TRAINERS
TRAINING KIT WS3
Funded by the Erasmus+ Programme of the European Union
Contents
03
Introduction
04
Workshop 3: Entrepreneurship
LinkYou | Trainers training kit
3
Introduction The objective ...of this training Kit is to give a theoretical overview of the contents that would be developed during the three workshops. They were prepared for 4 hours each one and if you want to get all the activities done during this time, you should use our time suggestions. In this training kit you can find ideas of exercises, the main authors for each theme, materials to use if you want to develop the skills in your own class. You can use parts of the training or the entire training.
4
LinkYou | Trainers training kit
Workshop 3: Entrepreneurship Authors: Gomez, A.; McKeown, I Entity: Fundaciรณn Universidad-Empresa; University of Wolverhampton
Like the previous seminars we talked about a seminar planned for a duration of 4 hours. In this case, the Seminar seeks to focus more on a process of debate and reflection than in a traditional Seminar where there is a transmission of knowledge from the instructor to the educated. Entrepreneurship, understood as a transversal competence, must be transmitted in a totally different way, it is about generating convinced of the entrepreneurial cause, it is about generating entrepreneurship ambassadors
Agenda Activity Type
Timeline
Materials
Small description
1. Presentation.
00:20
Slide 1
Brief overview/ Theme explanation; Brief presentation of the participants in the training.
2. Challenge Academy presentation.
00:10
Challenge Presentation of the Platform. Academy Slides
3. Entrepreneurship. Difference between Businessmen and Entrepreneur.
00:20
Slide 2
Presentation of the concept and video. We do not come to teach entrepreneurship we come to discuss with teachers about the subject.
4. Exercise 1
00:30
Slide 3
Can Entrepreneruship be taught?
5. Seminar objectives.
00:15
Slides 4-7
What we intend with this Seminar?
6. Entrepreneur Definition.
00:10
Slide 8
KEY DISCUSSION due to many conflicts comes from the differences between those concepts and their implications.
7. Skills
00:10
Slides 9-15
Entrepreneurship in a Skills-Based Education environment.
8. Mindset
00:30
Slides 16-19
Key Elements of the Entrepreneurial Mindset.
9. Exercise 2.
00:30
Slide 20
Be Your Own CEO.
10. Exersise 3.
00:45
Slide 25
Entrepreneurial Professors.
11. Conclusions.
00:20
Evaluation of the results of the three exercises and approval of the main conclusions.
LinkYou | Trainers training kit
We must and want to generate a new generation of teachers who are capable of transmitting to their students a new way of seeing life, that we teach our students that professional life is going to focus on solving problems on a daily basis that they will have to face and they will have to try to find a solution: this is the Philosophy of BEING OUR OWN CEO, of the philosophy in which the entire approach of this Seminar revolves. The Seminar therefore can be perfectly followed by the slides without the need for a guide document, although there is a detailed document in the Support Materials for all those who choose this path, and we have proceeded to compile one of the largest useful bibliographies about entrepreneurship and entrepreneurial competence, which we make available to both trainers and their future disciples. We therefore propose this Seminar as a day of analysis where the trainer should get at the end of it a series of conclusions, ideas and proposals that can be put in common with all the partners of the Project. The practical part will pivot on the three exercises that are detailed: •
Slide 3.- Is the entrepreneur born or made?. The entrepreneur is innate or it is a competence that can be developed through practice. Can all kinds of people be entrepreneurs?
•
Slide.- 17 BE OUR OWN CEO. Here we propose an exercise of reflection that can lead us to participating professors can contribute their ideas and their experience of how to achieve that paradigm through teaching, and what concrete instruments or methodologies could be implemented.
•
Slide 24. ENTREPRENEUR TEACHER: How to start the challenge with the teacher being the first entrepreneur in the classroom? How can a professor be an entrepreneur? What do you need from your institution to achieve it?.
If these three exercises are developed in an appropriate way the conclusions reached, which should be submitted to the approval of the assistants, will be of enormous utility.
5
Exercise 2: Be your own CEO It is a collaborative exercise. First, ideas and visions about the concept of becoming our own CEO must be shared. The basic principle is that entrepreneurial skills should not focus on opening our own company, not everyone is valid to be an entrepreneur. But everyone can and should be an entrepreneur. Hence the tendency in Higher Education to bring the basic principles of entrepreneurial education to the idea that every student, that every graduate should be the CEO of himself. And this means? That he must be able to face, analyze and solve problems that he will have to face in his daily life and do so with the entrepreneur’s own competences: • • • • •
Push. Initiative. Creativity. Without fear of failure. Ability to take the mistakes, learn and return trying it again.
