Entrepreneurship as a competence

Margherita, Bacigalupo

doi:10.4337/9781839104145.00030

Cited by 6 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…New approaches to collaborative spaces, called FabLab or Makerspaces, promote various collaborative activities with different sectors. Two leading frameworks developed are DigiComp [29] and EntreComp [30,31] researched using focus groups in a makerspace to identify the competencies promoted in the DigiComp 2.1 and EntreComp frameworks. Their findings showed that students acquired planning skills, teamwork skills, public speaking, additive manufacturing skills, multidisciplinary thinking, and independent work skills.…”

Section: Stakeholders In the Competency Framework Of The 21st Centurymentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

View full text Add to dashboard Cite

Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

show abstract

Section: Stakeholders In the Competency Framework Of The 21st Centurymentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

View full text Add to dashboard Cite

show abstract

“…Research initiatives have resulted in a vast number of identified entrepreneurial competences; however, none of the studies provide an analysis of entrepreneurial competences considering a single meta-competence framework. Therefore, although results are useful, they are difficult to tailor to new contexts in order to sustain new research initiatives, such as digital competences in specific development areas (Bacigalupo et al , 2016). Meta-competences are defined as competences that are generic and overarching (Cheetham and Chivers, 1996) and as higher-order competences with the ability to understand the current context and to acquire new competences (Bharwani and Talib, 2017).…”

Section: Introductionmentioning

confidence: 99%

Consolidating core entrepreneurial competences: toward a meta-competence framework

Reis

Fleury

Carvalho

2020

IJEBR

View full text Add to dashboard Cite

PurposeEmerging digital ventures and related breakthrough innovations result in new challenges for the development of entrepreneurial competences and demand new perspectives for entrepreneurship research. In this context, policy-makers and organizations are increasingly interested in fostering entrepreneurial competences to improve the success of policies and venture capital investments. This paper aims at identifying the core relevant entrepreneurial competences, mapping the current literature and the main clusters and going beyond toward a meta-competence framework.Design/methodology/approachThe research approach is a literature review, combining bibliometric, network and content analysis. The sampling process was conducted in the Scopus and Web of Science databases. The bibliometrics and content analysis were performed with a computer aid approach applying VosViewer1.6, Ucinet and NetDraw 2.139. The content analysis approach was performed considering a detailed coding schema developed. Finally, toward the meta-competences framework, the study applied quantitative analysis on the coding schema, particularly cross-tabulation, core-periphery and network analysis.FindingsThe results show the state of the art concerning entrepreneurial competences. The research identified a list of 98 entrepreneurial competences. Finally, the study proposes a meta-competence framework and clusters the 33 core entrepreneurial competences previously identified.Originality/valueThe proposed conceptual framework exploring meta-entrepreneurial competences offers an original contribution with implications for theory and practice. The research contributes to broadening the understanding of the entrepreneurial competences, helping on the creation, design, development and improvement of entrepreneurship educational initiatives, which are important to entrepreneurs' educators. The proposed framework contributes by providing relevant knowledge for the policy-makers' strategy formulation processes. As implications for the practice, the proposed framework can allow better assessment process for incubators and accelerators, besides more robust ventures considering learning trails based on meta-competences frameworks.

show abstract

“…Yet, HEIs should not become regional development agencies and it is important for them to generate activities that are internationally relevant, also to represent a gateway for the communities that hosts them. The ideal situation would be represented by place responsive HEIs in which there is a sustainable equilibrium between curiosity driven research and co-specialisation, which is managed by an entrepreneurial 1 Reader's guide 10  leadership and organisation capacity capable to facilitate the implementation of research (Atta-Owusu, Fitjar and Rodríguez-Pose, 2021 [5]).…”

Section: Figuresmentioning

confidence: 99%

“…In other words, HEIs are able to generate innovation and entrepreneurship activities that reflect the needs and opportunities in their communities and networks without replicating collaboration models in a spatially blind way. 2 The place-responsiveness of an HEI can help institutions tap into the needs of its surrounding ecosystem and contribute to regional obstacles (Atta-Owusu, Fitjar and Rodríguez-Pose, 2021 [5]). Placeresponsive HEIs are particularly important in non-metropolitan regions or less developed ones, in which HEIs generate linkages with local stakeholders and can offer support to coordinate narratives and policy interventions (OECD, 2023 [10]).…”

Section: The Place Responsive Heimentioning

confidence: 99%

The geography of higher education of Newfoundland and Labrador, Canada

2023

OECD SME and Entrepreneurship Papers

View full text Add to dashboard Cite

The OECD is a multi-disciplinary inter-governmental organisation with member countries which engages in its work an increasing number of non-members from all regions of the world. The Organisation's core mission today is to help governments work together towards a stronger, cleaner, fairer global economy. Through its network of specialised committees and working groups, the OECD provides a setting where governments compare policy experiences, seek answers to common problems, identify good practice, and co-ordinate domestic and international policies. More information available: www.oecd.org.

show abstract

Entrepreneurship as a competence

Cited by 6 publications

References 0 publications

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Consolidating core entrepreneurial competences: toward a meta-competence framework

The geography of higher education of Newfoundland and Labrador, Canada

Contact Info

Product

Resources

About