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In e na ional Jou nal o Educa ional and Voca ional Guidance (2025) 25:159–185
h ps://doi.o g/10.1007/s10775-023-09588-w
Iden i ica ion o in e dependen psychosocial a iables
in heen ep eneu ial compe ence
SusanaLucas‑Mangas1 · MagdalenaSuá ez‑O ega2 ·
Ma íaFeSánchez‑Ga cía3 · B izeidaHe nándezSánchez4
Recei ed: 24 Sep embe 2021 / Accep ed: 28 Feb ua y 2023 / Published online: 25 Ap il 2023
© The Au ho (s) 2023
Abs ac
F om he app oach based on human igh s, he psychosocial ac o s ha acili a e
en ep eneu ial compe ences a e encou aged o he ca ee and communi a ian
de elopmen . The p ope conside a ion o social cohesion among communi ies c e-
a es some acili a ion o a be e app oach o people. We used a quali a i e me h-
odology applying 25 open-ended in e iews and wo discussion g oups, and in ol -
ing 42 p o essionals om Spain. We ob ained a sys em o ca ego ies cons i u ed by
a g oup o psychosocial a iables ha key in o man conside signi ican o en e-
p eneu ial de elopmen . These esul s also iden i y he psychosocial lea ning and
ac o s ha need o be p omo ed h ough con inuous educa ional ac ions wi hin
o ganiza ions, incen i izing an en ep eneu ial ca ee and con ibu ing o sus ain-
able de elopmen .
Keywo ds Psychosocial ac o s· En ep eneu ial compe ence· App oach based in
human igh s
Résumé
Iden i ica ion des a iables psychosociales in e dépendan es dans la compé ence
en ep eneu iale. De l’app oche ondée su les d oi s de l’homme, les ac eu s psy-
chosociaux qui acili en les compé ences en ep eneu iales son encou agés pou la
ca iè e e le dé eloppemen communau ai e. La p ise en comp e app op iée de la
cohésion sociale en e les communau és acili e une meilleu e app oche pou les gens.
* B izeida He nández Sánchez
[email p o ec ed]
1 Depa amen o de Psicología, Uni e sidad de Valladolid, Valladolid, Spain
2 Depa amen o de Mé odos de In es igación y Diagnós ico en Educación, Uni e sidad de
Se illa, Se ille, Spain
3 Depa amen o de Mé odos de In es igación y Diagnós ico en Educación II, UNED, Mad id,
Spain
4 P esen Add ess: Na ional Resea ch Sys em SENACYT , Panama, Republico Panama
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Nous a ons u ilisé une mé hodologie quali a i e u ilisan 25 in e iews ou e es e
deux g oupes de discussion, e impliquan 42 p o essionnels espagnols. Nous a ons
ob enu un sys ème de ca égo ies cons i ué pa un g oupe de a iables psychosociales
que les in o ma eu s clés considè en comme impo an es pou le dé eloppemen
en ep eneu ial. Ces ésul a s iden i ien égalemen l’app en issage psychosocial e
les ac eu s qui doi en ê e p omus pa des ac ions éduca i es con inues au sein
des o ganisa ions, en encou agean une ca iè e en ep eneu iale e en con ibuan au
dé eloppemen du able.
Zusammen assung
Iden i ika ion in e dependen e psychosoziale Va iablen in de un e -
nehme ischen Kompe enz. Aus dem menschen ech lichen Ansa z we den die
psychosozialen Fak o en, die un e nehme ische Kompe enzen e möglichen, ü
die be u liche und gemeinscha liche En wicklung ge ö de . Die ich ige Be ück-
sich igung des sozialen Zusammenhal s zwischen den Gemeinscha en scha einige
E leich e ungen ü einen besse en Ansa z ü die Menschen. Wi e wende en eine
quali a i e Me hodik mi 25 o enen In e iews und zwei Diskussionsg uppen, an
denen 42 Fachleu e aus Spanien eilnahmen. Wi e hiel en ein Ka ego iensys em,
das sich aus eine G uppe psychosoziale Va iablen zusammense z , die wich ige In-
o man en ü die un e nehme ische En wicklung on Bedeu ung hal en. Diese E -
gebnisse iden i izie en auch das psychosoziale Le nen und die Fak o en, die du ch
kon inuie liche Bildungsmaßnahmen inne halb on O ganisa ionen ge ö de we den
müssen, um eine un e nehme ische Ka ie e zu ö de n und zu eine nachhal igen
En wicklung beizu agen.
Resumen
Iden i icación de a iables psicosociales in e dependien es en la compe encia
emp esa ial. Desde el en oque basado en los de echos humanos, se omen an los
ac o es psicosociales que acili an las compe encias emp esa iales pa a la ca e a
y el desa ollo comuni a io. La debida conside ación de la cohesión social en e las
comunidades acili a un mejo en oque pa a las pe sonas. Se u ilizó una me odología
cuali a i a aplicando 25 en e is as abie as y dos g upos de discusión, in oluc ando
a 42 p o esionales de España. Se ob u o un sis ema de ca ego ías cons i uido po un
g upo de a iables psicosociales que el in o man e cla e conside a signi ica i as pa a
el desa ollo emp esa ial. Es os esul ados ambién iden i ican el ap endizaje psicoso-
cial y los ac o es que deben p omo e se a a és de acciones educa i as con inuas
den o de las o ganizaciones, incen i ando una ca e a emp esa ial y con ibuyendo
al desa ollo sos enible.
In oduc ion
The app oach based on human igh s (ABHR) akes as a benchma k he human
igh s in e na ional laws o add ess he si ua ion o di e en g oups, such as he
p omo ion o hei quali y o li e h ough en ep eneu ial de elopmen (Alnahedh
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& Alabduljade , 2021; Halbe s ad e al., 2019; Olan ewaju, 2020). I is impo -
an o use his app oach o ollow e hical issues which a e ypical also wi hin
en ep eneu ial p ocess, ollowing he S akeholde Theo y (Ba ena Ma inez
e al., 2018; Sunda am & Inkpen, 2004) and mo i a ing u u e en ep eneu s o a
p o-social en ep eneu ial app oach (A aya-Piza o, 2021; Sulis yani e al., 2022;
Zhang & Tao, 2022).
This app oach (ABHR) is de ined by he O ice o he Uni ed Na ions High
Commissione o Human Righ s (Asamblea Gene al de las Naciones Unidas,
2006, p. 15) as “a concep ual ame o he p ocess o human de elopmen ha ,
om he legal pe spec i e, is based on he in e na ional laws o human igh s and
om he ope a ional pe spec i e i is o ien a ed o he p omo ion and he p o ec-
ion o human igh s”.
