May Portuguez Castro
ABSTRACT
It is indisputable that society is facing a time of great change and uncertainty toward the future. The situation around the world due to contingency has generated disruptions in all fields, and education is no exception. The digital transformation of educational institutions has increased vertiginously at all levels of instruction. The current reality leads organizations to worry about finding a way to train people with relevant skills that allow them to deal with the challenges that lie ahead. So, universities play an important role in the development of competencies that equip their graduates not only to enter the labor market but also to generate new employment options through entrepreneurship that contributes to the solution of major global problems. The purpose of this document is to present a doctoral thesis project that contributes to educational innovation based on technologies that identify entrepreneurial skills in university students. This study followed a design-based research methodology in which different quantitative and qualitative instruments were applied to collect data supportive of the objectives that had been set. It was found that this project contributes by analyzing the students' profiles to identify and understand better their entrepreneurial skills and interests and strengthening them transversally throughout their careers through connection with the university entrepreneurial ecosystem. The results show it is possible to develop an e-learning educational model that can be scaled to other contexts and contribute to the development of an entrepreneurial spirit, a competency that is difficult for students to achieve.
- Lorena Alemán de la Garza, Marcela Georgina Gómez-Zermeño, Yoko Mochizuki, 2019. Rethinking pedagogy. Exploring the Potential of Digital Technology in Achieving Quality Education. New Delhi: UNESCO MGIEP.Google Scholar
- Manuel Baltodano and Marcela Georgina Gómez Zermeño. 2017. Pedagogical, curricular, and didactic elements involved in the creation of an e-learning environment: the case of a Costa Rican university. Turkish Online Journal of Distance Education, 18, 4, 104-118. https://doi.org/10.17718/tojde.340396Google ScholarCross Ref
- María Soledad Ramírez-Montoya and Francisco José García-Peñalvo. 2018. Co-creation and open innovation: Systematic literature review. Comunicar,26, 54, 9-18. DOI:10.3916/C54-2018-01.Google ScholarCross Ref
- European Commission (2020). Commission presents European Skills Agenda for sustainable competitiveness, social fairness, and resilience. Retrieved from https://ec.europa.eu/commission/presscorner/detail/en/ip_20_1196Google Scholar
- Valeria Cantú González, Leonardo Glasserman Morales and María Soledad Ramírez Montoya. 2019. Comportamiento métrico sobre evaluación de la educación en emprendimiento. Investigación bibliotecológica: archivonomía, bibliotecología e información, 33, 79, 99-117. doi: http://dx.doi.org/10.22201/iibi.24488321xe.2019.79.57902Google Scholar
- May 1 Castro, and Marcela Gómez Zermeño. 2019. Innovación educativa para el fortalecimiento del talento emprendedor: oportunidades para la educación superior. In XV Congreso Nacional de Investigación Educativa, November 15-18, 2019. Acapulco, Guerrero. http://www.comie.org.mx/congreso/memoriaelectronica/v15/doc/0371.pdfGoogle Scholar
- Salvador Alva Gómez. 2018. Prólogo. In M. Sánchez Mendiola & J. Escamilla de los Santos (Coord.), Perspectivas de la Innovación Educativa en universidades de México: Experiencias y reflexiones de la RIED 360 (pp-113-137). México: Imagia Comunicación.Google Scholar
- May Portuguez Castro and Gómez Zermeño. 2020. Mentoría en educación emprendedora: sistematización de una experiencia educativa en educación superior. Revista Formación Universitaria, 13, 6.Google Scholar
- Tecnológico de Monterrey. 2018. Modelo Educativo Tec 21. Retrieved from http://modelotec21.tec.mx/files/folletomodelotec21.pdfGoogle Scholar
- Tecnológico de Monterrey. 2019. Plan 2030. Retrieved from https://plan2030.tec.mx/Google Scholar
- Francisco José García-Peñalvo. 2020. Modelo de referencia para la enseñanza no presencial en universidades presenciales. Campus Virtuales, 9, 1, 41-56.Google Scholar
