Education Tools for Entrepreneurship (eBook)

Foreword 6
Contents 8
Chapter 1: Classroom Experiments: A Useful Tool for Learning about Economic and Entrepreneurial Decisions 10
1.1 Introduction 10
1.2 Classroom Experiments to Study Economics and Entrepreneurial Decisions 12
1.2.1 Antecedents in the Economics and Entrepreneurial Field 12
1.2.2 A Useful Teaching Tool to Stimulate Students’ Learning 13
1.3 Design/Implementation of a Classroom Experiment on Investment Decisions 15
1.3.1 Experimental Overview 15
1.3.2 Experimental Design: Instructions 15
1.3.3 Identification of Optimal Decisions 17
1.3.4 Experiment Implementation: Sample and Data 19
1.3.5 Descriptive Analysis of the Experimental Results 20
1.4 Discussion and Conclusions 21
References 22
Chapter 2: An Experience in Teaching Innovation Based on Collaborative Learning and the Aronson Jigsaw Technique 24
2.1 Introduction 24
2.2 Collaborative Learning 26
2.3 The Aronson Jigsaw Technique 27
2.4 Application of the Aronson Jigsaw Technique to an Undergraduate Subject 29
2.5 Assessment and Sharing Information 30
2.5.1 Assessment Phase 1: The One Minute Question 31
2.5.2 Assessment Phase 2: Presentation of the Experts 32
2.6 Results of the Experience 32
2.6.1 Group Work and Commitment to Learning 32
2.6.2 Results of the Assessment 33
2.7 Conclusions 34
References 35
Chapter 3: Learning by Teaching and Assessing: A Teaching Experience 37
3.1 Introduction 37
3.2 Teaching Methods 38
3.2.1 Case Study Method 38
3.2.2 Learning by Teaching and Assessing 39
3.2.2.1 Assessment Phase 40
Assessment Test 41
3.3 Research Method 41
3.4 Results 43
3.4.1 Qualitative Results 43
3.5 Conclusions 45
References 46
Chapter 4: DINNO®: An Innovative Technological Tool for Empowerment in Assessment 47
4.1 Introduction 47
4.2 DINNO® Design Tool for Innovations in Assessment 49
4.3 Objectives 54
4.4 Methodology 54
4.4.1 DINNO® in the EVAPES-DevalSimWeb Training Programme 54
4.4.2 Research Sample 55
4.4.3 Instrument 56
4.4.4 Data Analysis 56
4.5 Results 57
4.5.1 Value Differences 57
4.5.2 The Usefulness and Benefits of Using DINNO® 57
4.5.2.1 Interface Design 57
4.5.2.2 Individual Usefulness for Assessment Practice 58
4.5.2.3 Help with Reflection and Planning 59
4.5.2.4 Professional Development 59
4.6 Conclusion 60
References 61
Chapter 5: Towards Sustainable Assessment: ICT as a Facilitator of Self- and Peer Assessment 63
5.1 Introduction 63
5.2 Sustainable Assessment and Student Participation 65
5.3 Technologies for Assessment 65
5.4 Methodology 67
5.5 Participants 67
5.5.1 Supervision 68
5.5.1.1 The Assessment Tasks 68
5.5.1.2 Assessment Tools 69
5.5.2 Instrument 69
5.5.3 Data Analysis 70
5.6 Results 70
5.6.1 Skills Development 70
5.6.1.1 Usefulness and Benefit 71
5.6.2 Reliability and Confidence in Self-Assessment and Peer Assessment 72
5.6.3 Technology as a Facilitator 73
5.7 Discussion Points 74
5.8 Conclusions 75
References 76
Chapter 6: Entrepreneurship Education: A Tool for Development of Technological Innovation 80
6.1 Introduction 81
6.2 Objectives 82
6.3 Methodology 82
6.4 Theoretical Framework 83
6.4.1 The Meaning of Entrepreneurship 83
6.4.2 What Does It Mean to Be an Entrepreneur? 84
6.4.3 Incubators of Technology-Based Companies 85
6.4.4 Technological Innovation 86
6.4.5 Technological Innovation Act 86
6.4.6 The Brazilian Case 87
6.5 Data Presentation and Analysis 88
6.6 Conclusions 92
References 93
Chapter 7: Teaching Entrepreneurship: A Comparison Between Virtual and Classroom Teaching Contexts 94
7.1 Introduction 94
7.2 The Entrepreneurial Team and Group Work Competencies 95
7.3 The Subject of Entrepreneurship: A Background in Current Content and Non-presential Training 97
7.4 Articulation of the Teaching and Learning Process through a Business Plan: The Milestones and Group Dynamics of Virtual and Classroom Environments 99
7.5 Collaborative Work in Different Learning Environments: Virtual vs. Classroom 100
7.6 Conclusions 103
References 105
Chapter 8: Enhancement of Entrepreneurship in Colombian Universities: Competence Approach Plus Personalized Advice (CAPPA) Model 107
8.1 Introduction 108
8.2 Theoretical Background 108
8.2.1 Entrepreneurship, Innovation and Entrepreneur Concepts 108
8.2.2 Overall Situation in Colombia 109
8.2.3 Role of Higher Education Institutions in Colombia to Enhance Entrepreneurship 110
8.3 Methodology 111
8.3.1 Analysis of the Current Situation to Promote Entrepreneurship within Universities 111
