Purpose

The objective of the study was to analyze the perception of knowledge and experience development in social entrepreneurship in students of a university certified by Ashoka as a Changemaker campus and to identify data that argue for equitable training among all students regardless of gender and discipline studied.

Design/methodology/approach

The authors evaluated the perception of knowledge about social entrepreneurship of a group of students from a university certified as Ashoka Changemaker Campus to check if there are differences by gender and disciplinary area. The population was 140 students, to whom a validated instrument was applied.

Findings

The results shed light on the few differences among students in the business, engineering and health sciences disciplines compared to those enrolled in the humanities and social sciences concerning knowledge and experience in social entrepreneurship. The findings also indicate gender equality in the perception of knowledge and experience of innovation and social entrepreneurship.

Research limitations/implications

The sample size in the different disciplinary areas is a limitation of this research. However, the findings are valuable in terms of gender and the study being conducted in the first university certified as a Changemaker Campus in Latin America.

Practical implications

Underlying the statistics and the hypotheses is important in improving students' experience and expanding their equitable opportunities to learn about and implement innovative proposals for social entrepreneurship projects.

Social implications

Training in equality and inclusion contributes to an equitable and socially just society, especially when this training aims to bring new possibilities to society. This study links with those that have been conducted in other institutions, where conscious efforts have been made to reduce the gender gap or differences by disciplinary area when undertaking social entrepreneurship projects that connect sectors for social benefit. This research also argues for the need to identify the impact of other cultural elements, in addition to the knowledge provided by universities, that reduce the gap among their students.

Originality/value

This study is original because of its hypotheses about university students' social entrepreneurship projects, being conducted in a special environment (Ashoka Changemaker campus) in Latin America. The data were analyzed under hypothesis testing, contrasting the empirical evidence with the theoretical assumptions.

中文翻译：

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学生对社会创业知识的看法：拉丁美洲 Ashoka Changemaker 校园的性别差距和学科分析

目的

该研究的目的是分析被 Ashoka 认证为 Changemaker 校园的一所大学的学生对社会创业知识和经验发展的看法，并确定支持所有学生公平培训的数据，无论性别和所研究的学科如何。

设计/方法/方法

作者评估了来自被认证为 Ashoka Changemaker Campus 的大学的一组学生对社会创业知识的认知，以检查性别和学科领域是否存在差异。人口为 140 名学生，他们使用了经过验证的仪器。

发现

结果表明，与人文和社会科学专业的学生相比，商科、工程和健康科学学科的学生在社会创业知识和经验方面的差异很小。调查结果还表明，在对创新和社会创业的知识和经验的认知上，性别平等。

研究限制/影响

不同学科领域的样本量是本研究的一个局限。然而，这些发现在性别方面很有价值，并且这项研究是在拉丁美洲第一所被认证为变革者校园的大学中进行的。

实际影响

统计数据和假设的基础对于改善学生的经验和扩大他们了解和实施社会创业项目创新建议的公平机会非常重要。

社会影响

平等和包容培训有助于建立一个公平和社会公正的社会，尤其是当这种培训旨在为社会带来新的可能性时。这项研究与其他机构进行的研究相联系，在开展将部门联系起来以实现社会利益的社会创业项目时，这些机构已经有意识地努力减少学科领域的性别差距或差异。这项研究还认为，除了大学提供的知识之外，还需要确定其他文化因素的影响，这些因素可以缩小学生之间的差距。

原创性/价值

这项研究是原创的，因为它假设了大学生的社会创业项目，在拉丁美洲的特殊环境（Ashoka Changemaker 校园）中进行。数据在假设检验下进行分析，将经验证据与理论假设进行对比。