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The purpose of this paper is to question whether the university entrepreneurial push strategy influences the entrepreneurial intention (EI) of its students. Previous research followed multilevel approaches that jointly addressed the impact of individual characteristics, institutional environment, and educational support on EI. Despite these efforts, the extant literature did not consider differences between universities regarding the whole set of activities they perform to foster entrepreneurship among students and their results.

Through partial least squares structural equation modeling (PLS-SEM) procedures, this study compared data from 447 students of two Brazilian universities that differentiate themselves according to entrepreneurial push strategies (one adopts actions consistent with this type of strategy while the other does not). Whilst University 1 fosters entrepreneurship by investing in entrepreneurship courses, promoting entrepreneurship competitions, and offering incubation opportunities, University 2 primarily focuses on traditional managerial education without a specific focus on entrepreneurial activities.

Surprisingly, the results have shown the entrepreneurial push strategy of University 1 does not account for differences in the students’ EI when compared to University 2. Such finding contradicts previous studies on the effects of entrepreneurial education and sheds new lights on the role university’s support plays to foster entrepreneurship intention.

Contributions to the literature on the field of entrepreneurship intention were made by showing that the efforts toward the promotion of entrepreneurship through entrepreneurship education, business plan competitions, and incubation might not have a direct influence on students’ EI.

As a practical implication, the study stimulates universities to evaluate the effectiveness of their efforts in promoting entrepreneurship through training, education and support for new ventures. The results also offer policy implications by suggesting that public policies should emphasize the development of institutions that foster a positive business environment, facilitate the creation of new ventures, the funding of start-ups and reinforce the benefits of becoming an entrepreneur.

The results are surprising because they contradict previous studies of the university’s role in fostering entrepreneurship intention. To the best of our knowledge, it is the first research comparing universities with two different approaches toward developing students’ EI: one university with a whole set of activities and another university without any specific activity with that purpose.

The paper's aim is to analyze the functional relationships between factors related to the prescription of medical drugs in Brazil.

A survey was conducted among 232 medical doctors in Brazil. Data were collected using a structured questionnaire. Five hypotheses on the factors impacting drug prescription were proposed, and the constructs were validated using a set of techniques pertaining to the calculation of structural equations.

The process of medical drug prescription in Brazil is positively correlated with all the presented constructs. However, the study found that the five proposed hypotheses demonstrated varying degrees of positive effect levels, ranging from strong to weak. Particularly, factors such as the characteristics of the drug and information available on a drug have the weakest effect, while the cost‐benefit ratio of a drug has a moderate effect. The drug's brand and its related advertising have the strongest effect.

The results demonstrate the success of specific applications of advertising tools and brand construction in pharmaceutical marketing strategies targeting Brazilian physicians.

The study provides a broad map to understand the influences on drug prescriptions. Despite a prior study that found the behavior of physicians to be impacted by a different set of factors, this new research clearly shows that, in the Brazilian context, branding and advertising remain the major influences.