The psychosocial profile of the university entrepreneur.

Abstract

Currently, both the European Commission and national governments are demanding an increase in entrepreneurial activity (Acs, Arenius, Hay & Minniti, 2005; European Commission, 2003), having acknowledged the impact of entrepreneurial activity on innovation, competitiveness, creation of employment and economic growth. This demand for entrepreneurial activity includes the study, promotion and development both of new businesses and of entrepreneurs. Hence, the study of entrepreneurial activity has become one of the fastest-growing fields within the social sciences (Katz, 2003). The main question concerns how to stimulate the emergence of more entrepreneurs. The European Union has attempted to achieve this objective through shortterm policies focused on eliminating barriers to the development and growth of businesses. However, the concession of grants and the removal of red tape have not had the expected impact on the creation of new businesses. This has led to the adoption of a new approach whose principal objective is to ensure that more people decide to become entrepreneurs and work towards that end (European Commission, 2003). In Spain, and indeed in Europe generally, the entrepreneurial option has long been considered a risky one, not especially attractive, and less gratifying from the social point of view than many traditional professions. Thus, educational systems have not been oriented to developing the spirit of business and selfemployment; rather, the ultimate objective of education has been to produce employees for large companies, the civil service or local authorities. Indeed, in universities, THE PSYCHOSOCIAL PROFILE OF THE UNIVERSITY ENTREPRENEUR