Ambidextrismo o el equilibrio: la esencia de las competencias emprendedoras y su aprendizaje no formal
DOI:
https://doi.org/10.4995/redu.2020.13316Palabras clave:
competencias emprendedoras, competencias ambidextras, evaluación de competencias, educación no formal, evaluación formativaResumen
El reconocimiento generalizado de la importancia de las competencias emprendedoras para el éxito profesional de los estudiantes está llevando a las universidades a desarrollar entornos que faciliten su aprendizaje. Sin embargo, todavía existen importantes cuestiones por resolver que limitan la eficacia de dichos entornos. No existe consenso sobre el tipo de comportamiento emprendedor que debería estimularse en los estudiantes universitarios, ni sobre el concepto de competencias emprendedoras que más se ajusta al entorno específico de las universidades. Además, las propuestas didácticas que pudieran plantearse deben considerar que, aunque los sistemas de evaluación formativos son apropiados a la hora de medir competencias transversales, también son más complejos. En este trabajo se considera que la educación no formal universitaria es un instrumento potente para el aprendizaje de competencias emprendedoras en los estudiantes universitarios, ya que otorga la flexibilidad que éste requiere. En consecuencia, se presenta una propuesta didáctica integral que facilita la adquisición de competencias emprendedoras en el ámbito universitario, se exponen las principales características pedagógicas que inspiran dicha propuesta y su relación con los distintos tipos de competencias emprendedoras. El artículo finaliza con la presentación de un sistema de evaluación formativo que resalta la importancia de la reflexión como elemento de aprendizaje.
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