2017
DOI: 10.16888/interd.2017.34.1.7
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Características emprendedoras personales y alfabetización económica: Una comparación entre estudiantes universitarios del sur de Chile

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Cited by 8 publications
(7 citation statements)
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“…The work presented here reinforces proactive attitudes such as those proposed by Luna (2015) and Sepúlveda et al (2017) that visualize the possibilities of entrepreneurial thinking as a competency that can be transversal to several areas; from entrepreneurship (Schwarts, 2016;Sepúlveda et al, 2017) , innovation and research (Anderson, 2016;Davison & Palermo, 2015;Jou & Wang, 2013;Peñalver, 2017) and digital competencies Gisbert and Lázaro (2015); Pérez-Escoda (2017) Finally, it can be concluded that it is necessary for universities to strive to rethink the current learning methodology, from the use of emerging methods such as Lean Startup and that this methodology focuses on fostering innovation, contextualization and feasibility of knowledge through attitudes that allow the individual to build transformative ideas, to measure their innovations against the demands of the real world and to learn from their mistakes, and improvement opportunities in their learning. Because only then will the acquisition of research and digital competencies be executed in an innate way in the learning processes thus achieving a profile of a comprehensive professional, that meets "in situ" with the demands of this century.…”
Section: Discussionsupporting
confidence: 89%
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“…The work presented here reinforces proactive attitudes such as those proposed by Luna (2015) and Sepúlveda et al (2017) that visualize the possibilities of entrepreneurial thinking as a competency that can be transversal to several areas; from entrepreneurship (Schwarts, 2016;Sepúlveda et al, 2017) , innovation and research (Anderson, 2016;Davison & Palermo, 2015;Jou & Wang, 2013;Peñalver, 2017) and digital competencies Gisbert and Lázaro (2015); Pérez-Escoda (2017) Finally, it can be concluded that it is necessary for universities to strive to rethink the current learning methodology, from the use of emerging methods such as Lean Startup and that this methodology focuses on fostering innovation, contextualization and feasibility of knowledge through attitudes that allow the individual to build transformative ideas, to measure their innovations against the demands of the real world and to learn from their mistakes, and improvement opportunities in their learning. Because only then will the acquisition of research and digital competencies be executed in an innate way in the learning processes thus achieving a profile of a comprehensive professional, that meets "in situ" with the demands of this century.…”
Section: Discussionsupporting
confidence: 89%
“…Furthermore, from the acquisition of digital competencies, the results of the research made it clear that in the initial and processual stages, only the competence of an open attitude towards the knowledge society and the use of digital resources had been evidenced in a percentage greater than 50%, prevailing among learners a lack of knowledge of office automation skills and a complete lack of ubiquitous understanding of technological tools to transform the learning achieved in real-world solutions. This complemented the contributions of López (2013), Sevillano and Vázquez (2015) and Sepúlveda et al (2017).…”
Section: Discussionsupporting
confidence: 56%
“…Esto permitiría concluir que la formación que reciben los jóvenes universitarios no afectaría sus actitudes hacia el ahorro, consumo y endeudamiento, más allá de los conocimientos teóricos que pudieran recibir. Estos resultados coinciden con los de Amar et al (2007), quienes no encontraron diferencias significativas entre variables como valor y circulación del dinero, emisión y acuñación monetaria respecto al programa de formación académica de distintos estudiantes de carreras de Derecho, Psicología e Ingeniería, y también por lo reportado por Sepúlveda et al (2017), que informan que la educación formal tendría un impacto más bien limitado en cuanto a alfabetización económica, lo que indicaría la necesidad de fortalecer la malla curricular de carreras universitarias para propender a la entrega de contenidos teóricos y al desarrollo de comportamientos económicos responsables, racionales, que los preparen para la inserción al mundo laboral (Denegri, Martínez & Etchebarne, 2007) y su participación activa como ciudadanos (Amar et al, 2007).…”
Section: Discussionunclassified
“…Considering the limitations of the research, it seems important to underline that our status measure was based on participant education, exclusively. More direct status measures should also be considered, notably professional status, income and economic literacy (Sepúlveda Maldonado, Denegri Coria, Orellana Calderón, Criado, Mendoza, Salazar, & Yung, 2017). The economic standing of people, crossed with their educational level, could be helpful to devise more precise hypotheses on the impact of gender on both the agentic/resigned and abstract/practical dimensions.…”
Section: Final Remarks and Future Developmentsmentioning
confidence: 99%