Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu

Abstract

Entrepreneurship competence is one of the eight key competences for promoting lifelong learning, employability, and ensuring success in the knowledge society. The main objective of this study is to analyse to what extent entrepreneurship competence, as contemplated in the main European reference frameworks (EntreComp and EntreCompEdu), is incorporated into the competences that make up pre-service teachers training degrees offered by Spanish Jesuit universities. A content analysis of 631 competences was carried out by means of an expert judgement. The results of the study allow us to conclude, among others, that: with the exception of Assessment (EntreCompEdu), the remaining areas of both frameworks are covered by 30% of the competences proposed by the universities; none of the universities incorporate the competences Motivation and perseverance, Financial and economic literacy and Coping with uncertainty, ambiguity and risk of EntreComp, nor Checking and reporting on progress, Share feedback and Recognising progress and achievement of EntreCompEdu; the EntreComp competences Mobilising others, Planning and managing, and Working with others, and the EntreCompEdu Creating an empowering entrepreneurial learning environment are recognised the most; it is in the specific and general competences of the University of Deusto and Ramon LLull University that the above-mentioned competences are most frequently recognised. In conclusion, although there is still much to be done, entrepreneurship competence is included in initial teacher training at Jesuit universities in Spain.

Analysis of pre-service teachers’ knowledge about the entrepreneurial competence: a case study of a Spanish university

“…The aim of this study was to analyze the level of EC knowledge of prospective teachers who are taking or have recently taken the DPEUD. The analysis was based on two sub-competences of the EC, namely, entrepreneurial knowledge and understanding, and assessment, which, according to Arruti et al (2021) , are not included in the curricula of the degree in PE at the University of Deusto, Spain. Specifically, the aim was to examine the level of knowledge of both sub-competences as perceived by the participating pre-service teachers.…”

“…A literature review was conducted, followed by the designing of a questionnaire based on the EntreComp and EntreCompEdu frameworks ( Bacigalupo et al, 2016 ; McCallum et al, 2018 ; Grigg, 2020 ). The areas to be included in the questionnaire were selected at that stage, namely, entrepreneurial knowledge and understanding, and assessment ( Arruti et al, 2021 ). Subsequently, the questionnaire was validated according to the guidelines laid out by Ding and Hershberger (2002) .…”

“…Furthermore, several studies have shown that there is very little EC content in the curricula of PE degrees in Spain. The study carried out by Arruti et al (2021) analyzed 631 competences of these degrees at Jesuit universities in Spain and concluded that entrepreneurship was only within 30% of the competences. Cárdenas Gutiérrez and Azqueta Díaz de Alda (2022) noted that in this degree there was no specific subjects on entrepreneurship, it was only found in the specialized pathways with a clear business focus in the Master’s Degree for teachers.…”

7th Virtual International Conference on Education, Innovation and ICT

“…Su objetivo no es otro que el de dotar a las personas, entre ellas al profesorado de los distintos niveles educativos, de un amplio abanico de competencias clave que contribuyan al desarrollo personal, la inclusión social, la ciudadanía activa y el empleo. El presente estudio parte de la necesidad de formar al futuro profesorado emprendedor o teacherpreneur (Arruti et al, 2021). Su objetivo es elaborar un cuestionario que permita evaluar la autopercepción de la competencia emprendedora (subcompetencias conocimiento y conciencia emprendedora, y evaluación de EntreCompEdu) del futuro profesorado de educación primaria.…”

Identification of interdependent psychosocial variables in the entrepreneurial competence

“…In particular, the European Commission through the new Agenda of Skills for Europe (2016) and the Action Plan for Entrepreneurship 2020 propose working in common to improve human development, employability and competitivity, stimulating innovation and the entrepreneurial spirit, and setting education and training as the main actions, as well as reactivating the culture of entrepreneurship; main axis for Europe to go back to growth and to higher levels of employment: Europe needs more entrepreneurship through the development of skills that allow to face challenges, from approaches which facilitate reaching to specific groups (Arruti et al, 2021;Lopez-Nunez et al, 2022). The approach based on human rights is consistent with the achievement of such challenge.…”