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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.
- Student perception of their knowledge of Social Entrepreneurship: gender-gap and disciplinary analysis of an Ashoka Changemaker Campus in Latin America(Emerald, 2021-06-10) Vázquez Parra, José Carlos; Amézquita Zamora, Juan; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyDesign/methodology/approach: We evaluated the perception of knowledge about social entrepreneurship of a group of students from a university certified as Ashoka Changemaker Campus, to check if there are differences by gender and disciplinary area. The population was 140 students, to whom a validated instrument was applied. Purpose: The objective of the study was to analyze the perception of knowledge and experience development in social entrepreneurship in students of a university certified by Ashoka as a Changemaker campus, to identify data that argue for equitable training among all students regardless of gender and discipline studied. Findings: The results shed light on the few differences among students in the Business, Engineering, and Health Sciences disciplines compared to those enrolled in the Humanities and Social Sciences concerning knowledge and experience in social entrepreneurship. The findings also indicate gender equality in the perception of knowledge and experience of innovation and social entrepreneurship. Research limitations/implications: The sample size in the different disciplinary areas is a limitation of this research. However, the findings are valuable in terms of gender and the study being conducted in the first university certified as a Changemaker Campus in Latin America. Journal of Applied Research in Higher EducationPractical implications: Underlying the statistics and the hypotheses are the importance of improving students' experience and expanding their equitable opportunities to learn about and implement innovative proposals for social entrepreneurship projects. Social implications: Training in equality and inclusion contributes to an equitable and socially just society, especially when this training aims to bring new possibilities to society. This study links with those that have been conducted in other institutions, where conscious efforts have been made to reduce the gender gap or differences by disciplinary area when undertaking social entrepreneurship projects that connect sectors for social benefit. This research also argues for the need to identify the impact of other cultural elements, in addition to the knowledge provided by universities, that reduce the gap among their students. Originality/value: This study is original because of its hypotheses about university students' social entrepreneurship projects, being conducted in a special environment (Ashoka Changemaker campus) in Latin America. The data were analysed under hypothesis testing, contrasting the empirical evidence with the theoretical assumptions.