The global youth and entrepreneurial competencies in ERASMUS+
DOI:
https://doi.org/10.53943/ELCV.0123_117-134Keywords:
Globalização, Competências empreendedoras, Erasmus, Jovem adulto, Ensino superiorAbstract
In the globalization age, facilitated by Information and Computer Technologies and by multicultural contexts, the mobility of individuals sharing intercultural training and learning is particularly remarkable. ERASMUS mobility has been enhancing internationalization by fostering intercultural mediation and the standardization of teaching and learning in context where innovation and entrepreneurial skills have been contributing to the global training of the young adult as the main actor in these contexts. The EntreComp model intends to be a facilitating model for the entrepreneurial competences to be developed in the globalization age. In this context, the present work has as main objectives to know the Entrepreneurial Competences in ERASMUS environments, to build and validate for the Portuguese population instruments for assessing entrepreneurial competences in ERASMUS. 6 studies were carried out: 2 systematic reviews, which aimed to identify and characterize the competences as well as to assess the impact of entrepreneurial competences in an ERASMUS situation; and 4 empirical studies, which aimed to identify the competences and to validate instruments to assess entrepreneurial competences adapted to the Portuguese culture. The empirical studies involved 413 Higher Education students who responded to a protocol of online surveys. From the data analysis we highlight the contributions to research and to the training of young people in ERASMUS. The systematic reviews reinforced the importance of further clarifying and conceptualizing the construct entrepreneurial competencies and operationalizing the assessment of competencies. The empirical research results added to the construction and validation of instruments on entrepreneurial competencies for the Portuguese population. The results corroborated the three domains of EntreComp as strategic areas coinciding with the entrepreneurial process. The results also highlighted that Social Support proved to be an important variable to consider in the process of transition, insertion, and adaptation in mobility contexts. Some implications are mentioned, namely at the level of clarification, operationalization and assessment of entrepreneurial competences, and challenges are raised for the inclusion of these competences in the initial and continuing training curricula of Higher Education students.
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