PurposeThe purpose of this study is to verify some relationships between entrepreneurial attitude, university environment, entrepreneurial culture and entrepreneurial training, which can be used to promote entrepreneurship among university students.Design/methodology/approachA sample of 3,005 questionnaires answered by students from ten universities in Colombia was gathered and partial least squares structural equation modelling (PLS-SEM) was used for the analysis.FindingsThe results show that the more a student perceives an entrepreneurial culture and the more training he or she receives, the more entrepreneurial attitude he or she will have. Also, it was found that entrepreneurial culture has a positive effect on university environment, and the latter has a positive effect on entrepreneurial training.Research limitations/implicationsThe main limitation of this study was that only ten Colombian universities were sampled; therefore, general inferences cannot be made. Additionally, the variables investigated here may have not accurately measured the full scale of the entrepreneurship programmes in such universities or the way the culture of these institutions had a direct impact on students. Projects such as the Global University Entrepreneurial Spirit Students' Survey (GUESSS), which measure variables related to entrepreneurship at the university level, enable universities to shape their policies around this important topic. This study indicates that universities should offer training in entrepreneurial, problem-solving and communication skills to produce entrepreneurs who can better face current challenges.Originality/valueOther studies have discussed entrepreneurial culture, but they usually deal with university environment, entrepreneurial training and entrepreneurial attitudes separately. This study integrates all these factors and measures the level of interaction between them.

motivaciones para el emprendimiento rural de los millennials en Antioquia-Colombia. Revista de Ciencias Sociales (Ve), XXVI(3), 56-70.

El objetivo es identificar la relación entre la satisfacción del docente y factores como el salario, el crecimiento personal, el entorno laboral, el valor intrínseco y el reconocimiento social. Para hacer esto, se utilizó la metodología de ecuaciones estructurales, donde tanto el modelo de medición (relación ítems-constructo) como el modelo estructural (relación entre constructos) fueron evaluados. En total, se recolectaron 484 cuestionarios de docentes de escuela en nueve ciudades diferentes de nuestro país. El principal hallazgo del estudio fue que factores como el salario, el valor intrínseco y el reconocimiento social tienen una correlación positiva con la satisfacción del docente en el desempeño de su labor.

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Entrepreneurial intention models are widely accepted in university contexts in developed countries; however, more robust studies in emerging economies are needed. With the aim of filling this gap, this work analyzes the influence of subjective norms, behavioral beliefs, attitudes, and entrepreneurial behavior on the entrepreneurial intention of college students. Structural equation modeling was implemented by means of a self-administered questionnaire that was answered by 636 undergraduate engineering students in Medellín, Colombia. According to the findings, both attitude and entrepreneurial behavior have a positive effect on entrepreneurial intention. Nevertheless, no evidence was found to confirm that subjective norms affected entrepreneurial intention, i.e., that other people’s opinions were important to individuals when they decided to start a new venture. By investigating the entrepreneurial intention of college students, better strategies can be adopted to promote venture creation among this population group, focusing efforts on the variables that presented the strongest relationships in the model proposed in this study.