- Lorena Alemán de la Garza, Marcela Georgina Gómez-Zermeño, María E. Parada and Paola Sainz. 2011. Estrategias extracurriculares para la enseñanza de la innovación. Nuevas formas de enseñar la innovación. Retrieved from https://alfakickstart.files.wordpress.com/2011/04/itesm-p-upsa-vf-estrategias-extracurriculares-para-la-ensec3b1anza-de-la-innovacic3b3n.pdfGoogle Scholar
- Enrique Rubio-Royo, Susan Cranfield Mckay, José Carlos Nelson-Santana, Ramiro N. Delgado Rodríguez, and Antonio. A. Occon-Carreras. 2018. Web knowledge turbine as a proposal for personal and professional self-organisation in complex times. Journal of Information Technology Research, 11, 1, 70-90. DOI:10.4018/JITR.2018010105.Google ScholarDigital Library
- May Portuguez Castro, and Marcela Georgina Gómez Zermeño. 2020. Being an entrepreneur post-COVID-19-Resilience in times of crisis: a systematic literature review. Journal of Entrepreneurship in Emerging Economies, in press.Google Scholar
- José Antonio Yañez Figueroa, María Soledad Ramírez Montoya, and Francisco García Peñalvo. 2017. Vinculación universidad-sociedad para la innovación educativa: los casos de laboratorios ciudadanos. En M.S. Ramírez Montoya & J.R. Valenzuela González (Eds.), Innovación educativa: Investigación, formación, vinculación y visibilidad (pp- 201-225). Madrid: Síntesis.Google Scholar
- Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce, and Francisco García-Peñalvo. 2015. Epistemological and ontological spirals: From individual experience in educational innovation to the organisational knowledge in the university sector. Program: Electronic library and information systems, 49, 3, 266-288. DOI:10.1108/PROG-06-2014-0033.Google Scholar
- Mitsuko Maena, and Yumiko Ono. 2019. Diffusion of lesson study as an educational innovation. International Journal of Comparative Education and Development, 21, 1, 46-60 https:// doi.org/10.1108/IJCED-10-2018-0044Google ScholarCross Ref
- Adriana Valencia Álvarez, and Jaime Valenzuela González. 2017. Innovación disruptiva, innovación sistemática y procesos de mejora continua… ¿implican distintas competencias por desarrollar? En M.S. Ramírez Montoya & J.R. Valenzuela González (Eds.), Innovación educativa: Investigación, formación, vinculación y visibilidad (pp.71-82). Madrid: Síntesis.Google Scholar
- Raina Khatri, Charles Henderson, Renée Cole, Jeffrey E. Froyd, Debra Friedrichsen, and Courtney Stanford. 2016. Designing for sustained adoption: A model of developing educational innovations for successful propagation. Physical Review Physics Education Research, 12, 1, 1-22. https://doi.org/10.1103/PhysRevPhysEducRes.12.010112Google ScholarCross Ref
- Sergio Reyes Angona, and Ingrid Hernández Muñoz. 2017. Comunicar la innovación: destinatarios, contenidos y propósitos. En M.S. Ramírez Montoya & J.R. Valenzuela González (Eds.), Innovación educativa: Investigación, formación, vinculación y visibilidad (pp-229-245). Madrid: Síntesis.Google Scholar
- Julio Cabero Almenara, and Julio Ruiz Palmero (2017). Las tecnologías de la información y la comunicación para la inclusión: reformulando la brecha digital International Journal of Educational Research and Innovation (IJERI), 9, 16-30. https://doi.org/10.35362/rie6021323Google Scholar
- Marcela Georgina Gómez-Zermeño, Lorena Alemán de la Garza, May Portuguez Castro, and Manuel Medina Labrador, M. 2019. Revisión sistemática de literatura: Desarrollo y uso de tecnologías en la educación. En M.S. Ramírez Montoya & J.R. Valenzuela González, (Eds.), Innovación educativa: investigación y tendencias (pp. 197-222). Barcelona: Editorial Octaedro.Google Scholar
- Esteban Vázquez-Cano, Eloy López Meneses, and Alicia Jaén Martínez. 2017. The group e-portfolio to improve teaching learning process at university. Journal of e-Learning and Knowledge Society, 13, 2, 65-76. DOI: 10.20368/1971-8829/1221. DOI: 10.20368/1971-8829/1221Google Scholar
- Esteban Vázquez-Cano, Eloy López Meneses, Esther Fernández Márquez, and Cristóbal Ballesteros Regaña. 2018. Los nuevos entornos virtuales de aprendizaje permanente (MOOC) y sus posibilidades educativas en ámbitos sociales y educativos. Píxel-Bit. Revista de Medios y Educación,53, 179-192. https://doi.org/10.12795/pixelbit.2018.i53.12Google Scholar
- Ángel Fidalgo Blanco, María Luisa Sein-Echaluce, and Francisco José García Peñalvo. 2017. Aprendizaje Basado en Retos en una asignatura académica universitaria. Revista Iberoamericana de Informática Educativa, 25, 1–8. https://doi.org/10.26754/cinaic.2019.0121Google Scholar
