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Permanent URI for this collectionhttps://hdl.handle.net/11285/636050
Artículos científicos o técnicos preliminares, sujeto a revisión de pares, pero tiene la intención de ser publicado en una publicación periódica, de manera independiente o como un capítulo de libro de naturaleza académica, tal como resultados preliminares de investigación publicados en cuadernillo separado.
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- Ethical Education and its Impact on the Perceived Development of Social Entrepreneurship Competency(2021) Vázquez Parra, José Carlos; García González, Abel; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyThe aim of this paper is to discuss the importance of multidisciplinary training in the perceived development of social entrepreneurship competence. By means of a sample of an ethics class, this study seeks to argue the relevance of new social entrepreneurs having a broad training, beyond the knowledge they receive from the business area. This paper is based on a quantitative analysis methodology. Based on the application of a validated questionnaire measuring the perceived development of social entrepreneurship competence, a longitudinal measurement was carried out at two points in time, at the beginning and at the end of an ethics course, in a sample population of 132 undergraduate students. Based on these results, a multifactorial diagnosis was made using a Z-test. Overall, the sample results did not show a significant improvement in their level of perception of students' development of the social entrepreneurship competence. However, the individual results of the perceived development of sub-competences that make up this competence did reflect some development, especially the sub-competence of social innovation. Thus, this study demonstrates that there is a measurable impact of the contribution of other disciplines, in this case the ethical education, in the training of new entrepreneurs, arguing the importance of multidisciplinary training. The results of this study contribute to the work of universities in developing social entrepreneurship competence. Based on its findings, institutions will be able to recognise the relevance of multidisciplinary training in the generation of new social entrepreneurs, valuing other disciplinary areas, such as humanities and social sciences, beyond training based exclusively on business knowledge. A key point to capitalize on in training practices for social entrepreneurship is "social innovation", due to the sense of transcendence and impact that universities should seek, precisely because of their social responsibility to create value. This research provides empirical evidence of the impact of ethics education on social entrepreneurship education. It argues the importance of reflecting on multidisciplinary education as a complementary element in the perceived development of social entrepreneurship competence in students.
- Being an Entrepreneur Post-COVID-19- Resilience in Times of Crisis: a Systematic Literature Review(Emerald, 2020-09) Portuguez Castro, May; Gómez Zermeño, Marcela Georgina; Instituto Tecnológico y de Estudios Superiores de MonterreyPurpose- The COVID-19 pandemic has had an uncertain impact on the global economy, especially for entrepreneurs and small and medium-sized enterprises (SMEs) that have suffered significant consequences. However, resilience has emerged as an entrepreneurial skill that allows companies to adapt and grow stronger in the face of challenges. Therefore, we conducted a literature review to identify the factors that comprise resilience to strengthen training programs for necessary entrepreneurial skills. We hope this study leads to future empirical studies that will provide more understanding and equip professionals with the skills to adapt to crises. Design/methodology/approach- A systematic literature review was performed, analyzing studies related to entrepreneurship, resilience, and crises. Thirty empirical studies were analyzed to determine the facts of the crises, the methodologies used, and the actions taken to address them. Findings- The review identified resilience factors such as attitudes adopted towards the crisis, the characteristics of the business and the entrepreneur, the relationships with institutions, human and social capital, and strategic management. These factors can be considered in training programs for resilient entrepreneurs and by the different actors in the entrepreneurial ecosystem, including the universities and public policymakers, who support them. Originality- This study provides a literature review that focuses on identifying the resilience factors of entrepreneurs who confronted past crises to know how to apply these in actions to overcome the current situation and contribute to post-COVID-19 entrepreneurship. We hope that the findings motivate others to conduct further empirical studies on entrepreneurship and resilience in times of crisis, especially in developing countries and emerging economies.
- The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre(Journal of Education for Teaching, 2018) Fernández-Limón, Claudia; Fernández-Cárdenas, Juan Manuel; Gómez Galindo, Alma Adrianna; orcid.org/0000-0002-9808-0453; orcid.org/0000-0003-2044-1658; orcid.org/0000-0003-3558-0167; horno3; Tecnológico de Monterrey; Cinvestav Monterrey; Museo del Acero horno3, Monterrey, Mexico; Tecnológico de Monterrey, Monterrey, Mexico; Cinvestav Monterrey, Apodaca, MexicoTeacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems.