Las competencias de emprendimiento social, COEMSaproximación a través de programas de formación universitaria en Iberoamérica

  1. Sáenz Bilbao, Nerea 1
  2. López Vélez, Ana Luisa 1
  1. 1 Facultad de Psicología y Educación. Universidad de Deusto.
Aldizkaria:
REVESCO: revista de estudios cooperativos

ISSN: 1135-6618

Argitalpen urtea: 2015

Zenbakia: 119

Orrialdeak: 159-182

Mota: Artikulua

DOI: 10.5209/REV_REVE.2015.N119.49066 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: REVESCO: revista de estudios cooperativos

Garapen Iraunkorreko Helburuak

Laburpena

In the last decades, social entrepreneurship is rapidly gaining importance worldwide and many universities have made great efforts to include entrepreneurship education as part of their mission. Thus, higher education institutions are increasingly assuming responsibility towards society, and within its entrepreneurial process, as well as developing an “entrepreneurship culture”. However, a social entrepreneurship education common framework is needed, as well as an agreement on the competences to promote in order to develop social entrepreneurs.This article aims to contribute to the reflection upon the competences needed by reviewing and analysing the literature. In addition, the proposal arisen through the literature review is put under consideration while addressing the competences developed by actual university training programs on the topic. Thus, the theoretical analysis is contrasted with the results obtained by a piece of research about university education programs on social entrepreneurship.This study is part of a broader research project, called University Social Innovation and Responsibility Model, an Alfa-Tuning Latin American Project 2011-2013, funded by the European Commission. As part of this study, an analysis was carried out on the kind of competences addressed by the educational programs under research. For this purpose, seven training programs from universities in Latin America and Spain were selected and a documentary analysis of each program was carried out.As a result of the literature review and the documentary analysis of the programs, a classification of social entrepreneurship competences, COEMS, was defined, this is described in this article. The classification consists of four blocks of competences aiming to develop students’ capacities globally. As an example of the development of each block of competences, a particular education program described, due to the significance work achieved in relation to those competences. The block of philosophical and ethical competences, COEMS 4, must be particularly underlined, because it is considered fundamental in order to promote learners’ social commitment, an essential characteristic of the future social entrepreneurs’ identity.