Fu he mo e, his O ganiza ion p o ides a gumen s on he alue ha his
app oach based on human igh s adds o he de elopmen : (a) he in insic a gu-
men , which acknowledges ha he app oach based on human igh s is he igh
one om a mo al, social esponsibili y o legal poin o iew, (b) he ins umen-
al a gumen , which acknowledges ha an app oach based on human igh s leads
o be e and mo e sus ainable esul s in he ield o human de elopmen Righ s
(Asamblea Gene al de las Naciones Unidas, 2006, p. 15). (c) he impo ance o
he use o a Human Righ s app oach wi hin O ganiza ion emphasizing ha his
App oach encou age he Empowe men among People in ol ed among helpe s
and use s. I is an app oach based on in e -pe sonal skills and psychological ai s
which a e ein o ced, gi ing hem he oppo uni y o imp o ing hei li es (Huby
& Rees, 2005). In p ac ice, he eason o apply an app oach based on human
igh s is usually a usion o bo h a gumen s, ollowing he ecen pa adigm o he
o e coming o he Theo y o Sepa a ion and he impo ance o he conside a ion
o s akeholde s who a e in e es ed in imp o e communi ies, no only eaching
an economic goal (Pascucci e al., 2022). And he pa icipa i e cha ac e in he
p og amming o a p ojec om his app oach equi es esponsibili y, mo i a ion,
comp omise, and leade ship; au ho i y o legi imacy o ac ion; access o esou ces
and hei con ol. Speci ically, om Educa ion in human igh s he empowe men
o holde s o human igh s, po en ial en ep eneu ial popula ion, is p omo ed, as
i is ou lined by he co esponding Objec i es o Sus ainable De elopmen in he
Agenda 2030, mainly in he objec i e 4 and i s goals (Asamblea Gene al de las
Naciones Unidas, 2015). Tha empowe men , o compe ence de elopmen , is only
easible by he design o public policies h ough he app oach based on human
igh s.
In pa icula , he Eu opean Commission h ough he new Agenda o Skills o
Eu ope (2016) and he Ac ion Plan o En ep eneu ship 2020 p opose wo king in
common o imp o e human de elopmen , employabili y and compe i i i y, s imu-
la ing inno a ion and he en ep eneu ial spi i , and se ing educa ion and ain-
ing as he main ac ions, as well as eac i a ing he cul u e o en ep eneu ship;
main axis o Eu ope o go back o g ow h and o highe le els o employmen :
Eu ope needs mo e en ep eneu ship h ough he de elopmen o skills ha allow
o ace challenges, om app oaches which acili a e eaching o speci ic g oups
(A u i e al., 2021; Lopez-Nunez e al., 2022). The app oach based on human
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igh s is consis en wi h he achie emen o such challenge. One o hose ea u es
o de elop is he en ep eneu ial capaci y, a he le el o o ganiza ions as well as
he own ci izen y. The need o a supe io a en ion o a sus ainable socio-eco-
nomic de elopmen has been highligh ed du ing las yea s, whe e he pandemic
caused he collapse among some na ional ins i u ions and a signi ican psycho
social impai men among popula ions (Pascucci, 2021). Po en ia ing ha en e-
p eneu ial de elopmen which he Commission suppo s makes us unde s and i
as a capaci y o ac ion in he ace o oppo uni ies and ideas, con e ing hem in
alue. Di e en aspec s insis on his en ep eneu ial capaci y and we mus con-
side hem o i s de elopmen (Asamblea Gene al de las Naciones Unidas 2015;
CEDEFOP, 2019; He nández-Ce an es, 2017; O ganiza ion o he Coope a-
ion and Economic De elopmen —OCED, 2018; Uni ed Na ions P og amme o
De elopmen —UNPD, 2016, 2019): om he se o ules and policies o educa-
ional aspec s and psychosocial ac o s in ol ed.
We ind a s a egy o achie e he compliance o hese human igh s in he ac ions
ha a e p omo ed by CEDEFOP—Eu opean Cen e o he De elopmen o Voca-
ional T aining and i s Li elong Lea ning Pla o m (2019); hei eachings e e o
he de elopmen o key compe ences om a communi a ian and social comp omise
app oach. De elopmen o key compe ences, among which we may ind, he en e-
p eneu ial compe ence ha we equi e o sel - ealiza ion and ca ee de elopmen ,
employabili y, social in eg a ion, sus ainable li es yle, success in li e in peace ul
socie ies and ac i e ci izenship (CEDEFOP, 2019; Dia io O icial de la Unión Eu o-
pea, 2018): skills ha a e de eloped wi h a pe spec i e o pe manen lea ning and
can be applied o e y di e en con ex s and in di e se combina ions, hey o e lap
and in e win. F om an in eg a i e pe spec i e o knowledge, we s op o e lec on
how he concep o compe ence implies e lec i e in e ac ion o concep s, socially
esponsible alues-a i udes and abili ies ha we as human beings acqui e and apply
du ing ou socializa ion om pe manen lea ning (Lucas, 2012).
And, ocusing his in eg a i e pe spec i e in he en ep eneu ial compe ence,
in acco dance wi h he Dia io O icial de la Unión Eu opea (2018). I e e s o he
capaci y o ac acco ding o oppo uni ies and ideas, and o ans o m hem in alues
o o he s: wi hin i he e a e skills as c i ical hinking, p oblem sol ing, eamwo k,
nego ia ion and communica ion skills, analy ic capaci ies, c ea i i y and in e cul-
u al skills. Much discussion has been gene a ed in scien i ic li e a u e a ound he
concep o en ep eneu ial de elopmen (Manso & Thoilliez, 2014), as in his p o-
cess ans e sal compe ences, which make he ac ions o human beings isible in
any i al decision, come in o play.
They a e psychosocial a iables o in e es o con ibu e o he de elopmen o
social, economic and en i onmen al ca ee and comp omise ha a e necessa y om
e e y en ep eneu ial p ojec and ha lead ou ac ions gi ing p oo o who we a e,
o how we unde ake and design ou li e and p ojec i om a success ul pe spec i e,
o human de elopmen (B ozmano á e al., 2019; Lucas, 2012; PNUD, 2016, 2019;
Sánchez-Ga cía & Suá ez-O ega, 2018). Iden i ying hese psychosocial a iables is
he pu pose o he p esen s udy. Tha is o say, elabo a ing on hei s udy, as a p e i-
ous s ep o accompany, o gene a e oppo uni ies and suppo wi h he popula ion
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who wan s o unde ake and d i e en ep eneu ial expe iences, being his he objec-
i e o in es iga ion.
