Actitud personal y etapas de la educación empresarial: Enseñanza y desempeño práctico
Palabras clave:
Actitud personal, educación empresarial, enseñanza, desempeño práctico, modelado de ecuaciones estructurales
Resumen
La Educación Empresarial desempeña un papel clave en el desarrollo de competencias emprendedoras, destacando etapas fundamentales como: Enseñanza y Desempeño Práctico. Este estudio explora el impacto de la actitud personal en estas etapas, considerando su influencia en el aprendizaje teórico y su aplicación en contextos reales. El objetivo principal fue analizar cómo la Actitud Personal afecta de manera significativa las fases de Enseñanza y Desempeño Práctico dentro de la Educación Empresarial. Se utilizó un diseño no experimental, transversal, con una muestra de 304 estudiantes universitarios de la región de Apurímac-Perú. Los datos se recolectaron mediante un cuestionario validado de 20 ítems, analizado a través de modelado de ecuaciones estructurales utilizando SmartPLS4 versión 4.1.0.3 y análisis factorial exploratorio en Jamovi versión 2.3.28.0. Los resultados evidenciaron que la Actitud Personal tiene un impacto significativo y positivo tanto en la Enseñanza como en el Desempeño Práctico, con altos coeficientes de determinación. Estos hallazgos refuerzan la necesidad de diseñar programas educativos que promuevan actitudes emprendedoras y conecten la teoría con la práctica. Se concluye que la Actitud Personal es un factor clave para optimizar la Educación Empresarial, aunque futuras investigaciones deben abordar estudios longitudinales y ampliaciones muestrales para validar estos resultados en otros contextos.
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Cáceres-Cayllahua, E., Aguirre-Landa, J. P., Garro-Aburto, L. L., y Sandoval-Nizama, G. (2023). Intención empresarial de estudiantes universitarios en Lima-Perú. Revista de Ciencias Sociales (Ve), XXIX(E-8), 263-274. https://doi.org/10.31876/rcs.v29i.40952
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Darwish, S. (2024). Exploring best practices for promoting: Entrepreneurship education in bahraini university programs. In R. Nafea, S. Faizal, D. Jelonek, N. Kumar, J. P. Sankar y I. Pawełoszek (Eds.), Sustainable Innovations in Management in the Digital Transformation Era: Digital Management Sustainability (pp. 129-139). Routledge. https://doi.org/10.4324/9781003450238-13
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Espina-Romero, L. C. (2022). Procesos de Enseñanza-Aprendizaje Virtual durante la COVID-19: Una revisión bibliométrica. Revista de Ciencias Sociales (Ve), XXVIII(3), 345-361. https://doi.org/10.31876/rcs.v28i3.38479
Fan, J., Hu, J., y Wang, J. (2024). How entrepreneurship education affects college students’ entrepreneurial intention: Samples from China. Heliyon, 10(10), e30776. https://doi.org/10.1016/j.heliyon.2024.e30776
Fayolle, A., y Gailly, B. (2015). The Impact of Entrepreneurship Education on Entrepreneurial Attitudes and Intention: Hysteresis and Persistence. Journal of Small Business Management, 53(1), 75-93. https://doi.org/https://doi.org/10.1111/jsbm.12065
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Gangadhara, H., y Kumar, J. P. S. (2024). Integrated model perspective of capital theory, TPB and SCCT towards determines business students’ digital entrepreneurial intention in developing country context. Journal of High Technology Management Research, 35(2), 100519. https://doi.org/10.1016/j.hitech.2024.100519
Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233-269. https://doi.org/10.1111/1468-2370.00086
Gorevaya, E., y Pasko, D. (2021). Developing university’s educational processes and innovation infrastructure to launch student startups: Practical experience analysis. ACM International Conference Proceeding Series, 96. https://doi.org/10.1145/3487757.3490951
Hair, J. F., Babin, B. J., Anderson, R. E., y Black, W. C. (2022). Multivariate Data Analysis. Cengage Learning.
Henseler, J., Ringle, C. M., y Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Hernández, R., Fernández, C., y Baptista, M. D. P. (2014). Metodología de la investigación. McGraw-Hill/ Interamericana Editores, S.A. de C.V.
