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Working on a gender perspective for entrepreneurship education: an exercise in educational innovation for complexity
(2023-03-08) Alonso Galicia, Patricia Esther; Álvarez Icaza Longoria, Inés; Rodríguez Díaz, Mónica; Medina Vidal, Adriana; Suárez Brito, Paloma; INETD 2023
The changes and unexpected phenomena that we had experience as a society demand solutions that allow effective decision making within complex scenarios. Entrepreneurial education should be understood as an effort to develop entrepreneurial skills and attitudes. It is therefore very important that educators, academics and decision makers in the higher education environment to adopt and inclusive perspective. The objective of this paper is to document an exercise in educational innovation design to initiate the work of approaching a complex environment that leads to consider a gender perspective in entrepreneurship education. Entrepreneurship education is associated with business creation, the development of job skills, increased self-confidence and, above all, the recognition of opportunities for the generation of new ventures (Tiberius, V & Weyland, 2022). Although it has been recognized that female entrepreneurs contribute to economic growth, wealth creation, innovation and employment, their economic participation, is limited by various structural barriers - economic, legal, social, cultural and educational (Wu et al., 2019 ). For a better understand of a gender perspective in the context of entrepreneurship education, it is necessary to incorporate concepts of diversity and equality (Orser & Elliot, 2022). Although the need for more inclusive education at all educational levels has been highlighted, one of the main challenges that organizations face when designing, delivering and evaluating educational courses is deciding the best paths to take actions (WEI, 2022). In this sense one of the educational innovations identified by Ramírez-Montoya and Lugo-Ocando, 2020, addresses the socio-cultural domain, which focuses on the socio-cultural environment in which the educational process takes place. Furthermore, these authors note the importance of approaching all educational innovations in a holistic and inclusive manner. The exercise presented in this paper focuses on a socio-cultural educational innovation, specifically a workshop that was designed and implemented within an entrepreneurship festival at the city of Queretaro, Mexico. The recipients of this workshop were designers, professors and students in entrepreneurship training programs. They were given a framework for reflection and learning about the gender perspective considering two aspects: first, towards the sensitization of an inclusive, equitable and diverse gender perspective that transforms the design of training programs and second, towards the establishment of a route to combat stereotypes and unconscious biases. Although this exercise has been brief and limited, we consider that we have achieved a step towards an understanding of the challenges involved in working with a gender perspective in entrepreneurship training. It is important to emphasize a couple of valuable discoveries, firstly the different profiles of the participants, from teachers, activists and students, which allowed us to capture the perspectives not only of the training decision makers, designers and evaluators, but also from the point of view of those who live and support the training process. Second, a reduced number of participants created an atmosphere of closeness and trust on the part of the attendees and a more direct guidance by the instructors.
An educational ethnography of the development of complex thinking:students' point of view on theır self-perception of achıevement
(2023) Medina Vidal, Adriana; Nerantzi, Chrissi; Alonso Galicia, Patricia Esther; Tecnológico de Monterrey; https://ror.org/03ayjn504; ISTES Organization
The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument.
Entrepreneurial decisions and problem-solving:a discussion for a new perspective based on complex thinking
(2023) Alonso Galicia, Patricia Esther; Medina Vidal, Adriana; Grande, Simona; ISTES Organization
This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs.

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