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The purpose of this article is to determine the degree of physical violence received and inflicted over the past two years by a sample of women in prison in their relationships with their partners (N=/213). Over half of the women report having suffered some form of violence at the hands of their partners at some time in their lives. As for physical violence experienced over the past two years, one out of every four women has experienced violence at the hands of her partner. The women in this study rated the act of physical violence they had experienced in the past two years as severe, a term they also used to describe the degree of disturbance, anger and fear they felt after the violent incident. As for the violence the women inflicted on their partners, one out of every four women has inflicted violence on her partner (26.8%) although they rate the most aggressive event during these past two years as slight. After the event, over half the women felt severely disturbed as well as slightly angry and scared.

Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects.

The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs.

The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums.

This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials.

This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.