Departamento de Economía Financiera y Contabilidad
URI permanente para esta comunidadhttps://hdl.handle.net/10953/28
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Examinando Departamento de Economía Financiera y Contabilidad por Autor "Alonso-Galicia, Patricia Esther"
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Ítem Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education(Springer Nature, 2019) Fernández-Pérez, Virginia; Montes-Merino, Ana; Rodríguez-Ariza, Lázaro; Alonso-Galicia, Patricia EstherThis paper focuses on the analytic thinking of emotional competencies and their influence, in particular, in shaping university students’ entrepreneurial intentions, backed by an extended model of Ajzen´s Theory of Planned Behaviour, and analyses the moderating role of entrepreneurial education among the variables under study. The results, derived from an ex-ante and ex-post questionnaire addressed to Spanish university students engaged in a compulsory entrepreneurship course, were subjected to structural equation modelling analysis. Our findings show that entrepreneurship by university students is favoured by the development of their emotional competencies, due to the direct influence of the latter in shaping entrepreneurial intention and its positive impact on their cognitive antecedents (entrepreneurial attitudes and perceived self- efficacy), and suggest that students with a higher degree of emotional competencies who receive entrepreneurship education will have a more positive attitude towards entrepreneurship and will perceive themselves more capable of becoming entrepreneurs. The primary contribution of this paper is to spotlight the use of emotional competencies in encouraging entrepreneurship, and to heighten awareness of the positive effect of education on emotionally-competent students, a factor that should be taken into account to improve entrepreneurship education programmes.Ítem Reflexiones sobre Educación en Emprendimiento. Nueves Fronteras en la educación en emprendimiento y en la docencia en emprendimiento(Editorial de la Universidad de Cantabria, 2014) Rodríguez-Ariza, Lázaro; Fernández-Pérez, Virginia; Montes-Merino, Ana; Alonso-Galicia, Patricia EstherThe growing demand for training in entrepreneurship has provoked a sharp increase in the number of such education programmes being offered, with significant investment of resources and high expectations of their results. However, few studies – and of limited inferential robustness and breadth – have examined the short and long-term outcomes of these programmes on the attitudes, behaviour and subsequent careers of their students. Equally scarce are studies to evaluate the impact of the entrepreneurship-support strategies provided by colleges, universities and government. Consequently, what knowledge we have of the theoretical foundations that would make education programmes in entrepreneurship more effective and the teaching methods and procedures to promote entrepreneurial behaviour more suitable, and our knowledge of the results and effects achieved, is both limited and weak. Further data and analysis are needed to better understand the crucial forces and influences that make individuals more confident in their abilities and identify themselves as entrepreneurs. Analyses of practical experience should also be made in order to devise and improve mechanisms to promote the entrepreneurial spirit and self-employment. This paper offers an overview of the evolution of entrepreneurship and of diverse approaches to teaching this concept. Our aim is to clarify the importance of properly establishing the goals sought in education for entrepreneurship, the teaching tools and methods to be used in this process and the need to know whether these goals are achieved and, if so, under what conditions.