UniversidaddeCádiz

Julio Segundo reflects on how perceptions of entrepreneurship have evolved over 18 years of the service

The University carries many associated words. Investment, research, and degrees are the obvious ones. When talking with students, terms like curriculum, exams, and, why not, fun can also appear. And if we look a little closer, one word has taken root not only among students but also faculty and the broader university ecosystem: entrepreneurship.

When discussing entrepreneurship at the University of Cádiz (UCA), it is impossible not to mention Julio Segundo, a member of the UCAEmprende team—he is the coordinator but prefers to view the service as a collaborative effort. He has worked there since 2007, when it was known as the Cátedra de Emprendedores (Entrepreneurs’ Chair). In this interview, he analyzes the importance of supporting students and avoiding the myths that undermine the entrepreneurial process. He is a living example of how the entrepreneurial environment can accompany citizens throughout their lives: he completed his diploma, degree, master’s, and PhD related to business studies at UCA, and in his current role, he helps nurture new generations of entrepreneurs.

The Entrepreneurs’ Chair, now UCAEmprende, is turning 18. How has the perception of entrepreneurship at the university changed?

It has changed radically. The service began 18 years ago as the Cátedra de Emprendedores, but we soon realized that the term “chair” evoked more traditional university structures and felt distant to students. We eventually evolved into the name UCAEmprende, which is much closer and more representative. The change—both among students and within the institution—has been enormous. To joke a little, 18 years ago, the word entrepreneurship sounded almost like a guild; the concept was unfamiliar.

It is important to note that UCA was a pioneer, along with the Polytechnic University of Valencia and the Autonomous University of Barcelona, in introducing entrepreneurship as an academic subject and in creating a dedicated unit within the university structure. In those early years, our work focused on convincing people of the need to foster creativity and innovation independently, to change the mindset. There was an employment office, but in terms of business creation or entrepreneurship, there was almost nothing. Today, 18 years later, all universities have similar units, and entrepreneurship is fully integrated into the strategic plans of the European Union and Spanish educational authorities.

You mentioned that student perceptions have also changed.

Yes, that change has also been radical. Now there are students in earlier stages—secondary school, high school, or vocational training—who have taken subjects related to entrepreneurship. The concept and its basic principles are no longer unfamiliar, even for students in fields that previously seemed far removed, such as technical degrees. Thanks to that, the initial effort to establish concepts or change attitudes is no longer as intense as it once was. Now, we can focus more on refining methods and advancing toward concrete results.

A good example is our facilities at El Olivillo, which currently host five tech companies, while our coworking space accommodates around twenty entrepreneurs. This is the tangible result of all our work: seeing ideas and vocations turn into real projects.

Next week marks Global Entrepreneurship Week. Why is it important for the university to host these activities?

Partly because we have the knowledge. The University of Cádiz has substantial know-how thanks to its professionals. But also because we are recognized in the market as a valuable and, above all, neutral actor. Sometimes, with certain institutions or organizations, due to political alignment or positioning, not everyone feels equally comfortable, and the university can act as a meeting point.

Moreover, the 21st-century university must be understood as an open institution, connected to its environment, a true agent of change and territorial development. In this sense, these activities help us better understand, engage with, and contribute to the territory we belong to.

The University of Cádiz emphasizes young people in entrepreneurship, even involving school students.

Our primary audience is students. At UCAEmprende, we work along three main lines: promotion, training, and support. In the first two, most participants are students, because they are in a phase of acquiring knowledge and developing their entrepreneurial mindset. In the support line, most are UCA graduates, who are generally still very young. After finishing studies, graduates begin their professional journey, and many still need guidance.

We make a conscious effort to go into classrooms, because entrepreneurship is never passive. We visit schools and faculties, and although it is intensive work, it is worthwhile. For example, right now we are at the Faculty of Education Sciences. Without this presence, students would struggle to learn about the tools available to them. Many hold myths, such as believing entrepreneurship requires a lot of money, and part of our work is to debunk these ideas and remind students that UCA will support them beyond their university years. We convey the same message to students and to the wider province: the university is for life. Once you graduate, the University of Cádiz continues to accompany you.

In a few days, you will host the ‘Success of Failure’ initiative at Pay Pay. Is it necessary to educate young people about accepting failure? How much does fear of failure weigh on students?

Fear of failure weighs heavily. Not just among UCA students, but generally. In Latin cultures, we view failure more harshly and definitively than in Anglo-Saxon contexts. For us, the word failure feels final, like it closes the door to a second chance. In contrast, the English word fail lacks such negative weight; it’s a stumble, part of the process, allowing you to rethink and try again. It’s a deeper cultural issue, tied to how we understand mistakes and learning. At UCAEmprende, we insist that students prepare for initial experiments not going perfectly and understand that this is part of the process.

What concerns young people most when starting a business?

When we ask students what they need to consider themselves entrepreneurial, the answer goes far beyond fear of starting a business. Entrepreneurship also means generating ideas and transforming them into projects—business or social—that create value for others. One example is Betania, an association working in other areas of social entrepreneurship. A major myth is thinking, “I don’t have a great idea, I’m not creative.” That’s not true. Creativity can be trained. Like any skill, it can be developed with work and practice.

The second main obstacle they mention is funding. We try to reduce this fear through methodologies based on a simple idea: fail fast, fail cheap. If a project has no future, it’s better to discover it early, before investing too much time or money. It’s about validating step by step, in an agile and realistic way, until finding a solution that really works.

Have you personally tried any entrepreneurial initiatives?

Yes, I have. In fact, I had two attempts or “seeds” of entrepreneurship. The first, with a founding team, ultimately did not succeed. Later, I participated in another initiative with a colleague from a different institution. Initially, the idea seemed good, but it didn’t gain traction. However, both processes were valuable learning experiences. Entrepreneurship requires investing time, dedication, and effort, and sometimes results are not as expected. But the process teaches you a lot: better planning, earlier validation, and more informed decision-making.

The University of Cádiz was a finalist in the Impact Awards. Does this dispel the notion that entrepreneurship doesn’t exist in Cádiz?

Absolutely. That idea is a myth. Our research group, SEJ360—Strategy, Business Creation, and Entrepreneurial Phenomenon—confirms it. In the GUESSS international study on university students’ entrepreneurial attitudes, UCA students not only match but often surpass the national average in key indicators. Comparing the local entrepreneurial ecosystem with major hubs like Madrid or Barcelona, Cádiz is closer than often assumed. In terms of numbers, there are differences, but in conditions, talent, and entrepreneurial capacity, we are very competitive. Many successful projects that thrive elsewhere originated at our university. For example, the recent Impact Awards winner for Best Initiative was Málaga Tech, founded by a former UCA student from Algeciras trained at the Higher School of Engineering.

In an interview, the founders of ‘Local Vibes’ said UCA faculty were crucial to encouraging them. How important is having supportive faculty and university structures for entrepreneurship?

It’s fundamental. Having faculty with an entrepreneurial mindset has been one of the major changes I’ve seen in recent years. Today, teachers can identify entrepreneurial students early and guide them from the start, knowing who to refer them to and what resources to provide. That initial support and orientation makes a real difference. When faculty are engaged and the university structure is solid, results multiply: projects gain momentum, quality jobs are created, and, most importantly, talent stays in the region and grows here.