Factors influencing hybridization of entrepreneurship methodologies. An exploration of academics and practitioners' motivations
| Autor | Verónica Itzel López Castro, Alberto Borbolla Albores |
| Páginas | 1-23 |
Artículos
Factors inuencing hybridization of entrepreneurship methodologies. An
exploration of academics and practitioners’ motivations*
Factores que inuyen en la hibridación de metodologías de emprendimiento. Una exploración de las motivaciones
de académicos y profesionales
Fatores que inuenciam a hibridização de metodologias de empreendedorismo. Uma exploração das motivações de
acadêmicos e prossionais
Verónica Itzel López Castro a
Universidad Anáhuac, México
vitzellc@hotmail.com
ORCID: https://orcid.org/0000-0002-8108-8010
Alberto Borbolla Albores
Universidad Anáhuac, México
DOI: https://doi.org/10.11144/Javeriana.cao35.hem
Received: 26 April 2021
Accepted: 07 February 2022
Published: 20 April 2022
Abstract:
a Corresponding author. E-mail address: vitzellc@hotmail.com
Resumen:
Este artículo presenta un análisis de las razones y motivaciones de varias guras educativas en la construcción de metodología s
híbridas a través de combinaciones fundamentadas en la e ducación emprendedora como método. Se llevó a cabo un estudi o
exploratorio cualitativo, cuyos datos fueron recolectados a través de 19 entrevistas semiestructuradas. Los datos fueron analizado s
mediante una técnica de análisis del discurso que permitió apreciar que las metodologías híbridas se construyen como parte d e
un proceso de contextualización que busca aplicar correctamente dichas metodologías a la cultura, el contexto e incluso el estil o
personal del educador de ese momento. Comprender el papel que juega el contexto del educador en su elección de contenidos y
enfoques de enseñanza podría ayudar a evitar sesgos y crear prácticas educativas transformadoras.
Códigos JEL: M10, M30.
Palabras clave: Educación, emprendimiento, innovación, metodologías.
Resumo:
Este artigo apresenta uma anál ise das razões e motivações por trás de várias guras educacionais na construção de metodologia s
híbridas mediante combinações baseadas na educação empreendedora como método. Foi realizado um estudo exploratór io
qualitativo, com dados recolhidos através de 19 entrevistas semi-estruturadas. Os dados foram anal isados utilizando uma técnic a
de análise de discurso que possibilitou perceber que a s metodologias híbridas são construídas como parte de um processo d e
contextualização que busca aplicar corretamente as metodolog ias concernentes à cultura, contexto e até mesmo estilo pessoal d o
educador naquele momento. A compreensão do papel que o contexto do educador desempenha em sua escolha de conteúdos e
abordagens de ensino pode ajudar a evitar vieses e criar práticas educativas transformadoras.
Códigos JEL: M10, M30.
Palavras-chave: Educação, empreendedorismo, inovação, metodologias.
Author notes
iss paper presents an analysis of the reasons and motivations behind several educational gures in the constructing of hybri d
methodologies through combinations ba sed on entrepreneurship education as a method. A qualitative exploratory study wa s
carried out, and data was collected through 19 semi-structured interviews. Data was analyzed through a discourse analysi s
technique which made it possible to appreciate that hybrid methodologies are built as part of a contextualization process that seek s
to apply correctly the methodologies concerned to the educator’s culture, context, and even personal style present at the time. e
understanding of the role that an educator´s context plays in his or her choice of contents and teaching approaches could help t o
avoid biases and create transformational education practices.
JEL Codes: M10, M30.
Keywords: Education, entrepreneurship, innovation, methodologies.
Cuadernos de Administración, 2022, vol. 35, ISSN: 0120-3592 / 1900-7205
Introduction
Entrepreneurship education is considered as the process of transmitting skills, ways of thinking and specic
tools to students in order to assist students in the identication of new opportunities and their execution,
generally through a business model (McIntyre & Roche, 1999). ere is a bond betwe en entrepreneurship
education and the creation of value arising from entrepreneurial activity (R aposo & Do Paço, 2011). is
process is generally considered paramount in the de velopment of the entrepreneurial ecosystem, as it tends
to produce mechanisms for the socialization or transmission of skills, ways of thinking and pathways for
applying both, which help business stability (Kautonen, Van Gelderen & Fink, 2015).
Hägg & Gabrielsson (2019) point out that the evidence in entrepreneurial education research has shied
from linear instruction mo dels to a constructivist model based essentially on experience. E ach academic
context has its own unique way of transmitting entrepreneurial capabilities, mindsets and tools. Teaching
practices are craed from the cultural contexts from which they have developed, which is why we can nd a
wide diversity of ways of transmitting entrepreneurial education. Recent studies place the teacher’s agency as
a key element in the creation of entrepreneurial competence within their classrooms (De la Torre Cruz, Rico,
Llamazares, Cámara & Eguizábal, 2016). Such diversity of paths for the transmitting of knowledge is useful
in understanding the way in which academics interact with their academic context and the way in which they
pay attention to certain problems, and use specic tools to solve them.
Understanding the diversity of teaching practices that is involved in each academic context is key to the
identication of particular ways in which academics interact with their contexts as well as the motivations to
use them linearly or other wise combine them. e use of entrepreneurship methodologies is subject to the
cognitive world of the teacher, which is in a constant dialogue with its own context. e study of the teacher’s
agency sheds light in the ways he understands the problems in h is social environment, as well as the way in
which he addresses them and ultimately solves them.
Entrepreneurial education has traditionally focused its studies mainly on the gure of the student and
the formation of the necessary skills to undertake the launching of a business. It has recently opened to
investigate the teacher as a constructor of knowledge in the classroom through his own symbolic world.
A particular quality of entrepreneurship teaching l ies in its wide diversity of teaching proles. Traditional
academic proles can be found, coexisting with other proles more focused on consulting, and even some
entrepreneurs looking for a classroom to share their experiences in the entrepreneurial world. In any case,
these teachers seek to develop the skills of curiosity, problematization and solution nding in their students.
e approach of Neck & Green (2011) is particularly useful to frame motivations from different
teaching proles in order to identify the methodolog ical uses, modalities and types taught in their courses.
is framework identies three types of mindsets in entrepreneurial teaching; the rst model d isplays
an individualistic view of the entrepreneurial process that conceives the entrepreneur as a distinct and
differentiated actor from others, based on the possession of unique qualities and relevant skills that lead
to the success of their companies. e second frame is related to the processual world, which refers to the
teaching of entrepreneurial content and tools in stages and based on a specic plan. is model is supported
by the teaching of ca se studies and business plans. Lastly, the cognitive world is a recently emerging model,
which asks about the deciding factors inuencing the mind of the entrepreneur to act in a specic way. is
approach, although focusing in the individual again, analyzes him while considering his mind and his decision
making. In this case, it recognizes the teacher as an agent who carries a symbolic world around and, based on
it, frames social realit y by selecting certain problems and solutions. Both problems and solutions arise from
the entrepreneur’s ability to cho ose rightly a key piece from h is toolbox that will bring him to a resolution.
is cognitive perspective is based on the teaching of method and is no longer transmitted from the planning
of content and methodology, but rather from the consumer’s problem and needs. e latter method, unlike
the processual modality, is dynamic, interpretive and context dependent.
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