Anàlisi de les percepcions de les competències assolides en entorns virtuals d’aprenentatge: El cas dels plans d’empresa de la UOC

Raquel Ferreras Garcia, Enric Serradell-López

Resum


Amb l’adaptació a l’Espai Europeu d’Educació Superior (EEES) les universitats han hagut d’evolucionar el seu model pedagògic, adaptant-lo a la formació dels estudiants per competències. La introducció dels processos d’aprenentatge per mitjà de competències ha provocat una adaptació de la totalitat d’assignatures a un sistema d’avaluació basat en aquest nou model. Aquest és el cas de l’assignatura del Treball Final de Grau (TFG) del Grau d’Administració i Direcció d’empreses (ADE) de la Universitat Oberta de Catalunya (UOC) en la seva especialitat d’emprenedoria o pla d’empresa.

L’objectiu d’aquest treball és descriure l’assoliment de les competències del Grau d’ADE de la UOC que suposa la realització del TFG en l’especialitat del pla d’empresa. Per tal d’analitzar aquests efectes presentem un treball empíric per conèixer quin paper juguen els plans d’empresa en l’assoliment de les competències. En aquest sentit utilitzem dades obtingudes de qüestionaris distribuïts entre estudiants del Grau d’Administració i Direcció d’empreses de la UOC.

Paraules clau


Competències; Plans d'empresa; Pedagogies; Aprenentatge; Educació a distància

Text complet:

PDF

Referències


[1] ANECA (2005) Libro Blanco. Título de grado en Economía y empresa. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación. Disponible en: http://www.aneca.es/var/media/150292/libroblanco_economia_def.pdf

[2] Ashamalla, H.M., Orife, J.N., Abel, I. (2008) Business plans: are they relevant to venture capitalists? Journal of Small Business and Entrepreneurship, 21(4), pp. 381-391.

[3] Bakkali, C., Messeghem, K., Sammut, S. (2010) Les structures d’accompagnement à la création d’entreprise à l’heure de la gestion des compétences. Management et Avenir, 39, pp. 149-162.

[4] Barr, R., Tagg, J. (1995) From teaching to learning. A new paradigm for undergraduate education. Change, 27(6), pp. 13-25.

[5] Barraycoa, J., Lasaga, O. (2009) Competencias e inserción laboral: un análisis de la empleabilidad de los recién licenciados en ADE y Económicas. Barcelona: CEU Ediciones.

[6] Barringer, B.B., Gresock, A.R. (2008) Formalizing the front-end of the entrepreneurial process using the stage-gate model as a guide: an opportunity to improve entrepreneurship education and practice. Journal of Small Business and Enterprise Development, 15(2), pp. 289-303.

[7] Bouteiller, D., Gilbert, P. (2005) Réflexions croisées sur la gestion des compétences en France et en Amérique du nord. Relations Industrielles, 60(1), pp. 3-28.

[8] Brinckmann, J., Grichnik, D., Kapsa, D. (2010) Should entrepreneurs plan or just storm the castle? A meta-analysis on contextual factors impacting the business planning-performance relationship in small firms. Journal of business Venturing, 25, pp. 24-40.

[9] Carrier, C. (2009) L’enseignement de l’entrepreneuriat: au-delà des cours magistraux, des études de cas et du plan d’affaires. Revue de l’Entrepreneuriat, 8(2), pp. 17-34.

[10] Chandler, G.N., Jansen, E. (1992) The founder’s self-assessed competence and venture performance. Journal of Business Venturing, 7, pp. 223-236.

[11] Cope, J. (2005) Toward a dynamic learning perspective of entrepreneurship. Entrepreneurship Theory and Practice, 29(4), pp. 373-397.

[12] Corbett, A.C. (2007) Learning asymmetries and the discovery of entrepreneurial opportunities. Journal of Business Venturing, 22, pp. 97-118.

[13] Delamare Le Deist, F., Winterton, J. (2005) What is competence? Human Resource Development International, 8(1), pp. 27-46.

[14] Díaz, A. (2006) El enfoque de competencias en educación. Perfiles Educativos, 28(111), pp. 7-36.

[15] Giunipero, L.C., Denslow, D., Melton, H.L. (2008) Risk propensity, risk perception and business plan formalisation: a conceptual investigation. International Journal of Entrepreneurship and Innovation Management, 8(4), pp. 397-416.

