De la auditoría a la mejora institucional: plan para fortalecer competencias emprendedoras en Bachillerato, caso Unidad Educativa Particular San Josemaría Escrivá

Abstract

This study aimed to audit the institutional process for developing entrepreneurial competencies among upper-secondary students at Unidad Educative Particular San Josemaría Escrivá and to design an Improvement Plan based on the identified gaps. The research was structured as a theoretical review article with an applied educational audit component, supported by literature on educational quality, teacher professional development, university mentoring, authentic assessment, and the EntreComp framework. The institutional diagnosis integrated documentary evidence, pretest and posttest questionnaires, training and mentoring records, student projects, and a rubric applied during the entrepreneurship fair. The initial sample included 61 students from groups C and D and 17 teachers and school leaders. Comparative analyses were restricted to complete records whose individual correspondence between both measurement points could be verified. The findings revealed strengths in school–university collaboration, project development, teamwork, and the implementation of authentic assessment strategies. The main gaps involved the absence of annual institutional planning, limited systematization of teacher training and mentoring, insufficient traceability of evidence, uneven development of opportunity identification and applied innovation, and the lack of a formal monitoring and continuous improvement cycle. Based on these findings, an Institutional Improvement Plan was designed, including actions, responsible stakeholders, resources, baseline conditions, indicators, targets, monitoring frequency, and verification sources. Since the study was conducted in a single institution with a non-probabilistic sample and intact groups, the findings were interpreted as context-specific evidence rather than as generalizable causal proof.