8.3.2 Proposal of a New Model to Maximize Entrepreneurship within Universities’ Students 113
8.4 Conclusions and Future Research 116
References 117
Chapter 9: Game Driven Education in Finance Through On-line Trading Tools 119
9.1 Introduction 119
9.2 Activity Description 122
9.3 Hypothesis and Methodology 125
9.4 Results 127
9.5 Discussion, Conclusion and Implications 130
References 130
Chapter 10: Educating for Entrepreneurship: Application to the Business Services Marketing Subject 131
10.1 Introduction 131
10.2 Conceptual Framework 132
10.3 Application to the Subject 135
10.3.1 Activity 1: Introducing Students 136
10.3.2 Activity 2: Devising a Business 136
10.3.3 Activity 3: The Aronson Puzzle 137
10.3.4 Activity 3: LEGO© Serious Play© 137
10.3.5 Drawing up a Marketing Plan 138
10.4 Results 138
10.5 Conclusions 139
References 140
Chapter 11: Work and Study Habits in the Interconnected Age: What It Means for Businesses of the Future 141
11.1 Introduction 141
11.2 Adaptation and Technology 142
11.3 Capacity Constraints in Information Processing 143
11.4 Self-regulated Learning 144
11.5 Research Questions 145
11.6 Methodology 146
11.7 Results 147
11.7.1 Self-predicted Results 149
11.7.2 Regression Analysis 150
11.8 Discussion 151
11.8.1 Limitations 154
References 154
Chapter 12: Experiential Activities: A Tool to Increase Entrepreneurial Skills 158
12.1 Introduction 158
12.2 Theoretical Background 160
12.3 Methodology 163
12.3.1 Questionnaires 163
12.3.2 Sample 163
12.4 Results 164
12.5 Conclusions 168
References 169
Chapter 13: Fostering Entrepreneurship in Higher Education, by Problem-Based Learning 172
13.1 Introduction 172
13.2 Competency-Based Learning and Collaborative Learning 174
13.3 Information Technology and Communication (ICT) Collaborative 176
13.4 Problem-Based Learning 177
13.5 Case Study 179
13.6 Results and Student Satisfaction 183
13.7 Conclusions 184
References 186
Chapter 14: Best University Practices and Tools in Entrepreneurship 188
14.1 Introduction 189
14.2 The Concept of Entrepreneurial University 189
14.3 University Entrepreneurship in the Teaching, Research and Knowledge Transfer Framework 191
14.4 Case Study: The International Experience 192
14.4.1 Harvard University 193
14.4.2 Stanford University 194
14.4.3 Babson College 195
14.4.4 University of Cambridge 195
14.5 Case Study: The Experience in Spain 196
14.5.1 Autonomous University of Madrid 196
14.5.2 Polytechnic University of Catalonia 197
14.5.3 Polytechnic University of Madrid 198
14.5.4 Polytechnic University of Valencia 199
14.5.5 University of Extremadura 199
14.5.6 University of Vigo 200
14.6 Recommendations 201
14.7 Conclusions 202
References 202
Chapter 15: Innovation in Entrepreneurship Education: Developing Competitive Advantages for MBA Students 204
15.1 Introduction 204
15.2 Entrepreneurship Programs in Higher Education 205
15.3 Entrepreneurial Education Framework 206
15.3.1 The Entrepreneurship Life Cycle 206
15.3.2 The Entrepreneurship Process 207
15.3.3 Entrepreneurial Competencies 208
15.4 CETYS MBA Entrepreneurship Concentration Program 209
15.4.1 MBA Program at CETYS 210
15.4.1.1 Non-credit Introductory Courses 210
15.4.1.2 Fundamental Courses 211
15.4.1.3 Business Fundamental Courses 212
15.4.1.4 Concentration Courses 212
15.4.1.5 Elective Courses 212
15.4.1.6 Integration Courses 212
15.4.2 CETYS MBACE Curricula Structure 213
15.5 Entrepreneurship for MBAs 214
References 215
Chapter 16: Resources and Tools of the Firm: Competencies and Entrepreneurship 217
16.1 Introduction 217
16.2 Resources, Competencies, and Entrepreneurship 218
16.3 Competencies in the RBV Vs. Competencies Linked to Professional Activities 219
16.4 Generic or Transversal Competencies 220
16.5 Empirical Analysis of Competencies in Four Job Groups 222
16.6 Conclusions 225
References 226
Chapter 17: Entrepreneurship in Higher Education as a Horizontal Competence 227
17.1 Introduction 228
17.2 Entrepreneurship: Conceptual Approaches 228
17.2.1 Entrepreneurship: Contemporary Approaches 229
17.2.2 Differences between Business Entrepreneurs and Social Entrepreneurs 232
17.2.3 Social Entrepreneurship in Higher Education 234
17.3 Methodology 235
17.3.1 Text Mining 236
17.3.2 Curricular Units 237
17.3.3 Analysis 239
17.3.3.1 Terms Used in Curricular Units Characterization 240
17.3.3.2 Analysis of Entrepreneurship as Horizontal Competences 242
17.4 Conclusions 243
References 244
Index 246