Abstract

Globalization and generalization of policies to promote entrepreneurship over recent years have highlighted the importance of exploring the consequences of these activities for the development of individual entrepreneurial intentions (Miralles, Giones, & Gozun, 2017). Evidence from a research-based and practical position seems to question their widespread effectiveness. This suggests that initiatives should be more carefully designed, considering both content and recipients (Acs et al., 2016). This chapter draws on and extends the well-known theoretical propositions articulated by the theory of planned behavior (Ajzen, 1991), analyzing the effect of an innovative cross-sectional activity on the development of university students’ entrepreneurial intentions. The main aspects that constitute the apparently weak relationship between entrepreneurial education and intention are taken into account. We aim to identify students who are likely to develop their ideas in the near future in an efficient and effective way. We attempt to promote this outcome as facilitators of the entrepreneurial process.