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degree of entrepreneurial skills

Methodology Sampling Frame and Survey Development To test our research model, we partnered with an accredited U.S. school of pharmacy with a BEP focused on delivering an entrepreneurialfocused curriculum for its students. We surveyed its current students (first-, second-, third-, and fourth-year students), as well as its recent graduates of the school. Drawing from previously empirically validated scales our survey was designed to collect and consolidate students’ perceptions related to pertinent entrepreneurial constructs and how these impact a student’s entrepreneurial intentions within the field of pharmacy. Like any leading accredited academic program, the school is bound by its accrediting body to offer its students a very well-defined curriculum that has been approved by an accrediting body (the school is accredited by the United States’ premier accrediting body: TURNER AND GIANIODIS 139 the Accreditation Council for Pharmacy Education). One key area in which this program is seeking to differentiate itself in the marketplace—and more importantly in regards to the career paths of its graduates—is the school’s focus on entrepreneurship and innovation as core components of its program. In this sense, the program has adopted the key ingredients common in all BEPs—a complementary skillset beyond the science of the discipline