Transforming university pedagogy: competencies, entrepreneurship, and innovation for institutional brand value

Abstract

This study examines the transformation of university pedagogy through the articulation of socio-emotional competencies, entrepreneurship, and educational innovation, with an emphasis on how these factors contribute to strengthening institutional brand equity. The main purpose was to analyze how these dimensions have reshaped the teaching role in the face of the challenge of global supercomplexity. Methodologically, a longitudinal qualitative design was adopted, grounded in the instructor's reflective practice, triangulation of sources, purposive case studies, and the analysis of pedagogical documentation spanning two decades (2004–2024), focusing on the Faculty of Administrative Sciences at a Peruvian public university. The findings show that the implementation of active methodologies (such as immersive simulators and blended learning), together with the promotion of purpose-driven entrepreneurship (triple bottom line), shapes a transformative pedagogy that prepares professionals with a cosmopolitan mindset and strengthens emotional brand value sustained by nostalgic loyalty—understood as an affective bond grounded in pride in the institution's social mission—among alumni. It is concluded that the reinvention of the teaching role requires the formal adoption of the Scholarship of Teaching and Learning (SoTL). Although heuristic in nature, the study proposes incorporating reflective practice as a quality indicator and advancing toward a quantitative research agenda to estimate the scope of these effects on a larger scale.

The methodology includes the analysis of pedagogical experiences documented over two decades, longitudinal case studies on student transformation towards entrepreneurship, and the examination of institutional processes for building reputation as educational brands (Keller, 2007; Universidad de Lima, 2023). Additionally, the impact of the digital revolution and generational challenges currently faced by educators are considered (Asanza et al., 2024; Universidad Continental, 2025).

The findings show that competency-based education requires preparing professionals who integrate theoretical knowledge, practical skills, and values in their development (Hernández & Baptista, 2015). University entrepreneurship stands out as a philosophy that constructively manages uncertainty (Carrera & Cárdenas, 2022; Marti et al., 2010), and there is evidence of student transformation with measurable social impact (Delgado & Ramírez, 2025).

It is concluded that the future of university pedagogy must integrate human and technological dimensions, building bridges between tradition and innovation, and educating competent professionals and committed citizens (Kemmis, 2012; Margalef & Pareja, 2008). The study highlights emotional components of university brand value and proposes renewed pedagogical approaches grounded in empathy, interdisciplinarity, and social entrepreneurship (Vargas-D’Uniam et al., 2016).