ResumenEl emprendimiento no solo se refiere a la creación de nuevas empresas y/o negocios. Hoy en día a su vez es entendida como una competencia que engloba un conjunto de habilidades y destrezas como son la creatividad, el liderazgo, el trabajo en equipo, la innovación, la toma de decisiones…; todas ellas demandadas en el ámbito personal, social y profesional. Las instituciones educativas deberían promover está competencia al verse contemplada en las leyes educativas (Ley 2/2006; Ley 8/2013) y planes de estudios universitarios. Ahora bien, ¿qué metodologías se deberían emplear para desarrollar está competencia?, ¿En qué consisten? y ¿qué competencias fomenta cada una de ellas? El objetivo de este artículo es responder a estos interrogantes realizando una revisión bibliográfica de los últimos artículos publicados, pero antes se hace un recorrido por el término emprendimiento para a continuación señalar las habilidades y destrezas que engloba esta competencia, y el objetivo de la educación emprendedora. Palabras claveEmprendimiento; educación emprendedora; competencias genéricas; métodos de enseñanza. Entrepreneurship education and active methodologies for its promotion AbstractEntrepreneurship not only refers to the creation of new companies and/or businesses.
Universities are increasingly paying more attention to developing academic entrepreneurship. This paper analyses the existing relationships between the relevant factors that contribute to the development of the entrepreneurial university. A previously validated questionnaire was administered to a sample of 84 deans of a number of faculties in Spain. The aim was to assess the universities’ development in terms of 13 influencing factors in encouraging entrepreneurship. The findings show that universities’ contextual factors had only minor influence on internal factors. Internal resources were found to be moderately or highly correlated with the processes put in place by universities to promote entrepreneurship. In particular, reference to entrepreneurship in a university’s mission, strategy, policies and procedures had a correlation with all the entrepreneurship factors analysed. Support from the management team and organisational design were not among the most important factors; however, they were positively associated with training and research processes, which, in turn, seemed to be strongly related to all factors in the development of the entrepreneurial university, especially with university mission and strategy. The findings show the relationships between the factors involved in the development of the entrepreneurial university. This will help universities to adopt measures that are better suited to promoting entrepreneurship.
<p>Almost twenty years after the Bologna Declaration was signed, the extent to which universities are embracing competence-based learning is a topic of much interest. This article presents a comprehensive model for the analysis of the implementation of competence-based learning (CBL) in Higher Education. An extensive bibliographic review was carried out on the concept of competence-based learning and on each of its constituent elements, with a view to proposing a model made up of seven dimensions and a set of evaluation criteria and indicators. The areas reviewed were the legal and administrative context, the institutional context, the degree programme planning process (including the individual modules/subjects within it), teaching practices and their assessment, and the review and improvement of the overall process. This explanatory model can be very useful to universities, particularly from Spain and Latin America, for assessing their level of implementation of competence-based learning, and identifying their strengths and areas for development.</p><p><strong>Received</strong><span>: 11 April 2019</span><br /><strong>Accepted</strong><span>: 20 May 2019</span><br /><strong>Published online</strong><span>: 29 May 2019</span></p>
PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.
El objetivo principal de esta investigación es seguir profundizando en la formación inicial del profesor/a emprendedor/a (teacherpreneur) del grado en Educación Primaria, a través del análisis de las menciones ofertadas en el grado en Educación Primaria en España. Tras una introducción sobre el perfil del teacherpreneur y la necesidad de la Educación Emprendedora, y unas consideraciones generales sobre la situación actual del grado en Educación Primaria, finalmente se realiza un análisis de los itinerarios de especialización o menciones cualificadoras ofertadas en dicho título en las distintas universidades españolas, haciendo especial hincapié en aquellas estrechamente relacionadas con la formación del teacherpreneur. El análisis de datos realizado nos indica que de las 414 menciones ofertadas actualmente en las universidades españolas, solamente 20 relacionadas con las TIC y una con la Educación socio-emocional contribuyen parcialmente al perfil del teacherpreneur. En definitiva, las ideas expuestas a lo largo del artículo, defendidas a su vez por organismos europeos e instituciones nacionales, justifican la necesidad de diseñar una mención en emprendimiento que contribuya a desarrollar las competencias básicas del teacherpreneur. Esto contribuirá al desarrollo de una formación inicial de calidad para los futuros maestros de Educación Primaria, de manera que estos puedan hacer frente a las demandas del mercado actual, a las nuevas formas de enseñar y aprender, y a la educación integral de sus alumnos, en la que el desarrollo de la competencia emprendedora juega un papel fundamental.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.