**5. Discussion**

The analysis of these archetypes allowed us to understand the barriers to entrepreneurship in its immediately preceding stage [43,44] and guide those responsible for formulating policies in the design of public policies for regional economic development.

Our study offers a useful guide for political leaders in Mexico and other countries with similar circumstances of environmental corruption. In general, there are few profiles that present high levels of EI and high levels of perception of corruption. This reinforces the thesis that inversely relates corruption and entrepreneurship [17,45,48]. However, the "grease the wheel" argumen<sup>t</sup> [18]) could be present in a specific profile, which should be urgently addressed by policymakers, since this reflects that normalization occurs in a certain sector of the population, and this may generate friction with efforts to reduce institutional corruption. Nevertheless, this case should not overshadow the fact that in general, the causal configurations obtained showed that the normalization of corruption is not generalized among university students, which shows the greater awareness of young people regarding this problem and their determination to end it. Thus, the fight against corruption and the improvement of accountability mechanisms must be included in the basic development objectives of the economic model. Institutions must provide a suitable framework for private action, protecting innovation, ideas and private property, and improving the effectiveness of the bureaucratic processes that surround the entrepreneurial process [16]. In the same way, public institutions (state and federal) must develop actions aimed at taking advantage of intangible capital, inhibiting emigration rates for highly educated individuals and reversing the "brain drain" [119], as corruption has been related directly to higher propensity to emigrate within students with high levels of EI [120].

It is important to note that university students with a high level of EI, coming from families with low family income, have comparatively fewer possibilities of developing business projects driven by opportunity, and are more oriented to entrepreneurship driven by necessity [26]. In fact, students with low family income who reported having an entrepreneurial background in their family were more likely to come from a family in which parents and/or other family members started a business out of necessity, not opportunity, which explains the LHI. According to [121], this impacts on EI and, consequently, on regional economic development [6,7]. The study of this subsample showed that these individuals have higher EI when the have a FEB. In fact, all the profiles obtained showed the presence of this condition. This is explained by the importance of household income to start a business venture. Students with LHI will only be willing to undertake a business project if their relatives have enough expertise in the field of entrepreneurship to guarantee higher levels of success.

Another interesting finding is related to the profiles associated with STEM degrees. The results showed that STEM students have minor levels of EI compared to non-STEM students, in line with previous research [78,79]. This could be explained by the lack of entrepreneurial competencies within STEM degrees' curricula. It is interesting to point out that this empirical evidence showed the existence of a FEB in profiles with high levels of EI among STEM students, highlighting a similar phenomenon shown by the LHI students. On the contrary, in the case of non-STEM students, high levels of EI occurred without the need of having a FEB. This reflects that learning processes related to entrepreneurship are necessary to increase EI, either coming from relatives or formal education [93].

Furthermore, the design of the policy should allow the promotion of entrepreneurial projects among STEM students. The available evidence suggests that these types of entrepreneurs have the capacity to generate much greater added value with their projects, positively impacting the income level and long-term economic development [74,75]. Previous research highlighted the positive impact of entrepreneurial education over highereducation students, which proves the efficacy of this kind of training, and reinforces the proposal of introducing this knowledge within the curricula of STEM degrees [79,122].

In addition, the design of the policy must prioritize female entrepreneurship, especially in disadvantaged contexts, assuming the fact that women must face higher barriers than men when it comes to entrepreneurship [19].

In the same way, raising awareness about the role of women in business creation, successful examples of local entrepreneurs (STEM and non-STEM) should be formed as a measure of normalization of female entrepreneurship, making these examples of women

entrepreneurs visible, and making it possible to make them visible within local and regional communities. In this line, it should be noted that women are more likely to innovate than men [82]; hence, taking advantage of their entrepreneurial potential in STEM areas can have a significant impact on the economies of the region [21].

Finally, as access to financial resources is one of the principal obstacles for women [71,72], policymakers should focus on promoting bank and alternative financing mechanisms, business angel networks, seed capital, and venture capital. In fact, these measures should focus on female and LHI students, as this can help them to develop their entrepreneurial venture. In Mexico's case, these kinds of programs have been implemented with good results [123,124].