[16] González, J., Wagenaar, R. (2006) Tuning Educational Structures in Europe. La contribución de las universidades al proceso de Bolonia. Disponible en: http://www.deusto-publicaciones.es/deusto/index.php/en/tuning-en/tuning-bolonia-en

[17] Grimand, A. (2004) L’évaluation des compétences: paradoxes et faux-semblants d’une instrumentation. Montréal: Congrès de l’Association Francophone de Gestion des Ressources Humaines.

[18] Honig, B. (2004) Entrepreneurship education: toward a model of contingency-based business planning. Academy of Management Learning and Education, 3(3), pp. 258-273.

[19] Johannisson, B. (1991) University training for entrepreneurship: a Swedish approach. Entrepreneurship and Regional Development, 3(1), pp. 67-82.

[20] Kakkonen, M.L. (2011) Students’ perceptions of their business competences and entrepreneurial intention. Management, 6(3), pp. 25-243.

[21] Kuehn, K.W., Grider, D., Sell, R. (2009) New venture assessment: moving beyond business plans in introductory entrepreneurship courses. Journal of Entrepreneurship Education, 12, pp. 67-78.

[22] Kyrö, P., Niemi, M. (2007) Innovative modelling for learning business planning. Paper presented at Internationalizing Entrepreneurship Education and Training, 17th Global Conference, Gdansk, Poland.

[23] Lans, T., Hulsink, W., Baert, H. (2008) Entrepreneurship education and training in a small business context: insights from the competence-based approach. Journal of Enterprising Culture, 16(4), pp. 363-383.

[24] Lans, T., Verstegen, J., Mulder, M. (2011) Analysing, pursuing and networking: towards a validated three-factor framework for entrepreneurial competence from a small firm perspective. International Small Business Journal, 29(6), pp. 695-713.

[25] Lautenschläger, A., Haase, H. (2011) The myth of entrepreneurship education: seven arguments against teaching business at universities. Journal of Entrepreneurship Education, 4, pp. 147-161.

[26] Loué, C., Laviolette, E-M., Bonnafous-Boucher, M. (2008) L’entrepreneur à l’épreuve de ses compétences: éléments de construction d’un référentiel en situation d’incubation. Revue de l’Entrepreneuriat, 7(1), pp. 63-83.

[27] Peterman, N.E., Kennedy, J. (2003) Enterprise education: influencing students' perceptions of entrepreneurship. Entrepreneurship Theory and Practice, 28(2), pp. 129-144.

[28] Pfeifer, S. , Borozan, D. (2011) Fitting Kolb’s learning style theory to entrepreneurship learning aims and contents. International Journal of Business Research, 11(2), pp. 216-222.

[29] Politis, D. (2005) The process of entrepreneurial learning: a conceptual framework. Entrepreneurship Theory and Practice, 29(4), pp. 399-424.

[30] Prahalad, C. K., Hamel, G. (1990) The core competence of the corporation. Harvard Business Review, maig-juny, pp. 79-91.

[31] Russell, R., Atchison, M., Brooks, R. (2008) Business plan competitions in tertiary institutions: encouraging entrepreneurship education. Journal of Higher Education Policy and Management, 30(2), pp. 123-138.

[32] Sánchez, J.C. (2011) University training for entrepreneurial competencies: its impact on intention of venture creation. International Entrepreneurship Management Journal, 7, pp. 239-254.

[33] Sierra, J. (2010) Competencias profesionales y empleo en el futuro periodista: el caso de los estudiantes de periodismo de la Universidad San Pablo CEU. Icono 14, 2, pp. 156-175.

[34] Sitzmann, T., Ely, K. , Brown, K.G., Bauer, K.N. (2010) Self-assessment of knowledge: a cognitive learning or affective measure? Academy of Management Learning and Education, 9(2), pp. 169-191.

[35] Tounés, A., Lassas-Clerc, N., Fayolle, A. (2014) Perceived entrepreneurial competences tested by business plan pedagogies. International Journal of Entrepreneurship and Small Business, 21(14), pp. 541-557.

[36] Vincett, P.S., Farlow, S. (2008) Start-a-business: an experiment in education through entrepreneurship. Journal of Small Business and Enterprise Development, 15(2), pp. 274-288.




DOI: http://dx.doi.org/10.1344/RIDU2016.8.14

Enllaços refback

  • No hi ha cap enllaç refback.


RCUB revistesub@ub.edu Avís Legal RCUB Universitat de Barcelona