A p esen , en ep eneu ial, social and ci ic compe ences inc ease in impo ance
in o de o ensu e esilience and capaci y o adjus o changes (Dia io O icial de
la Unión Eu opea, 2018): o os e quali y o li e and p omo e pe sonal, economic,
en i onmen al and social well-being o he gene al public. The concep o quali y
o li e has become an a ea o special in e es o he p ac ical implemen a ion and
in es iga ion in he ields o educa ion, physical and men al heal h, social se ices,
amilies, o ganiza ions and public policies (Asamblea Gene al de las Naciones Uni-
das, 2015; Casas, 2000; OCDE, 2018; Schalock & Ve dugo, 2012).
Consis en ly, placing ou sel es in an in eg a ed social model is app op ia e
because i allows us o comp ehend which ac o s a e linked wi h en ep eneu ial
success, o he de elopmen o an en ep eneu ial a i ude as well as o ini ia ing
i (Alda-Va as e al. 2018; Eu opean Union O icial Jou nal, 2018; Oso io, 2014;
Pellice e al., 2013; Rolando, 2010), ce ain essen ial aspec s in an a ea suppo
compe ence in ano he one.
This way, Rizza o (2012) and T ejo (2016) ind highe mo i a ion o achie e-
men in en ep eneu s han in hose ha do no es ablish an en e p ise. This is a
key ac o in he in en ion o engage in en e p ise and shows a signi ican ela ion-
ship wi h en ep eneu ial success. Fu he mo e, he ela ionship be ween sel -e i-
cacy and en ep eneu ial success has been demons a ed in di e en s udies (Allison
e al., 2000; Be nal & Donoso, 2016; Pandey, 2011; T ejo e al., 2016).
The Ca alogue o T ans e sal Compe ences o he Eu opean Union and he
Agenda 2030 o Sus ainable De elopmen , app o ed by all he coun ies in he Gen-
e al Assembly o he Uni ed Na ions (2015), as endo sed by he CEDEFOP (2019)
and he O ganiza ion o he Coope a ion and Economic De elopmen (OCDE,
2018), highligh he ele ance o he acquisi ion o compe ences om con inued
aining a he ime o es ablishing an en e p ise, paying special a en ion o ulne -
able g oups wi h ega d o employmen . In pa icula , wi hin he goals o Objec i e
4 o Sus ainable De elopmen -Ensu ing inclusi e, equi able and high-quali y edu-
ca ion and p omo ing lea ning oppo uni ies du ing hei en i e li e o all human
beings, inc easing subs an ially he numbe o young and adul popula ion who has
he necessa y compe ences o access employmen , decen jobs and en ep eneu ship
(Asamblea Gene al de las Naciones Unidas, 2015):
Sus ainable de elopmen d aws om he p emise ha e adica ion o po e y
in all o ms and dimensions, he igh agains inequali y inside coun ies and
be ween hem, he p ese a ion o he plane , he c ea ion o a sus ained, inclu-
si e and sus ainable economic g ow h and he p omo ion o social inclusion
a e linked and in e dependen (A/RES/70/1 o he Uni ed Na ions: T ans o m-
ing ou wo ld: he Agenda 2030 o Sus ainable De elopmen , p. 5).
Once hese p emises a e es ablished, i makes sense o s op o e lec on he ac-
o s ha in e ac wi h he de elopmen o he en ep eneu ial ca ee and which
exe a g ea e in luence om he aining-educa ional sys em as well as om he
wo k en i onmen . And, in he Eu opean F ame o En ep eneu ial Compe ence
(En eComp, 2018), which iden i ies he common componen s o he en ep eneu ial
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compe ence, and om which 15 en ep eneu ial sub compe ences a e es ablished,
o ganized in h ee a eas: “ideas and oppo uni ies”; “ esou ces” and “ aking ac ion”.
We place ou sel es be o e he de elopmen o compe ences. This is conside ed
key o he en ep eneu ial p o essional de elopmen , in a dialogue wi h he com-
muni y; ha is o say, in a dialogue wi h he labou and social con ex in which he
p o essional ca ee is buil ; a dialogue wi h signi ica i e agen s o socializa ion as
he echnical s a wi h whom we ha e conduc ed his in es iga ion. The compe ence
de elopmen ha makes sense when i con ibu es o he pe sonal, p o essional,
social, and en i onmen al de elopmen .
Finally, we mus conside ha , among he condi ions ha con ibu e o each an
en ep eneu ial challenge wi h success, he e a e ma ked, besides he inne ac o s
ha a e inhe en in he en ep eneu s, he inne ac o s inhe en in he en e p ise
(coun ing on a eam o pa ne s ocused on he ask, cohesi e, coope a i e, com-
p omised and sa is ied) and he ex e nal ac o s, such as he ci cums ances o he
en i onmen , o he communi y, which in luence o a la ge ex en he de elopmen
o he p ojec , as he en ep eneu ial ecosys em, he ole o he adminis a ion, he
inance, he cul u e o en ep eneu ship, he ne wo k o con ac s o he big compa-
nies (Ga cía-Poole e al., 2019; Ga cía-Ramí ez e al., 2014; Ramos-Vidal & Maya-
Ja iego, 2014).
Ce ainly, engaging in en e p ise is a complex p ocess, in which many eques s
and challenges a e p esen ed o he en ep eneu ial popula ion by socie y and he
en i onmen in gene al as well as by he labou ma ke in pa icula . To sol e he
con lic o how o es ablish an en e p ise we a e in e es ed in knowing he con ex
o he p oblems and challenges ha his popula ion plans o ace as i s pu pose and,
abo e all, i s compe ences, po en ials, oppo uni ies and suppo s, o be able o o e -
come hose con lic s and become e e y hing ha human, social and labou wise hey
wan o become (Balcaza e al., 2014; Chua & Bed o d, 2016; Ma ín e al., 2015;
Sánchez-Vidal, 2017; Sho ne e al., 2015), which equi es some in e disciplina y
wo k.
Acco ding o hese app oaches and necessi ies, in he p esen s udy we p opose
he ollowing objec i es:
1. To know he main psychosocial ac o s ha he key in o man s ecognize in he
en ep eneu ial popula ion, associa ed wi h he key compe ences which acili a e
he en ep eneu ship.
