Awakening university students’ entrepreneurial attitudes and skills

• Elisa Cabana ^[1] ; Miguel Velasco ^[1]
  1. [1] CUNEF
• Localización: XXI Congreso Internacional de Investigación Educativa, IV Encuentro de Doctorandos/as e Investigadores/as Noveles de AIDIPE: Libro de Actas, Barcelona 18-21 de junio de 2024 / coord. por Juan Llanes Ordóñez, Mercè Torrado Fonseca, 2024, ISBN 978-84-09-69437-2, págs. 815-819
• Idioma: inglés
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• Resumen

  • The European Commission has consistently pushed, since 2003, for entrepreneurship and entrepreneurial education, emphasizing vital skills for successful startups and business management. These skills offer benefits beyond selfemployment, boosting employability and fostering innovation. Many business decision-making processes operate amidst uncertainty, prompting individuals to adapt and navigate unpredictable situations. The latter is known as ambiguity tolerance, the individuals’ capacity to navigate contradictory, unstructured, and open situations, and it constitutes a key trait among entrepreneurs. Cultivating this skill has become increasingly important given today’s business landscape. The present work explores using experimental activities like the Marshmallow Challenge to reinforce university students’ ambiguity tolerance. Do these activities have a lasting impact on student learning or are these extraneous additions to the general curriculum? We found out the answer to this question by studying the impact of the challenge on students’ perceptions. The results are very promising, therefore, this can serve as a motivation for professors to start adapting their lessons, by introducing hands-on activities like the Marshmallow Challenge