Abstract:

Teaching entrepreneurship in the creative industries is a challenge in higher education, despite the fact that both subjects have been related for years. In the case of the creative industries, the concept has not been free of controversy and has evolved from denominations such as Hawkins' Creative Economy to Duque and Buitrago's Orange Economy. However, it was the term Creative Industries that was positioned internationally, an umbrella concept that sought to absorb the Cultural Industries, provoking criticism from the critical theoretical current inspired by Adorno.

This paper describes an international teaching experience developed between two institutions and three different but interrelated academic programs: Students of the Master's Degree in Communication and Creative Industries at the University of Alicante, students of the Bachelor's Degree in Media and Digital Culture and, finally, students of the Bachelor's Degree in Entrepreneurship at the Tecnologico de Monterrey. In addition, the linkage model designed, the synchronous and asynchronous interaction strategies, and the main learning valued by the students are shared, as well as the knowledge generated in the group of linked professors.

This experience is developed under the initiative "Global Classroom by Tec de Monterrey" that "aims to link a course from Tecnologico de Monterrey with a course of a partner international university, through a digital environment, using technological tools to connect students in collaborative activities that promote learning in multicultural environments". The initiative described in this document is an educational innovation project at the university level that focuses on teaching entrepreneurship and creative industries training that was carried out between the faculty of Tecnologico de Monterrey and the University of Alicante during the confinement of 2020. On the one hand, it is based on education by competencies, that is, on generating skills that students can apply to their professional future, specifically to entrepreneurship. On the other hand, teaching in virtual spaces allowed the collaboration of students from Mexico and Spain, with common interests, in such a way that an innovative and creative educational experience was offered that connected them with other cultures and favored their learning experience in a context characterized by the monotony of confinement.

The competencies developed during this event were:
1) communicate information, ideas, problems, and solutions clearly and effectively in public or specific technical fields,
2) use technological tools that facilitate communication and distance learning in multicultural virtual environments,
3) recognize and emphasize the existence and validity of other types of thinking, as well as by reflecting, coexisting, dialoguing, sharing, acting and solving problems in contexts marked by social and cultural diversity, and finally,
4) integrate workgroups to collaborate on a common goal, ensuring their own and their peers' participation and learning.

The results show a high degree of satisfaction on the part of both students and teachers, who find in these initiatives a platform for collaboration, learning, and the promotion of intercultural relations. In addition, it was demonstrated that online teaching can be innovative and creative when it is planned in a multidisciplinary and international way.

Keywords:

Global Classroom, entrepreneurship, learning.