2. To iden i y he compe ences ha a e in he basis o en ep eneu ship, assessing
hei deg ee o impo ance in he design and managemen o an en ep eneu ial
p ojec , acco ding o he pe spec i e o his s a in ol ed.
3. To disco e a eas o necessi ies ha guide p oposals o psychosocial in e en ion
which incen i ize en ep eneu ial pa hways wi h social, economic, and en i on-
men al impac .
In summa y, o in es iga e which a e he psychosocial e e en s ha en ep eneu s
use o build he basis o hei en ep eneu ial p ojec , compe ences ha a e being
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de eloped in a ans e sal way and om lea ning expe iences. This wo k s a s om
ollowing hypo hesis:
1. The e is a modi ica ion among mode n en ep eneu s, whe e mos o hem a e
mo e sensi i e abou sus ainable economic de elopmen and socio-economic
ques ion among communi y whe e hey ope a e. Conside ing a social unc ion
in hei ac i i ies hey use a mo e complex app oach, which conside s he in e -
dependence and he ela ionship be ween an O ganiza ion and he con ex whe e
i ope a es. To ealize his objec i e new en ep eneu s ha e o conside socio-
emo ional ac o s, ealizing a mo e sensi i e app oach, especially wi h ulne able
people.
2. Mode n en ep eneu s a e mo e o ien ed o conside socio-emo ional alues as
essen ial ac o s o manage p ope ly an en e p ise.
Me hods
S a ing om p e ious me hods abou en ep eneu ial compe ences (Buccie i e al.,
2022; Oo e al., 2022; Riyan i e al., 2022) we conside he in luence o Human
Righ s App oach.
To elucida e in an explo a o y manne which psychosocial a iables a e shown
as linked o he en ep eneu ial compe ence, o consolida ed en ep eneu s as well
as o hose who ind hemsel es in he p ocess o es ablishing a business p ojec ,
and gi en he lack o p e ious s udies in his esea ch line, we conside he adequacy
o a quali a i e p ojec which allows us o ob ain new in o ma ion in an induc i e
manne om he same p o essionals implied di ec ly in his scope o in e en ion,
esea ch ha adop ed an explo a o y cha ac e in he ame o he R+D p ojec in
which his s udy alls wi hin (Anonymized).
The eby we ely on in e iews and discussion g oups, wi h a iew o ob ain sys-
ems o ca ego ies ha allow us o mo e o wa d in he p oduc ion o in o ma ion,
and a he same ime in he sense o a classi ica ion o psychosocial a iables and
en ep eneu ial compe ences which allows o p omo e ac ions o psychosocial in e -
en ion o ien a ed o he en ep eneu ial, sus ainable de elopmen . We highligh
he unc ionali y o he quali a i e me hodology ega ding his pu pose (Haya e al.,
2013).
Pa icipan s
Twen y- i e open-ended in e iews and wo discussion g oups we e adminis e ed,
wi h he sample amoun ing o a o al o 42 pa icipan s: 25 pa icipan s in he
adminis e ed in e iews, 8 in he g oup o discussion 1 and 9 in he g oup o discus-
sion 2. The key in o man s ha e been expe s, manage s, and business coo dina o s,
ec ui ed on he Spanish e i o y. They ha e been selec ed inciden ally, al hough
gua an eeing hei s uc u al ep esen a i i y on he basis o he p o iles ha we a e
in e es ed in ha ing hem ep esen ed in he in es iga ion.
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The key in o man s in he discussion g oups as well as in he in e iews
we e selec ed in a manne ha he p esence o popula ion o bo h gende s was
ensu ed, a di e si y ega ding he sending ins i u ions, and he di e si y o geo-
g aphical a eas (Au onomous Communi ies). In he same manne , he di e si y
o he pa icipan s on he basis o he p o iles ha hey a end in he se ices
conside ed was gua an eed: unemployed popula ion in gene al, di e en g oups
in isk o exclusion, po en ial en ep eneu s, business women, eme ging en e-
p eneu s and in ansi ion, consolida ed en ep eneu s and uni e si y communi y,
e e y impai ed communi y conside ing di icul ies by he socio-economic poin
o iew in las 20yea s (Acke ly, 2011; Ca o-Gonzalez e al., 2019; Hossein
e al. 2006; Locke , 2008; Zubie e al., 2015). Wi h ha we in ended o iden i y a
be e ep esen a ion and unde s anding o he g oup o psychosocial ac o s ha
a e shown linked o he en ep eneu ial compe ence om an app oach which
encou ages psychosocial well-being and quali y o li e and labou , especially in
momen s o c isis as he p esen one.
In pa icula , he sample belongs o di e en con ex s om A agon, Se illa,
Valencia, Valladolid, Cas illa and Leon, Galicia, G anada and Mad id, being
cha ac e ized by i s con ex ual di e si y. P o essionals o di e se p o iles pa -
icipa ed in he esea ch: (1) Ad iso s om he P ojec s A ea o he Chambe
o Comme ce (3); (2) Specialis s in guidance o en ep eneu ship om suppo
cen es o en ep eneu s (5); (3) Ad iso s o Guadalin o Cen es (3); Agen s o
Local De elopmen ocused in en ep eneu ship (2); (4) Ad iso o en e p ise
and business aining (4); (5) Specialis om Cen e s o Business De elopmen
Suppo (CADEs) (3); (6) Expe s in en ep eneu ship wi h pe sonal expe i-
ence in he ma e (2); (7) Specialis om Non-p o i O ganiza ions such as he
Red C oss, ha we conside as an In e na ional Nonp o i O ganiza ion o ien ed
o Human Righ s, bu wi h a s ic o ganiza ional se ing (Du Mo ie & A pa-
gus, 2005; Ma hbo & Jani, 2013) (6); (8) Associa ions o Young Businessmen
(4); (9) Associa ions o Businesswomen (2); (10) Con ede a ions o business-
men (3); (11) Schools and aining cen es o en ep eneu s, accele a o s and
spin-o companies (2); (12) Founda ions o Uni e si ies which wo k wi h en e-
p eneu s (2); and, (13) Coope a i es (1); o which 23 a e women and 19, men,
be ween he ages o 27 and 53yea s old.
