Education Tools for Entrepreneurship: Creating an Action-Learning Environment through Educational Learning Tools

250 Pages·2016·7.43 MB·English

by  Marta Peris-Ortiz

Innovation, Technology, and Knowledge Management
Marta Peris-Ortiz
Jaime Alonso Gómez
Francisco Vélez-Torres
Carlos Rueda-Armengot E ditors
Education Tools for
Entrepreneurship
Creating an Action-Learning
Environment through Educational
Learning Tools
Innovation, Technology, and Knowledge
Management

Series Editor:
Elias G. Carayannis
School of Business
George Washington University
Washington , DC, USA
More information about this series at h ttp://www.springer.com/series/8124

Marta Peris-Ortiz • Jaime Alonso Gómez
Francisco Vélez-Torres • Carlos Rueda-Armengot
Editors
Education Tools for
Entrepreneurship
Creating an Action-Learning Environment
through Educational Learning Tools
Editors
Marta Peris-Ortiz Jaime Alonso Gómez
Departamento de Organizacón de Empresas School of Business Administration
Universitat Politècnica de València University of San Diego
Valencia , S pain San Diego , CA , USA
Francisco Vélez-Torres Carlos Rueda-Armengot
CETYS University Departamento de Organizacón de Empresas
Mexicalli, Baja California , Mexico Universitat Politècnica de València
Valencia , Spain
ISSN 2197-5698 ISSN 2197-5701 (electronic)
Innovation, Technology, and Knowledge Management
ISBN 978-3-319-24655-0 ISBN 978-3-319-24657-4 (eBook)
DOI 10.1007/978-3-319-24657-4
Library of Congress Control Number: 2015958664
Springer Cham Heidelberg New York Dordrecht London
© Springer International Publishing Switzerland 2016
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Foreword
Entrepreneurship in all of its aspects, connotations and applications has undoubtedly
become a major force for new and sustainable wealth creation not only in emerging
but also in developed economies.
T he challenge consists in how to inspire or work beyond the mental limits in the
classroom, to determine which learning platforms are required or useful to unlock
and stimulate creativity and to eliminate the human aversion to failure.
Can educators teach entrepreneurship?
Can universities teach that failure may be a necessary part of this process?
I s the education or the conditions created in the surrounding environment the key
factor?
Is there an entrepreneurial education tool or methodology that could help stu-
dents to develop an entrepreneurial attitude or mind-set?
T his book confi rms that education is a positive response to all of these
questions.
T his force is indeed opening new possibilities for individuals which transcend all
generations and lifestyles, new ways to foster development across industries as well
as new innovation and entrepreneurial ecologies that help to develop robust socio-
economical communities, such as those in Boston, Massachusetts; the Silicon
Valley in California; Monterrey, Mexico; the Basque Country in Spain; and obvi-
ously many additional examples.
In this context, this book is a joint effort by a group of professors and academic
institutions from both sides of the Atlantic Ocean, Mexico, Spain and Portugal,
which introduce this entrepreneurial mind-set into both the traditional face-to-face
classroom and the emerging “virtual” classroom: as expected, the aim is to imple-
ment “new intellectual wealth” and new enriched and enhanced methodologies and
tools to the learning dynamics which students undertake in their academic careers.
In my capacity as an entrepreneur for more than 30 years and also as chairman
of the Board of Trustees of CETYS University in Mexico (one of the participating
universities in this book), I see tremendous potential and I especially celebrate this
entrepreneurial approach to education as a crucial factor in developing agents of
v
vi Foreword
change, new wealth creation, robust socio-economic development and ultimately,
societal prosperity and peace.
The potential outcome is vitally important when seeking the methodology which
will liberate the creative and practical aspects of development. Are the tools and
methods the same in all cultures?
It is an intellectual delight to observe the entrepreneurship dynamics in our
teaching-learning process and the high-level involvement of professors, students
and mentors-coaches from many areas of human activity (NGOs, businesses, civil
associations) in order to provide new relevant, rigorous and robust entrepreneurship-
based learning.
This book on “Education Tools for Entrepreneurship” is a tribute to the profes-
sors and academic institutions which envision entrepreneurship and innovation as a
new driving force for global education and development.
CETYS University System Juan Ignacio Guajardo
Mexicali , Mexico
Contents
1 Classroom Experiments: A Useful Tool for Learning
about Economic and Entrepreneurial Decisions .................................. 1
Javier Perote , José David Vicente-Lorente ,
and José Ángel Zúñiga-Vicente
2 An Experience in Teaching Innovation Based
on Collaborative Learning and the Aronson Jigsaw Technique ......... 15
Eugenia Babiloni , Ester Guijarro , and Manuel Cardós
3 Learning by Teaching and Assessing: A Teaching Experience ........... 29
Andreea Apetrei , Jordi Paniagua , and Juan Sapena
4 DINNO®: An Innovative Technological Tool
