Evaluación Del Potencial Emprendedor en Escolares. Una Investigación Longitudinal

Abstract

RESUMENLa implantación curricular de la educación emprendedora en la escuela se ha ido produciendo paulatinamente. Algunos programas representan este interés por el fomento de la cultura emprendedora, como EME, EJE e ÍCARO. El éxito de esta educación depende de factores personales, además de ciertos factores externos, que conforman el potencial emprendedor de un sujeto. Nuestra investigación pretende describir el efecto en el potencial emprendedor de un proyecto compuesto por los tres programas mencionados, tratando de comprender los procesos implicados desde la perspectiva del profesorado participante. Realizamos un estudio de casos ex post-facto mediante una investigación descriptivo-longitudinal. El diseño es mixto y exploratorio, siendo el método primario el cualitativo, y secundario el cuantitativo. Los resultados de la técnica cuantitativa se emplean como input para potenciar la técnica cualitativa. Alumnos y profesores han sido seleccionados mediante muestreo intencional. Cuantitativamente, el instrumento utilizado ha sido el Test ATE; y, en la dimensión cualitativa, hemos empleado las entrevistas en profundidad. Para evaluar el efecto del proyecto, empleamos un análisis de la varianza mediante un diseño factorial 2 x 2 con medidas repetidas. Los datos recabados se analizaron mediante un ANOVA mixto a través del programa estadístico SPSS versión 2.0. Para tratar la información obtenida mediante las entrevistas, realizamos un análisis semiótico y narrativo. El efecto de los programas en el potencial emprendedor se ha mostrado PALABRAS CLAVEEducación emprendedora; formación empresarial; programa de formación; enseñanza obligatoria; formación de profesores. ABSTRACTThe curricular implementation of entrepreneurship education in schools has been occurring gradually. Some programs represent this interest in the promotion of entrepreneurial culture, such as EME, EJE and ÍCARO. The success of this education depends on personal factors, in addition to certain external factors, which make up the enterprise potential of a subject. Our research aims to describe the effect on the enterprise potential of a project consisting of the three programs mentioned, as well as to understand the processes involved from the perspective of the teachers taking part. We conducted a study of ex post-facto cases via longitudinal descriptive research. The design is mixed and exploratory, the primary method being qualitative and the secondary quantitative. The results of the quantitative technique are used as an input to enhance the qualitative technique. The students and teachers have been selected through purposive sampling. Quantitatively, the instrument used was the ATE Test; and in the qualitative dimension, we have used in-depth interviews. To evaluate the effect of the project, we used an analysis of variance via repeated measures of a 2 x 2 factorial design. The collected data were analyzed using a mixed ANOVA through the statistical program SPPS version 20. To process the information obtained from the interviews, we performed ...

Entrepreneurial Interest and Entrepreneurial Competence Among Spanish Youth: An Analysis with Artificial Neural Networks

“…This point was due to a certain degree of inefficiency in the design of the framework for competences implemented in the secondary level of education. As Bernal and Cárdenas [41] pointed out, a paper on reforming the framework of competences in the obligatory stages of education, which leads to the acquisition of entrepreneurial competence impacts and an increase in entrepreneurial interest, has yet to appear [42]. In this sense, entrepreneurial training generates a positive effect on levels of desire felt towards entrepreneurship [59,70] because it stimulates the development of entrepreneurial behavior, thereby increasing knowledge of business creation and management.…”

“…Specifically, we are referring to the entrepreneurial interest of youth students between 15 and 18 years of age. It is in the educational system where these students must acquire knowledge, attitudes, and skills related to entrepreneurial competences [41,42]. It is known that formative variables have been shown to be directly related to entrepreneurial intention and survival, and it is precisely during the obligatory secondary education stage when they are most developed [43][44][45].…”

Entrepreneurial Interest and Entrepreneurial Competence among Spanish Youth: An Analysis with Artificial Neural Networks

“…This point to a certain degree of inefficiency in the design of the framework for competences implemented in the secondary level of education. As Bernal and Cárdenas [35] pointed out, a paper on reforming the framework of competences in the obligatory stages of education has yet to appear, which leads to the acquisition of entrepreneurial competence impacts and an increase in entrepreneurial interest [36]. In this sense, entrepreneurial training generates a positive effect on levels of desire felt towards entrepreneurship [53,64] because it stimulates the development of entrepreneurial behavior, thereby increasing knowledge of business creation and management.…”

“…Specifically, we are referring to the entrepreneurial interest of youth students between 15 and 18 years of age. It is in the educational system where these students must acquire knowledge, attitudes, and skills related to entrepreneurial competences [35,36]. It is known that formative variables have been shown to be directly related to entrepreneurial intention and survival, and it is precisely during the Obligatory Secondary Education stage when they are most developed [37][38][39].…”

Análisis del concepto ‘emprendedor’ y su incorporación al ámbito educativo

“…En el ámbito educativo en buena parte de los países desarrollados y en vías de desarrollo, se promueve el desarrollo e inclusión del emprendimiento, bien como asignatura independiente o bien como competencia transversal, en todas las etapas educativas, desde la educación temprana a la educación superior (Volkmann, Wilson, Mariotti, Rabuzzi, Vyakarnam, y Sepulveda, 2009;Mwasalwiba, 2010;Draycott y Rae, 2011;Rosendahl, Sloof y Van Praag, 2014;Moberg, 2014;Eurydice, 2016). Su aplicación práctica es heterogénea y prevalece un enfoque socioeconómico que se identifica con la mejora de las capacidades productivas y el desarrollo de las habilidades para generar empresas (Heinonen y Poikkijoki, 2006;Habiby, Deirdre y Coyle, 2010;Bernal-Guerrero y Cárdenas, 2017).…”