Disruptive innovation strategies in higher education through learning through entrepreneurship projects

Reyes J. · ACM International Conference Proceeding Series (2020) · DOI: 10.1145/3446590.3446603

Resumen

Our time is one of the permanent changes in the technological field. In this game, those who do not innovate, or sleep like a shrimp, do not distrust work, but are extracted from the limits of technological advances and the demands of the world of work. Changes in changes are not either. Our time demands disruptive, capable of breaking schemes and traditions. Universities, as spaces where the grey and reflective subject matter of society is concentrated, are destined for paper and transformation. In this sense, Peruvian national universities seek to join the innovation project At the same time in the problems of problems in the previous paragraph, this research showed him that learning in projects can get us out of this mess and in a more competitive scenario. This type of learning promotes group work planning towards common goals. Listening to different points of view and actively interacting is essential both for decision-making, as well as for proposing solutions and generating innovative ideas. This creates a project linked to the student's actual environment; a nebula of past experiences and knowledge that help build connections between academics, life skills and work. In the midst of this environment, there are also opportunities to overwrite and evaluate by experts, but for student reflection and self-assessment. All this allows to highlight what has been done. However, the question that arises in this regard is: What level of articulation does the pedagogical process of new higher education students have, with the growing demands of entrepreneurship?

Instituciones: Universidad Nacional Tecnológica de Lima Sur