Exploring the effectiveness of university agenda for developing students' entrepreneurial behavior

Figures & data

Figure 1. The university as an optimal open system.

Source: adaptation after (Dedita, 2015).

Table 1. Correlation matrix between the main research variables.

	2. Material resources	3. Academic interaction	4. Interest in starting a business	5. Desire to follow a pro-entrepreneurial project	6. External obstacles in the way of opening a business	7. Fear of failure
1. University skills and competences	,518 ,000 348	,653 ,000 348	,393 ,000 348	,402 ,000 348	,349 ,000 348	,109 ,042 348
2. Material resources		,719 ,000 348	,297 ,000 348	,280 ,000 348	,213 ,000 348	,047 ,382 348
3. Academic interaction			,351 ,000 348	,341 000 348	,298 ,000 348	,055 ,304 348
4. Interest in starting a business				,457 ,000 348	,586 ,000 348	,280 ,000 348
5. Desire to follow a pro-entrepreneurial project					,373 ,000 348	,041 ,440 348
6. External obstacles in the way of opening a business						,452 ,000 348

Notes: (1) bold values are marked as significant correlations. (2) FEAA = Faculty of Economics, Administration and Business.

Source: elaborated by the authors.

Table 2. Correlation matrix for the main research variables.

Dependent Variable	Independent Variable	N	M	SD	t	p
1. Competencies and skills	Material resources (low)	204	39.99	6.76	−9.121	.000
	Material resources (high)	144	46.45	6.13
2.Competencies and skills	Academic interaction (low)	223	39.92	6.47	−10.89	.000
	Academic interaction (high)	125	47.55	5.84
3.Participate in a pro-entrepreneurial project	Competences and skills (low)	183	3.72	1.05	−6.860	.000
	Competences and skills (high)	165	4.39	.76
4.Interest in starting a business	Competences and skills (low)	183	13.53	3.74	−5.514	.000
	Competences and skills (high)	165	15.64	3.34
5.External obstacles in the way of opening a business	Competences and skills (low)	183	21.25	4.08	−5.817	.000
	Competences and skills (high)	165	23.89	4.37
6.Fear of failure	Competences and skills (low)	183	3.47	1.07	−2.447	.015
	Competences and skills (high)	165	3.77	1.21

Source: elaborated by the authors.

Table 3. Rotated component matrix.

	Component
	1	2	3	4
I.10. Ability to identify new opportunities and act quickly to pursue them	,773
I.8. Ability to formulate new ideas and solutions	,724
I.11. The ability to learn new things, to document and improve continuously	,712
I.9. Ability to effectively manage working time	,659
I.17. Knowledge of the field of study/specialization graduated	,657
I.7. Ability to prepare reports, notes, or other documents	,655
I.16. Creativity and innovation	,638
I.13. Ability to practice in the specialty/field graduated	,606
I.6. Ability to coordinate activities	,605
I.12. Ability to work in a team	,507
I.14. Communication skills in foreign languages		,722
I.15. Digital competences		,704
II.6. Students' ability to influence university policy and strategic decisions				,732
II.3. Provision of teaching materials (textbooks, laboratory/project guidance, bibliographic documents)				,722
III.3. Participation in research projects				,713
III.4. Internships, internship placements				,673
II.5. Possibility to participate in internships				,661
II.4. The guidance provided by teaching staff (including for exam preparation)				,658
II.7. Theme and content of the disciplines studied				,636
III.1. Debates between students during the course / seminar / laboratory / project				,630
III.2. Learning through individual or group projects (other than research)				,596
II.2. Equipping with equipment and tools for practice / workshops / specialty classes / laboratories / seminars		,414	,407	,442
I.2. The program has a good academic reputation			,735
I.4. The program is oriented towards professional training (for a specific occupation)			,713
I.1. The skills offered by the program are known to most employers in the field.			,671
I.5. The program is oriented towards the preparation of academic and specialized research			,635
I.3. The program has a wide disciplinary orientation (allows to occupy a wide range of positions after graduation)			,574
II.1. Teaching quality (method, technical means, teaching style)		,464	,483

Source: elaborated by the authors.

Table 4. Rotated component matrix.

	Component
	1	2
IV.2. Charitable actions	,841
IV.3. Scientific actions	,819
IV.5. Student research clubs	,802
IV.4. Organizational actions / Organizing events at the university	,800
IV.1. Social actions-Volunteering	,791
IV.6. Student organizations	,762
IV.8. Self-development		,869
IV.9. Interest in gaining experience		,869
IV.10. Development of skills already acquired		,823
IV.7. Improving your resume		,678
IV.11. Networking		,672

Source: elaborated by the authors.

Table 5. Rotated component matrix.

