Amplifying Student Voice: A Grounded Theory Analysis of Entrepreneurship Education through Work-Integrated Learning
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| Title: | Amplifying Student Voice: A Grounded Theory Analysis of Entrepreneurship Education through Work-Integrated Learning |
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| Language: | English |
| Authors: | E. Patricia Orozco-Quijano, Francisco Ernesto Navarrete-Báez, Andrea Montserrat Foronda Salgado |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):293-306. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Entrepreneurship, Work Based Learning, College Students, Higher Education, Foreign Countries, Job Skills, Student Experience, Active Learning, Student Projects, Cooperation |
| Geographic Terms: | Mexico |
| Abstract: | This study analyzes the role of student voices in entrepreneurship education within the framework of work-integrated learning (WIL). Through an empirical, qualitative study supported by grounded theory, the research captures insights from eighteen semi-structured interviews conducted with students at a private higher education institution in western Mexico. The findings reveal three central themes. First, individual work emphasizes personal growth through learning, engagement with reality, and meeting expectations. Second, group work focuses on communication, teamwork, and adaptability. Third, students develop entrepreneurial skills, including creativity, innovation, and decision-making. Student narratives are not only reported descriptively but also serve as the core analytical material from which key categories and theoretical insights were inductively developed. By examining how students' perspectives and reflections shape their entrepreneurial learning, this paper underscore the transformative potential of entrepreneurship education when aligned with WIL principles and offers practical recommendations for strengthening entrepreneurship education through the active integration of student voices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506288 |
| Database: | ERIC |
| Abstract: | This study analyzes the role of student voices in entrepreneurship education within the framework of work-integrated learning (WIL). Through an empirical, qualitative study supported by grounded theory, the research captures insights from eighteen semi-structured interviews conducted with students at a private higher education institution in western Mexico. The findings reveal three central themes. First, individual work emphasizes personal growth through learning, engagement with reality, and meeting expectations. Second, group work focuses on communication, teamwork, and adaptability. Third, students develop entrepreneurial skills, including creativity, innovation, and decision-making. Student narratives are not only reported descriptively but also serve as the core analytical material from which key categories and theoretical insights were inductively developed. By examining how students' perspectives and reflections shape their entrepreneurial learning, this paper underscore the transformative potential of entrepreneurship education when aligned with WIL principles and offers practical recommendations for strengthening entrepreneurship education through the active integration of student voices. |
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