WIP: Developing Collaborative Entrepreneurship Competencies for Technical Majors

This study focuses on testing a pedagogical model designed to foster collaborative entrepreneurship competencies in students pursuing technical careers. Entrepreneurship as a key competence for the economic and social progress of the country. However, the current training in technical careers does not adequately cover the collaborative skills associated with entrepreneurship. The general objective was to test Moscoso's pedagogical model that integrates specific competencies, such as leadership, team communication, and team mediation, within the curriculum of technical careers. The specific objectives focused on designing and proposing a pedagogical model for the development of each of these competencies, comparing responses to a questionnaire applied to students to evaluate the model's impact, and elaborating a concrete proposal for its implementation. Therefore, the theoretical framework of the study reviews key concepts related to entrepreneurship, the entrepreneur profile, entrepreneurship competencies, and collaborative competencies. The adopted methodology is quantitative, with a non-experimental and cross-sectional design, using a questionnaire with 50 questions. Among them, 35 belong to a Likert scale of 5 possibilities, while the remaining 15 are formulated on a Likert scale of 7 possibilities with free choice, to evaluate dimensions and indicators of collaborative entrepreneurship competencies. The target population consisted of 49 students selected by simple random sampling. The study's results revealed that students have an average level of development in collaborative entrepreneurship skills, with an average score of 4.091. Mediation communication scores an average of 4.531, followed by leadership with an average score of 4.035, and team communication with an average of 3.708. The study found a positive and significant correlation between the pedagogical model dimensions and development of collaborative competencies, confirming the proposed hypothesis. This suggests the implementation of the model to improve the professional profile and work performance of graduates. Additionally, pilot pedagogical and didactic studies are recommended, covering diversity in the student population and the inclusion of other entrepreneurial skills, such as innovation, creativity, and project management.