A statutory requirement: Teaching innovation for gender equality at university

Torrico, María García‐Cano; Pareja, Eva Francisca Hinojosa; Fernández, Mariana Buenestado; Jiménez-Millán, Azahara

doi:10.1016/j.wsif.2022.102673

Cited by 6 publications

(1 citation statement)

References 14 publications

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“…Innovation among university students pertains to their capacity for cultivating fresh ideas, imaginative methodolo gies, and groundbreaking solutions within the sphere of their higher education [47]. This encompasses the adept application of their acquired knowledge in distinctive manners and the proficient resolution of complex is sues [48]. Exceptional university students who demonstrate innovativeness typically shine in their ability to not only conceive but also apply novel perspectives across their academic studies, projects, and various scholastic undertakings [49,50].…”

Section: Innovationmentioning

confidence: 99%

Entrepreneurship and entrepreneurial innovation of university students, Amazonas, Peru

Davila,

Pantaleon,

Caro

et al. 2024

ijirss

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This study aims to investigate the influence of entrepreneurship on innovation competencies in students. Using a descriptive, non-experimental research design with a quantitative relational approach, the research involved a participant pool of students from the Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas, totaling 310 individuals. To stimulate entrepreneurship that contributes to economic growth, it is essential to nurture entrepreneurship competencies among university students. Data collection utilized a Likert scale questionnaire, and the analysis employed SPSS and PLS statistical software. Results revealed that 60.7% of students fell within the 21 to 25 age range, with 50% receiving an income between S/. 500 to S/. 1500 soles from their parents and 48.8% obtaining income from the Cuna Más program. The PLS findings reveal a substantial impact of entrepreneurship on university students' innovation competencies, with correlations of 0.756 for knowledge generation, 0.736 for knowledge assimilation, 0.699 for knowledge partnership, and 0.756 for reorganization of knowledge. This highlights the critical importance of emphasizing entrepreneurial skills in university education. The research addresses a global literature gap on the impact of entrepreneurial competencies in establishing innovative businesses, aiming to provide empirical evidence linking open innovation dynamics and entrepreneurship. Anticipated outcomes underscore how pedagogical approaches can enhance students' capacity to generate new value for organizations or society through fostering innovative thinking and behavior.

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