**1. Introduction**

Entrepreneurial spirit is an old field, but it is continuously emerging and it attracts the attention of scholars, politicians and professionals in different fields of economics, finance, management and sociology [1]. In the last decades, it has been studied as a driving force for development and a key factor to attain economic growth, the creation of employment and the increase of productivity [2, 3]. Nowadays, the theory of entrepreneurship has extended to new concepts where entrepreneurial spirit is not only known for its business success and benefits, but also for subjective welfare and noneconomic welfare that people can obtain through their skills. Politicians seek to promote entrepreneurial spirit at a macrolevel through education in hopes that a greater understanding will likely create more adept entrepreneurs [4]. In this regard, there is a debate going on related to the academic field if it is really possible to teach students how to be entrepreneurs [5].

Besides creativity and innovation to develop entrepreneurial projects and meet its goals, due to current and fast changes in society, a wide range of skills and competences are needed [6]. In the last few years, higher education institutions at an international level have introduced competences in its educational programs. For example, during the last 5 years, Spain has produced significant advances in the treatment and evaluation of competences, especially in the field of language teaching [7]; Universidad Politecnica de Madrid (UPM) applied the projectbased learning (PBL) approach and analyzed the acquisition of regional and global competences by having industrial engineering students complete a course on project management [8]; they even suggested a framework of learning and evaluation based on competences to facilitate the learning of skills in the development of projects [9]; a study to support the skills and competences under the European Union Framework and the Bologna Agreement was also conducted, assisting its evolution through guidance documents that seek to integrate the European systems of higher education and improve employability of European graduates [10].

Regarding tools to analyze competences, there are solutions suggested through the use of questionnaires along with information technologies. In [11], the COMET test is suggested, it was developed by the TVET research group from the University of Bremen and it is based on a model of competence and measurement through open task tests that have a variety of solutions and the evaluation of its results. As part of the TECH project, students from the universities of Seville and Malaga presented the improvement of their competences of collaborative work, efficient use of time, management of online resources and others by carrying out collaborative work in mixed groups on the online learning platform [12]. ComProfits is a project financed by the EU which analyzes the concept of a profile platform of adaptive competences where its main objective is to (i) strengthen the analysis of competences and (ii) improve the quality of staff selection and work performance in the field of IT [13]; another innovative concept for teaching competences with entrepreneurial spirit is open educational practices that work jointly with a StarUp model and seeks to identify the competences that a person has obtained by carrying out the analysis of open educational resources (OER) that have been used through a recommendation system [14]. Another approach applies KIPSSE, which is a self-reporting instrument to be used in the evaluation of competences of projects developed by university students that take part in online learning projects, which tries to identify knowledge integration skills, project skills and self-efficacy based on the results of the qualitative and quantitative analysis of interviews with the project consultants [15].

In this context, the present work presents a computing strategy for the analysis of competences and the networks that an individual (student/entrepreneur/professor) has developed. Such strategy is based on a previous work suggested by Salgado et al. [16] for the evaluation of an individual's competences when developing a project through a trifocal model "auto/hetero/ coevaluation." The computing model is made up by an ontology that explains the basis of knowledge of the StartUPS ecosystem and makes it possible to generate inferences, and a schematic and mathematical model to approximate a qualitative and quantitative evaluation of the valuations of the competences applied to the different individuals of the innovation ecosystem.
