1. INTERNATIONAL CONFERENCE
ENTREPRENEURSHIP EDUCATION-A PRIORITY FOR
THE HIGHER EDUCATION INSTITUTIONS
8 - 9 OCTOBER 2012 BUCHAREST, ROMANIA
STUDENTS´ INTRAPRENEURSHIP IN HIGHER EDUCATION SETTINGS AND
ITS RELEVANCE IN THE FORMATION OF ENTREPRENEURSHIP ATTITUDES:
A CASE STUDY FROM LATVIA
Dr. paed. Manuel J. Fernández González, Dr. ing. Sergejs Vostrikovs
Scientific Institute of Pedagogy, University of Latvia (LATVIA)
manuels.fernandezs@lu.lv, sv.da@inbox.lv

2. Contents
1. Introduction
2. Theoretical frame
3. Methodology
4. Main Findings
5. Conclusions and Discussion
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3. Introduction
3

4. 2.Theoretical frame
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5. Theoretical frame
Antoncic, B. and Hisrich, R.D. (2003), “Clarifying the intrapreneurship concept”, Journal
of Small Business and Enterprise Development, Vol. 10 No. 1, pp. 7-24.
CReBUS - Creating a business in the digital age - developing entrepreneurship
competencies for young Europeans through eMentorship. (2012) Online guide for
quick starting a business. http://www.crebus.eu/index.php?
option=com_content&view=article&id=102:online-guide-
final&catid=45:deliverables&Itemid=95&lang=en [2012.08.24]

6. Entrepreneur qualities
1. Disciplined, 11. Mission
2. Confident, 12. Vision,
3. Open Minded, 13. Goal,
4. Self Starter, 14. Competency,
5. Competitive, 15. A Strong Team,
6. Creative, 16. Communication Skills,
7. Determined, 17. Interpersonal Skills,
8. Strong People Skills, 18. A "Can Do, Get It Done" Attitude,
9. Strong Work Ethic, 19. Inspiration
10. Passion, 20. Ambition.

7. Methodology
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8. Methodology
The empirical study
Intrapreneurship attitude measurement:
Based on the written activities of 17 students (90% of the total number of
students) during their first year of this Master program (seven in 2010 and
ten in 2011)
The total number of interventions and the number of interventions done on
their own initiative
The assessment of students’ entrepreneurship attitude:
made by two teachers that were working with these students for one year.
Teachers were not further involved in research process, to avoid biased
data analysis and interpretation.
20 entrepreneurship categories had been assessed (six-point scale)
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9. Main findings
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10. Main findings
Phi was used as the appropriate measure to calculate the
statistical significance of association (in 2x2 cross-tabulation):
r=0.750, p=0.047
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11. Main findings
Cramer’s V was used as the appropriate measure of association
r=0.750, p=0.024

12. Main findings
Summarizing the results
There is a statistically significant positive relation
(r=0,763, p=.001) between students’ level of
intrapreneurship activity and their level of
development of entrepreneurship attitudes.
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13. Discussion
Students´ intrapreneurship could be related with
students´ entrepreneurship attitudes development
The fact that intrapreneurship can work as an indicator
for entrepreneurship does not imply causality

14. Some recommendations
Educational leadership cannot be improvised, it needs to be taught and
practiced from the very beginning of teacher education programs.
To pay attention to the level of students’ intrapreneurship in the study
process, as an indicator of their entrepreneurial competence.
This personalized attention should have continuity in the time. It
implies to create a personalized relation between students and
teachers.

15. Thank you!
www.pzi.lu.lv
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