Abstract
PurposeThe aim of this article is to propose and test a structural model of relationships between generic and specific competencies and entrepreneurial competencies in order to assess students' learning.Design/methodology/approachThe study was carried out on a sample of 337 students enrolled on the entrepreneurship specialisation of the final bachelor's degree project course on the Bachelor's Degree in Business Administration and Management at the Universitat Oberta de Catalunya. A questionnaire was designed to gather information on students' perception of their level of acquisition of the different groups of competencies. The partial least squares (PLS) multivariate technique was used to analyse the model.FindingsThe results confirm that there are significant relationships between the different groups of competencies. Specifically, it shows that generic competencies influence specific competencies and that there is a strong relationship between systemic and professional competencies and entrepreneurial competencies. It also shows that the experience variable contributes positively to different competency groups, while the gender and age variables have no effect on the development of entrepreneurial competencies.Practical implicationsThe study provides relevant information to the academic world on different factors that affect competency development.Originality/valueThe analysis provides an innovative research and contributes knowledge on entrepreneurial competency acquisition, providing an answer to whether generic and specific competencies influence entrepreneurial competencies.
Highlights
Contemporary education has undergone a paradigm shift with regard to students, learning and competencies (Brand-Gruwel et al, 2005)
These items have been used by previous research focused on assessing the generic and specific competencies of students enrolled on Economics and Business degrees to analyse the effectiveness of different learning tools, such as business simulation games (FitoBertran et al, 2014; Hernandez-Lara and Serradell-Lopez, 2018) and business plans (FerrerasGarcia et al, 2019, 2020a)
The generic competencies that were best valued by students were drawing conclusions (IGC2, 4.475), persistence and perseverance (SGC12, 4.454), finding, identifying, organising and using information adequately (IGC9, 4.448) and relating information or data (IGC3, 4.433)
Summary
Contemporary education has undergone a paradigm shift with regard to students, learning and competencies (Brand-Gruwel et al, 2005). Lopez-Bonilla and Lopez-Bonilla (2014) suggest a structural model for relationships between academic-professional competencies as a means of understanding how generic and specific competencies relate in university studies in the field of tourism. 2.3 Research model Our aim is to analyse relationships between different groups of competencies, with special emphasis on relationships between generic and specific competencies and how these impact on entrepreneurial competencies Both competence types (generic and specific) are distinguished within the context of the subject of the final bachelor’s degree project course on the entrepreneurship specialisation on the Bachelor’s Degree in Business Administration and Management at the Universitat Oberta de Catalunya. Method 3.1 Sample and data collection The study was carried out on a sample of 337 students enrolled on the entrepreneurship specialisation of the final bachelor’s degree project course on the Bachelor’s Degree in
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