E hical conside a ions
In he p ocess o in es iga ion, a se ies o e hical conside a ions we e conside ed,
which e e ed o he c i e ia and equi emen s o pa icipa ion h ough an in o med
consen . A igo ous ield wo k and an e hical ea men o he in o ma ion was also
gua an eed, om he e u n o in o ma ion and he con i ma ion o he comp ehen-
sion in he same con ex o he impo ance o he psychosocial ac o s conside ed
whils hey we e pe cei ed as linked wi h he key en ep eneu ial compe ence.
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Measu e
In o de o espond o he objec i es p esen ed and as i has been poin ed ou
be o e, he esea ch combines he echnique o open-ended in e iew wi h he
discussion g oup. In bo h cases we ha e wo ked wi h he e e ence sc ip as se
ou in Table1.
All he discu si e ma e ial was eco ded and ansc ibed and, a e wa ds, he
analysis o con en was pe o med, om he ans e o he in o ma ion, which
was p e iously coded and ca ego ized, and analysed p ima ily on he basis o i s
meaning and cohe en ly wi h he objec i es o he in es iga ion. The main dimen-
sions esul in a coded sys em, acco ding o he me hodological guidance o Mon-
añes (2010), iden i ying he key ca ego ies and subca ego ies o he sys em,
which ha e se ed as a guideline o s uc u e he epo o esul s. In Table2 we
p esen he dimensions and ca ego ies o such sys em.
P ocedu e
Once he in o ma ion coming om he in e iews and discussion g oups is ga h-
e ed, we p oceeded o iangula e he indi idual pe cep ions and he discu si e
g oup p oduc ion o he pu pose o ob aining mo e s able answe s which would
se e us as he baseline o he design o aining and guiding p oposals o he
de elopmen o he en ep eneu ial ca ee . In he p esen pape we a e no in e -
es ed in di e en ia ing be ween he indi idual inpu and he g oup p oduc ion,
bu in iden i ying common g ounds abou he objec o s udy. In he ollowing
chap e he indings ob ained a e p esen ed.
Table 1 Sc ip o es i ems
Dimensions and ques ions aised
Main quali ies o he en ep eneu
Which would be you s eng hs o join he labou ma ke wi h an en ep eneu ial p ojec ?
Wha do you alue he mos ?
Which quali ies do you iden i y o in e es in an en ep eneu ?
En ep eneu ial compe ences
A e he e any compe ences ha you conside mo e ele an o basic han o he s?
How would he compe ence p o ile o he en ep eneu be cons i u ed i i co esponds o a p o ile?
Necessi ies and necessa y aspec s o he en ep eneu ial aining
Whe e should an en ep eneu /po en ial en ep eneu head owa ds ega ding hei aining o de elop-
men o alen s?
Which necessi ies a e de ec ed in his espec ?
Some in o ma ion ha you conside necessa y o add, hinking abou
The compe ences ha a pe son who wishes o es ablish an en e p ise needs o lea n, as well as a pe -
son who wishes o de elop hei alen s o keep being success ul in business
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possible o make i wo k and i will b ing ou he bes o hem and he es
(Coope a i e echnician).
(2) En ep eneu s in ansi ion, aluing specially sel -con idence, posi i e and eal-
is ic sel -knowledge, abili y o lea ning and emo ional con ol, and managemen
o ailu e abo e all.
When I i s hough abou s a ing his p ojec , o be hones he mos di i-
cul hing was o o ganize e e y hing, all my li e, because a he beginning you
don’ know whe e you a e and whe e he p ojec is, you don’ know how o se
bounda ies, o his eason i is so impo an o alue hings well, as you ha e o
ha e you possibili ies clea (En ep eneu 16).
(3) Consolida ed en ep eneu s, on whom he pa icipan agen s highligh a be -
e in o ma ion, ha could be explained since hey ha e gone h ough expe i-
ences ha can be alued and analysed. Thus, hey e e he necessi y o ha e a
posi i e and ealis ic iew o he en ep eneu ial p ojec and o he si ua ions o
o e come, main aining hei own alues and p o essional e hic. They empha-
size he esponsibili y on he p ocesses, he abili y o ake isks, he necessa y
sel -con idence and being able o o e come p ocesses o c isis om which hey
will come ou s onge , i no in a sho e m, in a medium e m, ha ing cla i y
o ideas, eage ness o p og ess always, knowing how o manage eams and be a
leade , su ounding hemsel es wi h he bes and mos di e se p o essionals in
he a ea, and ha ing o esigh , in addi ion o passion o wha hey do.
• Eage ness o wo k, eage ness o p og ess (e.g. en ep eneu s 5, 13, g oup 1).
• Focused on achie emen (e.g. en ep eneu s 13, 18).
• Pe se e ance (e.g. en ep eneu s 13, 21).
• Inno a ing (e.g. en ep eneu s 12, 17, g oups 1, 2).
• Ha nessing oppo uni ies (e.g. en ep eneu s 15, 21).
• Ini ia i e (e.g. en ep eneu s 12, 19).
• Being able o ecognize mis akes and do wha e e hey can o so hem ou
lea ning om hem, looking o solu ions (e.g. en ep eneu s 3, 17, g oups 1,
2).
• Abili y o p ese e balance (e.g. en ep eneu s 14, 23, g oup 2.
• Knowing how o choose hei eam (e.g. en ep eneu s 12, 13, 14, 25, g oup
1).
• Social skills (e.g. en ep eneu s 7, 19, g oup 2).
• Knowing how o communica e (e.g. en ep eneu s 12, 20, g oup 1).
A eas o necessi ies which guide he aining in e en ions o en ep eneu ship
Thi d, and based on he p e ious p emises, we conside ed iden i ying a eas o neces-
si ies ha en ep eneu s ha e, om he pe spec i e o he key in o man s ha could
guide p oposals o in e en ion. Bea ing in mind he quali ies and compe ences p e-
sen ed (Tables3, 4), in Table5 we iden i y hose in which he pa icipan agen s
ha e shown hey ha e co e needs o design and manage an en ep eneu ial p ojec .
