Promoting Innovation and Entrepreneurship skills in

Promoting Innovation and Entrepreneurship skills in Professionals in Software Engineering Training: An approach to the Academy and Bodies of Knowledge context. Pablo Alejandro Quezada–Sarmiento Universidad Internacional del Ecuador Escuela de Informática y Multimedia Dirección de Investigación Quito – Ecuador [email protected] Monica Patricia Mayorga- Diaz Universidad Regional Autónoma de Los Andes Facultad de Sistemas Mercantiles Ambato - Ecuador [email protected] Wilmar Hernandez Universidad de las Americas, Facultad de Ingeniería y Ciencias Agropecuarias, Quito- Ecuador [email protected]

Liliana Enciso Universidad Tecnica Particular de Loja Grupo de Investigación de Tecnologías Educativas Loja – Ecuador [email protected] Santiago Mengual –Ándres Universitat de ValEncia Department of Comparative Education and History of Education, Valencia – España [email protected] Johanna Vanessa Vivanco – Ochoa Universidad Internacional del Ecuador Dirección General Quito – Ecuador [email protected] Pablo Vicente – Torres Carrión Universidad Tecnica Particular de Loja Loja – Ecuador [email protected]

Abstract— Bodies of Knowledge (BOK) contain the most relevant knowledge for a discipline. BOK must embody the consensus reached by the community for which a specific BOK will be applied. This consensus is a prerequisite for the adoption of the BOK by the community. In this context, at the level of higher education, especially in the field of software engineering, the academic world shows a significant enthusiasm for the development of various competencies related to entrepreneurship and innovation, focusing on both the promotion of opportunities and the strengthening of existing connections between university and software industry. The reality is that one of the main challenges in software engineering is to find the correct entrepreneurship competencies that should be promoted when training professionals, once the latter have finished their studies and started working in either the national or international software industry. In this sense, this paper is aimed at generating innovation and entrepreneurship skills in professionals in software engineering training. These competences are based on BOK principles. Keywords— Bodies of Knowledge, business theory model, entrepreneurship, innovation, industry, education, software engineering

I. INTRODUCTION The term BOK captures a mental representation of the terms

and activities that shape what is known as a professional domain. It encompasses the core teachings, skills and researches in a field or industry [1]. In this sense, in the context of students of software engineering, the chair of entrepreneurship and innovation develops their personal potential, based on future planning, and boosting and promoting the creativity to generate improvements and innovations that meet the real needs of the software industry. Solutions presented in [2] should have a comprehensive approach and be addressed to the optimum use of renewable and non-renewable resources. Such innovative, processed solutions should provide income to the entrepreneurship in different types of software development, which should allow for sustainability in the short term. The performance of competences, which impel students to develop entrepreneurial skills, complementing technical knowledge with management and control of business theory, along with innovation and business culture, lead to an entrepreneurial mindset in the university students [3]. In [4], agile methodologies are applied aimed at entrepreneurship education, which are focused on the generation of business models under the Canvas methodology.

978-1-5386-2957-4/18/$31.00 ©2018 IEEE 17-20 April, 2018, Santa Cruz de Tenerife, Canary Islands, Spain 2018 IEEE Global Engineering Education Conference (EDUCON) Page 796

II. RELATED WORKS In [5] [6] [7], it was determined that an entrepreneurship course increases the possibilities of having business intention in 1.3 times. According to [8], students of the field of development economy are more interested in being entrepreneurs than industrialized economy students. In [9][10][11], it has been shown that not including business education at universities generates a lower level than foundational intentions. The tutorial process that an entrepreneurship lecturer gives to the students of engineering allows them to strengthen the learning process, and helps deepen research and acknowledgement of the local environment, with a global vision that is focused on future professional development [12]. In [13], it is stated that well-organized tutoring generates satisfactory, predictable results, and personal and professional achievement. Through this analysis, it is determined that entrepreneurship education is important to strengthen software industry. III. REFERENCE FRAME Management of emotions is one of the axes of entrepreneurial development, capacity of knowledge and ways of responding are of great importance for a future success [14] [15]. Future engineering expectations are the key to raise goals with different proposals and achieve satisfactory results in order to reach up to the global market. The range of diverse ideas, personal experiences, and ways of doing work contribute to a higher level of entrepreneurship [16] [17]. The vision of a software engineer [18] is important and allows the engineer to both propose and establish goals to be achieved, in either an individual way or as part of teamwork. Leadership and teamwork are the keys for a successful entrepreneur. So, the student must be a leader in the different experiential activities that are performed. According to [19], leadership is more related to entrepreneurship than to other skills. Teamwork is fundamental for a good performance in order to develop a project in the software industry [20]. In [21], it is shown that teamwork generates greater productivity. To undertake it, it is very important that the integral entrepreneur be creative and able to proof his potential in each of his teams through their collaborators. The existing synergy will generate innovative solutions focused on serving and satisfying real needs [22]. By carrying out some tests, it has been proved that creativity combined with entrepreneurial experiences is related with the tendency of creating technological innovations [23] [24]. Creativity exercises allow to increase the response options at the moment of developing solutions through a software focused on an innovative enterprise. IV.

