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Arantza Arruti
Education/Faculty of Education and Sports, University of Deusto, 48007 Bilbao, Spain

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Short Biography

Doctor in Pedagogy and Expert in Leisure Education by the University of Deusto. She is member of the Department of Didactics and Curriculum Development of the Faculty of Psychology and Education at the University of Deusto and is responsible of Language Policy at the same Faculty, where she has developed her professional career since 1996. Nowadays, she is lecturer in Primary Education and Social Education degrees, in the Master's Degree in Leisure, Culture, Sport and Recreation Project Management, and in Deusto START entrepreneurship programme. In addition, she is member of the Teaching Innovation Unit, where she is responsible for the Projection, Innovation Events and the "Learning to Teach" Blog, and member of eDucaR (Deusto Education Research) research team. Her area of specialisation and knowledge revolves around Entrepreneurship Education and the Design, Development and Innovation of the Curriculum and its planning. Over the last 10 years, entrepreneurship and the training and development of entrepreneurs have become key topics both, in her teaching/learning process and in her national and international projects and researchers she carries out. During the last years she is collaborating with associations that support entrepreneurial women, such as Emakumeekin and MET Community.

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Journal article
Published: 05 August 2021 in Sustainability
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Entrepreneurship competence is one of the eight key competences for promoting lifelong learning, employability, and ensuring success in the knowledge society. The main objective of this study is to analyse to what extent entrepreneurship competence, as contemplated in the main European reference frameworks (EntreComp and EntreCompEdu), is incorporated into the competences that make up pre-service teachers training degrees offered by Spanish Jesuit universities. A content analysis of 631 competences was carried out by means of an expert judgement. The results of the study allow us to conclude, among others, that: with the exception of Assessment (EntreCompEdu), the remaining areas of both frameworks are covered by 30% of the competences proposed by the universities; none of the universities incorporate the competences Motivation and perseverance, Financial and economic literacy and Coping with uncertainty, ambiguity and risk of EntreComp, nor Checking and reporting on progress, Share feedback and Recognising progress and achievement of EntreCompEdu; the EntreComp competences Mobilising others, Planning and managing, and Working with others, and the EntreCompEdu Creating an empowering entrepreneurial learning environment are recognised the most; it is in the specific and general competences of the University of Deusto and Ramon LLull University that the above-mentioned competences are most frequently recognised. In conclusion, although there is still much to be done, entrepreneurship competence is included in initial teacher training at Jesuit universities in Spain.

ACS Style

Arantza Arruti; Cristina Morales; Estibaliz Benitez. Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu. Sustainability 2021, 13, 8740 .

AMA Style

Arantza Arruti, Cristina Morales, Estibaliz Benitez. Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu. Sustainability. 2021; 13 (16):8740.

Chicago/Turabian Style

Arantza Arruti; Cristina Morales; Estibaliz Benitez. 2021. "Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu." Sustainability 13, no. 16: 8740.

Earlycite article
Published: 30 September 2020 in Education + Training
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Purpose The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers. Design/methodology/approach A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions. Findings There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence. Originality/value Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

ACS Style

Arantza Arruti; Jessica Paños-Castro. International entrepreneurship education for pre-service teachers: a longitudinal study. Education + Training 2020, 62, 825 -841.

AMA Style

Arantza Arruti, Jessica Paños-Castro. International entrepreneurship education for pre-service teachers: a longitudinal study. Education + Training. 2020; 62 (7/8):825-841.

Chicago/Turabian Style

Arantza Arruti; Jessica Paños-Castro. 2020. "International entrepreneurship education for pre-service teachers: a longitudinal study." Education + Training 62, no. 7/8: 825-841.

Journal article
Published: 23 January 2020 in Sustainability
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Universities are increasingly paying more attention to developing academic entrepreneurship. This paper analyses the existing relationships between the relevant factors that contribute to the development of the entrepreneurial university. A previously validated questionnaire was administered to a sample of 84 deans of a number of faculties in Spain. The aim was to assess the universities’ development in terms of 13 influencing factors in encouraging entrepreneurship. The findings show that universities’ contextual factors had only minor influence on internal factors. Internal resources were found to be moderately or highly correlated with the processes put in place by universities to promote entrepreneurship. In particular, reference to entrepreneurship in a university’s mission, strategy, policies and procedures had a correlation with all the entrepreneurship factors analysed. Support from the management team and organisational design were not among the most important factors; however, they were positively associated with training and research processes, which, in turn, seemed to be strongly related to all factors in the development of the entrepreneurial university, especially with university mission and strategy. The findings show the relationships between the factors involved in the development of the entrepreneurial university. This will help universities to adopt measures that are better suited to promoting entrepreneurship.

ACS Style

María José Bezanilla; Ana García-Olalla; Jessica Paños-Castro; Arantza Arruti. Developing the Entrepreneurial University: Factors of Influence. Sustainability 2020, 12, 842 .

AMA Style

María José Bezanilla, Ana García-Olalla, Jessica Paños-Castro, Arantza Arruti. Developing the Entrepreneurial University: Factors of Influence. Sustainability. 2020; 12 (3):842.

Chicago/Turabian Style

María José Bezanilla; Ana García-Olalla; Jessica Paños-Castro; Arantza Arruti. 2020. "Developing the Entrepreneurial University: Factors of Influence." Sustainability 12, no. 3: 842.

Journal article
Published: 12 September 2018 in Revista Complutense de Educación
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El objetivo principal de esta investigación es seguir profundizando en la formación inicial del profesor/a emprendedor/a (teacherpreneur) del grado en Educación Primaria, a través del análisis de las menciones ofertadas en el grado en Educación Primaria en España. Tras una introducción sobre el perfil del teacherpreneur y la necesidad de la Educación Emprendedora, y unas consideraciones generales sobre la situación actual del grado en Educación Primaria, finalmente se realiza un análisis de los itinerarios de especialización o menciones cualificadoras ofertadas en dicho título en las distintas universidades españolas, haciendo especial hincapié en aquellas estrechamente relacionadas con la formación del teacherpreneur. El análisis de datos realizado nos indica que de las 414 menciones ofertadas actualmente en las universidades españolas, solamente 20 relacionadas con las TIC y una con la Educación socio-emocional contribuyen parcialmente al perfil del teacherpreneur. En definitiva, las ideas expuestas a lo largo del artículo, defendidas a su vez por organismos europeos e instituciones nacionales, justifican la necesidad de diseñar una mención en emprendimiento que contribuya a desarrollar las competencias básicas del teacherpreneur. Esto contribuirá al desarrollo de una formación inicial de calidad para los futuros maestros de Educación Primaria, de manera que estos puedan hacer frente a las demandas del mercado actual, a las nuevas formas de enseñar y aprender, y a la educación integral de sus alumnos, en la que el desarrollo de la competencia emprendedora juega un papel fundamental.

ACS Style

Arantza Arruti; Jessica Paños Castro. Análisis de las menciones del grado en Educación Primaria desde la perspectiva de la competencia emprendedora. Revista Complutense de Educación 2018, 30, 17 -33.

AMA Style

Arantza Arruti, Jessica Paños Castro. Análisis de las menciones del grado en Educación Primaria desde la perspectiva de la competencia emprendedora. Revista Complutense de Educación. 2018; 30 (1):17-33.

Chicago/Turabian Style

Arantza Arruti; Jessica Paños Castro. 2018. "Análisis de las menciones del grado en Educación Primaria desde la perspectiva de la competencia emprendedora." Revista Complutense de Educación 30, no. 1: 17-33.