Examinando por Autor "Markuerkiaga Arritola, Leire"

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    An analysis of the entrepreneurial university in the faculties of education in Spain: self-perception among deans
    (MDPI, 2021-10-25) Paños Castro, Jessica; Markuerkiaga Arritola, Leire; Bezanilla, María José
    Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Nineteen deans and heads of education faculties in Spain took part in the survey, and a mixed analysis has been done. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.
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    An analysis of the Spanish universities' entrepreneurial activities through secondary data (websites and reports)
    (Allied Business Academies, 2020-07) Eizaguirre, Almudena; Díaz Iso, Ariane; Vivar Simón, María; Markuerkiaga Arritola, Leire
    Over the past few years, there has been a growing number of studies indicating that entrepreneurial activities performed at universities, such as cooperative research and the creation of spin-offs or patents and licenses, have a positive impact on the socioeconomic development of a country and responding to the challenges at the regional and national levels (Fernández-Nogueira et al., 2018).Hence, this study aims to assess whether Spanish universities are committed to the mission of encouraging entrepreneurial activities that contribute to the socioeconomic development of a region in particular. To that end, on the one hand, the regional evolution with respect to the entrepreneurial activities conducted by Spanish universities is evaluated through secondary data (websites and reports), and on the other hand, it determines which regions had more or less active entrepreneurial universities. Particularly, the study analyzed the entrepreneurial activities of 76 universities in 17 regions in Spain (Europe).To conduct the said analysis, the use of a tool is proposed to assess the entrepreneurial nature of universities from a given region, and it comprised a set of observable quantitative indicators that aid in data collection through supporting documentation. Additionally, information was collected and analyzed by triangulating sources and researchers.The key study findings conclude that a positive evolution could be observed in terms of entrepreneurial results in most of the regions. Regarding the strengths of the Spanish higher education system, it is worth highlighting the number of Offices for the Transfer of Research Results in terms of scientific journals, PhD thesis, and license revenue. As for the system’s weaknesses, less than half of the Spanish regions offer entrepreneurial degrees, with a decrease in the amount of research and development revenue. Furthermore, by being aware of the regional differences, the number of patents and spin-offs has also decreased. Therefore, all actors/stakeholders involved in the higher education institutions should strive toward incorporating entrepreneurial activities for the progress of their respective regions.
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    A case study of entrepreneurial intent among students of the primary education degree in the Basque Country and the performance of education faculties
    (Richtmann Publishing Ltd, 2022-11-05) Paños Castro, Jessica; Bezanilla, María José ; Markuerkiaga Arritola, Leire
    Entrepreneurship is a key competence for anyone intending to be an active citizen and obtain employment. Entrepreneurial education is therefore essential at all levels of education and in every field, not only in business and/or engineering. The aims of this study are: to assess the entrepreneurial intent of students in the final years of the Primary Education degree in the Basque Country; to analyze the factors that influence and hinder these students’ development of entrepreneurial intent in their faculties; and to identify actions for improvement. An online questionnaire consisting of 31 questions was used. The participating sample consisted of students in the final years of the Primary Education degree in the Basque Country, Spain. A total of 168 subjects responded to the questionnaire. After conducting reliability and validity tests, the data indicated that the average intention to start a business after completing their studies was 3.47/10. The majority focused on taking a civil-service examination for a job, becoming employees and/or continuing their education, as a sign of their vocation for children, lack of training in entrepreneurial skills and their aspiration to have better working conditions, among others. Faculties of education often fail to encourage entrepreneurship among their students, highlighting these the lack of internationalization, absence of information about entrepreneurship public and private programs and infrastructures, and nonparticipation in entrepreneurship extra-curricular programs and research. However, faculties of education excel in active methodologies, social engagement, and the use of educational resources.
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    Documentary analysis of primary education curricula for the development of entrepreneurship: competences and active methodologies
    (Allied Business Academies, 2022-07-26) Paños Castro, Jessica; Markuerkiaga Arritola, Leire ; Bezanilla, María José
    Entrepreneurial competence is a key competence for personal development, social inclusion and active citizenship. It is important that primary school teachers develop this competence and that it is therefore included in the initial training of future teachers provided by universities. The objective of this research is to sanalyse the competences and teaching methodologies of Primary Education degrees in Spain in order to determine the extent to which entrepreneurship is included in their curricula. For this purpose, a documentary and content analysis has been carried out of the 68 curricula that were entered into the Spanish Registry of Universities, Centres and Degrees for the academic year 2021-22. A total of 6262 competences and 655 methodologies were examined. The results indicate that 33.82% of the faculties include entrepreneurial competence either as a general or a transversal competence, relating it to entrepreneurial culture, entrepreneurial spirit and project design. The most common methodologies used in these university programmes are tutorials, lectures, teamwork, debates and case studies. Since entrepreneurial competence involves a subset of attitudes, aptitudes and skills, 909 competences in the curricula were found to be linked to entrepreneurial competence, notably including planning, innovation, oral and written communication, and problem solving. However, skills such as financial and economic literacy, mobilising resources, self-awareness and self-efficacy, vision, valuing ideas, and ethical and sustainable thinking were not covered in the curricula analysed.