Purpose: This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.Design/methodology/approach: Clustering and logistic regression analyses were used to infer the determinants and motivators of entrepreneurial intention in a sample of women students at a Spanish online university.Findings: Financial and numerical skills could play a significant role in boosting entrepreneurial culture, overcoming reticence and increasing awareness of business opportunities, particularly when women are motivated to increase their autonomy and income. The study offers meaningful implications for policymakers.Research limitations/implications: Further research will be needed before these conclusions may be inferred to other settings and circumstances. Comparison with a similar sample of potential male entrepreneurs may also be necessary to deduce the influence of gender.Practical implications: The introduction of certain financial content into the education system by governments and policymakers would produce remarkable results on entrepreneurship intention among women.Social implications: Relational capital and positive social influences also contribute to mitigating the effects of risk aversion, one of the main barriers for potential female entrepreneurs.Originality/value: The role of financial literacy in entrepreneurial intention among women has scarcely been addressed in academic research. The literature also has paid little attention to the analysis of what motivates women into entrepreneurship, and whether women who decide to embark on a business venture show different profiles. The aim of this study is to contribute to closing these gaps, exploring the effect of cognitive skills, personality traits, contextual factors and motivations.

Purpose: – The purpose of this paper is to investigate university faculty perceptions and practices of using Wikipedia as a teaching resource.Design/methodology/approach: – This study is based on a large survey to all faculty members in two large public universities. A total of 913 valid responses were collected through an online questionnaire with 9 control variables and 41 Likert-scaled questions.Findings: – The results do not support an overwhelming sceptical attitude among faculty towards Wikipedia. The overall quality of Wikipedia articles is highly valued and most faculty are regular users, just as students are. Though most faculty show a positive view on the teaching usefulness of Wikipedia, few of them actually use it for teaching purposes. A certain conflict has been detected between standard academic procedures of knowledge building and the open collaborative model on which Wikipedia rests. In the end, two important factors play a role in shaping faculty views: their colleagues’ perceived opinions and practices, and academic disciplines.Research limitations/implications: – The survey has only been conducted in two universities. More institutions are needed to broaden the scope.Originality/value: – The authors have gathered a greater number of answers than those collected in previous studies. The questionnaire is also very extensive. The survey has been addressed to all faculty members at one online university and at one standard brick-and-mortar university.