2026 ASEE Annual Conference & Exposition

Evaluating a Pedagogical Approach to Develop Collaborative Entrepreneurship Skills in Technical Students

Presented at Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

This study examines a pedagogical model designed to strengthen collaborative entrepreneurship competencies among students in technical fields, addressing the limited emphasis on entrepreneurial skills in traditional technical education. While entrepreneurship is widely recognized as a key driver of a nation’s economic and social progress, technical programs often overlook the collaborative dimensions of entrepreneurship—such as leadership, teamwork, communication, and conflict mediation. To bridge this gap, the research tested Moscoso’s pedagogical model, which integrates these competencies into the learning process. The objectives included designing the model, evaluating its effectiveness through student feedback, and proposing practical strategies for its implementation. Grounded in a theoretical framework that explores the entrepreneurial profile and collaborative competencies, the study employed a quantitative, non-experimental, cross-sectional methodology. A 50-item Likert-scale questionnaire was administered to a random sample of 56 students to assess their collaborative entrepreneurship skills. Results showed an intermediate level of development, with the highest average scores in mediation communication, followed by leadership and team communication. Statistical analysis confirmed a positive and significant relationship between the dimensions of the model and the enhancement of these competencies, supporting the hypothesis that the approach effectively fosters professional growth. The findings suggest that implementing this pedagogical model can improve graduates’ workplace performance, and future research should expand its application to a wider range of entrepreneurial competencies and a more diverse student population.

Authors

Dr. Blanca Esthela Moscoso http://orcid.org/0000-0002-5433-3279 Universidad Central del Ecuador [biography]

Dr. Moscoso is a Professor at the Universidad Central del Ecuador. Her research focuses on entrepreneurship education and its role in fostering innovation, business development, and professional competencies in higher education contexts. She has co-authored several books and peer-reviewed journal publications on topics such as entrepreneurship education, project management, marketing, and business development. Her academic work integrates teaching, research, and applied perspectives aimed at strengthening entrepreneurial capacities and supporting the development of sustainable business initiatives. She has also contributed to interdisciplinary academic projects related to management education and professional training.
Dr. Miguel Andres Guerra http://orcid.org/0000-0002-7496-3753 Universidad San Francisco de Quito USFQ [biography]

MiguelAndres is an Associate Professor in the Polytechnic College of Science and Engineering at Universidad San Francisco de Quito USFQ. He holds a BS in Civil Engineering from USFQ, a M.Sc. in Civil Engineering in Construction Engineering and Project Management from Iowa State University, a Ph.D. in Civil Engineering with emphasis in Sustainable Construction from Virginia Tech, and two Graduate Certificates from Virginia Tech in Engineering Education and Future Professoriate and from USFQ in Structures for Construction Professionals. MiguelAndres’s research includes Architectural and Civil Engineering Project Management, Sustainable and Resilient Urban Infrastructure, and the development of engineers who not only have strong technical and practical knowledge but the social awareness and agency to address global humanitarian, environmental, and social justice challenges. For him, social justice is a concept that should always be involved in discussions on infrastructure. Related to STEM education, Miguel Andres develops disruptive pedagogies for STEM courses as a tool for innovation, and assessing engineering students’ agency to address climate change. Currently, MiguelAndres is working on a framework to support and conduct undergraduate research.
Felipe Andrés Serrano

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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