Responsabilidad social del estudiante universitario: un estudio cualitativo sobre prácticas de evaluación y trabajo en equipo en educación emprendedora

Objective: Some elements of the teaching-learning process in entrepreneurship that promote the development of University Student Social Responsibility (USSR), understood as the student's ability to commit to the well-being of others and their environment, were analyzed in the context of entrepreneurship courses at two business schools in Colombia; a topic that presents a theoretical and empirical gap in the scientific literature. Methodology: The study was qualitative with a grounded theory design; in-depth interviews were conducted with ten teachers and fifteen students, using a semi-structured guide designed and validated with theoretical support, expert judgment, and a pilot test; the data were analyzed inductively with the ATLAS.ti 25 software based on the principles of constant comparison, theoretical sampling, and saturation. Results: 168 codes emerged, leading to two main categories: teamwork, as a promoter of empathy, communication, leadership, and conflict management for the development of individual and collective responsibility; and evaluation, as a generator of the sense of social justice through self-assessment, peer assessment, and hetero assessment with a focus on attitudinal and procedural criteria. Conclusions: The findings provided evidence on the transformative role of entrepreneurial education for CSR beyond the traditional business-centered view; as future directions, it was recommended to replicate the research in other contexts, delve deeper into each emerging pedagogical element, and develop experimental studies on the impacts of entrepreneurship training for CSR.