- Johan Malmqvist, Kamilla Radberg, and Ulrika Lundqvist. 2015. Comparative analysis of challenge-based learning experiences. In 11th International CDIO Conference, Chengdu, Sichuan, China.Google Scholar
- May Portuguez Castro, and Marcela Georgina Gómez Zermeño. 2020. Challenge Based Learning: Innovative Pedagogy for Sustainability through e-learning in Higher Education. Sustainability, 12, 10, 1-15. https://doi.org/10.3390/su12104063Google Scholar
- Kamilla Radberg, Urika Lundqvist, Johan Malmqvist, and Oskar Svensson. 2020. From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact? European Journal of Engineering Education, 45, 1, 22-37. DOI: 10.1080/03043797.2018.1441265Google ScholarCross Ref
- John Huss, Orly Sela, and Shannon Eastep. 2015. A case study of online instructors and their quest for greater interactivity in their courses: Overcoming the distance in distance education. Australian Journal of Teacher Education,40, 4, 72–86. https://doi.org/10.14221/ajte.2015v40n4.5Google ScholarCross Ref
- Shirley Cherry, and Bethany Flora. 2017. Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88, 3, 249–262. https://pubmed.ncbi.nlm.nih.gov/28298576/Google Scholar
- Laura Racovita-Szilagyi, Domingo Carbonero Muñoz, and Mioara Diaconu. 2018. Challenges and opportunities to eLearning in social work education: perspectives from Spain and the United States. European Journal of Social Work, 21, 6, 836-849. https://doi.org/10.1080/13691457.2018.1461066Google ScholarCross Ref
- Mauro Marino-Jiménez. 2016. Diseño e-learning: siete componentes indispensables para una asignatura de Comunicación en el contexto universitario. Revista Q, 10, 20, 24-51. https://doi.org/10.18566/revistaq.v10n20.a02Google ScholarCross Ref
- Francisco José García-Peñalvo, and Antonio Seoane Pardo. 2015. Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society, 16, 1, 119-144. https://doi.org/10.14201/eks2015161119144Google ScholarCross Ref
- Dahlan Nariman. 2021. Impact of the Interactive e-learning Instructions on the Effectiveness of a Programming Course. In: Barolli L., Poniszewska-Maranda A., Enokido T. (eds) Complex, Intelligent, and Software Intensive Systems. CISIS 2020. Advances in Intelligent Systems and Computing,vol 1194. Springer, Cham.Google Scholar
- Dwi Sulisworo, Ishafit Ishafit, and Kartika Fardausy. 2016. The development of a mobile learning application using Jigsaw technique. International Journal of Interactive Mobile Technologies, 10, 3, 11-16. https://doi.org/10.3991/ijim.v10i3.5268Google ScholarCross Ref
- Abel García-González, María Soledad Ramírez-Montoya, Luis Miguel Romero-Rodríguez, and José María Romero-Rodríguez. 2020. Validation of instruments to measure social entrepreneurship competence. The OpenSocialLab project. IEEE EDUCON 2020. Porto, Portugal. http://hdl.handle.net/11285/636121Google Scholar
- Martha de Jesús Beltrán Hernández de Galindo, María Soledad Ramírez-Montoya. 2019. Innovation in the instructional design of Open Mass Courses (MOOCs) to develop entrepreneurship competencies in energy sustainability. Education in the Knowledge Society,20, 5-15. DOI:10.14201/eks2019_20_a5.Google Scholar
- Don Scott-Kemmis. 2017. The role of VET in the entrepreneurial ecosystem.Adelaide: NCVER.Google Scholar
- Gustav Hägg, and Agniezka Kurczewska. 2018. Connecting the dots: A discussion on key concepts in contemporary entrepreneurship education. Education + Training, 58, 7/8, 700-714. https://doi.org/10.1108/ET-12-2015-0115Google Scholar
- Sk. Mahmudul Hasan, Eijaz Ahmed Khan, and Noor Un Nab. 2017. Entrepreneurial education at the university level and entrepreneurship development. Education + Training, 59, 7/8, 888-906. https://doi.org/10.1108/ET-01-2016-0020Google Scholar
- Martin Lackéus, Mats Lundqvist, Karen Williams, K, and Johan Inden. 2020. The entrepreneurial employee in the public and private sectors. What, why, how. Luxemburgo: European Commission.Google Scholar
- Robi Bell, and Heather, H. 2016. An enterprise opportunity for entrepreneurial students: Student enterprise development and experience assessed through the student voice, Education + Training, 58, 7/8,751-765. https://doi.org/10.1108/et-12-2014-0150Google Scholar