All the American Universities belonging to the IVI LEAGUE have given a fundamental priority towards this objective. • • • •
US: University Professors. From our experience. With our knowledge. How can we propose concrete actions that allow our students to achieve this goal?
LinkYou | Trainers training kit
7
We raise • • •
Work in pairs. Analyze the mentioned principles that will be explained by the Instructor. Try to develop possible teaching tools (imagination will be our limit, try to be disruptive and think differently).
There are no limits and everything is valuable • • • •
Raise type of activity that could be developed in a classroom with students of Higher Education. Objective. Instructions. Development.
At the end of the exercise all the groups will present their proposals and the assistants will decide which is the best of them to be able to be taken into consideration of each future concrete progress in possible projects of Entrepreneurial Education.
Exercise 3: The entrepreneurial teacher Objective How can teachers be the first entrepreneurs to demonstrate the beneficial effects of entrepreneurship from their own classrooms? How is the teacher profile related to the entrepreneurial competence ?: There are already many jobs whose origin is the teachers of the Universities of the Region: https://bit.ly/2unNrV8 We have analyzed throughout the session the importance of entrepreneurial competence and how we can incorporate the entrepreneurial culture within the teaching activities. But entrepreneurial competition has no better way of being transmitted than by example. How can the University Professor be an entrepreneurial example for his student? Therefore, in the framework of the last reflection, we would like to ask you the following question: CAN YOU BE A PROFESSOR AND BE AN ENTREPRENEUR? Again, we are not referring to making teaching compatible with the management of an own business project. We refer to each and every one of the characteristics in which the entrepreneurial competition is divided.
LinkYou | Trainers training kit
9
Today, 2018, is it possible to be a professor and an entrepreneur? Is there a “Teacherpreneur”? • • • • • •
Open debate. Analyze the comments of professors according to the country in which they teach. What would they need to be? If yes, how have they achieved it? What advice could you offer? Does your country encourage being an entrepreneur?
Entrepreneurship Seminar Instructions to Trainers •
Like the previous seminars we talked about a seminar planned for a duration of 4 hours.
•
In this case, the Seminar seeks to focus more on a process of debate and reflection than in a traditional Seminar where there is a transmission of knowledge from the instructor to the educated.
•
Entrepreneurship, understood as a transversal competence, must be transmitted in a totally different way, it is about generating convinced of the entrepreneurial cause, it is about generating entrepreneurship ambassadors.
•
We must and want to generate a new generation of teachers who are capable of transmitting to their students a new way of seeing life, that we teach our students that professional life is going to focus on solving problems on a daily basis that they will have to face and they will have to try to find a solution: this is the Philosophy of BEING OUR OWN CEO, of the philosophy in which the entire approach of this Seminar revolves.
•
The Seminar therefore can be perfectly followed by the slides without the need for a guide document, although there is a detailed document in the Support Materials for all those who choose this path, and we have proceeded to compile one of the largest useful bibliographies about entrepreneurship and entrepreneurial competence, which we make available to both trainers and their future disciples.
•
We therefore propose this Seminar as a day of analysis where the trainer should get at the end of it a series of conclusions, ideas and proposals that can be put in common with all the partners of the Project.
LinkYou | Trainers training kit 11
The practical part will pivot on the three exercises that are detailed: 1. IS THE ENTREPRENEUR BORN OR MADE? The entrepreneur is innate or it is a competence that can be developed through practice. Can all kinds of people be entrepreneurs? 2. BE OUR OWN CEO. Here we propose an exercise of reflection that can lead us to participating professors can contribute their ideas and their experience of how to achieve that paradigm through teaching, and what concrete instruments or methodologies could be implemented. 3. ENTREPRENEUR TEACHER: How to start the challenge with the teacher being the first entrepreneur in the classroom? How can a professor be an entrepreneur? What do you need from your institution to achieve it?.
