This paper analyzes the effect of the individual perceptions of social capital and culture in entrepreneurial aspirations before and after the economic crisis in Western Europe. Following the approach of the Theory of Planned Behavior (Ajzen, 1991), we advance the analysis of the effect of the perception of subjective norms in the entrepreneurial intentions. We studied the Total Early-Stage Entrepreneurial Activity (TEA) of twelve countries in 2006 and 2010. The results reveal that the perception of having social networks is significant for the TEA, and it increases after the economic crisis. However, the cultural factors do not have a significant impact, except the one related with the perception of social equality. The results obtained through the double perspective of this analysis (individual´s social capital vs cultural factor of individualistic perspective) offers a certain dilemma when we try to understand the entrepreneurial intention through the individual´s perception of subjective norms, following the Ajzen´s model. The more individualist is a person, the lower the weight of its social capital. However, the more a person has access to social networks, the greater his entrepreneurial intention will be. This result opens future lines of research focused on understanding the value of the individual´s social capital for different countries and groups of entrepreneurs.
Although there is high inequity in the Chilean education system, the sanitary situation as a result of the COVID-19 pandemic has repositioned the debate about inequity in teacher education. We explored the following two questions: what are the (new) inequities highlighted in teacher education during the pandemic in Chile? What can we learn from teacher educators’ responses to these issues? Using content analysis, we analyzed interviews held with 16 teacher educators from four different programs across the country. Findings show that the pandemic makes unequal pre-service teachers’ living and studying conditions visible, becoming a source of stress but also an opportunity to rethink program support. Teacher educators’ responses to inequity were based on a distributive and/or recognition perspective of justice, mediated by program resources and characteristics. We identified difficulties in achieving justice of participation by teacher educators in this context, influenced by scarce program resources or a sense of urgency. Conclusions highlighted the role of teacher education in addressing students’ inequities and the importance of remaining vigilant about these issues in the aftermath of the pandemic, keeping them visible.
La investigación en el campo del liderazgo educativo ha predominado en la literatura escolar, mientras existe escaso conocimiento al respecto en la educación inicial, a pesar de las distinciones de este nivel. A su vez, el liderazgo se ha estudiado desde una perspectiva tradicionalmente masculina, aunque existe una incipiente literatura en el área del liderazgo femenino. En este contexto, la investigación indaga, desde una perspectiva de género, las visiones y prácticas que ejercen las directoras de jardines infantiles y coordinadoras del nivel en establecimientos escolares. Con el fin de lograr este objetivo se realizó un estudio cualitativo basado en entrevistas en profundidad a 24 directoras/coordinadoras de establecimientos de distintas dependencias y un seguimiento a seis de las entrevistadas a través de un enfoque etnográfico durante la jornada laboral de una semana, a lo que se sumó entrevistas de cierre a las mismas seis directoras/coordinadoras. Los resultados del estudio evidencian que prevalece un liderazgo del bienestar de parte de las agentes directivas, lo que es consistente con su ética profesional en el trabajo con la primera infancia. Aunque este estilo pueda traer beneficios para su identidad profesional, desde una perspectiva de género la investigación da cuenta de que tal tipo de liderazgo implica a su vez un doble filo. Las autoras alertan el riesgo de elogiar de modo acrítico un “liderazgo femenino” y evidencian tensiones al perpetuar estereotipos de género. El texto finaliza proponiendo nuevos desafíos al respecto, desde una ética del cuidado feminista.
There is an extensive literature on characteristics of “entrepreneurial” or “innovative” universities. As both terms have generally been used to refer to the same condition, different rankings of entrepreneurial universities use indicators universally recognized for innovative activity and primarily related to research and knowledge transfer (scholarly production, patents granted and licensed, number of firms created to exploit research results, etc.). Innovation is essentially grounded in an entrepreneurial mentality, but an innovative university (hereafter, IU) is one that transmits this mentality to all of its members, including the foremost among its central missions: education. The IU is a university that becomes a driver of economic and social development in the region in which it is established, seeking to improve society through knowledge. In recent years, various attempts have been made to “measure” this innovative/ entrepreneurial character in a more technical way. In a prior study, we proposed a characterization of an entrepreneurial and innovative university. Here, we build on that study to define the IU. The originality of this proposal stems from its inclusion of the so-called third and fourth missions (knowledge transfer and social responsibility, respectively) as transversal elements implicit in the university’s two central missions. In an IU, therefore, the university’s relationship with and impact on its surrounding agents are essential aspects entwined with its two basic functions.
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