Innovation, Technology, and Knowledge Management Marta Peris-Ortiz Jaime Alonso Gómez Francisco Vélez-Torres Carlos Rueda-Armengot E ditors Education Tools for Entrepreneurship Creating an Action-Learning Environment through Educational Learning Tools Innovation, Technology, and Knowledge Management Series Editor: Elias G. Carayannis School of Business George Washington University Washington , DC, USA More information about this series at h ttp://www.springer.com/series/8124 Marta Peris-Ortiz • Jaime Alonso Gómez Francisco Vélez-Torres • Carlos Rueda-Armengot Editors Education Tools for Entrepreneurship Creating an Action-Learning Environment through Educational Learning Tools Editors Marta Peris-Ortiz Jaime Alonso Gómez Departamento de Organizacón de Empresas School of Business Administration Universitat Politècnica de València University of San Diego Valencia , S pain San Diego , CA , USA Francisco Vélez-Torres Carlos Rueda-Armengot CETYS University Departamento de Organizacón de Empresas Mexicalli, Baja California , Mexico Universitat Politècnica de València Valencia , Spain ISSN 2197-5698 ISSN 2197-5701 (electronic) Innovation, Technology, and Knowledge Management ISBN 978-3-319-24655-0 ISBN 978-3-319-24657-4 (eBook) DOI 10.1007/978-3-319-24657-4 Library of Congress Control Number: 2015958664 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper S pringer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Foreword Entrepreneurship in all of its aspects, connotations and applications has undoubtedly become a major force for new and sustainable wealth creation not only in emerging but also in developed economies. T he challenge consists in how to inspire or work beyond the mental limits in the classroom, to determine which learning platforms are required or useful to unlock and stimulate creativity and to eliminate the human aversion to failure. Can educators teach entrepreneurship? Can universities teach that failure may be a necessary part of this process? I s the education or the conditions created in the surrounding environment the key factor? Is there an entrepreneurial education tool or methodology that could help stu- dents to develop an entrepreneurial attitude or mind-set? T his book confi rms that education is a positive response to all of these questions. T his force is indeed opening new possibilities for individuals which transcend all generations and lifestyles, new ways to foster development across industries as well as new innovation and entrepreneurial ecologies that help to develop robust socio- economical communities, such as those in Boston, Massachusetts; the Silicon Valley in California; Monterrey, Mexico; the Basque Country in Spain; and obvi- ously many additional examples. In this context, this book is a joint effort by a group of professors and academic institutions from both sides of the Atlantic Ocean, Mexico, Spain and Portugal, which introduce this entrepreneurial mind-set into both the traditional face-to-face classroom and the emerging “virtual” classroom: as expected, the aim is to imple- ment “new intellectual wealth” and new enriched and enhanced methodologies and tools to the learning dynamics which students undertake in their academic careers. In my capacity as an entrepreneur for more than 30 years and also as chairman of the Board of Trustees of CETYS University in Mexico (one of the participating universities in this book), I see tremendous potential and I especially celebrate this entrepreneurial approach to education as a crucial factor in developing agents of v vi Foreword change, new wealth creation, robust socio-economic development and ultimately, societal prosperity and peace. The potential outcome is vitally important when seeking the methodology which will liberate the creative and practical aspects of development. Are the tools and methods the same in all cultures? It is an intellectual delight to observe the entrepreneurship dynamics in our teaching-learning process and the high-level involvement of professors, students and mentors-coaches from many areas of human activity (NGOs, businesses, civil associations) in order to provide new relevant, rigorous and robust entrepreneurship- based learning. This book on “Education Tools for Entrepreneurship” is a tribute to the profes- sors and academic institutions which envision entrepreneurship and innovation as a new driving force for global education and development. CETYS University System Juan Ignacio Guajardo Mexicali , Mexico Contents 1 Classroom Experiments: A Useful Tool for Learning about Economic and Entrepreneurial Decisions .................................. 1 Javier Perote , José David Vicente-Lorente , and José Ángel Zúñiga-Vicente 2 An Experience in Teaching Innovation Based on Collaborative Learning and the Aronson Jigsaw Technique ......... 15 Eugenia Babiloni , Ester Guijarro , and Manuel Cardós 3 Learning by Teaching and Assessing: A Teaching Experience ........... 29 Andreea Apetrei , Jordi Paniagua , and Juan Sapena 4 DINNO®: An Innovative Technological Tool for Empowerment in Assessment .......................................................... 