WIP: Developing Collaborative Entrepreneurship Competencies for Technical Majors

Blanca Esthela Moscoso; Miguel Andres Guerra

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6
Tagged Division: Entrepreneurship & Engineering Innovation Division (ENT)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48295

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Paper Authors

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Blanca Esthela Moscoso

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Miguel Andres Guerra Universidad San Francisco de Quito orcid.org/0000-0002-7496-3753

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Miguel Andres is an Assistant Professor in the Polytechnic College of Science and Engineering at Universidad San Francisco de Quito USFQ. He holds a BS in Civil Engineering from USFQ, a M.Sc. in Civil Engineering in Construction Engineering and Project Management from Iowa State University, a Ph.D. in Civil Engineering with emphasis in Sustainable Construction from Virginia Tech, and two Graduate Certificates from Virginia Tech in Engineering Education and Future Professoriate and from USFQ in Structures for Construction Professionals. MiguelAndres’s research includes Architectural and Civil Engineering Project Management, Sustainable and Resilient Urban Infrastructure, and the development of engineers who not only have strong technical and practical knowledge but the social awareness and agency to address global humanitarian, environmental, and social justice challenges. For him, social justice is a concept that should always be involved in discussions on infrastructure. Related to STEM education, Miguel Andres develops disruptive pedagogies for STEM courses as a tool for innovation, and assessing engineering students’ agency to address climate change. Currently, MiguelAndres is working on a framework to support and conduct undergraduate research.

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Abstract

This research project was undertaken at an XXXXXXXX university to address the necessity of instilling collaborative entrepreneurship skills in students pursuing Technical Business Administration majors. The main goal of this study was to create a pedagogical framework that could seamlessly integrate these skills into the academic curriculum. It became evident during their education that students lacked a structured guide for nurturing entrepreneurial skills, which are vital for their future professional careers. This study took place in school year 2021-2022 (n=63 students). The research focused on essential aspects of collaborative competencies, such as leadership, team communication, and conflict resolution. To evaluate the model's effectiveness, surveys were administered to students at a public university in Ecuador before and after implementing the model. The results indicated a positive impact on the development of these collaborative competencies. This study constitutes a significant methodological contribution for educators and researchers involved in cultivating collaborative entrepreneurship skills, establishing a robust foundation for improving the professional readiness of students in the field of collaborative entrepreneurship. The authors discuss the possible factors driving the results, next steps and explore the avenues academia could take to incorporate entrepreneurship learning modules into the technical curricula. Implications for research and practice are provided.

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Moscoso, B. E., & Guerra, M. A. (2024, June), WIP: Developing Collaborative Entrepreneurship Competencies for Technical Majors Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48295