The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called “basic digital competences 2.0 in university students” (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students’ sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.

Using the Individual Entrepreneurial Orientation (IndEO) theory as a basis, this research: (i) establishes the dimensions (Autonomy, Innovativeness, Risk Taking, Competitive Aggressiveness) that best explain the level of IndEO; (ii) identifies the individual items in each of the dimensions that best predict the level of IndEO, and (iii) examines whether sociodemographic variables and entrepreneurial experiences predispose the level of IndEO. A quantitative longitudinal survey of 477 aspiring young entrepreneurs was conducted using the IndEO measurement instrument. Data analysis carried out utilising the Chi-square Automatic Interaction Detection (CHAID) algorithm and decision tree modelling, revealed significant insights into the profiles of emerging entrepreneurs. The results reveal that those segments with a propensity for a high level of IndEO increase with rising levels of Competitive Aggressiveness and participation in prior entrepreneurial experiences. Even at medium levels of Competitive Aggressiveness, a high level of IndEO is more likely if Autonomy is high. Medium levels of IndEO were, meanwhile, associated with the absence of previous entrepreneurial experiences, medium levels of Competitive Aggressiveness, medium-high levels of Innovativeness, and medium-low levels of Autonomy. However, low levels of IndEO corresponded to low levels of Competitive Aggressiveness, Autonomy and Innovativeness. These findings suggest that IndEO levels can be influenced by Competitive Aggressiveness, Autonomy, Innovativeness and prior entrepreneurial experiences, particularly among emerging entrepreneurs. The relevance of the findings has practical implications in both the academic and professional worlds regarding talent-attraction policies, identifying the profiles of emerging entrepreneurs and, above all, developing formulas with which to evoke and stimulate IndEO.

The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

This research examines the relationship between the motivation to lead and entrepreneurial intention through the mediating influence of individual entrepreneurial orientation among young aspiring entrepreneurs. To achieve this objective, we integrate the theory of motivation to lead, which encompasses affective-identity, non-calculative, and social-normative motivations, as well as the dimensions of individual entrepreneurial orientation, including autonomy, innovativeness, risk-taking, and competitive aggressiveness. Through a quantitative approach, a survey method using a self-administered questionnaire was applied to collect data from a sample of 481 young aspiring entrepreneurs enrolled in a training entrepreneurship program at a public university in Spain. The relationships within the conceptual model proposed by the authors were examined through Partial Least Squares Structural Equation Modeling. The findings indicate that motivation to lead has a positive and significant relationship with individual entrepreneurial orientation. Similarly, individual entrepreneurial orientation exerts a positive and significant influence on entrepreneurial intention. In addition, the mediating effect of individual entrepreneurial orientation in the relationship between motivation to lead and entrepreneurial intention was confirmed. This research contributes to filling a gap in the literature by expanding the limited empirical evidence on the relationships between the theories of motivation to lead, individual entrepreneurial orientation, and entrepreneurial intention. Understanding the mechanisms of individual entrepreneurship through motivation to lead helps academia, government institutions, and ultimately, businesses structure policies that foster entrepreneurship spirit and leadership. In this way, they will be able to promote innovation and the development of new ventures.

Esta investigación evalúa la experiencia de aprendizaje de jóvenes universitarios a través del método de Clase Invertida. Se analiza, si la metodología aplicada a distintas titulaciones conduce a una mejora en la percepción del clima personalizado, la facilidad de uso y utilidad de las plataformas, la interacción en clase física, el valor y la satisfacción del alumnado con el aprendizaje. El período analizado comprende tres años académicos (2021-2023), después del impacto del COVID-19. Para realizar este análisis se proporcionó al alumnado un cuestionario a través de herramientas online. La muestra es no probabilística y dirigida, y está compuesta por 136 estudiantes de una universidad pública española matriculados en titulaciones de las facultades de Ciencias de la Comunicación y Ciencias de la Economía y de la Empresa. El análisis de los datos se realizó mediante un estudio cuantitativo descriptivo, cuasiexperimental y transversal. Los resultados mostraron que la percepción general de los estudiantes es positiva y la titulación universitaria no influye en las siguientes dimensiones: la percepción del clima de aprendizaje personalizado; la experiencia de aprendizaje; la facilidad de uso de las plataformas utilizadas; la interacción en clase física; valor y la satisfacción con la metodología de clase invertida. Sin embargo, la titulación universitaria parece influir con efecto pequeño en la valoración de la utilidad de las plataformas utilizadas con la metodología de clase invertida. De forma que, los estudiantes de la titulación de grado doble la valoraron mejor que los estudiantes de las titulaciones de grado simples. PALABRAS CLAVE: experiencia de aprendizaje; percepción del estudiante; utilidad de aprendizaje; valor de aprendizaje; clase invertida. Study of young university students' perceptions of their learning experiences in a post-COVID-19 context ABSTRACT This research evaluates the learning experience of young university students through the Flipped Classroom method. It is analyzed whether the methodology applied to different degrees leads to an improvement in the perception of personalized climate, ease of use and usefulness of platforms, interaction in physical class, value, and student satisfaction with learning. To conduct this analysis, a questionnaire was provided to the students through online tools. The sample is non-probabilistic and directed and consists of 136 students from a Spanish public university enrolled in degree programs from the Faculties of Communication Sciences, and Economics and Business. The data analysis was carried out through a descriptive, quasi-experimental, and cross-sectional quantitative study. The results showed that the overall perception of the students is positive, and the university degree does not influence the following dimensions: the perception of personalized learning climate, learning experience, ease of the platforms, interaction in physical class, value, and satisfaction with the flipped classroom methodology. However, the university degree has a small effect on the assessment of the usefulness of the platforms with the flipped classroom methodology. As a result, double degree students rated it higher than single degree students. KEYWORDS: learning experience; student perception; usefulness of learning; learning value; flipped classroom.