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Table 5 Psychosocial ca ego ies o be p omo ed in aining ac ions
Ca ego ies Subca ego ies E idence
C ea i e and business hinking Gene a ing new ideas
Taking new ideas in o ac ion
C ea i i y (e.g. en ep eneu 11, g oups 1, 2)
Au onomy o ini ia i e (e.g. en ep eneu 11, g oups 1, 2)
Inno a ion (e.g. en ep eneu s 15, 23, g oups 1, 2)
Decision making in an au onomous way o p oblem sol ing
(e.g. en ep eneu 19, g oups 1, 2)
P oac i e a i ude/emo ional con ol Adap ing o changes
Managing challenges
Building on expe ience
Facing p essu e
Dealing wi h unce ain y
Lea ning om mis akes
Managing us a ion
Empa hy
Knowledge o he a ea (e.g. en ep eneu s 12, 18)
Keeping an eye on en i onmen and ends (e.g. en ep eneu s
15, 8)
Building on labou expe ience (e.g. en ep eneu s 11, 21)
P oac i e and posi i e a i ude a he ime o decision making
(e.g. en ep eneu s 14, 21, g oups 1, 2)
Fo esigh (e.g. en ep eneu s 16, 23, g oup 2)
Recognizing possibili ies (e.g. en ep eneu s 7, 9, 18)
Socio-emo ional skills ( e bal and non- e bal com-
munica ion)
Ve bal in e ac ion
O al exp ession
Responding o cul u al di e ences
Unde s anding non- e bal signals
Using non- e bal signals
Public speaking (e.g. en ep eneu 11)
Team wo k (e.g. en ep eneu 17, g oups 1, 2)
Nego ia ion (e.g. en ep eneu s 14, 24)
E ec i e communica ion (e.g. en ep eneu s 17, 25, g oups 1, 2)
Collabo a ion (e.g. en ep eneu 16)
Human leade ship (e.g. en ep eneu 6)
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Taking s ock o he in o ma ion ga he ed in he in e iews and discussion g oups
ega ding he pu pose o his s udy, we iden i y, in an explo a o y manne , some
o he a eas o necessi ies shown by hese pa icipan agen s ega ding key compe-
ences. Thus, we emphasize he need o ain en ep eneu s owa ds:
(1) The de elopmen o c ea i e and business hinking, e y cu en demands in
companies, being able o gene a e new ideas in o de o sol e con lic s and ak-
ing hem in o ac ion in a decisi e, au onomous, c ea i e and inno a i e way, and
being able o ake he isks ha may be in ol ed, managing us a ion p ope ly.
(2) De eloping a p oac i e a i ude based on he pe sonal and coope a i e com-
p omises ha a e necessa y o he managing o he en ep eneu ial p ojec .
Tha equi es ha he pe son knows in dep h he a ea in which hey a e going o
es ablish hei en e p ise, and also o hem o de elop an adequa e knowledge
o hemsel es and hei po en ial and limi a ions - ealis ic and posi i e sel -
knowledge (sel -concep –sel -e icacy). All o hese will be hei baggage o ace
new challenges in a mo e p epa ed manne ; and,
(3) A ele an a ea o need is p esen ed a ound he de elopmen o socio-emo ional
compe ences, emphasizing pe sonal and in e g oup emo ional managemen ,
eamwo k, e bal and non- e bal communica ion and leade ship compe ences.
Ul ima ely, a eas o needs a ound he en ep eneu ial key compe ence ha se e
as a e e ence axis in aining ac ions and hose o psychosocial in e en ion.
Discussion
The cu en esea ch has allowed us, om a holis ic and in eg a i e pe spec i e, o
explo e and iden i y he exis ence o psychosocial a iables ha a e pe cei ed on he
basis o he design and managemen o he en ep eneu ial ajec o y, e e ence axis
ha a e needed in he con inuous educa ion and aining, acco ding o he app oach
based on human igh s (Asamblea Gene al de las Naciones Unidas, 2015; CEDE-
FOP, 2019; Comisión Eu opea, 2020; Dia io O icial de la Unión Eu opea, 2018;
OCDE, 2018; PNUD, 2016, 2019).
Thus, he impo ance o leade ship, empa hy, ac i e lis ening, and socio-emo-
ional skills o in e ac i e and ela ional cha ac e which a e necessa y o wo k in
a g oup and manage eams a e emphasized. we emphasize he need o ain en e-
p eneu s owa ds: (1) The de elopmen o c ea i e and business hinking, e y cu -
en demands in companies, being able o gene a e new ideas in o de o sol e con-
lic s and aking hem in o ac ion in a decisi e, au onomous, c ea i e and inno a i e
way, and being able o ake he isks ha may be in ol ed, managing us a ion
p ope ly. (2) De eloping a p oac i e a i ude based on he pe sonal and coope a i e
comp omises ha a e necessa y o he managing o he en ep eneu ial p ojec .
Tha equi es ha he pe son knows in dep h he a ea in which hey a e going o
es ablish hei en e p ise, and also o hem o de elop an adequa e knowledge o
hemsel es and hei po en ial and limi a ions- ealis ic and posi i e sel -knowledge
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(sel -concep –sel -e icacy). All o hese will be hei baggage o ace new chal-
lenges in a mo e p epa ed manne ; and, (3) A ele an a ea o need is p esen ed
a ound he de elopmen o socio-emo ional compe ences, emphasizing pe sonal and
in e g oup emo ional managemen , eamwo k, e bal and non- e bal communica-
ion and leade ship compe ences. Ul ima ely, a eas o needs a ound he en ep e-
neu ial key compe ence ha se e as a e e ence axis in aining ac ions and hose o
psychosocial in e en ion.
These g oup o iden i ied ca ego ies o compe ence ac o s p o es cohe en wi h
he cons uc ha Di Fabio (2014) designa es as “in aen ep eneu ial sel -capi al”,
unde s ood as he co e o indi idual esou ces ha en ep eneu s use o ace hei
challenges (dimensions o cen al sel -e alua ion, esis ance, c ea i e sel -e icacy,
abili y o eco e y, mas e y o objec i es, decision and su eillance).
Socio-emo ional compe ences a e iden i ied in he co e o alues, a i udes and
skills ha pe mea e en ep eneu ial beha iou . Emo ional con ol and he g oup o
socio-emo ional compe ences equi ed in en ep eneu s a e de ined, in he case o
consolida ed en ep eneu s, wi h a g ea e ichness o nuances o o subca ego ies
han in he case o en ep eneu s in ansi ion o po en ial en ep eneu s.