39 María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez 5 Towards Sustainable Assessment: ICT as a Facilitator of Self- and Peer Assessment .................................................................. 55 Gregorio Rodríguez-Gómez and María Soledad Ibarra-Sáiz 6 Entrepreneurship Education: A Tool for Development of Technological Innovation ................................................................... 73 Carlos Cunha , Barbara Coutinho-Pires dos Santos , and Almudena Sereno-Ramirez 7 Teaching Entrepreneurship: A Comparison Between Virtual and Classroom Teaching Contexts ........................................... 87 Rosa M. Batista-Canino , Pino Medina-Brito , Silvia Sosa-Cabrera , and Alicia Bolívar-Cruz vii viii Contents 8 Enhancement of Entrepreneurship in Colombian Universities: Competence Approach Plus Personalized Advice (CAPPA) Model .......................................................................... 101 Antonio Alonso-Gonzalez , Antonio Diaz-Morales , and Marta Peris-Ortiz 9 Game Driven Education in Finance Through On-line Trading Tools ........................................................................................... 113 Raúl Gómez-Martínez , Camilo Prado-Román , and Sandra Escamilla-Solano 10 Educating for Entrepreneurship: Application to the Business Services Marketing Subject ......................................... 125 Sofía Estelles-Miguel , Marta Elena Palmer Gato , José Miguel Albarracín Guillem , and Carlos Rueda Armengot 11 Work and Study Habits in the Interconnected Age: What It Means for Businesses of the Future ........................................ 135 Dag Bennett , Diana Pérez-Bustamante , and Carmelo Mercado-Idoeta 12 Experiential Activities: A Tool to Increase Entrepreneurial Skills ............................................................................. 153 Diana E. Woolfolk-Ruiz and Mónica Acosta-Alvarado 13 Fostering Entrepreneurship in Higher Education, by Problem-Based Learning .................................................................. 167 P. I. Santateresa 14 Best University Practices and Tools in Entrepreneurship ................... 183 Alberto Vaquero-García , María de la Cruz del Río-Rama , and José Álvarez-García 15 Innovation in Entrepreneurship Education: Developing Competitive Advantages for MBA Students ......................................... 199 Ricardo D. Álvarez Rodríguez and Jorge A. Wise 16 Resources and Tools of the Firm: Competencies and Entrepreneurship ............................................................................. 213 Marta Peris-Ortiz , Mónica López-Sieben , and Jaime Alonso-Gómez 17 Entrepreneurship in Higher Education as a Horizontal Competence .................................................................. 223 Cristina Mesquita , Rui Pedro Lopes , and Kristina Bredis Index ................................................................................................................. 243 Chapter 1 Classroom Experiments: A Useful Tool for Learning about Economic and Entrepreneurial Decisions Javier Perote , José David Vicente-Lorente , and José Ángel Zúñiga-Vicente Abstract T his article discusses the implementation and advantages of classroom experiments for teaching and learning about economic and entrepreneurial decisions. We argue that this methodology is not only appealing from the students’ perspective but also is consistent with the European Higher Education Area philosophy. Particularly, classroom experiments can help to promote or reinforce different generic and specifi c skills (e.g. ‘auto-learning’, ‘problem-solving’, ‘capacity to adapt to new situations’ or ‘economics and managerial decision making’) and facilitate the evaluation of such skills. In this method, students play a central and proactive role throughout the whole learning process and they have the opportunity to apply theo- retical concepts and train their own skills. Feedback provided by experimental out- comes help students to identify strategies that improve their own methods and rules to make better economic and entrepreneurial decisions by recognizing and correcting potential bias in their perceptions. The methodology is illustrated with a straightfor- ward experiment designed to detect potential deviations from the rational assumption (i.e. profi t maximizing behavior) when subjects face investment decisions in a context of adjustment costs and heterogeneous (physical and human) resources. 1.1 Introduction During the decades of the 1960s and 1970s of the last century, as the data availability and the use of computers were growing, the knowledge about economics and busi- ness started to be thought of as being big enough so as to predict and control the economic activity. Since then many experiences have shown that individuals do not J. Perote (cid:129) J. D. Vicente-Lorente University of Salamanca , Salamanca , Spain e-mail: [email protected]; [email protected] J. Á. Zúñiga-Vicente (*) Rey Juan Carlos University , Madrid , Spain e-mail: [email protected] © Springer International Publishing Switzerland 2016 1 M. Peris-Ortiz et al. (eds.), Education Tools for Entrepreneurship, Innovation, Technology, and Knowledge Management, DOI 10.1007/978-3-319-24657-4_1