12
LinkYou | Trainers training kit
References • •
•
•
•
•
•
•
Attewell, P (1990). What is skill. Work and occupations, 17: 4, 422-488. Acs, Z. J. y C. Armington. 2004. Employment Growth and Entrepreneurial Activity in Cities. Discussion Papers on Entrepreneurship, Growth and Public Policy, Max Planck Institute for Research, # 1304. Álvarez, P.R. (2016). Competencias genéricas en la enseñanza universitaria. De la tutoría formativa a la integración curricular. Málaga: Ediciones Aljibe. Arasti, Z., Kiani, M. y Imanipour, N. (2012). A Study of Teaching Methods in Entrepreneurship Education for Graduate Students. Higher Education Studies, 2(1), 2-‐10. Arruti, A. (2016). El desarrollo del perfil del teacherpreneur o profesor-‐emprendedor en el currículum del Grado de Educación Primaria: ¿un concepto de moda o una realidad? Contextos educativos, 19, 177-‐194. Asociación Red GEM España (2016). Global Entrepreneurship Monitor: informe GEM España. Santander: Editorial de la Universidad de Cantabria. Recuperado d e http://www.gem-‐ spain.com/ wp-‐ content/uploads/2015/03/ Informe-‐GEM-‐2015-‐ esafp.pdf Angelelli, P. y J.J. Llisterri. 2003. El BID y la promoción de la empresarialidad: lecciones aprendidas y recomendaciones para nuevos programas. Washington, D.C.: Banco Interamericano de Desarrollo. Ashcroft, B. y J.H. Love. 1996. Firm Births and Employment Change in the British Countries: 1981- 1989. Papers in Regional
•
•
•
•
•
•
•
•
•
Science, 25, 483-500. Audretsch, D. B. y Z.J. Acs. 1994. New-Firm Startups, Technology and Macroeconomic Fluctuations. Audretsch, D. B. y M. Fritsch. 2002. Growth Regimes over Time and Space. Regional Studies, 36 (2), 113-124. Banco Interamericano de Desarrollo. 2004. El nuevo rostro empresarial. Indagación sobre el empresaria- do juvenil en América Latina y el Caribe. Washington, D.C. Baldwin, J. R. 1995. The Dynamics of Industrial Competition. Cambridge: Cambridge University Press. Blanchflower, D. G. 2000. Self-employment in OECD Countries. Labour Economics, 7: 471-505. Cámaras de Comercio/Ministerio de Educación y Ciencia (2006). Fomento del espíritu emprendedor en la escuela. Madrid: Comunicación S.L. Comisión de las Comunidades Europeas (2006). Aplicar el programa comunitario de Lisboa. Fomento de la mentalidad empresarial mediante la educación y la formación. Bruselas: COM. Comisión Europea (2002). Informe final del grupo de expertos sobre el “proyecto del procedimiento best” sobre educación y formación en el espíritu empresarial. Bruselas: Dirección General de Em- presa. Comisión Europea (2004). Implementaion of “education and training 2010” work programme. Bruselas: Dirección General de Educación y Cultura. Comisión Europea (2004). Promoción del espíritu profesional en la mujer. Bruselas: Dirección
•
•
•
•
•
•
• •
•
General de Empresa. Coduras, A, Levie, J., Kelley, D., Saemundsson, R. y Schott, T. (2010). Global Entrepreneurship Monitor Special Report: Una Perspectiva Global sobre la Educación y Formación Emprendedora. Global Entrepreneurship Research Association (GERA). Recuperado de https://bit. ly/2LiIgMG. Coloma, A. M., Jiménez, M. Á. y Sáez, A. M. (2007). Metodologías para desarrollar competencias y atender a la diversidad. Guía para el cambio metodológico y ejemplos desde infantil hasta la universidad. Madrid: PPC Editorial. Comisión Europea (2008). Entrepreneurship in Higher Education, especially in non-‐business studies. Comisión Europea (2016a). EntreComp: The Entrepreneurship Competence Framework. Recuperado de https://bit.ly/2qaQuMO Comisión Europea (2016b). Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. Recuperado de https://bit.ly/1Qt9pXF Corominas, E. (2001). Competencias genéricas en la formación universitaria. Revista de Educación, 325, 299-321. Comparative Entrepreneurship data for International Analysis. Compendia 20001. EIM. Crespi, G. 2003. PyME en Chile: nace, crece y muere. Análisis de su desarrollo en los últimos siete años.Santiago de Chile: FUNDES. Damián, J. (2013). Sistematizando experiencias sobre educación en emprendimiento en escuelas
LinkYou | Trainers training kit 13
•
•
•
• •
•
•
•
de nivel primaria. Revista Mexicana de Investigación Educativa, 18, 159-‐190. De la Fuente, J., Vera, M.M. y Cardelle-‐Elawar, M. (2012). Aportaciones de la Psicología de la Innovación y del Emprendimiento a la Educación en la Sociedad del Conocimiento. Electronic Journal of Research in Educational Psychology, 10(3), 941-‐966. De Miguel, M. (Coord.) (2005). Modalidades de Enseñanza centradas en el desarrollo de Competencias: orientaciones para promover el cambio metodológico en el Espacio Europeo de Educación Superior. Proyecto EA2005-‐0118. De Miguel, M. (Coord.) (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Alianza Editorial. European Business Angel Network (EBAN) 1998. Etzkowitz, H. y Leydesdorff, L. (1998). The endless transition: A “triple helix” of university-‐ industry-‐government relations. Minerva, 36(3), 203-‐08. Fayolle, A., Gailly, B. y Lassas-‐ Clerc, N. (2006). Assessing the impact of entrepreneurship education programmes: a new methodology. Journal of European Industrial Training, 30(9), 701-‐720. Fernández, A. (2006). Metodologías activas para la formación de competencias. Educatio siglo XXI, 24, 35-‐56. Fiet, J.O. (2001a). The Pedagogical Side of Entrepreneurship Theory. Journal of Business Venturing, 16, 101-‐117.
