Higher education quality as a driver of entrepreneurship

Purpose Universities must provide high-quality training aligned with the needs of graduates who want to become entrepreneurs. This research aims to analyze students’ career preferences and their relationship with the preference for entrepreneurial careers over traditional jobs. Design/methodology/approach This study distributed 486 structured, self-administered questionnaires to undergraduate students majoring in business-related fields at higher education institutions (HEIs) in two countries with differing entrepreneurial traditions: Spain and the USA. A total of 181 valid responses were obtained, yielding a response rate of 37.2%. A multigroup structural equation modeling approach was used to test the research hypotheses. Findings The findings reveal that students who place a higher value on mathematics are more inclined to become entrepreneurs and less likely to seek traditional employment. This trend is particularly pronounced among American students, who, even when proficient in mathematics, are driven by their valuation of entrepreneurial endeavors. A positive relationship between college’s ability to provide adequate entrepreneurial skills and the intention to start a business was also revealed. Practical implications The results suggest that educational programs should prioritize enhancing students’ self-efficacy perceptions in entrepreneurship. To foster this entrepreneurial mindset, educational institutions are advised to incorporate comprehensive curricula encompassing both hard and soft skills. Originality/value In contrast to previous research, this study implements a bidirectional focus considering both high school students’ entrepreneurial intentions and HEIs’ perceived quality to boost student’s intention to start their own business.