Ilagan, J. B. (2023). The design and use of conversational intelligent tutoring systems and computer simulation for the use of students of technology entrepreneurship. 31st International Conference on Computers in Education, ICCE 2023 - Proceedings, 2, 1014-1017. https://doi.org/10.58459/icce.2023.4782
Jamovi (2024). The jamovi project (Version 2.5). https://www.jamovi.org
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
Lang, Q., Tian, S., Wang, M., y Wang, J. (2024). Exploring the answering capability of large language models in addressing complex knowledge in entrepreneurship education. IEEE Transactions on Learning Technologies, 17, 2107-2116. https://doi.org/10.1109/TLT.2024.3456128
Li, Y., Zhou, J., Huang, Y., y Ji, Z. (2024). Visual analysis of international innovation and entrepreneurship courses: Exploring hotspots and development trends in the education field. ACM International Conference Proceeding Series, 145-150. https://doi.org/10.1145/3687311.3687338
Loi, M., y Fayolle, A. (2022). Rethinking and reconceptualising entrepreneurship education a legacy from Alistair Anderson. Entrepreneurship & Regional Development, 34(7–8), 701-721. https://doi.org/10.1080/08985626.2022.2072001
Martínez, J., Durán, S., y Serna, W. (2021). COVID-19, educación en emprendimiento e intenciones de emprender: Factores decisorios en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 272-283. https://doi.org/10.31876/rcs.v27i2.35913
Medina, R. H. (2025). AI-Assisted Teaching in Higher Education: Challenges and opportunities. Ceniiac, 1, e0003. https://doi.org/10.64923/ceniiac.e0003
Miranda, C., Goai, J. I., Berhane, B. T., y Sotomayor, T. (2020). Work in progress: Developing a more comprehensive instrument to assess the entrepreneurial mindset of engineering students. ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June.
Neck, H. M., Greene, P. G., y Brush, C. G. (2014). Teaching entrepreneurship: A practice-based approach. Edward Elgar. https://doi.org/10.4337/9781782540564
Noroño, J. G. (2025). How entrepreneurs perceive technology in the digital era: From aversion to adoption. Ceniiac, 1, e0002. https://doi.org/10.64923/ceniiac.e0002
Nunnally, J. C., y Bernstein, I. H. (1994). Psychometric Theory. McGraw-Hill Companies, Incorporated.
Peixoto, E. (2025). How social media drives innovation in digital marketing. Ceniiac, 1, e0005. https://doi.org/10.64923/ceniiac.e0005
Peixoto, E., y Espina-Romero, L. C. (2024). Mapping digital marketing research in social networks: A short-term bibliometric analysis (2018-2023). Revista de Ciencias Sociales (Ve), XXX(2), 15-31. https://doi.org/10.31876/rcs.v30i2.41906
Ringle, C. M., Wende, S., y Becker, J. M. (2024). SmartPLS 4 (4.1.0.3). https://www.smartpls.com
Ryan, R. M., y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Salamzadeh, A., Tajpour, M., y Hosseini, E. (2022). Measuring the impact of simulation-based teaching on entrepreneurial skills of the MBA/ DBA students. In D. Hyams-Ssekasi y N. Yasin (Eds.), Technology and Entrepreneurship Education: Adopting Creative Digital Approaches to Learning and Teaching (pp. 77-104). https://doi.org/10.1007/978-3-030-84292-5_4
Schiopu, A. F., Diaconescu, V., y Tuclea, C. E. (2024). Entrepreneurial activity in a crisis context: Does fear affect students’ intention to start a business? In A. M. Dima y S. Vâlcea (Eds.), Reshaping Power Dynamics Between Sustainable Growth and Technical Disruption. ICESS 2023. Springer Proceedings in Business and Economics (pp. 49-58). Springer. https://doi.org/10.1007/978-3-031-58967-6_5