•
•
•
•
•
•
•
•
•
Fiet, J.O. (2001b). The theoretical side of teaching entrepreneurship. Journal of Business Venturing, 16, 1–24. Federico, J. y H. Kantis. 2004. La experiencia escocesa de creación de empresas. En Desarrollo emprendedor. América Latina y la experiencia internacional, eds. H. Kantis, P. Angelelli y V. Moori Koe- nig. Washington, D.C.: Banco Interamericano de Desarrollo. Garavan, T.N. y O´Cinneide, B. (1994). Entrepreneurship Education and Training Programmes: A Review and Evaluation – Part 1. Journal of European Industrial Training, 18(8), 3-‐12. García, R., Traver, J.A. y Candela, I. (2001). Aprendizaje cooperativo. Fundamentos, características y técnicas. Madrid: Editorial CCS. Gibb, A. y Hannon, P. (2007). Towards the Entrepreneurial University. International Journal of Entrepreneurship Education, 4, 73-‐110. González, J. y Wagenaar, R. (Eds.). (2003). Tuning Educational Structures in Europe. Informe Final. Fase Uno. Deusto: Universidad de Deusto. Henry, C., Hill, F. y Leitch, C. (2005). Entrepreneurship education and training: can entrepreneurship be taught? Part 1. Education and Training, 47(2), 98-‐111. Hindle, K. (2007). Teaching entrepreneurship at university: from the wrong building to the right philosophy. En Handbook of Research in Entrepreneurship Education, Volume 1. Hoffmann, A., Fuglsang, T. y Vestergaard, L. (2012). Measuring Entrepreneurship Education.
•
•
•
•
•
•
•
En Entrepreneurship determinants: culture and capabilities. European Commission. Luxembourg: Publications Office of the European Union. Recuperado de https://bit.ly/2LbIqc3 Honig, B. (2004). Entrepreneurship Education: Toward a Model of Contingency-‐Based Business Planning. Academy of Management Learning and Education, 3(3), 258–273. Hytti, U. y O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education + Training, 46(1), 11-‐23. Jaramillo, M. y S. Parodi. 2003. Jóvenes emprendedores. Evaluación de programas de promoción. Lima: Instituto Apoyo. JICA (Agencia de Cooperación Internacional de Japón). 2003. Estudio en el área del desarrollo empresa- rial en la República Argentina, 2003. La creación de empresas en la Argentina y su entorno institu- cional. JICA y Universidad Nacional de General Sarmiento. Jiménez, G., Elías, R. y Silva, C. (2014). Innovación docente y su aplicación al EEES: Emprendimiento, TIC y Universidad. Historia y Comunicación Social, 19, 187-‐196. Jiménez, R. (Coord.). (2015). Educación emprendedora. Programa TALOS para el desarrollo de la iniciativa emprendedora en Ciencias de la Educación. Barcelona: Editorial Octaedro. Jones, B. y Iredale, N. (2010). Enterprise education as pedagogy. Education + Training, 52(1), 7- ‐19.