for Empowerment in Assessment .......................................................... 39
María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez
5 Towards Sustainable Assessment: ICT as a Facilitator
of Self- and Peer Assessment .................................................................. 55
Gregorio Rodríguez-Gómez and María Soledad Ibarra-Sáiz
6 Entrepreneurship Education: A Tool for Development
of Technological Innovation ................................................................... 73
Carlos Cunha , Barbara Coutinho-Pires dos Santos ,
and Almudena Sereno-Ramirez
7 Teaching Entrepreneurship: A Comparison Between
Virtual and Classroom Teaching Contexts ........................................... 87
Rosa M. Batista-Canino , Pino Medina-Brito , Silvia Sosa-Cabrera ,
and Alicia Bolívar-Cruz
vii
viii Contents
8 Enhancement of Entrepreneurship in Colombian
Universities: Competence Approach Plus Personalized
Advice (CAPPA) Model .......................................................................... 101
Antonio Alonso-Gonzalez , Antonio Diaz-Morales ,
and Marta Peris-Ortiz
9 Game Driven Education in Finance Through On-line
Trading Tools ........................................................................................... 113
Raúl Gómez-Martínez , Camilo Prado-Román ,
and Sandra Escamilla-Solano
10 Educating for Entrepreneurship: Application
to the Business Services Marketing Subject ......................................... 125
Sofía Estelles-Miguel , Marta Elena Palmer Gato ,
José Miguel Albarracín Guillem , and Carlos Rueda Armengot
11 Work and Study Habits in the Interconnected Age:
What It Means for Businesses of the Future ........................................ 135
Dag Bennett , Diana Pérez-Bustamante , and Carmelo Mercado-Idoeta
12 Experiential Activities: A Tool to Increase
Entrepreneurial Skills ............................................................................. 153
Diana E. Woolfolk-Ruiz and Mónica Acosta-Alvarado
13 Fostering Entrepreneurship in Higher Education,
by Problem-Based Learning .................................................................. 167
P. I. Santateresa
14 Best University Practices and Tools in Entrepreneurship ................... 183
Alberto Vaquero-García , María de la Cruz del Río-Rama ,
and José Álvarez-García
15 Innovation in Entrepreneurship Education: Developing
Competitive Advantages for MBA Students ......................................... 199
Ricardo D. Álvarez Rodríguez and Jorge A. Wise
16 Resources and Tools of the Firm: Competencies
and Entrepreneurship ............................................................................. 213
Marta Peris-Ortiz , Mónica López-Sieben , and Jaime Alonso-Gómez
17 Entrepreneurship in Higher Education
as a Horizontal Competence .................................................................. 223
Cristina Mesquita , Rui Pedro Lopes , and Kristina Bredis
Index ................................................................................................................. 243
Chapter 1
Classroom Experiments: A Useful Tool
for Learning about Economic
and Entrepreneurial Decisions
Javier Perote , José David Vicente-Lorente , and José Ángel Zúñiga-Vicente
Abstract T his article discusses the implementation and advantages of classroom
experiments for teaching and learning about economic and entrepreneurial decisions.
We argue that this methodology is not only appealing from the students’ perspective
but also is consistent with the European Higher Education Area philosophy.
Particularly, classroom experiments can help to promote or reinforce different
generic and specifi c skills (e.g. ‘auto-learning’, ‘problem-solving’, ‘capacity to adapt
to new situations’ or ‘economics and managerial decision making’) and facilitate the
evaluation of such skills. In this method, students play a central and proactive role
throughout the whole learning process and they have the opportunity to apply theo-
retical concepts and train their own skills. Feedback provided by experimental out-
comes help students to identify strategies that improve their own methods and rules
to make better economic and entrepreneurial decisions by recognizing and correcting
potential bias in their perceptions. The methodology is illustrated with a straightfor-
ward experiment designed to detect potential deviations from the rational assumption
(i.e. profi t maximizing behavior) when subjects face investment decisions in a context
of adjustment costs and heterogeneous (physical and human) resources.
1.1 Introduction
During the decades of the 1960s and 1970s of the last century, as the data availability
and the use of computers were growing, the knowledge about economics and busi-
ness started to be thought of as being big enough so as to predict and control the
economic activity. Since then many experiences have shown that individuals do not
J. Perote (cid:129) J. D. Vicente-Lorente
University of Salamanca , Salamanca , Spain
e-mail: [email protected]; [email protected]
J. Á. Zúñiga-Vicente (*)
Rey Juan Carlos University , Madrid , Spain
e-mail: [email protected]
© Springer International Publishing Switzerland 2016 1
M. Peris-Ortiz et al. (eds.), Education Tools for Entrepreneurship, Innovation,
Technology, and Knowledge Management, DOI 10.1007/978-3-319-24657-4_1