Shankar, R. K., y Corbett, A. C. (2024). Quasipractice: How the entrepreneurship educator develops entrepreneurial practice expertise. Journal of Business Venturing, 39(6), 106435. https://doi.org/10.1016/j.jbusvent.2024.106435
Shao, L., Miao, Y., Ren, S., Cai, S., y Fan, F. (2024). Designing a framework for entrepreneurship education in Chinese higher education: A theoretical exploration and empirical case study. Humanities and Social Sciences Communications, 11(1), 519. https://doi.org/10.1057/s41599-024-03024-2
Sorakraikitikul, M., Bunkaewsuk, P., y Kumjumpa, P. (2024). Exploring entrepreneurship among Thai college students through the lens of theory of planned behaviour. Cogent Business and Management, 11(1), 2396524. https://doi.org/10.1080/23311975.2024.2396524
Syed, R. T., Tariq, U., Arnaut, M., y Agrawal, R. (2024). Entrepreneurship educator: A vital cog in the wheel of entrepreneurship education and development in universities. Journal of Innovation and Entrepreneurship, 13(1), 66. https://doi.org/10.1186/s13731-024-00433-0
Tan, Y. Y., Tok, L., Lam, L., Lam, C., Koh, A., y Seng, E. (2024). Enhancing entrepreneurial competencies through experiential and reflective learning: A comparative study of the BETA module at Singapore polytechnic. Entrepreneurship Education, 7(4), 387-416. https://doi.org/10.1007/s41959-024-00132-7
Tran, V. H., Vu, T. N., Pham, H. T., Nguyen, T. P. T., y Duong, C. D. (2024). Closing the entrepreneurial attitude-intention-behavior gap: The direct and moderating role of entrepreneurship education. Journal of International Education in Business, 17(1), 107-132. https://doi.org/10.1108/JIEB-05-2023-0026
Vankov, D., y Wang, L. (2024). Education program and experiential learning in Chinese entrepreneurship education: A year-long Social Cognitive Theory intervention’s impact on self-efficacy and intention. International Journal of Innovation Studies, 8(4), 381-392. https://doi.org/10.1016/j.ijis.2024.07.002
Arya, A. K., y Sharma, A. (2024). Student’s entrepreneurial intention: Investigating predictor latent variable via mediating analysis. Measurement: Interdisciplinary Research and Perspectives, 1-14. https://doi.org/10.1080/15366367.2024.2385240
Azeez, F., y Aboobaker, N. (2024). Exploring new frontiers of experiential learning landscape: A hybrid review. Learning Organization, 31(6), 985-1007. https://doi.org/10.1108/TLO-02-2023-0022
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bragelien, J. J., y Voldsund, K. H. (2024). Entrepreneurship education through sustainability orientation - Exploring a project initiating and structuring industry mentors. Procedia Computer Science, 239, 2098-2108. https://doi.org/10.1016/j.procs.2024.06.397
Cáceres-Cayllahua, E., Aguirre-Landa, J. P., Garro-Aburto, L. L., y Sandoval-Nizama, G. (2023). Intención empresarial de estudiantes universitarios en Lima-Perú. Revista de Ciencias Sociales (Ve), XXIX(E-8), 263-274. https://doi.org/10.31876/rcs.v29i.40952
Chaudhary, M., y Jeswal, R. (2024). Entrepreneurial attitude: A gender study among management students in India. International Journal of Education Economics and Development, 15(4), 450-461. https://doi.org/10.1504/IJEED.2024.141898
Chin, W. W. (1998). The Partial Least Squares Approach for Structural Equation Modeling. In G. A. Marcoulides (Ed.), Modern Methods for Business Research (pp. 295-336). Lawrence Erlbaum Associates Publishers.
