Strategies for Developing Interdisciplinary Entrepreneurs to Achieve Balance Between Science and Social Science Disciplines: A Case Study in Maejo University

Abstract

This study proposes strategies for developing undergraduate students into cross-disciplinary entrepreneurs to achieve a balance between science-based and social science–based competencies. Conducted under the research project “A Study of Entrepreneurial Ecosystems for Undergraduate Students in Technology Development and Innovation Promotion Universities (Group 2)”, the objectives were to examine internal and external environmental factors conducive to student entrepreneurship and to formulate strategic recommendations for fostering cross-disciplinary entrepreneurship within universities. A mixed-methods research design was employed, comprising quantitative data collected from 420 undergraduate students and qualitative data from 33 key informants. The findings reveal that, overall, students’ internal entrepreneurial factors were at a moderate level (Mean = 3.36), with risk management identified as a critical weakness at the lowest level (Mean = 2.11). External environmental factors were perceived to be at a low level overall (Mean = 2.24), particularly financial support, which was rated at the lowest level (Mean = 1.53). Comparative analysis using t-tests indicates that students in science-related disciplines reported higher perceptions of internal factors related to risk management, as well as external factors such as financial support and market networks. In contrast, students in humanities and social science disciplines demonstrated stronger internal motivational drivers, including having entrepreneurial aspirations and perseverance/dedication. Based on these findings, the study proposes cross-disciplinary entrepreneurship development strategies aimed at achieving balance between disciplines. Key recommendations include the integration of interdisciplinary curricula that combine the creativity and social insight of social science disciplines with the technological competencies and risk management capabilities of science disciplines. Additionally, the development of structural support mechanisms—such as the establishment of a university-level Startup Fund—is recommended to address financial and networking constraints faced by students across both disciplinary groups.