- David Kolb, 1984. Experiential learning, experience as the source of learning and development. New Jersey: Prentice-Hall.Google Scholar
- Rafael Alcaráz-Rodríguez, Mario Álvarez, and Marcia Villasana. 2014. Developing entrepreneurial competences in students in the life sciences: the Lifetech Ad-Venture program. On the Horizon, 22, 3, 182-191. https://doi.org/10.1108/oth-11-2013-0053Google ScholarCross Ref
- Flavio Ferreira, and Camila Sierra Pinheiro. 2018. Circular Business Plan: entrepreneurship teaching instrument and development of the entrepreneurial profile. Gestao & Producao, 25,4, 854-865.Google ScholarCross Ref
- Giustina Secundo, Pasquale Del Vecchio, Giovanni Schiuma, and Guiseppina Passiante, 2017. Activating entrepreneurial learning processes for transforming university students' ideas into entrepreneurial practices. International Journal of Entrepreneurial Behavior & Research, 23, 3, 465-485. https://doi.org/10.1108/ijebr-12-2015-0315Google ScholarCross Ref
- Martin Lackéus. 2015. Entrepreneurship in education: What, why, when, how.Paris: OECD Publishing.Google Scholar
- Harold Tinoco-Giraldo, Eva María Torrecilla Sánchez, Francisco José García-Peñalvo. 2020. E-mentoring in higher education: a structured literature review and implications for future research. Sustainability, 12,4344. https://doi.org/10.3390/su12114344Google ScholarCross Ref
- Francisco Liñán, Francisco Santos, and Jose Fernández. 2011. The influence of perceptions on potential entrepreneurs. International Entrepreneurship and Management Journal, 7,373.Google ScholarCross Ref
- Olawale Fatoki. 2014. An examination of the teaching methods for entrepreneurship at a South African university. Mediterranean Journal of Social Sciences, 5, 23, 512-518. https://doi.org/10.5901/mjss.2014.v5n23p512Google Scholar
- Antonio Padilla-Meléndez, Manuel Fernández-Gámez, M., and Jesús Molina-Gómez, J. 2014. Feeling the risks: effects of the development of emotional competences with outdoor Training on the entrepreneurial intent of university students. International Entrepreneurship and Management Journal, 10, 4, 1-24. DOI10.1007/s11365-014-0310-yGoogle ScholarCross Ref
- Marian Buil, Juan Pedro Aznar, Jorge Galiana, and Alba Rocafort-Marco. 2016. An explanatory study of MBA students with regards to sustainability and ethics commitment. Sustainability, 8,1-13. https://doi.org/10.3390/su8030280Google ScholarCross Ref
- Antonaci, A., Dagnino, F., Ott, M., Bellotti, F., Berta R., De Gloria, A., Lavagnino, E., Romero M., Usart, M. & Mayer, M. 2016. Gamified collaborative course in entrepreneurship: Focus on objectives and tools. Computers in Human Behavior, 51, 1276-1283.Google Scholar
- Vaiva Zuzeviciute, Birute Praneviciene, Zaneta Simanaviciene, and Violeta Vasiliauskiene. 2017. Competence for sustainability: prevention of dis-balance in higher education: the case of cooperation while educating future law enforcement officers. Montenegrin Journal of Economics, 13, 4, 121-130. https://doi.org/10.14254/1800-5845/2017.13-4.10Google ScholarCross Ref
- Eli Gimmon. 2014. Mentoring as practical training in higher education of entrepreneurship. Education + Training, 56, 8/9, 814-825. https://doi.org/10.1108/et-02-2014-0006Google Scholar
- Sarah Robinson, Helle Neergaard, Lene Tanggaard, and Norris Krueger. 2016. New horizons in entrepreneurship education: from teacher-led to student-centered learning. Education + Training, 58, 7/8, 661-683. https://doi.org/10.1108/ET-03-2016-0048Google Scholar
- Ünal Çakiroğlu, and Seyfullah Gökoğlu, S. 2019. Development of fire safety behavioral skills via virtual reality. Computers & Education, 133, 56-68. https://doi.org/10.1016/j.compedu.2019.01.014Google ScholarDigital Library
- Tina Štemberger, and Majda Cencič. 2016. Design-based research: the way of developing and implementing. World Journal on Educational Technology: Current Issues, 8,3, 180-189. https://doi.org/10.18844/wjet.v8i3.621Google ScholarCross Ref
- Leo Paul Dana, and Teresa Dana. 2005. Expanding the scope of methodologies used in entrepreneurship research. International Journal of Entrepreneurship and Small Business, 2, 1, 79–88. https://doi.org/10.1504/ijesb.2005.006071Google ScholarCross Ref
- Janice Herrington, Susan McKenney, Thomas Reeves, and Ron Oliver. 2007. Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia 2007: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4089-4097). Chesapeake, VA: AACE.Google Scholar
