Exploring digital entrepreneurial skills in university from a gender perspective
DOI:
https://doi.org/10.46990/relayn.2026.10.2.2785Keywords:
Digital entrepreneurship, higher education, digital skills, gender perspectiveAbstract
The objective of this research was to analyze the dimensions of digital entrepreneurship among university students from a gender perspective using the EmDigital Model. A quantitative approach with an ex post facto, cross-sectional design was employed using a sample of 217 students. Results revealed differences according to gender and academic program. Women enrolled in the Administration bachelor’s degree program achieved higher scores in the dimensions of opportunity identification and management, whereas men enrolled in Entrepreneurial Management obtained higher scores in planning and initiative. These findings demonstrate the need to design inclusive educational strategies with a gender perspective.
Downloads
References
Alabi, O., & Bukola, T. (2023). Introduction to Descriptive statistics. IntechOpen.
https://www.intechopen.com/chapters/1141192
Andrade, J. (2022). El manual de innovación de innovación y sus aplicaciones. ADIEC Asoc. Docentes Investigadores & Emprendedores del Caribe.
Arun, K., & Özmutlu, S. Y. (2023). Effects of gender diversity in strategic orientation and strategy execution. Leadership & Organization Development Journal, 44(7), 882–906. https://doi.org/10.1108/LODJ-10-2021-0494
Branding, M. (2021). Marketing en redes sociales 2021. Babelcube.
Brush, C., Edelman, L. F., Manolova, T., Welter, F. (2019). A gendered look at entrepreneurship ecosystems. Small Business Economics, 53, 393–408. https://doi.org/10.1007/s11187-018-9992-9
Castañeda, L., Esteve, F., & Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? Revista de Educación a Distancia, 56(6), 1–20. https://revistas.um.es/red/article/view/321581/225651
Chaklader, B., Gupta, B. B., & Panigrahi, P. K. (2023). Analyzing the progress of FINTECH-companies and their integration with new technologies for innovation and entrepreneurship. Journal of Business Research, 161, 113847. https://doi.org/10.1016/j.jbusres.2023.113847
Chatzi, A., & Doody, O. (2023). The one-way ANOVA test explained. Nurse Researcher, 31(3), 8–14. https://doi.org/10.7748/nr.2023.e1885
Comisión Europea. (2018). Recomendación del Consejo relativa a las competencias clave para el aprendizaje permanente. https://education.ec.europa.eu/es/focus-topics/improving-quality/ key-competences
Dabbous, A., Barakat, K. A., & Kraus, S. (2023). The impact of digitalization on entrepreneurial activity and sustainable competitiveness: A panel data analysis. Technology in Society, 73, 102224. https://www.sciencedirect.com/science/article/pii/S0160791X23000295?via%3Dihub
Dana LP, Nziku DM, Palalić R, Ramadani V (2022) Women entrepreneurs in North Africa: historical frameworks, ecosystems and new perspectives for the region. World Scientific.
Delacre, M., Leys, C., Mora, Y.L, & Lakens, D. (2019) ‘Taking parametric assumptions seriously: arguments for the use of Welch’s F-test instead of the Classical F-test in one-way ANOVA, International Review of Social Psychology, 32(1) 13. https://doi.org/10.5334/irsp.198
Edelsbrunner, P.A., Simonsmeier, B.A., & Schneider, M. (2025). The Cronbach’salpha of domain-specific knowledge tests before and after learning: A meta-analysis of published studies. Educational Psychology Review, 37, 4. https://doi.org/10.1007/s10648-024-09982-y
European Council. (2006). Recommendation of the European Parliament and the Council of 18 December 2006 on key competencies for lifelong learning. Official Journal of the European Union, 30(12).
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Institute for Prospective Technological Studies.
García-Tudela, P. A., Solano-Fernández, I. M., y Prendes-Espinosa, M. P. (2019). Modelo EmDigital de emprendimiento digital: Fase de diseño y concreción de indicadores competenciales. En J. A. Marín, G. Gómez, M. Ramos, & N. Campos (Eds.), Inclusión, tecnología y sociedad: investigación e innovación en educación (pp. 1003–1012). Dykinson.
García, P., González, V., & Montiel, F. (2022). Aprendizaje autodirigido y emprendimiento: Una aproximación desde la realidad universitaria. Educar, 58(2), 405 –425. https://doi.org/10.5565/rev/educar.1518
García Torres, A., & Morales, C. (2023). Criterios para la consistencia interna: umbrales de alfa de Cronbach en estudios educativos. Educación y Estadística, 7(4), 78–92.
