Analysis of the Impact of Mandatory Entrepreneurship Courses

This study examines the impact of mandatory entrepreneurship education (EE) on students' entrepreneurial intentions (EI), with career goal incongruence (CGI) as a moderating factor. Employing a quasi- experimental pretest-posttest design, we analyzed data from 1,060 students across ten Chilean universities, all enrolled in compulsory entrepreneurship courses. Using multiple linear regression models, we investigated how changes in entrepreneurial self-efficacy (ESE), entrepreneurial self-identity (ESI), and subjective norms (SN) influenced EI. Our findings reveal that changes in entrepreneurial self-efficacy (ESE) and entrepreneurial self-identity (ESI) were the most significant predictors of changes in entrepreneurial intentions (EI), with students demonstrating moderate career alignment exhibiting the greatest shifts. Notably, students with high career goal incongruence (CGI) experienced a decline in EI following exposure to entrepreneurship education (EE), suggesting that EE may reduce EI among those whose career aspirations do not align with entrepreneurial activity. These results highlight the critical role of career fit in EE enrollment and outcomes, offering valuable insights for educators and policymakers seeking to broaden the pool of individuals motivated to pursue entrepreneurial ventures.