Participants Manual WS3 by intranetlinkyou

PARTICIPANTS

MANUAL WS3

Funded by the Erasmus+ Programme of the European Union

Contents 03

Entrepreneurship

Key competences

Where do we start?

References

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Entrepreneurship Entrepreneurship does not only refer to the creation of new companies and / or businesses. Today, in turn, is understood as a competition that encompasses a set of skills and abilities such as creativity, leadership, teamwork, innovation, decision making; all of them demanded in the personal, social and professional field. Therefore, we must establish a clear difference between both concepts. For this we can see the following video:

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The word entrepreneurship comes from the French entrepreneur, which means pioneer. Ac-

cording to Fayolle, Gailly and Lassas - Clerc (2006), the venture has two perspectives. On the one hand, in terms of direct impact that refers to the creation of new companies and / or employment. And on the other hand, in terms of indirect impact. That is, the encouragement of the entrepreneur spirit. These same authors argue that entrepreneurship is not exclusively related to the creation of new companies or businesses. This idea is reinforced by authors such as Ruiz (2015), Kuratko (2005) and Kirby (2004) by stating that the entrepreneur does not necessarily have to become an entrepreneur. Damiรกn (2013), on the other hand, presents a double approach. On the one hand there is the utilitarian approach that refers to the action of setting up a company and / or business. The second approach is rather social and comprehensive since it refers to the set of transversal competences that any person can use throughout their life to be an active citizen and obtain employment but not necessarily to start a business or company. For the European Commission (2008), entrepreneurship is the ability to transform ideas into action. This is considered a transversal and key competence for all human beings, useful in all areas of life, both personal, social and professional (European Commission, 2016a, European Commission, 2008).

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Key competences The Parliament and the European Commission established eight key competences for every student: 1. Communication in the mother tongue. 2. Communication in foreign languages. 3. Mathematical competence and basic competences in science and technology. 4. Digital competence. 5. Learning to learn. 6. Social and civic competences. 7. Sense of initiative and entrepreneurship. 8. Cultural awareness and expression.

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Why has the debate about

competencies been integrated into the design of Education? This expresses a demand-oriented approach that needs to be complemented by a conceptualization of competence as an internal mental structure in the sense of capabilities or dispositions related to people (Rychen and Salganik, 2006). Each competence is constructed as integration of cognitive skills and associated practices, knowledge, creativity, motivation, values, attitudes, emotions and other social and behavioral components that are mobilized to effect an effective action. It turns out that there is a clear dissociation between the type of professional that the business fabric demands and the type of training that is imparted. In turn, the faculty is moving away from the company. It is required full dedication to teaching and is not facilitated to combine educational activities with professional performance within the productive sectors for which they are training. In addition, attempts to approach the company to the university or vice versa are seen as a possible attack on their autonomy instead of opportunities for improvement and, therefore, mutual feedback is difficult. It is in this environment in which Employability, understood as the capacity or potential of a student to be selected by a company, is established through the development of key competences, such as those we have indicated previously. The need for individuals to think and act in a reflective manner is central to this competency framework. Reflection involves not only the ability to apply a formula routinely, or a method

to cope with a situation, but also the ability to manage change, learn from experience and think and act with a critical perspective. We are going to focus not on a debate about concepts, we want to focus on entrepreneurial competition, on the other hand, common in both terms. Therefore, what is Entrepreneurial Competition? Why is it a key competence for the future of our graduates? Because in the end, Entrepreneurship is a way of facing life, a different way of seeing things and making them something different. It is finding opportunities in the worst situations and learning to take advantage of the most positive side of each moment. It is also to believe in ourselves and ourselves beyond what other people say, and move forward with our ideas until the end. Throughout the next pages we will raise ideas, suggestions and arguments that can lead to reflection on how to make our graduates some great entrepreneurs, how we can help them develop this competence. This document is not presented or intended to be a technical or scientific manual on entrepreneurship, for two reasons, firstly because the Network has at its disposal all the information they may need on the subject, but, above all because we have not come here to try to train them in entrepreneurship. We come here to share with you ideas and experiences, reflections on how to be transformers, how to be facilitators, how to be instruments of change in our respective institutions of higher education. How to get to be the first entrepreneurs and face the rest of helping our students to develop this competence.