Erreferentzia bibliografikoak

  • ARIAS, C.M. Y CASTILLO, E. (2011) La educación para el emprendimiento y empresarismo virtual: potencialidades. Revista Virtual Universidad Católica Del Norte [en línea], (Febrero-Mayo). Disponible en: http://estudiosterritoriales.org/articulo.oa?id=194218638001 ISSN: 0124-5821.
  • ARTHUR, S.J., HISRICH, R.D. Y CABRERA, A. (2012) The Importance of Education in the Entrepreneurial Process: A World View. Journal of Small Business and Enterprise Development, vol. 19, nº 3, pp. 500-514.
  • BISQUERRA, R. Y PÉREZ, N. (2007) Las competencias emocionales. Educación XX1, vol. 10, pp. 61-82.
  • BORNSTEIN, D. (2005) Cómo Cambiar el Mundo. Los Emprendedores Sociales y el Poder de las Nuevas Ideas. Barcelona: Debate.
  • CHELL, E. (2013) Review of skill and the entrepreneurial process. International Journal of Entrepreneurial Behaviour & Research, vol. 19, nº 1, pp. 6-31.
  • DACIN, T.; DACIN, P.A. Y TRACEY, P. (2011) Social entrepreneurship: a critique and future directions. Organization Science, vol. 22, nº 5, pp. 1203-1213.
  • EL EBRASHI, R. (2013). Social entrepreneurship theory and sustainable social impact. Social Responsibility Journal, vol. 9, nº 2, pp. 188-209.
  • EUROPEAN HIGHER EDUCATION AREA, EHEA (2012) Making the Most of Our Potential: Consolidating the European Higher Education Area. Bucharest Communiqué. Final Version. Disponible en : http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf
  • FAYOLLE, A. Y GAILLY, B. (2008) From craft to science. Teaching models and learning processes in entrepreneurship education. Journal of European Industrial Training, vol. 32, nº 7, pp. 569-593.
  • FERRER-CERVERÓ, V., CABRERA-SANTACANA, O. E., ALEGRE-BENERIA, R. M., MONTANÉ-LOPEZ, A., SÁNCHEZ-VALVERDE-VISUS, C., Y ALAIZ-CHUECA, E. (2014) El perfil del emprendedor social del estudiantado de los Grados de Educación Social, Pedagogía y Trabajo Social en la Universidad de Barcelona. [En línea] REIRE, Revista d’Innovació i Recerca en Educació, vol. 7, nº1. Disponible en: http://www.ub.edu/ice/reire.htm. ISSN: 2013-2255.
  • GLOBAL ENTREPRENEURSHIP MONITOR (GEM) (2012) Informe GEM España 2012. Disponible en: http://www.gem-spain.com.
  • JONES, C.; MATLAY, H. Y MARITZ, A. (2012) Enterprise education: for all, or just some? Education +Training, vol. 54, nº 8/9, pp. 813-824.
  • KORAINEN, M. Y RUOHOTIE, P. (2001. In the Pursuit of Conative Constructs into Entrepreneurship Education.Journal of Entrepreneurship Education, vol. 3, pp. 9-22.
  • KORSGAARD, S. (2011) Opportunity formation in social entrepreneurship. Journal of Enterprising Communities: People and places in the global economy, vol. 5, nº 4, pp. 265-285.
  • KURY, K.M. (2012) Sustainability meets social entrepreneurship: a path to social change through institutional entrepreneurship. International Journal of Business Insights and Transformation (IJBIT), vol. 4, nº 3, pp. 67- 71.
  • MARINA, J.A. (2010) La competencia de emprender. Revista de Educación, 351, pp. 49-71.
  • MARTÍNEZ, F. Y CARMONA, G. (2009) Aproximación al concepto de “competencias emprendedoras”: Valor social e implicaciones educativas. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, vol. 7, nº 3, pp. 82-98.
  • MCCLELLAND, D.C. (1989) Estudio de la motivación humana. Madrid: Narcea.ISBN: 8427708610.
  • MILLER, T.L.; WESLEY II, C.L. Y WILLIAMS, D.E. (2012) Educating the minds of caring hearts: comparing the views of practitioners and educators on the importance of social entrepreneurship competencies. Academy of Management Learning & Education, vol. 11, nº 3, pp. 349-370.
  • MOREAU, C. Y MERTENS, S. (2013) Managers’ competences in social enterprises: which specificities? Social Enterprise Journal, vol. 9, nº 2, pp. 164-183.
  • MORIANO, J.A.; TREJO, E. Y PALACÍ, F.J. (2001) El perfil psicosocial del emprendedor: un estudio desde la perspectiva de los valores. Revista de Psicología Social, vol. 16, nº 2, pp. 229-242.
  • OSORIO, F.F. Y PEREIRA, F. (2011)Hacia un modelo de educación para el emprendimiento: una mirada desde la teoría social cognitiva. Cuadernos de Administración, vol. 24, nº 43, pp. 13-33.
  • PACHE, A.C. Y CHOWDHURY, I. (2012) Social entrepreneurs as institutionally embedded entrepreneurs: Toward a new model of social entrepreneurship education. Academy of Management Learning & Education, vol. 11, nº 3, pp. 494-510.
  • PFEILSTETTER, R. (2011) El emprendedor. Una reflexión crítica sobre usos y significados actuales de un concepto. Gazeta de Antropología, 27 (1). Disponible en: http://hdl.handle.net/10481/15684. ISSN: 0214-7564.
  • RAPOSO, M. Y DO PAÇO, A. (2011) Entrepreneurship education: Relationship between education and entrepreneurial activity. Psicothema, vol. 23, nº 3, pp.453-457.
  • RUSKOVAARA, E. Y PIHKALA, T. (2013) Teachers Implementing Entrepreneurship Education-Classroom Practices. Education + Training, vol. 55, nº 2, pp. 204 -216.
  • SÁNCHEZ, J.C. Y GUTIÉRREZ, A. (2011) Entrepreneurship research in Spain: developments and distinctiveness. Psicothema 2011, vol. 23, nº 3, pp.458-463.
  • SÁNCHEZ, J.C. (2013) The impact of an Entrepreneurship Education Program on entrepreneurial competencies and Intention.Journal of Small Business Management, vol. 51, nº 3, pp. 447-465.
  • TAATILA, V.P. (2010) Learning entrepreneurship in higher education. Education + Training, vol. 52, nº 1, pp. 48-61.
  • TOCA, C. (2010) Consideraciones para la formación en emprendimiento: explorando nuevos ámbitos y posibilidades. Estudios Gerenciales, vol. 26, nº 17, pp. 41-60.
  • UNESCO (2009). 2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research for Societal Change and Development. Communiqué Declaration. Paris, 5 – 8 July 2009. Disponible en : http://unesdoc.unesco.org/images/0018/001832/183277e.pdf
  • VILLA, A. (ed.) (2013) Un Modelo de Evaluación de Innovación Social Universitaria Responsable (ISUR). Tuning – América Latina. Bilbao: Publicaciones de la Universidad de Deusto.
  • VILLA, A. Y POBLETE, M. (2008) Aprendizaje Basado En Competencias: Una Propuesta Para La Evaluación De Las Competencias Genéricas. Bilbao: Mensajero. ISBN: 978-84-271-2833-0.
  • VILLANUEVA, S.D. (2013) Las competencias dentro del rol profesional: diferencias entre la Educación Superior (universitaria) y las demandas del mercado laboral. Revista Debate Universitario, [en línea] 1, (2m) pp. 44-65. Buenos Aires, CAEE-UAI. Disponible en: http://ppct.caicyt.gov.ar/index.php/debate-universitario/article/viewFile/1605/pdf. ISSN: 2314-1530.
  • WELSH, D.H.B. Y KRUEGER, N. (2012) The evolution of social entrepreneurship: what have we learned? Journal of Technology Management in China, vol. 7, nº 3, pp. 270-290.
  • WOMPNER, F.H. (2012) El emprendimiento como factor de movilización social. Nómadas. Revista Crítica de Ciencias Sociales y Jurídicas, vol. 36, nº 4. Disponible en: http://www.redalyc.org/articulo.oa?id=18126450015
Datuen iturria: Dialnet