The impact of active learning on entrepreneurial capacity

  1. Virginia Rincón 1
  2. Pilar Zorrilla 1
  3. Juan Antonio Marin-Garcia 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad en Universidad Politecnica de Valencia
Revue:
Intangible Capital

ISSN: 1697-9818

Année de publication: 2023

Volumen: 19

Número: 4

Pages: 497-512

Type: Article

DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Intangible Capital

Résumé

Purpose: This paper intends to shed light on the teaching-leaning methodologies that best contribute to developing entrepreneurial competences. Design/methodology/approach: We pose an active learning model that integrates the content of three subjects from the field of marketing in a single business project. We also measure the impact of this model on entrepreneurial competences through a validated questionnaire. The measurement instrument includes the short FINCODA questionnaire version to assess innovative behaviour and creativity, and indicators from the GEM survey on entrepreneurial perceptions for assessment of entrepreneurial spirit. Findings: The results show a slightly positive effect on creativity and innovation capacity but that some active models may not be sufficient to develop skills linked to starting up projects or risk-taking. Originality/value: It seems reasonable to consider rethinking the teaching-learning model used with marketing students in order to boost greater development of their entrepreneurial capacity. Setting up systems that promote greater engagement between universities and social, cultural or business agents in their area could foster entrepreneurial competences. This paper contribute to the debate on education policies that drive entrepreneurship and the possibility of designing new education models.

Références bibliographiques

  • Achcaoucaou, F., Guitart-Tarrés, L., Miravitlles-Matamoros, P., Núñez-Carballosa, A., Bernardo, M., & Bikfalvi, A. (2014). Competence assessment in higher education: A dynamic approach. Human Factors and Ergonomics in Manufacturing & Service Industries, 24(4), 454-467. https://doi.org/10.1002/hfm.20394
  • Acs, Z. (2006). How Is Entrepreneurship Good for Economic Growth?.Innovations: Technology, Governance, Globalization, 1(1), 97-107. https://doi.org/10.1162/itgg.2006.1.1.97
  • Alkurdi, M.H., & Vázquez-Bustelo, D. (2022). A Systematic Literature Review Protocol for the analysis of practices, measurement instruments and contextual factors inherent to Supply Chain Agility. WPOM-Working Papers on Operations Management, 13(1), 1-34. https://doi.org/10.4995/wpom.16096
  • Alvarez, S.A., & Barney, J.B. (2007). Discovery and creation: Alternative theories of entrepreneurial action. Strategic Entrepreneurship Journal, 1(1-2), 11-26. https://doi.org/10.1002/sej.4
  • Alvarez, R.D., DeNoble, A.F., & Jung, D. (2006). Educational curricula and self-efficacy: Entrepreneurial orientation and new venture intentions among university students in Mexico. In M.H. Ryan (Ed.), International Research in the Business Disciplines (pp.379-403). Elsevier. https://doi.org/10.1016/S1074-7877(06)05019-7
  • Amador Alarcón, M.P., Torres Gastelú, C.A., & Lagunes Domínguez, A. (2023). Aprendizaje basado en problemas para el desarrollo de competencias en estudiantes. Revisión sistemática de literatura. Revista del Centro de Investigación de la Universidad La Salle, 15(59), 131-166. https://doi.org/10.26457/recein.v15i59.3491
  • Andreu-Andres, M.A., González-Ladrón-de-Guevara, F.R., García-Carbonell, A., & Watts-Hooge, F. (2018). Contrasting Innovation Competence FINCODA Model in Software Engineering: Narrative Review. Journal of Industrial Engineering and Management, 11(4), 715-734. https://doi.org/10.3926/jiem.2656
  • Arasti, Z., Kiani, M., & Imanipour, N. (2012). A Study of Teaching Methods in Entrepreneurship Education for Graduate Students. Higher Education Studies, 2(1), 2-10. https://doi.org/10.5539/hes.v2n1p2
  • Arenius, P., & Minniti, M. (2005). Perceptual variables and nascent entrepreneurship. Small Business Economics, 24(3), 233-247. https://doi.org/10.1007/s11187-005-1984-x
  • Audet, J., & Marcotte, G. (2018). Student Trade Missions: An Experiential Learning Opportunity. American Journal of Business Education, 11(1), 1-14. https://doi.org/10.19030/ajbe.v11i1.10116
  • Bigelow, J.D. (2004). Using problem-based learning to develop skills in solving unstructured problems. Journal of Management Education, 28(5), 591-609. https://doi.org/10.1177/1052562903257310
  • Bissola, R., Imperatori, B., & Biffi, A. (2017). A rhizomatic learning process to create collective knowledge in entrepreneurship education: Open innovation and collaboration beyond boundaries. Management Learning, 48(2), 206-226. https://doi.org/10.1177/1350507616672735
  • Borrero-Sánchez, J.D., & Borrero-Domínguez, E. (2022). Entrepreneurial intention and university: A necessary relationship in regions with high levels of unemployment. Intangible Capital, 18(1), 120-143. https://doi.org/10.3926/ic.1732
  • Cabana-Villca, R., Cortes-Castillo, I, Plaza-Pasten, D., Castillo-Vergara, M., & Alvarez-Marin, A. (2013). Análisis de las Capacidades Emprendedoras Potenciales y Efectivas en Alumnos de Centros de Educación Superior. Journal of Technology Management & Innovation, 8(1), 65-75. https://doi.org/10.4067/S0718-27242013000100007
  • Chau, K.W. (2005). Problem-based learning approach in accomplishing innovation and entrepreneurship of civil engineering undergraduates. International Journal of Engineering Education, 21(2), 228-232. http://www.ijee.ie/articles/Vol21-2/IJEE1602.pdf
  • Dal Magro, R., Pozzebon, M., & Schutel, S. (2020). Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil. Management Learning, 51(5), 579-597. https://doi.org/10.1177/1350507620908607
  • Dias, G.P.P., Sauaia, A.C.A, & