This study aims to statistically validate the social entrepreneur profile instrument, designed to assess key competencies in aspiring social entrepreneurs. The primary goal is to confirm its validity and reliability for use in educational contexts focused on social entrepreneurship.
A quantitative approach was applied, drawing on data from 424 participants across four Latin American countries. The validation process included analysis of standardized factor loadings, internal consistency through Cronbach’s alpha and composite reliability and discriminant validity using the average variance extracted (AVE).
The findings confirm a solid structure with strong reliability across all dimensions (a = 0.79) and satisfactory discriminant validity. The instrument captures competencies such as self-control, leadership, social awareness and value, social innovation and financial sustainability. These results support its relevance and applicability in educational programs aiming to develop social entrepreneurial skills.
While the sample included participants from diverse backgrounds, generalizability may be limited because of representativeness issues. A few items presented with lower factor loadings, indicating potential areas for refinement. Further research should explore validation in other cultural and educational settings and incorporate longitudinal designs to monitor competency growth over time.
Having a validated tool allows universities and training institutions to more effectively assess students’ entrepreneurial development. This, in turn, can inform the design of more targeted educational programs that foster the skills essential for driving social innovation.
The social entrepreneur profile provides a comprehensive and multidimensional means to evaluate entrepreneurial competencies. Its implementation in higher education offers a practical way to measure the outcomes of training initiatives and to support the formation of future leaders committed to social transformation.