	Component
	1	2	3	4	5	6
V.25. Internships	,740
V.23. Creating jobs for graduates	,716
V.29. Smart specializations that correspond to the labor market	,690
V.26. Public-private partnerships	,688
V.24. Development of entrepreneurial skills through the curriculum	,685
V.30. Business incubators	,673
V.27. Knowledge transfer and innovation	,672
V.28. Development of the North-East region	,652
V.22. Attracting European funds through projects	,636
V.31. Internationalization	,573
V.35. Internship in companies		,665
V.33. Career guidance and counseling sessions		,665
V.34. Stimulating business during the learning period		,653
V.42. Combined learning		,652
V.38. Involvement in projects		,618
V.37. Business plan competitions		,609
V.32. Participation in entrepreneurship and learning material courses		,604
V.36. Meetings with successful entrepreneurs		,590
V.41. E-learning		,580
V.43. Extracurricular learning		,544
V.40. Formal learning		,471
V.15. Creativity and innovation			,731
V.17. Tenacity			,716
V.19. Continuous learning			,692
V.16. Passions for own ideas			,691
V.20. Other skills and abilities			,684
V.18. Trust			,649
V.14. I have leadership skills			,643
V.12. I'm proactive and I like to work.			,634
V.11. I take responsibility for my work			,546
V.13. I have risk tolerance.			,401
V.5. Extracurricular actions				,772
V.7. Promotion on social media / Facebook				,759
V.6. Promotion from the press / radio / TV				,745
V.4. The activity of student clubs				,743
V.3. Collaboration protocols with companies and institutions				,688
V.1. The disciplines studied				,607
V.2. Non-reimbursable projects implemented				,553
VI.5. Identifying solutions to common problems					,710
VI.6. Identification of funding sources					,666
VI.2. Start-up, business with growth potential					,650
VI.8. Promotion of new products/services					,636
VI.3. Lifestyle business					,623
VI.1. Family business					,621
VI.4. Other					,552
VI.7. Bureaucratic aspects with the opening and operation of a company					,519
V.21. To what extent would you be interested in participating in a pro-entrepreneurship project?					,405
VI.10. Lack of entrepreneurial knowledge						,791
VI.9. Lack of entrepreneurial skills						,773
VI.11. Lack of own experience						,733
VI.14. Uncertainty and turbulence continue in the business environment						,713
VI.13. Fear of failure						,647
VI.12. The complexity of the business environment						,639

Source: elaborated by the authors.

Table 6. Rotated component matrix.

	Component
	1	2	3	4
VII.2. Nature protection	,799
VII.3. Reducing pollution and its causes	,798
VII.6. Avoiding waste and encouraging sustainable social consumption	,742
VII.4. Contemplation of nature	,741
VII.1. Cleaning green spaces	,724
VII.8. Through practice, outdoor activities, extracurricular activities	,718
VII.5. Ensuring a clean environment	,668
VII.9. Active involvement in the well-being of society as a whole	,647
VII.11. I am interested in environmental protection; I try to behave responsibly towards the environment	,561
VII.10. I'm interested in environmental protection	,558
VII.16. Government		,789
VII.18. Civil organizations		,740
VII.19. Environmental authorities		,724
VII.15. Hall		,721
VII.17. Media-TV, radio, socket		,648
VII.20. School / University		,626
VII.21. Parents / family		,532
VII.24. Lack of education			,751
VII.25. Involvement in national projects such as Greenest University			,730
VII.23. indifference			,716
VII.26. Sustainable environmental reporting Greenest University Campuses			,705
VII.27. Incorporating the concept of sustainable development in the university curriculum			,677
VII.28. Properly designed and thought-out study programs			,661
VII.22. Financial causes				,660
VII.7. Through theory, informative lessons, courses, seminars				,632
VII.12. I am interested in environmental protection; I talk about it regularly with family and friends				,613

Source: elaborated by the authors.

Table 7. Model summary.

1	407,915	,144	,195
2	372,129	,229	,310
3	345,191	,288	,389
4	332,201	,315	,424
5	325,717	,328	,442
6	320,001	,339	,457
7	315,393	,348	,469
8	310,930	,356	,480
9	306,576	,364	,491

Source: elaborated by the authors.

Table 8. Variables in the equation.

		B	S.E.	Wald	df	Sig.	Exp(B)
Step 9	PC13	,573	,151	14,490	1	,000	1,774
	PC14	,352	,145	5,905	1	,015	1,422
	PC15	,782	,158	24,375	1	,000	2,186
	PC16	-,325	,151	4,612	1	,032	,722
	PC5	,630	,155	16,449	1	,000	1,878
	PC6	,880	,168	27,577	1	,000	2,412
	PC1	,339	,147	5,301	1	,021	1,404
	PC3	,300	,144	4,341	1	,037	1,350
	PC4	-,309	,153	4,081	1	,043	,734
	Constant	,493	,144	11,757	1	,001	1,637

Source: elaborated by the authors.

Dedita, I. (2015). Rolul universita˘ţii în creşterea capacita˘ţii oraşului Suceava de structurare a spaţiului [Doctoral thesis]. Bucharest University.

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