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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
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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506288
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  Data: Amplifying Student Voice: A Grounded Theory Analysis of Entrepreneurship Education through Work-Integrated Learning
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  Data: <searchLink fieldCode="AR" term="%22E%2E+Patricia+Orozco-Quijano%22">E. Patricia Orozco-Quijano</searchLink><br /><searchLink fieldCode="AR" term="%22Francisco+Ernesto+Navarrete-Báez%22">Francisco Ernesto Navarrete-Báez</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Montserrat+Foronda+Salgado%22">Andrea Montserrat Foronda Salgado</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2026 27(1):293-306.
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  Data: 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/
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: EJ1506288
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506288
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 293
    Subjects:
      – SubjectFull: Entrepreneurship
        Type: general
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Student Projects
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      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Mexico
        Type: general
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      – TitleFull: Amplifying Student Voice: A Grounded Theory Analysis of Entrepreneurship Education through Work-Integrated Learning
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            NameFull: Francisco Ernesto Navarrete-Báez
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            NameFull: Andrea Montserrat Foronda Salgado
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              Y: 2026
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