Coelho, H., y Marín-González, F. (2022). Programa de Formación para Emprendedores desde la formación de posgrado en la Península de Paraguaná-Venezuela. Revista de Ciencias Sociales (Ve), XXVIII(3), 413-429. https://doi.org/10.31876/rcs.v28i3.38484
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates. https://doi.org/10.1016/C2013-0-10517-X
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
Darwish, S. (2024). Exploring best practices for promoting: Entrepreneurship education in bahraini university programs. In R. Nafea, S. Faizal, D. Jelonek, N. Kumar, J. P. Sankar y I. Pawełoszek (Eds.), Sustainable Innovations in Management in the Digital Transformation Era: Digital Management Sustainability (pp. 129-139). Routledge. https://doi.org/10.4324/9781003450238-13
Espina, E. M. (2025). Gaps in the digital transformation of public health in Latin America. Ceniiac, 1, e0004. https://doi.org/10.64923/ceniiac.e0004
Espina-Romero, L. C. (2022). Procesos de Enseñanza-Aprendizaje Virtual durante la COVID-19: Una revisión bibliométrica. Revista de Ciencias Sociales (Ve), XXVIII(3), 345-361. https://doi.org/10.31876/rcs.v28i3.38479
Fan, J., Hu, J., y Wang, J. (2024). How entrepreneurship education affects college students’ entrepreneurial intention: Samples from China. Heliyon, 10(10), e30776. https://doi.org/10.1016/j.heliyon.2024.e30776
Fayolle, A., y Gailly, B. (2015). The Impact of Entrepreneurship Education on Entrepreneurial Attitudes and Intention: Hysteresis and Persistence. Journal of Small Business Management, 53(1), 75-93. https://doi.org/https://doi.org/10.1111/jsbm.12065
Fornell, C., y Larcker, D. F. (1981). Evaluating Structural Equation Models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Gangadhara, H., y Kumar, J. P. S. (2024). Integrated model perspective of capital theory, TPB and SCCT towards determines business students’ digital entrepreneurial intention in developing country context. Journal of High Technology Management Research, 35(2), 100519. https://doi.org/10.1016/j.hitech.2024.100519
Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233-269. https://doi.org/10.1111/1468-2370.00086
Gorevaya, E., y Pasko, D. (2021). Developing university’s educational processes and innovation infrastructure to launch student startups: Practical experience analysis. ACM International Conference Proceeding Series, 96. https://doi.org/10.1145/3487757.3490951
Hair, J. F., Babin, B. J., Anderson, R. E., y Black, W. C. (2022). Multivariate Data Analysis. Cengage Learning.
Henseler, J., Ringle, C. M., y Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Hernández, R., Fernández, C., y Baptista, M. D. P. (2014). Metodología de la investigación. McGraw-Hill/ Interamericana Editores, S.A. de C.V.
Ilagan, J. B. (2023). The design and use of conversational intelligent tutoring systems and computer simulation for the use of students of technology entrepreneurship. 31st International Conference on Computers in Education, ICCE 2023 - Proceedings, 2, 1014-1017. https://doi.org/10.58459/icce.2023.4782
Jamovi (2024). The jamovi project (Version 2.5). https://www.jamovi.org
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
Lang, Q., Tian, S., Wang, M., y Wang, J. (2024). Exploring the answering capability of large language models in addressing complex knowledge in entrepreneurship education. IEEE Transactions on Learning Technologies, 17, 2107-2116. https://doi.org/10.1109/TLT.2024.3456128
Li, Y., Zhou, J., Huang, Y., y Ji, Z. (2024). Visual analysis of international innovation and entrepreneurship courses: Exploring hotspots and development trends in the education field. ACM International Conference Proceeding Series, 145-150. https://doi.org/10.1145/3687311.3687338
Loi, M., y Fayolle, A. (2022). Rethinking and reconceptualising entrepreneurship education a legacy from Alistair Anderson. Entrepreneurship & Regional Development, 34(7–8), 701-721. https://doi.org/10.1080/08985626.2022.2072001
Martínez, J., Durán, S., y Serna, W. (2021). COVID-19, educación en emprendimiento e intenciones de emprender: Factores decisorios en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 272-283. https://doi.org/10.31876/rcs.v27i2.35913
Medina, R. H. (2025). AI-Assisted Teaching in Higher Education: Challenges and opportunities. Ceniiac, 1, e0003. https://doi.org/10.64923/ceniiac.e0003
Miranda, C., Goai, J. I., Berhane, B. T., y Sotomayor, T. (2020). Work in progress: Developing a more comprehensive instrument to assess the entrepreneurial mindset of engineering students. ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June.
Neck, H. M., Greene, P. G., y Brush, C. G. (2014). Teaching entrepreneurship: A practice-based approach. Edward Elgar. https://doi.org/10.4337/9781782540564
Noroño, J. G. (2025). How entrepreneurs perceive technology in the digital era: From aversion to adoption. Ceniiac, 1, e0002. https://doi.org/10.64923/ceniiac.e0002
Nunnally, J. C., y Bernstein, I. H. (1994). Psychometric Theory. McGraw-Hill Companies, Incorporated.
