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dc.contributor.authorBeltrán Hernández de Galindo, Martha de Jesús
dc.contributor.authorRomero-Rodríguez, Luis M.
dc.contributor.authorRamírez-Montoya, María Soledad
dc.date.accessioned2019-08-27T18:34:35Z
dc.date.available2019-08-27T18:34:35Z
dc.date.issued2019-08-09
dc.identifier.issn2053-4604
dc.identifier.doi10.1108/JEEE-03-2019-0034
dc.identifier.urihttp://hdl.handle.net/11285/633034
dc.description.abstractPurpose – Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects. Design/methodology/approach – The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs. Findings – The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums. Practical implications – This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials. Originality/value – This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.es_MX
dc.language.isoenges_MX
dc.publisherEmerald Group Publishing Ltd.es_MX
dc.relationhis work was supported by the energy sustainability fund CONACYT-SENER through the Project 266632 ‘‘Laboratorio Binacional para la Gestión Inteligente de la Sustentabilidad Energética y la Formación Tecnológica’’ under Grant S0019201401.es_MX
dc.relation.urlhttps://doi.org/10.1108/JEEE-03-2019-0034es_MX
dc.rightsOpen Accesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subject.lcshEducationes_MX
dc.titleEntrepreneurship competencies in energy sustainability MOOCses_MX
dc.typeArtículo / Articlees_MX
dc.identifier.journalJournal of Entrepreneurship in Emerging Economieses_MX
dc.subject.keywordHigher Educationes_MX
dc.subject.keywordEntrepreneurship educationes_MX
dc.subject.keywordEnergy sustainabilityes_MX
dc.subject.keywordEntrepreneurship competencieses_MX
dc.contributor.affiliationInstituto Tecnológico y de Estudios Superiores de Monterreyes_MX
dc.subject.countryEstados Unidos de América / United Stateses_MX


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