From Cognition to Creation: The Role of Cognitive Diversity in Developing Entrepreneurial Skills

Abstract

Entrepreneurship education models that are based on intelligence and innovation can benefit from such teaching strategies that nourish a broader range of cognitive abilities approaches that develop skills. This study aimed to investigate the relationship between multiple intelligences and entrepreneurial skills among university students. The objective of this study was to identify the different entrepreneurial skills and intelligences of students. The study aimed to find out the relation between entrepreneurial skills and multiple intelligences. A correlational design and a survey method was used. Multiple Intelligences Inventory based on Gardner’s framework and the Entrepreneurial Skills Questionnaire (ESQ) were used for assessment. The findings of the study indicated an average scores that show a greater popularity of interpersonal and logical-mathematical intelligences among the students. Practical implications for curriculum development were (r = 0.29, .31, r = 0.25, p < 0.05). A strong positive link was noted between interpersonal, logical-mathematical, and bodily kinesthetic intelligences and entrepreneurial skills among students. This study suggests that such programs should be included with activities that involve interpersonal, logical-mathematical, and kinesthetic intelligences.