and higher education on the entrepreneurship rates. Similarly, it is advisable to evaluate and propose effective criteria to take decision in educational policy in order to implement the ade- Copyright © 2015 SIPS. Este es un artículo de acceso abierto distribuido bajo los términos de la licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 quate competences and the entrepreneurial spirit among young people. The goal of this study is to analyse the educational needs related to entrepreneurship, through discussion groups made of representatives of the groups involved in the creation of firms. We show the making-of of the discussion groups and the analysis of the contributions of these groups, at the methodological level qualitative techniques. The results show a discrepance regarding the educational needs and expectations between entrepreneurs and the agencies specialize in entrepreneurship and educators. We conclude that our results are useful as a first step to redefine the curriculum of compulsory secondary education and vocational training.KEYWORDS: Entrepreneurship; Young People; Education; Discussion Group; Competence.RESUMO: A partir da natureza estratégica que a formação tem para o emprego, considera-se que um dos campos onde pode ser mais determinante é no empreendedorismo. Assim, é fundamental focalizar a atenção no impacto que a educação secundária, profissional e superior têm nas taxas empreendedoras. Igualmente, é i...

El objetivo de este trabajo ha sido analizar los motivos hacia la actividad físico-deportiva de una muestra representativa de estudiantes de la Universidad de Burgos, y conocer la relación de estos con el servicio deportivo de la Universidad. 366 estudiantes (127 hombres y 239 mujeres), con una edad media de 21.29 años, respondieron la escala validada sobre motivos hacia la actividad física Goal Content Exercise Questionnaire (GCEQ), y un cuestionario sobre niveles de actividad físico-deportiva y participación en las actividades propuestas por el servicio deportivo de la universidad. A partir de la interpretación de los datos se determinó que el 48.6% de los estudiantes realiza, al menos, una actividad físico-deportiva semanalmente, y que el motivo principal es el cuidado de salud seguido del desarrollo de las habilidades, no encontrando motivos acerca de aspectos sociales. Menos de una cuarta parte del alumnado ha utilizado el servicio deportivo universitario. El aspecto peor valorado con respecto a este servicio fue la compatibilidad de horarios. Se concluye que el alumnado universitario manifiesta bajos niveles de actividad física, tanto en el ámbito formativo como fuera de él. Los motivos de estos hacia la actividad físico-deportiva no muestran grandes diferencias con respecto a otros colectivos o grupos de edad. Abstract. This study aims to analyze the motivations toward physical activity of a representative sample of students of Universidad de Burgos, and their relationship with the university sports service. 366 students (127 men and 239 women), average aged 21.29 years old, answered the validated scale about motives towards physical activity Goal Content Exercise Questionnaire (GCEQ), and other questionnaire about physical activity levels and participation on the university sports service activities. Our empirical analysis determined that 48.6% of the students perform at least one physical activity weekly, being the main motive health care followed by the development of the skills. Social aspects were not found to be significant. Less than a quarter of the students have used the university sports service. The lowest ranked aspect was compatibility of schedules. It is concluded that university students show low levels of physical activity, both in the college and outside it. The motives towards the physical exercise don’t show differences regarding other groups or age groups.