14
LinkYou | Trainers training kit
•
Johannisson, B. y M. Mönsted. l997. Contextualizing Entrepreneurial Networking. The Case of Scandi- navia. International Studies of Management and Organization, Vol. 27, n° 3, Fall l997: 109-136. Jovanovic, B. 1982. Selection and the Evolution of Industry. Econometrica, 50: 649-670. Kantis, H., P. Angelelli y V. Moori Koenig. 2004. Desarrollo emprendedor. América Latina y la expe- riencia internacional. Washington, D.C.: Banco Interamericano de Desarrollo. Kantis, H., M. Ishida y M. Kori. 2002. Empresarialidad en economías emergentes: creación y desarrollo de nuevas empresas en América Latina y el Este de Asia. Washington, D.C.: Banco Interamericano de Desarrollo. Kirby, D.A. (2004). Entrepreneurship education: can business schools meet the challenge? Education + Training, 46(8), 510- ‐519. Koch, L.T. (2003). Theory and Practice of Entrepreneurship Education: A German View. International Journal of Entrepreneurship Education, 1(4), 633- ‐660. Kuratko, D. (2003). Entrepreneurship education: emerging trends and challenges for the 21st century. Coleman Foundation White Paper Series for the U.S. Association of Small Business & Entrepreneurship. Kuratko, D. (2005). The Emergence of Entrepreneurship Education: Development, Trends and Challenges. Entrepreneurship Theory and Practice, 29(5), 577- ‐98 Klepper, S. 1996. Entry, Exit, Growth, and Innovation over the Product Life Cycle. The American
• •
•
• • • • •
•
•
•
• •
•
•
•
•
•
•
•
Economic Review, 86(3): 562583. Labrador, M. J. y Andreu, M. Á. (2008). Metodologías activas. Grupo de Innovación en metodologías activas (GIMA). Valencia: Editorial UPV. Le Boterf, G. (1994). De la compétence. París: Les Editions d’Organisation. Lundström, A. y L. Stevenson. 2002. On the Road to Entrepreneurship Policy, vol. 1. Estocolmo: Swed- ish Foundation for Small Business Research. Marchesi, A. (coord) (2007). Colección de Competencias Básicas en Educación. Madrid: Alianza Editorial. Marqués, P. (2000). Nueva cultura, nuevas competencias para los ciudadanos. La alfabetización digital. Roles de los Ministerio de Educación, Cultura y Deporte (2016). Eurydice España – REDIE. La educación para el emprendimiento en el sistema educativo español. Año 2015. Recuperado de https://bit. ly/2zCQfms Moust, J., Bouhuijs, P. y Schmidt, H. (2007). El aprendizaje basado en problemas: guía del estudiante. Cuenca: Ediciones de la Universidad de Castilla-‐La Mancha. MIT. 2000. 2000. Venture Support Systems Project: Angel Investors. MIT Entrepreneurship Center. Observatorio Europeo de las Pyme. 2002. Nº5 Demografía empresarial en Europa. Luxemburgo: Comisión Europea. Neck, H.M. y Greene, P.G. (2011). Entrepreneurship Education: Known Worlds and New Frontiers. Journal of Small Business Management, 49(1), 55-‐70. Orden ECD/65/2015, de 21 de enero, por la que se describen las
•
•
•
•
•
relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato. Boletín Oficial del Estado, 29 de enero de 2015, 25, pp. 6986-‐7003. Recuperado de https://www.boe. es/boe/dias/2015/01/29/pdfs/ BOE-‐A-‐2015-‐738.pdf Organización para la Cooperación y el Desarrollo Económico (OCDE). 2001. Entrepreneurship, Growth and Policy. París: OECD Pellicer, C., Álvarez, B. y Torrejón, J.L. (2013). Aprender a emprender. Cómo educar el talento emprendedor. Grupo Planeta. Powell, B.C. (2013). Dilemmas in entrepreneurship pedagogy. Journal of Entrepreneurship Education, 16, 99-‐112. Resolución de 30 de agosto de 2013, de la Dirección General de Política Educativa Escolar, por la que se dispone la publicación de la Instrucción de 30 de agosto de 2013 de esta Dirección General por la que se establecen orientaciones pedagógicas y se determinan las actuaciones, dirigidas a fomentar la cultura emprendedora, que los centros sostenidos con fondos públicos en la Comunidad de Castilla y León que impartan educación primaria, educación secundaria obligatoria y bachillerato deberán realizar a partir del curso 2013-‐14. Boletín Oficial de Castilla y León, 11 de septiembre de 2013, 175, pp. 62082-‐ 62096. Recuperado de https://bit.ly/2zCQj5G Reynolds, P. D., J. Storey y P. Wetshead. 1994. Cross-National Comparisons of the Variation in New Firm Formation Rates. Regional Studies, 28 (4), julio, 443-