Giones, F., & Brem, A. (2017). Digital technology entrepreneurship: A definition and research agenda. Technology Innovation Management Review, 7(5), 44–51. https://doi.org/10.22215/timreview/1076
Gironés, J. (2019). El gran libro de Android. Alpha Editorial.
Global Entrepreneurship Monitor (GEM). (2022). Financial capital, government policies, human capital, market environment, social norms, and infrastructure Report
Hasan, S. M., Khan, E. A., & Nabi, M. N. U. (2017). Entrepreneurial education at university level and entrepreneurship development. https://www.emerald.com/et/article-abstract/59/7-8/888/82238/Entrepreneurial-education-at-university-level-and?redirectedFrom=fulltext
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. P. (2014). Metodología de la investigación (6.ª ed.). México: McGraw-Hill Interamericana.
Huang, Y., Zhang M., Wang J., Li ., & Li K., (2022). Psychological cognition and women’s entrepreneurship: a country-based comparison using fsQCA. Journal Innovation & Knowledge, 7, 100223. https://doi.org/10.1016/j.jik.2022.100223
Huang, Y., Zhang, J., Xu, Y., Yuan, Y., Zhang, M., & Huang L. (2025). Digital entrepreneurial ecosystem and female entrepreneurial activity. Humanities and Social Sciences Communications, 12 , 162 https://doi.org/10.1057/s41599-024-04345-y
Hussey, I., Alsalti, T., Bosco, F. A., Elson, M., & Arslan, R. C. (2025). An aberrant abundance of Cronbach’s alpha values at .70. Advances in Methods and Practices in Psychological Science, 8(1). https://doi.org/10.1177/25152459241287123
Jahrami, H., Saif, Z., Trabelsi, K., Bragazzi, N. L., & Vitiello, M. V. (2023). Internal consistency and structural validity of the Nomophobia Questionnaire (NMP-Q) and its translations: A systematic review with meta-analysis. Heliyon, 9(4), e15464. https://doi.org/10.1016/j.heliyon.2023.e15464
Jiménez-Cortés, R., Vico-Bosch, A., & Rebollo-Catalán, A. (2017). Female university student’s ICT learning strategies and their influence on digital competence. International Journal of Educational Technology in Higher Education, 14(10), https://doi.org/10.1186/s41239-017-0040-7.
Loeb, S., Morris, P., Dynarski, S., Reardon, S., & McFarland, D. (2017). Descriptive analysis in education: A guide for researchers (ERIC Document ED573325). U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED573325.pdf
Lopes, J., Gomes, S., & Nogueira, E. (2025). Educational insights into digital entrepreneurship: the influence of personality and innovation attitudes. Journal of Innovation and Entrepreneurship 14, 16 https://doi.org/10.1186/s13731-025-00475-y
Lozano, R. (2020). Formulación y evaluación de proyectos: Enfoque para emprendedores. Ecoe Ediciones.
Menzies, J., Chavan, M., Jack, R., Scarparo, S., & Chirico, F. (2024). Australian indigenous female entrepreneurs: the role of adversity quotient. Journal of Business Research, 17, 114558. https://doi.org/10.1016/j.jbusres.2024.114558
Mirjana, R. M. (2022). Women entrepreneurs’ resilience in times of COVID-19 and afterwards. Journal of Entrepreneurship and Business Resilience, 5(2), 25–30. https://jebr.fimek.edu.rs/index.php/jebr/article/view/79
Morales, P. E., & Díaz, A. L. (2024). Gestión de la seguridad digital en emprendedores universitarios. Revista Mexicana de Innovación Educativa, 9(2), 33–47.
Moro, M., & Fernández, J. (2020). Marketing digital y dirección de e-commerce: Integración de las estrategias digitales. ESIC Editorial
Nambisan, S. (2017). Digital entrepreneurship: Toward a digital technology perspective of entrepreneurship. Entrepreneurship Theory and Practice, 41(6), 1029–1055.
https://doi.org/10.1111/etap.12254
Pinzón, L. R. P. (2021). Políticas educativas para el emprendimiento rural en Colombia. Reflexión Política, 23(47), 60–71. https://dialnet.unirioja.es/servlet/articulo?codigo=8156937
Román-García, M. del M., & González-Calatayud, V. (2022). La competencia de emprendimiento digital en función del género: el proyecto EmDigital. Hachetetepé. Revista Científica de Educación y Comunicación, (24), 1–13. https://doi.org/10.25267/Hachetetepe.2022.i24.1205
Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Món, F. (2021). Integrating Digital competence in Higher Education Curricula: An institutional analysis. Educar, 57(1), 241–258. https://doi.org/10.5565/rev/ educar.1174
Wood, D. (2022). Diseño de interfaces: introducción a la comunicación visual en el diseño de interfaces de usuario. Parramón Paidotribo.