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Where do we start?

The Directorate General of Education and Culture of the European Commission, in the implementation of the Education and Training Program “Key competences for lifelong learning”, points out that entrepreneurship entails responsibility for one’s own actions, together to the development of a strategic vision, to know how to mark and fulfill objectives and to be motivated for success. This definition gives us a good starting point. Undertake as the ability to launch creative ideas to solve real problems in our lives. Therefore, we talk about being able to develop our creativity, our ability to solve problems, to motivate ourselves, to improve ourselves, to take the initiative, and all of this by working together with other people and, in many cases, by assuming certain risks and, above all, having confidence in ourselves. After reading this last paragraph, we can all be aware of the importance of a competition like this one and that, for many the development of it can mean the difference between professional success or failure. First of all, we must be fully aware that we are talking about a tremendously broad concept, the extent of entrepreneurial competition has led to it being called in various ways in international texts: “acting autonomously” (OECD), “entrepreneurial spirit” (EU), “Autonomy and personal initiative”. Entrepreneurial capacity, because every day the need to convert needs and desires into acts of will, consisting of making decisions, making choices and directing action becomes more evident.

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We talk about:

1. Develop the ability to act within the general framework. To understand patterns in the context of actions and decisions, to have an idea about the system in which they live. To know so-

tential, but also a firm settlement in the field of the viable. We therefore speak of a different vision, of a true entrepreneurial mentality (see image), which entails the development of a series of business and entrepreneurial indicators, as

It means being able to transform ideas into actions; that is, propose objectives and plan and carry out projects.

cial structures, politics, social practices, formal and informal rules, expectations, roles, and understand laws and regulations, know the unwritten social norms, moral codes, manners and protocol. To be able to identify the direct and indirect consequences of the actions and to choose between different possibilities of action, reflecting on their potential consequences in relation to the norms and the individual and shared objectives. 2. To develop the capacity to form and carry out life plans and personal projects. To apply the concept of “Project management” to people. It requires individuals to interpret life as an ordered narrative, to which they can give meaning and purpose in a changing, often fragmented environment. 3. To assume an orientation towards the future that implies optimism and development of personal po-

Prof. José Antonio Marina indicated at the time. (See graphic). This competence refers, on the one hand, to the acquisition of awareness and application of a set of interrelated personal values and attitudes, such as responsibility, perseverance, self-knowledge and self-esteem, creativity, self-criticism, emotional control, the ability to choose, to calculate risks and to face problems, as well as the ability to delay the need for immediate satisfaction, to learn from mistakes and to take risks. On the other hand, it refers to the ability to choose with one’s own criteria, to imagine projects, and to carry out the necessary actions to develop personal options and plans -in the framework of individual or collective projects- taking responsibility for them, both in the field personal, as social and labor. It means being able to transform ideas into actions; that is, propose

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Source: La Competencia Emprendedora. JosĂŠ Antonio Marina (2010)

objectives and plan and carry out projects. It requires, therefore, to be able to rework the previous approaches or elaborate new ideas, find solutions and put them into practice. In addition, analyze possibilities and limitations, know the phases of development of a project, plan, make decisions, act, evaluate what has been done and self-evaluate, draw conclusions and assess the possibilities for improvement. It requires, for all this, to have a strategic vision of the challenges and opportunities that help identify and meet objectives and to maintain the motivation to achieve success in the tasks undertaken, with a healthy personal, academic and professional ambition. In addition, it involves a positive attitude towards change and innova-

This competence forces to us to have social skills to relate, cooperate and work as a team.

tion that presupposes flexibility of approach, being able to understand these changes as opportunities, adapt critically and constructively to them, face the problems and find solutions in each of the vital projects that are undertaken. Insofar as autonomy and personal initiative often involve other people, this competence forces us to have social skills to relate, cooperate and work as a team: put ourselves in the place of the other, value the ideas of others, dialogue and negotiation, assertiveness to adequately inform others about their own decisions, and work cooperatively and flexibly.

