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    Business Education vs. Entrepreneurial Attitude of Students of the Faculty of Administrative Sciences of the Universidad Técnica de Ambato
    (2024)
    Palacio Fierro, Andrés  
    ;
    Ruth Zamora-Sánchez
    This research details the entrepreneurial attitude of university students. The study aims to identify the factors influencing the entrepreneurial attitude of students in the Faculty of Administrative Sciences, as well as the importance of business education programs in fostering creativity, critical thinking, and entrepreneurship from early stages of academic training. To achieve this, the research explores students’ intention and motivation towards innovation, risk-taking, and entrepreneurial initiative. The study population consisted of students majoring in Business Administration and Marketing. Dimensions related to risk perception, creativity, motivation, and entrepreneurial intention were assessed. Findings indicate a notable predisposition towards entrepreneurship among university students, highlighting a high propensity for taking calculated risks and a proactive mindset towards problem-solving. Similarly, the influence of educational components was identified. These findings lead to the conclusion that there are significant implications for designing curricula and educational policies aimed at cultivating an entrepreneurial culture in the university environment, thereby promoting the intention to undertake entrepreneurial ventures, enhancing students’ ability to face challenges in the business world, and fostering innovation in the future.
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    Higher education students’ perceptions of ChatGPT: A global study of early reactions
    (2025)
    Dejan Ravšelj
    ;
    Damijana Keržič
    ;
    Nina Tomaževič
    ;
    Lan Umek
    ;
    Nejc Brezovar
    The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.
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