- Nathalie Duval-Couetil, Teri Reed Roads, and Shiva Haghighi. 2010. Development of an assessment instrument to examine outcomes of entrepreneurship education on engineering students. In IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2010.5673411Google ScholarCross Ref
- Nathalie Duval-Couetil, Angela Shartrand, Teri Reed. 2016. The role of entrepreneurship program models and experiential activities on engineering student outcomes. Advances in Engineering Education, 5, 1, 1-27.Google Scholar
- Lorena Alemán de la Garza. 2016. Modelo de indicadores de calidad para cursos en línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.Ph.D. Dissertation, Universidad Oberta de Cataluña, Nuevo León, México.Google Scholar
- Claudia López Cruz, and Yolanda Heredia Escorza, Y. 2017. Escala i: Marco de referencia para la evaluación de proyectos de innovación educativa. Monterrey: Tecnológico de Monterrey.Google Scholar
- May Portuguez Castro, Carlos Ross Scheede, and Marcela Georgina Gómez Zermeño. 2020. Entrepreneur profile and entrepreneurship skills: Expert's analysis in the Mexican entrepreneurial ecosystem, In 2020 International Conference on Technology and Entrepreneurship - Virtual (ICTE-V), San Jose, CA, USA. doi: 10.1109/ICTE-V50708.2020.9114372.Google ScholarCross Ref
- Robert Yin. 2007. Case study research. Design and Methods. California: Sage Publications.Google Scholar
- Julio Cabero Almenara and María del Carmen Llorente Cejudo. 2013. La aplicación del juicio de experto como técnica de evaluación de las Tecnologías de Información y Comunicación (TIC). Revista de Tecnología de Información y Comunicación en Educación, 7, 2, 11-22.Google Scholar
- José Ignacio Ruiz. 2003. Metodología de la investigación cualitativa.Bilbao: Universidad de Deusto.Google Scholar
- John Creswell, and Cheryl Poth. 2018. Quality inquiry & research design. Choosing among five approaches.New York: SAGE Publications, Inc.Google Scholar
- Robert Johnson, and Patricia Kuby. 2012. Estadística Elemental. México: Cengage.Google Scholar
- May Portuguez Castro, and Marcela Georgina Gómez Zermeño. 2020. TEC-PRENEUR: Curso-Taller en línea para fortalecer las habilidades de emprendimiento en educación superior. In 7mo Congreso Internacional de Innovación Educativa, Tecnológico de Monterrey, Monterrey, N.L.Google Scholar
- May Portuguez Castro, 2020. Educational E-Learning Model for Identifying Entrepreneurial Skills in University Students within an Entrepreneurial Ecosystem. Ph.D. Dissertation. Tecnológico de Monterrey, Monterrey, N.L.Google Scholar
- May Portuguez Castro, and Marcela Georgina Gómez Zermeño. 2019. Desarrollo del talento joven emprendedor para la innovación y la generación de empleo. Monterrey: Publicación Anual 2019 de la Red de Conocimiento del Consejo Nuevo León.Retrieved from https://red.conl.mx/publicacion_2019.pdfGoogle Scholar
- Educational Innovation Supported by ICT to Identify Entrepreneurial Skills in Students in Higher Education
Recommendations
Training in Entrepreneurship Competences, Challenges for Educational Institutions: Systematic Literature Review
TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing MulticulturalityEducational institutions have a preponderant role in the formation of human capital with entrepreneurial skills and have the possibility to boost a generation of entrepreneurs with the ability to generate actions to achieve objectives for sustainable ...
Mentoring in Educational Innovation: Systematization in the Experience of Teachers’ Educational Experimentation and Research
Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing MulticulturalityAbstractThis paper aims to analyze the mentoring process carried out during the development of 70 educational innovation projects from Tecnológico de Monterrey, Mexico, financed by the Novus fund. This fund grants financial resources to professors of the ...
Educational innovation
TEEM '15: Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing MulticulturalityAn effective way to understand, improve and apply educational innovation is through the analysis of good practices. Sharing the acquired knowledge in the development and application of good practices helps teachers to implement educational innovation. ...
Comments