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Education Tools for Entrepreneurship - Creating an Action-Learning Environment through Educational Learning Tools
Marta Peris-Ortiz, Jaime Alonso Gómez, Francisco Vélez-Torres, Carlos Rueda-Armengot
Verlag Springer-Verlag, 2015
ISBN 9783319246574 , 250 Seiten
Format PDF, OL
Kopierschutz Wasserzeichen
Geräte
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
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