Another important dimension of this competence, closely related to this more social aspect, is constituted by those skills and attitudes related to the leadership of projects, which include self-confidence, empathy, the spirit of self-improvement, skills for dialogue and cooperation, the organization of times and tasks, the capacity to affirm and defend rights or the assumption of risks. In short, autonomy and personal initiative mean being able to imagine, undertake, develop and evaluate individual or collective actions or projects with creativity, confidence, responsibility and critical thinking

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We are talking about

involves deciding on investment areas and on a mix between long term ideas and low-hanging fruit; on designing the research and product development process; but training our students in competitions.

Teaching methods should be interactive and student-centered, and should lead to changes in behavior, based on the needs of the participants. In many countries, programs have been initiated to develop this competence, most of the time placing em-

We are not just educating in competitions; We are forming citizens. We are not teaching skills, but helping to create creative and good personalities. The Report of the Interagency Working Group on Life Skills in EFA, Education for All (UNESCO, 2004) concludes that education in life skills should be an educational process to develop knowledge, attitudes, values and skills to face new challenges long life. It is education directly related to sustainable human development, because it promotes human capabilities. The Life-Long Learning in the Knowledge Economy report from the Global Conference on Life Long Learning (Stuttgart 2002, World Bank) ensures that growth is increasingly driven by knowledge. The knowledge economy poses a challenge for education systems throughout the world, since labor markets demand traditional skills and new skills. Institutions and policies must be aligned to create high-performance, student-centered systems (learner driven)

phasis on the business aspect, that is, in the field of economic entrepreneurship. The acquisition of skills requires a multiplicity of experiences, at various levels, so that students can exercise their skills, contrast their ideas and develop their own interests. Entrepreneur student programs are in this learning stream through direct experience. Also volunteer initiatives, social service, promoted from the school, allow students to participate in real projects, developing their autonomy and personal initiative. The definition of the key competences necessary for individuals to lead a successful and responsible life and for society to face the challenges of the present and the near future raise many questions such as: what kind of society do we imagine and desire? Or, otherwise, what is the undesirable? What makes a life successful? What social and economic development

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are we referring to? Is the transformation of the existing social order or its conservation being discussed? (Rychen and Salganik, 2004, p.31). When we study the competence of entrepreneurship, we must define which projects we consider most valuable for society, because they will be the ones we will try to get students to undertake. We are not interested in educating the competence to undertake if we do not establish personal and social objectives, concretized in a set of shared values (Marina, 2004). We are not just educating in competitions; We are forming citizens. We are not teaching skills, but helping to create creative and good personalities. Therefore, I believe that the educational model that best reflects these aspirations, and can also take advantage of a rich pedagogical tradition, is that which considers that education should be governed by a simple formula: Education = instruction + character building.

Combining the educational and scientific potential with business qualifications through the development of entrepreneurial skills will enable the use of academic results and the achievements of scientific research to achieve progress in the advancement, innovation and improvement of today’s society. “Teachers become the most valuable critical resource of our society, because they must be the actors who must be protagonists of change” (De la Fuente, Vera and Cardelle - Elawar, 2012, p.958). In fact, the term teacherpreneur, which is a combination of teacher and entrepreneur, has recently been spoken of. The teacherpreneurs are teachers with passion, insurance, flexible, who break the pre-established rules and have experts in their classes (Arruti, 2013). It should be noted that the university today has joined the third mission, also known as a triple helix model (university - industry - government).

In other words, in addition to teaching and research, the new role of the university is to contribute to the economy (Etzkowitz and Leydesdorff, 1998). Moreover, university teaching staff should promote entrepreneurial training but unfortunately this is not the case in many cases: “University teachers tend to prioritize the specific training of each discipline to the detriment of entrepreneurial training, among other reasons due to a lack of knowledge about their part of how to teach their discipline in an entrepreneurial way “(Ripollés, 2011, p.84). The appropriate approach to the development of entrepreneurial skills should be strengthened from the educational perspective through the use of creativity skills, personal and group initiative capacity, problem solving, the assessment of economic risks and the development of business plans and projects, the proper taking of solutions, etc. Do we join the challenge?

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