In he ob ained model o ca ego ies, emo ional con ol occupies a p ominen
place and i is con igu ed as a complex compe ence g oup, associa ed o ca ego ies
such as emo ional con ol/sel -con ol, au onomy, sel -e icacy, and willingness o
accomplish new lea nings. Di e en s udies place he locus o con ol as a de e -
mining ac o in he en ep eneu ial beha iou (Ga cía-Cab e a e al., 2015; Ka imi
e al., 2017). Linked o he compe ences o emo ional con ol, social compe ences
also occupy a ele an place as a key elemen o en ep eneu ial success. This social
compe ence means he ac i a ion o asse i e emo ional beha iou s owa ds o h-
e s and hemsel es, oge he wi h a comp ehension o he cul u al en i onmen ,
and an adap a i e beha iou adjus ed o he needs o each si ua ion in ela ion wi h
o he human beings and common good. The p esence o asse i e emo ional beha -
iou s and he abili y o ha e an impac in pe sons in he wo k en i onmen c ea ed
by en ep eneu s is endo sed by o he s udies (Di Fabio, 2014; Sánchez-Te uel &
Robles-Bello, 2015). Rega ding pa icula ly o he abili y o wo k as a eam and
leade ship, he esul s con as wi h hose om o he s udies as he one by González
and Pa a (2008), which ound low compe ence le els a his espec . In his ega d,
i can be conside ed ha a possible di icul y lies in inding balance be ween he
compe ence o eamwo k and he compe ence o au onomy and sense o di ec ion
ha is p esen in he en ep eneu s (Lussie & Achua, 2008).
C ea i e hinking, o he o he ca ego ies iden i ied in he speeches o key in o m-
an s, i is con i med in he compa ison o pe cep ions om he di e en p o iles o
en ep eneu ship: c ea i e hinking is no exclusi e o he momen o incep ion o
he en ep eneu ial p ojec , bu i main ains i s impo ance in he case o consoli-
da ed en ep eneu s. C ea i i y in he ac i i y ha is ca ied ou mus be combined
wi h a ealis ic and posi i e iew, poin ing ou i s impo ance in connec ion wi h
hei own alues-objec i es and goals, in e es s and skills, sea ch o oppo uni ies
and planning o an au onomous decision making (Be nal & Donoso, 2016; Lucas &
Ca bone o, 2002; MIT Technology Re iew, 2016; Sánchez-Ga cía, 2017). This c e-
a i i y and inno a ion abili y, in e ac ing wi h o he en ep eneu ial cha ac e is ics
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and wi h he oppo uni ies/challenges p o ided by he con ex , has been iden i ied
as a ac o associa ed wi h he in en o engage in en e p ise and en ep eneu ial suc-
cess (Başa , 2018; Mille & Le B e on-Mille , 2017; Zampe akis e al., 2011).
The dimensions o p oac i i y and esilience appea as wo a i udinal and beha -
iou al elemen s ha complemen each o he and ha a e p o ided wi h eedback
om he c ea i e abili y. Homb ados (2013) al eady links hem when de ining esil-
ience as a p ocess by which human beings de elop he abili y o ace he ad e si-
ies in all o de s o li e and o e come he o emen ioned, ad e si ies lea ning om
hem and becoming s onge wi h he expe ience. On he basis o he compa a i e
analysis ca ied ou om he en ep eneu ial p o iles, i is equally clea ha consoli-
da ed en ep eneu s wi h mo e expe ience show mo e consciousness and ichness o
nuances abou he nume ous a i udes and sub compe ences ha can be associa ed o
hese subca ego ies.
All hese con ibu ion a e eally impo an o de elop a conscious and esponsi-
ble app oach among manage s, who a e in his case p ope ly o med and mo i a ed
o conside he in e -dependence o ma ke s, communi ies and ci izens a ound he
Wo ld, c ea ing solid basis o u u e en ep eneu s (Ambe g & Mcgaughey, 2019;
Ash a, 2016; Gans & Ru kowski, 2015; Penna & Campelo, 2021; Re ac ion, 2021).
The p ac ical and p oac i e sense in he en ep eneu ial exe cise is associa ed
wi h a locus o in e nal con ol and a ibu ional mechanisms ha a e c i ical wi h
hei own pe o mance, inc easing con idence in hei own esou ces and abili ies o
ace he challenges ha a e in ol ed in he en ep eneu ial ac i i y and he ba ie s
pe cei ed in he en i onmen (Mille & Le B e on-Mille , 2017; T ejo, 2016).
In his ega d, di e en au ho s poin ou a de elopmen o hese abili ies by in lu-
ence o he con ex , because he nega i e ci cums ances o he en i onmen (eco-
nomic, sociocul u al, exclusion, e c.) gene a e condi ions and expe iences ha p o-
mo e adap a ion, isk ole ance, social skills and c ea i i y (Block & Wagne , 2010).
The abili y o ace ad e se si ua ions has also been linked o p oac i i y, sel -e i-
cacy, and emo ional con ol. In his ega d, Sánchez-Te uel and Robles-Bello (2015)
suppo he idea ha esilience is de eloped in an e olu i e and dynamic way.
A his momen i seems o be beyond doub ha aining and o ien a ing ac ion is
de e mining no only in he decision o engage in en e p ise (Liñán e al., 2011), bu
also in he cons uc ion and he de elopmen o en ep eneu ial p ojec s h ough a
aining ha con ibu es o he de elopmen o compe ences and o ce ain pe sonal
cha ac e is ics (Packham e al., 2010; Pe e man & Kennedy, 2003).
Rega ding he good p ac ices in aining and guidance o he en ep eneu s
(objec i e 3), he conclusions and p oposals de i ed om he speeches emphasize
he need o ac ions ha p omo e he de elopmen o c ea i e hinking and he man-
agemen o challenges om a p oac i e and esilien a i ude. Likewise, i sugges s
he adequacy o a speci ic aining in social skills, in pa icula in e bal and non-
e bal communica ion echniques.
The a ay o esul s ob ained in espec o objec i e 2 also o e s us a e e ence
ame and some co es o compe ence needs o e hink o econside he con en s o
he aining o en ep eneu s, beyond he speci ic and echnical aspec s o he design
and he managemen o a business p ojec in economic e ms. In his ega d hey also
allow us o conside , on he one hand, ha he p ac ices o guide and suppo he human
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beings who ini ia e an en ep eneu ial ca ee mus pay a en ion o he balance be ween
emo ional sel - egula ion and social compe ence. And, on he o he hand, i is equally
necessa y o a end o he complemen a i y in he de elopmen o p oac i eness, esil-
ience and c ea i i y.
