Nowadays, the role of entrepreneurs to generate disruption in traditional business and solve global problems is vital for any society.
The entrepreneur, from an economic perspective, is the one who finds the flaws between supply and demand. The one who can see and analyze problems and generate innovative solutions that create sustainable social, economic, and environmental value. In the world, especially in emerging countries, the formation of young people with an entrepreneurial mentality is vital. And the role that educational institutions play in this is fundamental.
Before any person, in this case, young people, take on the world of entrepreneurship and launch their startup, the formation of an entrepreneurial mentality characterized by the ability to identify opportunities, tolerance of risk and uncertainty, ability to obtain resources and implement innovative solutions and recover quickly and learn from failure. These competencies can and should be developed in educational processes at any level.
The challenges of the volatile, uncertain, chaotic, and ambiguous world open up a panorama full of opportunities for young people and the role played by universities in shaping an entrepreneurial mentality is essential.
At Tecnológico de Monterrey, our vision is Leadership, innovation, and entrepreneurship for human flourishing. Since our formation, entrepreneurship has been one of our principal differentiators. The Eugenio Garza Lagüera Entrepreneurship Institute (IE:EGL) was created to design and orchestrate all entrepreneurial initiatives of the Tec de Monterrey.
Within IE:EGL, we develop academic and non-academic platforms for the development of an entrepreneurial spirit in our students, we have very innovative practices such as the “year i” entrepreneurial learning experience of which I would like to focus as an example of the development of more entrepreneurs and fewer students.
The program I would like to talk about in this participation is “Year I,” which is based on the development of skills and competencies such as teamwork, problem-solving, decision making, cooperation, leadership, innovation and effective communication versus learning models focused on the acquisition of knowledge.
Specifically, the program materializes through the development of real projects and the acquisition of 21 competencies divided into three groups:
Learning as a team, leading as a team, undertaking as a team.
The three layers of learning; individual, team, and company, take place throughout the “Year i” in a parallel and simultaneous way, interlacing with each other, in such a way that the rest nourishes each process.
For example, learning the Learning Paths has a definite impact on project development and, in turn, project development helps to strengthen a team in which relationships are established by professional respect rather than personal sympathies.
We firmly believe in the power of teamwork and its ability to achieve better results than in individual processes. Also, collaboration and team performance are one of the most demanded skills in professional environments. The balance between doing and learning in a team generates a learning cycle, which the faster the cycle “spins,” the more they learn as entrepreneurs.
Learning Paths are a fundamental part of the development and learning process during Year i. Not only does it help to develop and improve projects, but it also provides them with the necessary skills to grow as entrepreneurs and professionals.
The focus of this third process is collaboration, exchange, and empathy. The Team Company is the primary learning vehicle during Year i.
In-company learning (projects)
This process focuses on education by doing. Plans are the backbone of the program and occupy an essential part of your time.
Project development allows you to focus on learning on solving real challenges. The goal the entrepreneur and for the Team Company as a whole is understand and practice what means to become an entrepreneur.
So far, it has been a very learning and self-knowledge experience for our entrepreneurs and teachers. This is one of how Tec de Monterrey seeks to develop the next generation of change agent entrepreneurs