The theory of organizational learning seems to be practical when researchers can find connections between two or more variables that can be justified and implemented. The term “intellectual capital” has appreciated over time acquiring a growing value. Work based on sustained learning contributes to the development of the intellectual capital not only of the employers, but also of the universities. In the current period of “knowledge economy” and “corporate university” development, the creation and evaluation of knowledge are recognized as important and necessary to be included in the educational programs. Knowledge management regards tacit and explicit knowledge. During the theoretical training, students mainly access information in written or verbal format, transmitted mainly on the teacher-student communication channel. During practical activities and mutual interactions, students agree to the informal knowledge, highly sought after by employers. In this paper, we will deal mainly with the ways of coding the information of statistical interest, which will be subject to a meta-level coding at the programming languages level, applicable to the analysis of the central trend and the shape of the data series distribution by estimating the parameters of the regression equation. According to the analysis, it results that in the absence of some measures to stimulate birth rate or attract foreign students, the Romanian higher education will register a considerable decline compared to the reference period in terms of the number of enrolled students.

Abstract This study aimed to investigate the effects of entrepreneurial and university environment characteristics on the entrepreneurial intention of the undergraduate student. We developed a model that considers the university environment, self-efficacy, and risk-taking as direct influencers of entrepreneurial intention, and entrepreneurial characteristics as influencers of self-efficacy. We employed quantitative methodology and data were analyzed by Structural Equation Models using the Partial Least Squares (PLS-SEM) technique. The sample consisted of 287 students in the final year of undergraduate programs at the State University of Campinas (Unicamp). The results indicate that the entrepreneurial intention of students is influenced by the university environment and the attitude toward risk-taking and self-efficacy. Self-efficacy, in turn, is influenced by student characteristics regarding planning, leadership, and innovation. The research corroborates with complementary reflections on entrepreneurship studies, showing a model for evaluation of entrepreneurial characteristics of students and of the entrepreneurial context in educational institutions, and proving that there is a positive relationship between the context, entrepreneurial education and entrepreneurial intention of the students.

The importance of entrepreneurship in Brazil has increased significantly over recent years and current studies addressthe topic from different perspectives. The role of youth in creating new business is already a reality, which is only expected to expand in the coming years. Incentives to entrepreneurship in universities can be observed in several ways, including: government action, private initiatives and schools with a growing number of courses and activities related toentrepreneurship. The objective of this research was to analyze the entrepreneurial profile of Business Administration students in a private college and student insight into the university environment. We sought to understand how students with different profiles and at different phases in the course evaluate the university environment in which they operate, seeking to understand possible implications for the educational institution. We adopted a quantitative research approach and the results were presented using descriptive statistics. The main result of the paper presents a tool for measuring students’ entrepreneurial profiles and potential, as well as for assessing the university environment in terms of entrepreneurship and its implications for teaching and learning in higher education institutions.