LinkYou | Trainers training kit 15
•
•
•
•
•
•
•
•
•
456. Reynolds, P., W. Bigrave y E. Autio. 2003. Global Entrepreneurship Monitor (GEM), 2003 Executive Report. Kansas: Ewing Marion Kauffman Foundation. Ripollés, M. (2011). Aprender a emprender en las universidades. Arbor Ciencia, Pensamiento y Cultura, 187, Extra 3, 83-‐88. Rosales, C. (2013). Competencias específicas curriculares que ha de adquirir el estudiante del título de Grado de Maestro. Profesorado. Revista de currículum y formación del profesorado, 17(3), 73-‐90. Ruiz, F.J. (2015). Competencia emprendedora. En L. Villardón-‐Gallego (Coord.). (2015). Competencias genéricas en educación superior. Metodologías específicas para su desarrollo, pp.103-‐140. Madrid: Narcea Ediciones. Ruskovaara, E. y Pihkala, T. (2013). Teachers implementing entrepreneurship education: classroom practices. Education + Training, 55(2), 204 -‐ 216. Roure, J. 2004 Presentación de la Red de ángeles de negocios del IESE en el VII Foro Interamericano de la Microempresa, Cartagena de Indias, septiembre. San José, A. y J.L. Segurado. 2004. Ángeles de negocios en Cataluña. Un estudio sobre su perfil y activi- dad inversora. Centro de Iniciativa Emprendedora del IESE. ReiIniciativa Emprendedora Nº 42. Samwel, E. (2010). Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators. Education + Training, 52(1), 20-‐47. Sherman, P.S., Sebora, T. y Digman, L.A. (2008). Experiential entrepreneurship in the classroom:
•
•
•
•
•
•
• •
•
effects of teaching methods on entrepreneurial career choice intentions. Journal of Entrepreneurship Education, 11, 29-‐42. Seikkula-‐Leino, J., Ruskovaara, E., Ikavalko, M., Mattila, J. y Rytkola, T. (2010). Promoting entrepreneurship education: the role of the teacher? Education + Training, 52(2), 117-‐ 127. Solomon, G.T., Duffy, S. y Tarabishy, A. (2002). The state of entrepreneurship education in the United States: A nationwide survey and analysis. International Journal of Entrepreneurship Education, 1(1), 65-‐86. Solomon, G. (2007). An examination of entrepreneurship education in the United States. Journal of Small Business and Enterprise Development, 14(2), 168-‐182. Thurik, R. y S. Wennekers. 2004. Entrepreneurship, Small Business and Economic Growth. Journal of Small Business and Enterprise Development, Vol. 11 , No. 1. pp. 140-149 Unión Europea (2012). Entrepreneurship determinants: culture and capabilities. Recuperado de https://bit.ly/2LbIqc3 Van Stel, A. y D.J. Storey. 2004. The Link Between Firm Births and Job Creation: Is There a Up as Tree Effect? Discussion Papers on Entrepreneurship, Growth and Public Policy, Max Planck Institute for Research, # 3304. Venture Support Systems Project: Angel Investors. MIT Entrepreneurship Center. 2000. Villa, A. y Poblete, M. (2007). Aprendizaje Basado en Competencias: una propuesta para la evaluación de las competencias genéricas. Bilbao: Ediciones Mensajero. Volkmann, C. (2004). Entrepreneurship Studies—An Ascending
•
•
•
Academic Discipline in the Twenty-‐First Century. Higher Education in Europe, 29(2), 177-‐185. Winslow, E.K., Solomon, G.T. y Tarabishy, A. (1997, enero). Empirical Investigation into Entrepreneurship Education in the United States: Some Results of the 1997 National Survey of Entrepreneurial Education. XIII Conferencia Nacional Anual, Sailing the Entrepreneurial Wave into the 21st Century, San Diego. Zabala, A. y Arnau, L. (2014). Métodos para la enseñanza de las competencias. Barcelona: Editorial Graó. Zahra, S. y Welter, F. (2008). Entrepreneurship Education for Central, Eastern and Southeastern Europe. En J. Potter (Ed.). Entrepreneurship and Higher Education, OECD Publishing.
Contact Marina Ventura, Coordinator. Career Services and Alumni office. Instituto Universitario de Lisboa (ISCTE-IUL) T: +351 21 790 3000 marina.ventura@iscte.pt Av. das Forรงas Armadas, 1649-026 Lisboa, Portugal.
https://linkyou.fahsbender.pe Watch the video: https://youtu.be/vkcd5-o0Jas
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Funded by the Erasmus+ Programme of the European Union