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1. Introduction
In recent decades, special attention has been paid to identifying the educational needs and entrepreneurial skills which are common to most entrepreneurs (Moriano et al., 2006; Matlay, 2008; Liñán et al., 2011; Fayolle et al., 2014), and to analysing the role played by socio-cultural factors in an entrepreneur’s learning process (Bandura, 1978; Shapero and Sokol, 1982; Veciana and Urbano, 2008; Nyström, 2012; Solesvik et al., 2014). There are strands of empirical research that have associated the entrepreneurial behaviour with factors such as, creativity, risk taking and proactivity, which are inherent to the learning process (Shapero and Sokol, 1982; Veciana, 1999; Benavides et al., 2004; Liñán, 2007). These factors are relevant in entrepreneurial learning processes since they support innovation, the search of new opportunities, the propensity to take the initiative and to make strategic decisions (Wilson et al., 2007; McGee et al., 2009). Much of the entrepreneurial intention research is focused on those stages which are relevant to a students’ chosen labour market and/or university choice (Dohse and Walter, 2011; Shinnar et al., 2012; Piperopoulos and Dimov, 2015). Most research on entrepreneurship education and entrepreneurial intentions focuses mainly upon university students (Matlay, 2011; Solesvik et al., 2013). However, research devoted to the study of entrepreneurial intentions and skills at earlier stages of learning are scarce (Peterman and Kennedy, 2003; Matlay, 2006; Marques et al., 2012; Bernal, 2014).
European and National Institutions consider important to incorporate entrepreneurial skills acquisition at early stages of education (European Commision, 2013). The European Commission has published a number of papers (see, e.g. European Commision, 2008, 2013) which outline best practice for proper development of entrepreneurship skills and stress the importance of involving all stakeholders relevant to the development of entrepreneurial skills (see also Matlay, 2011). It is generally acknowledged that entrepreneurial skills can be taught and upgraded as and when necessary (Jones et al., 2012). Education programmes should be oriented to students and teach them how to be more proactive and creative as well as help them learn to work in teams (Oosterbeek et al., 2010). Entrepreneurial performance is largely related to career success, in particular when an individual becomes the owner of his or her business...