As Ka imi e al. (2017) poin ou , inso a as he psychosocial cha ac e is ics a e buil
and p o ide eedback in in e ac ion wi h con ex ual aspec s, he p og ams o in e en-
ion equi e o be buil in ela ion wi h he con ex ual ames, which can be complex,
and acco ding o di e se sociodemog aphic condi ions. As a ac , bea ing in mind
he classical heo y o planned beha iou by Ajzen (1991), di e en s udies explain,
in addi ion o he in luence o he con ex , he ele ance o pe sonal a i ude o he
e en o es ablishing an en e p ise and he con ol and he deg ee o acili y pe cei ed
owa ds en ep eneu ial ac ion (Fe nández de Caleya e al., 2019; Sánchez-Tomé e al.,
2019). Rele an c i e ia in he design and adap a ion o p oposals o aining and en e-
p eneu ial psychosocial in e en ion. Acco ding o Cha a o e al. (2015), a ailabili y
o he me hods adap ed o he cha ac e is ics and pa icula needs o each po en ial
en ep eneu in hei con ex is essen ial. A he same ime, CEDEFOP (2019) poin s
ou he ollowing aspec s o be conside ed as ele an and which we ha e ollowed in
his s udy: ha i is loca ed wi hin he communi y and en isages accessible and lexible
imes and spaces; ha i conside s o ga he and analyse he se ices ha he commu-
ni y is looking o and needs; ha i in eg a es mul idisciplina y eams and se ices a
a local le el; ha i pa icipa es wi h agen s o he socie y and ecei es access o o he
specialized se ices and suppo ; ha s udies a e designed conside ing c oss-sec o al
coope a ion ( o example, be ween minis ies, ins i u ions, agencies, non-p o i o gani-
za ions, businesses…). Al hough his s udy ep esen s a con ibu ion o he analysis
o compe ences ha a e conside ed ele an o he en ep eneu ial success and de el-
opmen , i is con enien o conside some limi a ions o me hodological o de , mainly
ela ed o he ac ha i is based on sel - epo s, wi h he limi ed ex en o samples
om in o man s and wi h he inhe en limi a ions due o he in e p e a i e cha ac e
o he s udy. While i p o ides us wi h keys and adds nuances o he exis ing knowl-
edge ega ding en ep eneu ial compe ences, i also sugges s he need o i s app oach
and elabo a ing h ough mo e comp ehensi e s a egies such as li e s o ies, in o de
o iden i y links be ween he dimensions ound, o longi udinal ollow-ups o app eci-
a e he impac o psychosocial in e en ion. In addi ion, i sugges s a deepe s udy o
ce ain a iables, o example, age o aining, and hei ole in he compe ence e olu-
ion o he en ep eneu s. We ind ma ching esul s wi h he di e en en ep eneu ial
and ci ic compe ences ha can be de eloped h ough s a egies o social inno a ion as
he lea ning-se ice (Ma ínez-Usa alde e al., 2018), and hey a e equally linked o
he compe ences ha a e equi ed by human de elopmen and he empowe men o he
communi y (En eComp, 2018; Sánchez-Vidal, 2017).
Conclusion
This s udy sugges s, mo eo e , he need o e alua e he good p ac ices ha a e
being de eloped in his ield and o design aining p oposals ocused on empow-
e ing human beings and he communi y o en ep eneu ship. I s conclusions
180
In e na ional Jou nal o Educa ional and Voca ional Guidance (2025) 25:159–185
allow us o no e some implica ions o he psychosocial in e en ion wi h he
en ep eneu ial de elopmen .
This con ibu ion is impo an o add ano he in e en ion abou he discus-
sion abou he Sepa a ion Theo y, which doesn’ conside he exis ence o bo h a
social and en ep eneu ial unc ion (Boa igh , 2000; Wempe, 2008).
Fi s o all, his esea ch p o ides an app oach o he en ep eneu ial de elop-
men ha con ibu es a he same ime o human and communi y-based de elop-
men and social comp omise, om he app oach based on human igh s, concep-
ual ame sha ed by in e na ional o ganiza ions. Based on ou exe cise o social
esponsibili y h ough his esea ch we in end o synch onize wi h he guidelines
es ablished in he Objec i es o Sus ainable De elopmen and he good p ac ices
elemen s ha a e cha ac e is ic o his app oach, o di ec applica ion in e e y
p ocess o en ep eneu ial de elopmen : (1) pe sons a e conside ed he main
agen s o hei own de elopmen , ins ead o passi e ecei e s o p oduc s and
se ices; (2) pa icipa ion is a he same ime means and objec i e; (3) s a e-
gies p o ide empowe men , ins ead o ejec ing i ; (4) Bo h he esul s and he
p ocesses a e supe ised and e alua ed; (5) p og ams a e ocused specially in
ma ginalized and excluded popula ion g oups; (6) he de elopmen p ocess is o
local owne ship; (7) p og ams ha e as hei objec i e o educe inequali ies and o
empowe hose who ha e been le behind; (8) he analysis o he si ua ion is used
o iden i ying he immedia e, subjacen and undamen al causes o he de elop-
men p oblems. And, a he same ime, con ibu ing o en ep eneu ial de elop-
men , coope a ing wi h he equi emen o he Wo ld P og am o Educa ion in
Human Righ s o he pe iod 2020–2024, wi h wha has been ecen ly published,
in 2017, by he Reno a ed Agenda o he Eu opean Union o High Educa ion,
om which uni e si ies a e appealed o ac i ely comp omise wi h he communi-
ies a ound hem, p omo ing social inclusion (Eu opean Commission, 2017) and,
in he uni e si y educa ional con ex o ou coun y, o comp omise o collabo a e
wi h he Agenda 2030 (Con e ence o Rec o s o he Spanish Uni e si ies, 2018).
And, om his app oach, and acco ding o hese e e en s and esul s ob ained,
he need o inco po a e new a eas o con en aimed a he planning and manage-
men o he en ep eneu ial ca ee is sugges ed. The in oduc ion o hese ele-
men s poses new challenges ega ding he educa ion o he p o essionals who
in e ene in he design and applica ion o he p og ams o suppo o en ep e-
neu ship. And, a las , he knowledge o hese ac o s p o ides wi h c i e ia o
he design o psychosocial in e en ion beyond he echnical aspec s ega ding
he planning o he p ojec o he u u e en ep eneu s, a he same ime ha
encou ages he in e disciplina y wo k o he di e en p o essionals and com-
muni a ian and social en i onmen s, in line wi h he employmen and li e-long
lea ning policies.
Funding Open Access unding p o ided hanks o he CRUE-CSIC ag eemen wi h Sp inge Na u e. The
unding was p o ided by (EDU2013-45704-P).
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which pe mi s use, sha ing, adap a ion, dis ibu ion and ep oduc ion in any medium o o ma , as long as
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