¿es Posible Trabajar La Educación Emprendedora Universitaria en Contextos Poco Favorables Para Ello?

Abstract

La iniciativa emprendedora es necesaria para el desarrollo económico y social de la sociedad: crea riqueza, genera actividad, promueve la innovación y aporta oportunidades de felicidad, tanto para las personas emprendedoras, como para los puestos de trabajo que crea. Hay consenso sobre esto no sólo en la Academia, sino en los ámbitos de las administraciones públicas y en los agentes privados dedicados al Emprendimiento. Sin embargo, a veces se duda si el talento emprendedor puede y debe ser enseñado, o, simplemente, el talento emprendedor lo tienen, de nacimiento, algunas personas. Este trabajo analiza este tema y su contexto, ofreciendo respuestas y argumentos para la acción. Finalmente, aporta un modelo real de Educación Emprendedora Universitaria (EEU) en el nivel de Educación Superior. Se trata de un modelo integrador, que trata de recoger todo lo relativo a Educación Emprendedora seleccionando lo más acorde a las necesidades, y teniendo en cuenta que hay sobre el tema en cuestión y de lo que se puede y se debería hacer.

Determinant factors in entrepreneurial intention among Social Work degree students: the moderating effect of entrepreneurship education

“…Explained variance is above the minimum of 60% proposed by Hair et al (1987), and Cronbach alpha reliability values are in excess of the minimum value of 0.60 suggested by Peterson (1994) and Slater (1995). The results are consistent with the proposals set forth by Hernández-Mogollón et al (2018), following Brownell and Goldsmith (2006).…”

“…However, with regard to EE, the different studies carried out to date present contradictory results. This has triggered an interesting debate, which demands further research (Hern andez-Mogoll on et al, 2018). Authors such as Roxas (2014) argue that EE could have a moderating effect.…”

“…To identify ES and competences, Hernández-Mogollón et al (2018) take, as a reference, the distinctive competences identified by Brownell and Goldsmith (2006) that characterize effective global leaders: intercultural skills (cultural sensitivity, cultural intelligence, global mindset), social skills (emotional intelligence, empathy, self-control), responsibility (flexibility, agility, opportunistic outlook), creativity/initiative (disruptive thinking, innovativeness, synergic orientation), self-knowledge (efficacy, self-reflection), positive thinking (vision, passion, optimism), responsiveness (flexibility, agility, opportunistic outlook) and decisiveness (analytical skills, intuition, decisiveness). This proposal is consistent with the Big 5 model (i.e.…”

“…The vital role played by entrepreneurship in economic and social development and the creation of wealth is seldom contested among public administrators, academics and society more broadly (Hernández-Mogollón et al , 2018; Hytti et al , 2018). The creation of new enterprises is often put forward as a possible solution to unemployment (Vodă and Florea, 2019), as well as an important economic stimulus at a regional level (Bosma and Kelley, 2019).…”

“…Authors are divided into two groups: those who claim that this education has a positive effect on EI and those who argue that the impact is either negative or nonexistent. These positions have triggered an interesting debate about whether entrepreneurial talent can be taught or is an innate trait that only some people possess (Hernández-Mogollón et al , 2018). In this case also, most of the studies targeted at university education focus on engineering studies (Mat et al , 2015; Barba-Sánchez and Atienza-Sahuquillo, 2018), business studies (Liñán et al , 2011; Roxas, 2014) or both (Maresch et al , 2016; Yıldırım et al , 2016; among others), while in degrees such as Social Work, this type of research is much rarer, although interest is growing (Nandan et al , 2015).…”