Peixoto, E. (2025). How social media drives innovation in digital marketing. Ceniiac, 1, e0005. https://doi.org/10.64923/ceniiac.e0005
Peixoto, E., y Espina-Romero, L. C. (2024). Mapping digital marketing research in social networks: A short-term bibliometric analysis (2018-2023). Revista de Ciencias Sociales (Ve), XXX(2), 15-31. https://doi.org/10.31876/rcs.v30i2.41906
Ringle, C. M., Wende, S., y Becker, J. M. (2024). SmartPLS 4 (4.1.0.3). https://www.smartpls.com
Ryan, R. M., y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Salamzadeh, A., Tajpour, M., y Hosseini, E. (2022). Measuring the impact of simulation-based teaching on entrepreneurial skills of the MBA/ DBA students. In D. Hyams-Ssekasi y N. Yasin (Eds.), Technology and Entrepreneurship Education: Adopting Creative Digital Approaches to Learning and Teaching (pp. 77-104). https://doi.org/10.1007/978-3-030-84292-5_4
Schiopu, A. F., Diaconescu, V., y Tuclea, C. E. (2024). Entrepreneurial activity in a crisis context: Does fear affect students’ intention to start a business? In A. M. Dima y S. Vâlcea (Eds.), Reshaping Power Dynamics Between Sustainable Growth and Technical Disruption. ICESS 2023. Springer Proceedings in Business and Economics (pp. 49-58). Springer. https://doi.org/10.1007/978-3-031-58967-6_5
Shankar, R. K., y Corbett, A. C. (2024). Quasipractice: How the entrepreneurship educator develops entrepreneurial practice expertise. Journal of Business Venturing, 39(6), 106435. https://doi.org/10.1016/j.jbusvent.2024.106435
Shao, L., Miao, Y., Ren, S., Cai, S., y Fan, F. (2024). Designing a framework for entrepreneurship education in Chinese higher education: A theoretical exploration and empirical case study. Humanities and Social Sciences Communications, 11(1), 519. https://doi.org/10.1057/s41599-024-03024-2
Sorakraikitikul, M., Bunkaewsuk, P., y Kumjumpa, P. (2024). Exploring entrepreneurship among Thai college students through the lens of theory of planned behaviour. Cogent Business and Management, 11(1), 2396524. https://doi.org/10.1080/23311975.2024.2396524
Syed, R. T., Tariq, U., Arnaut, M., y Agrawal, R. (2024). Entrepreneurship educator: A vital cog in the wheel of entrepreneurship education and development in universities. Journal of Innovation and Entrepreneurship, 13(1), 66. https://doi.org/10.1186/s13731-024-00433-0
Tan, Y. Y., Tok, L., Lam, L., Lam, C., Koh, A., y Seng, E. (2024). Enhancing entrepreneurial competencies through experiential and reflective learning: A comparative study of the BETA module at Singapore polytechnic. Entrepreneurship Education, 7(4), 387-416. https://doi.org/10.1007/s41959-024-00132-7
Tran, V. H., Vu, T. N., Pham, H. T., Nguyen, T. P. T., y Duong, C. D. (2024). Closing the entrepreneurial attitude-intention-behavior gap: The direct and moderating role of entrepreneurship education. Journal of International Education in Business, 17(1), 107-132. https://doi.org/10.1108/JIEB-05-2023-0026
Vankov, D., y Wang, L. (2024). Education program and experiential learning in Chinese entrepreneurship education: A year-long Social Cognitive Theory intervention’s impact on self-efficacy and intention. International Journal of Innovation Studies, 8(4), 381-392. https://doi.org/10.1016/j.ijis.2024.07.002
Publicado
2025-12-09
Cómo citar
Guillen Cuba, S., & Espina-Romero, L. (2025). Actitud personal y etapas de la educación empresarial: Enseñanza y desempeño práctico. Revista De Ciencias Sociales, 31(4), 429-549. https://doi.org/10.31876/rcs.v31i4.44879
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