Differentiated entrepreneurial profiles: contrasts between engineering and social science students
https://orcid.org/0000-0002-8395-9107
University entrepreneurship constitutes a strategic axis for contemporary social and economic transformation. This article examines the entrepreneurial profiles of undergraduate students enrolled in engineering and social sciences programs, with the purpose of identifying differences in their competencies, attitudes, and motivations toward the creation of initiatives aimed at generating economic income. The study adopted a quantitative approach with a descriptive–comparative design, applying a structured survey based on an entrepreneurial competencies questionnaire to a sample of 800 students from a Colombian university. The findings reveal that engineering students show higher levels of technological innovation, analytical capacity, and problem-solving skills, whereas social sciences students stand out for their orientation toward social entrepreneurship, empathy, and community leadership. It is concluded that university education requires differentiated pedagogical strategies that strengthen entrepreneurial competencies according to disciplinary specificities, promoting an effective articulation between technical innovation and social commitment.
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