Efectos de la formación en emprendimiento en la educación media y en la educación universitaria en el desarrollo de competencias emprendedoras en jóvenes en contextos de economías emergentes
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Fecha
2025
Autores
Rangel Argote, Mayra Alejandra
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Ediciones Universidad Simón Bolívar
Facultad de Ingenierías
Facultad de Ingenierías
Resumen
Esta tesis doctoral analiza los efectos de la formación en emprendimiento en la
educación media y en la educación universitaria sobre el desarrollo de
competencias emprendedoras en jóvenes en contextos de economías emergentes,
incorporando el papel de la trayectoria formativa entre niveles. Se desarrolló un
estudio cuantitativo con alcance descriptivo y explicativo, basado en encuesta
aplicada a dos grupos: estudiantes de educación media (grados 10° y 11°) de
instituciones educativas distritales de Barranquilla y estudiantes universitarios de la
Universidad Simón Bolívar que cursaban la cátedra de Innovación y
Emprendimiento. Tras la depuración de datos se consolidó una muestra definitiva
de 1.263 estudiantes de educación media y 1.526 en la educación universitaria. La
fiabilidad de los instrumentos fue alta (α de Cronbach > 0,84 en todos los bloques).
El análisis integró estadística descriptiva, comparación no paramétrica (U de MannWhitney), asociaciones bivariadas (Rho de Spearman), regresión jerárquica y
modelamiento de ecuaciones estructurales (SEM). Los resultados evidencian
diferencias significativas entre niveles, especialmente en disposiciones personales
y metodología pedagógica, mientras que los componentes curriculares y de
ecosistema no muestran diferencias sustantivas. En educación media, el desarrollo
de competencias emprendedoras se asocia principalmente a factores
disposicionales; en educación universitaria, la consolidación de competencias
emprendedoras depende sobre todo de la metodología pedagógica y de factores
personales, mientras que la trayectoria previa actúa como habilitador con efecto
positivo pero no directo. En conjunto, la investigación concluye que la efectividad de
la formación en emprendimiento en economías emergentes depende menos de su
presencia formal y más de la calidad pedagógica y de la articulación entre niveles
educativos
This doctoral thesis examines the effects of entrepreneurship education in secondary and higher education on the development of entrepreneurial competencies among young people in an emerging-economy context, explicitly considering the role of the formative trajectory across educational levels. A quantitative study with descriptive and explanatory scope was conducted using a survey administered to two groups: secondary students (10th and 11th grade) from public schools in Barranquilla and university students at Universidad Simón Bolívar enrolled in the Innovation and Entrepreneurship course. After data screening and cleaning, the final sample included 1,263 secondary students and 1,526 university students. Instrument reliability was high (Cronbach’s α > 0.84 across all blocks). Data analysis combined descriptive statistics, non-parametric comparison (Mann– Whitney U), bivariate associations (Spearman’s rho), hierarchical regression, and structural equation modeling (SEM). Findings show significant differences between educational levels, particularly in personal dispositions toward entrepreneurship and pedagogical methodology, whereas curricular and ecosystem components do not display substantial differences. In secondary education, competency development is mainly associated with dispositional factors; in higher education, competency consolidation is largely explained by pedagogical methodology and personal factors, while prior trajectory operates as an enabling condition with a positive but not direct effect. Overall, the thesis concludes that, in emerging economies, the effectiveness of entrepreneurship education relies less on its formal curricular presence and more on pedagogical quality and meaningful articulation between educational levels.
This doctoral thesis examines the effects of entrepreneurship education in secondary and higher education on the development of entrepreneurial competencies among young people in an emerging-economy context, explicitly considering the role of the formative trajectory across educational levels. A quantitative study with descriptive and explanatory scope was conducted using a survey administered to two groups: secondary students (10th and 11th grade) from public schools in Barranquilla and university students at Universidad Simón Bolívar enrolled in the Innovation and Entrepreneurship course. After data screening and cleaning, the final sample included 1,263 secondary students and 1,526 university students. Instrument reliability was high (Cronbach’s α > 0.84 across all blocks). Data analysis combined descriptive statistics, non-parametric comparison (Mann– Whitney U), bivariate associations (Spearman’s rho), hierarchical regression, and structural equation modeling (SEM). Findings show significant differences between educational levels, particularly in personal dispositions toward entrepreneurship and pedagogical methodology, whereas curricular and ecosystem components do not display substantial differences. In secondary education, competency development is mainly associated with dispositional factors; in higher education, competency consolidation is largely explained by pedagogical methodology and personal factors, while prior trajectory operates as an enabling condition with a positive but not direct effect. Overall, the thesis concludes that, in emerging economies, the effectiveness of entrepreneurship education relies less on its formal curricular presence and more on pedagogical quality and meaningful articulation between educational levels.
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Palabras clave
Formación en emprendimiento, Competencias emprendedoras, Educación media, Educación universitaria, Trayectoria formativa;, Metodologías pedagógicas activas, Economías emergentes