ENTREPRENEURIAL THEORY THAT PROMOTES LEARNING. In order for the student to become familiar with business theory, the following concepts have been analyzed [25]: innovation, entrepreneurship, entrepreneurial culture,

innovative culture, business structure considering the departments that make a business or a company productive, marketing and sales, organizational culture, human resources, and finance. For the future professional, it is essential to identify how the company grows and evolves in the software industry. The business environment influences the founding rate of new companies [26] [27]. Therefore, it is crucial that the professional knows different ways of analyzing it and can identify different sources of information. Also, it is important that he can understand that the environment changes in order to make a constant proposal of products and services. In [28] [29], knowledge areas are focused on innovation and its incidence in industry in the context of software engineering. V. METHODOLOGY The objective of the research presented in this paper is to generate the spirit of entrepreneurship and innovation in professionals in software engineering training, based on BOK principles and future planning, and boosting and promoting the creativity to generate improvements and innovations that meet the real needs of the software industry. To this end, students of engineering have been considered as the key issue to be addressed, and this will be promoted by focusing on two principal targets: staff and professional. These targets complement with each other and allow students to generate innovative ideas that, in the future, will empower the software industry globally, and promote the development of ideas with a global vision. The greatest learning curve is made through collaborative learning and it is linked to the work environment in which the person will be developed as a professional. The individual development of a person is key when it comes to developing entrepreneurship and ability to interact with other complements that shape the integral entrepreneur. Nowadays, the entrepreneurial development is mainly based on personal strengthening. Human resource is a fundamental part of the whole process which in many cases is difficult to either replace or improve. Therefore, offering important advantages for companies is of paramount importance. To produce innovation and entrepreneurship competences, based on BOK principles, the chair is applied through experiential workshops in which learning by doing is the key to remember and learn, with experience and proposal being the engine of personal change. In order to enhance teamwork and identify the ability to lead, demonstrating the potential at the moment of proposing, in this research work diverse groups are established to find solutions and apply knowledge in software engineering. In some groups, students are not only academic peers involved in the process but also many of them play the role of entrepreneurs, professionals who are either practicing in private or considered as consultants in specific areas. Figure 1 shows software engineering students looking for innovative solutions to real problems.


Fig. 1. Software engineering students developing prototypes under an einnovation entrepreneurship model.

For the learning of the entrepreneurial theory, it is useful to use bibliographic material, audiovisual material, videos, business magazine cases, and real-live examples of entrepreneurship. The extra classwork is developed by using different themes and students, and exposed to classmates as part of a process in which knowledge is reinforced working in collaboration with the professor (See Fig. 2).

Fig. 2. Exposition of topics of entrepreneurial theory in the context of software engineering.

There is also an interaction with other representatives to boost entrepreneurship, such as Prendho Entrepreneurship Center, Ecuador, which has been nominated twice by Senescyt as the best incubation center of Ecuador. That is the main impulse of technological ventures through training in agile methodologies [30]. A direct interaction with the environment for the application of agile methodologies is maintained to identify target market segments [31]. The application of the Javelin board is the selected resource to validate the initial idea. Once the initial idea is clear and well defined, it is important to shape the business model. The canvas with nine segments of relevance explains how to offer an innovative product or service to the community in general. The application of these types of models makes it possible to invest less resources and time to develop the initial outline and more easily identify the opportunity of business [32]. In each period, ten business models are produced from each group of 50 students. All ideas are shared through the use of Facebook, with the aim of sharing and proposing innovative ideas, focused on strengthening the software industry [33]. VI. CONCLUSIONS The obtained business theory knowledge helps software engineering students to become familiarized with both terminologies used in entrepreneurship and appropriate tools. In addition, this business theory knowledge helps students to become familiarized with the required methodologies to

evaluate ideas and increase business models based on knowledge. Different types of software should consider international and applicable standards in different geographical areas. Furthermore, they should be shown to the market with a global vision. Mastery and knowledge of business theory strengthen the reason of being entrepreneurship and reinforce either the expansion, or liquidation, or growth of the software industry. Test and evaluation allow to know that a high percentage of ideas are rejected or discarded for not meeting basic guidelines and user requirements. This way, money is safe when carrying out research, development, distribution, and commercialization of software. Individual development of software engineering students creates personal skills, and organizational, prospective habits. Besides, it strengthens entrepreneurial behavior and provokes positive changes. Cooperative learning, leadership, and teamwork, are the axes of learning by doing. Moreover, experience marks the beginning of a new learning and creates innovative types of software that have a positive impact on customers of promoting areas. When attending the chair of entrepreneurship and innovation, software engineering students can identify the importance of creating prototypes of products or demos of software developments, among other things. It is fundamental to follow a process of validation and test before investing large amount of money. The use of agile methodologies frequently allows to innovate and propose creative ideas. This produces short and medium term incomes, at a lower cost than developing complete studies for each type of software. BOK provides bases for curriculum development and maintenance. Also, it supports both professional development and any current and future certification scheme. ACKNOWLEDGMENT This work would not have been possible without the support of the Universidad Internacional del Ecuador. In this sense, our special thanks to General Director M.BA. Johanna Vanessa Vivanco Ochoa for her support. REFERENCES [1]

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