Ambidexterity: the essence of entrepreneurial competencies and its non-formal learning

Despite the worldwide increase in entre­preneurship education offered at univer­sities, there is an ongoing debate whether and under which conditions this type of education contributes to foster students' entrepreneurial competencies. There is no consensus on what entrepreneurial com­petencies...

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Main Authors: M. Ripollés (Author), F. Michavila (Author)
Format: Book
Published: Universitat Politècnica de València, 2020-06-01T00:00:00Z.
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042 |a dc 
100 1 0 |a M. Ripollés  |e author 
700 1 0 |a F. Michavila  |e author 
245 0 0 |a Ambidexterity: the essence of entrepreneurial competencies and its non-formal learning 
260 |b Universitat Politècnica de València,   |c 2020-06-01T00:00:00Z. 
500 |a 1887-4592 
500 |a 10.4995/redu.2020.13316 
520 |a Despite the worldwide increase in entre­preneurship education offered at univer­sities, there is an ongoing debate whether and under which conditions this type of education contributes to foster students' entrepreneurial competencies. There is no consensus on what entrepreneurial com­petencies means, neither on the charac­teristics of the pedagogical interventions needed, especially on what refers to the measurement of these interventions. This paper argues that universities need to de­velop learning environments in the context of non-formal education. Non-formal ed­ucation is proposed to fit better with the enhancement of entrepreneurial compe­tencies, as it offers the flexibility required to facilitate experimentation and to allow students to gather entrepreneurial experi­ence. Additionally, in this paper arguments are developed to show how formative evaluation systems suit entrepreneurial pedagogic interventions. Therefore, a com­prehensive proposal that facilitates the ac­quisition of entrepreneurial competencies, the main pedagogical characteristics that should inspire the different educational programs and their relationships with the different types of entrepreneurial compe­tencies are exposed. The article ends with the design of a formative evaluation system that highlights the importance of reflection as an element of the evaluation process and the entrepreneurial learning process. 
546 |a EN 
546 |a ES 
690 |a competencias emprendedoras 
690 |a competencias ambidextras 
690 |a evaluación de competencias 
690 |a educación no formal 
690 |a evaluación formativa 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Red U, Vol 18, Iss 1, Pp 71-89 (2020) 
787 0 |n https://polipapers.upv.es/index.php/REDU/article/view/13316 
787 0 |n https://doaj.org/toc/1887-4592 
856 4 1 |u https://doaj.org/article/cf478c838a804529a74bfc5af232be76  |z Connect to this object online.