![](data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAABMkAAAYxCAIAAAAsbFyeAAAACXBIWXMAABYlAAAWJQFJUiTwAAAfE0lEQVR42uza0QnAIBBEwVywtGDRkt42RWhAYaaE/XvcVZILAAAAJtwmAAAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAACAAzUT/OEdwwgAALCtp3cjrOVuCQAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAAJ6okVgAAAGCGuyUAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAwD6aCRaqKiMAAMBBkhhhTQ2ZEgAAgEl+YgEAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAANCWAAAAaEsAAAC0JQAAANoSAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAAAA2hIAAABtCQAAgLYEAABAWwIAAIC2BAAAQFsCAACgLQEAANCWAAAAoC0BAADQlgAAAGhLAAAAtCUAAABoSwAAALQlAAAA2hIAAABtCQAAANoSAAAAbQkAAIC2BAAAQFsCAACAtgQAAEBbAgAAoC0BAADQlgAAAKAtAQAA0JYAAABoSwAAALQlAAAAaEsAAAC0JQAAANoSAAAAbQkAAADaEgAAAG0JAACAtgQAAEBbAgAAgLYEAABAWwIAAKAtAQAA0JYAAACgLQEAANCWAAAAaEsAAAC0JQAAAGhLAAAAtCUAAADaEgAAAG0JAACAtgQAAABtCQAAgLYEAABAWwIAAKAtAQAAQFsCAACgLQEAANCWAAAAaEsAAADQlgAAAGhLAAAAtCUAAADaEgAAALQlAAAA2hIAAABtCQAAgLYEAAAAbQkAAIC2BAAAQFsCAACgLQEAAEBbAgAAoC0BAADQlgAAAGhLAAAA0JYAAABoSwAAALQlAAAA2hIAAAC0JQAAANoSAAAAbQkAAIC2BAAAAG0JAACAtgQAAEBbAgAAoC0BAABAWwIAAKAtAQAA0JYAAABoSwAAAN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ISSN-L: 0798-1015 • eISSN: 2739-0071 (En línea) - Revista Espacios – Vol. 45, Nº 4, Año 2024 • Jul-Ago
GARCÍA A.L. et al. «Diseño y validación de contenido por juicio de expertos de un instrumento para evaluar
la efectividad del proceso educativo relacionado al emprendimiento en estudiantes de educación superior»
Abstract
The purpose of this research was to design and validate a research instrument that would allow us to
know the effectiveness of the educational process related to social entrepreneurship that higher level
students acquire during their academic training, for this a documentary review of the topic was carried
out and the following This stage consisted of designing an instrument considering four dimensions that
allowed measuring the approach of the construct and to guarantee content validity, facie validity was
carried out by three experts on the subject and once the instrument was observed, an evaluation was
carried out by a group. of ten expert judges, the content validity gave a quantitative value according to
Aiken's V coefficient (V>0.80) in items 5,6,7,8,9,10,12,13,14,15,16 ,18,19 and 20, otherwise (V<0.80)
1,2,3,4,11 and 17, this validity allowed us to improve and correct the relevance and consistency of the
instrument to subsequently carry out a pilot test. The results of the pilot test applied to a group of
twenty-two students from a technological university showed a reliability using Cronbach's Alpha of
0.901, which allows us to infer that the instrument is reliable.
Key words: design and validation, entrepreneurship, social entrepreneurship, higher education
1. Introducción
El sistema de educación superior en México se divide en tres grandes subsistemas: universitario, tecnológico y
escuelas normales de formación docente. De acuerdo con el artículo nueve de la Ley General de Educación
Superior (LGES) uno de los objetivos es formar profesionales con visión científica, tecnológica, innovadora,
humanista e internacional, destacando el compromiso con la sociedad de manera ética y solidaria, promoviendo
el pensamiento crítico y poniendo especial énfasis en la innovación, la producción responsable y el
emprendimiento con carácter social (Ley General de Educación Superior, 2021). Este objetivo está alineado con
lograr una educación de calidad como base para mejorar la vida de las personas y el desarrollo sostenible, de
acuerdo con la ONU (2015).
En este escenario, el sistema de educación superior en México tiene entre sus metas lograr la inclusión y
preparación de todos los estudiantes, es en este sentido que la Dirección General de Universidades Tecnológicas
y Politécnicas realizó la actualización del enfoque de competencias profesionales que sustenta el sistema
tecnológico en dónde además del saber, saber hacer y ser, ahora integra el convivir; y entre las competencias
básicas incluye atender las necesidades que coadyuven al desarrollo del emprendimiento lo que representa un
reto para el nuevo modelo de enseñanza que permita al estudiante convertirse en productor y generar su propio
proyecto de vida (DGUTyP, 2023). Es así, que en un mundo donde la educación formal a menudo se enfoca en la
adquisición de conocimientos, dejando de lado otras formas de aprendizaje, es crucial considerar la educación
en su totalidad. Las reformas educativas deben encontrar inspiración y guía en esta visión integral, tanto al
diseñar programas como al establecer nuevas políticas pedagógicas (Delors, et al., 1997). Por lo tanto, atender
los retos que la actualización del sistema demanda, requiere a las universidades evaluar las competencias
actuales y generar un diagnóstico de las mismas a través de un proceso permanente de evaluación y seguimiento
que genere el estado diagnóstico, preventivo y resolutivo en la formación integral del alumno (Romo, 2014).
La capacitación relacionada al emprendimiento social entendiéndolo como la práctica para favorecer el
desarrollo de capacidades para estructurar un modelo de negocio que integre como parte de su misión la
atención de una carencia social y que permite a los alumnos adquirir las habilidades asociadas al
emprendimiento para lograr una economía sustentable (Velasco et al., 2019) es de vital importancia, así como
integrar el desarrollo de competencias transdisciplinares para fomentar el emprendimiento social, es la
proclividad que las instituciones a nivel internacional tienen como objetivo. Todavía cabe señalar que el
desarrollo de los mecanismos de evaluación y la inclusión de habilidades formativas servirán de apoyo a los
docentes para evaluar de manera integral las competencias adquiridas por los emprendedores sociales que
de acuerdo con Shapovalov et al., (2019) son personas que poseen rasgos de proactividad en un ambiente de
cambios, son hábiles para identificar las necesidades del entorno y crear oportunidades, con la diferencia del
emprendedor tradicional en el sentido de incluir como prioridad favorecer al entorno social, además de las
siguiente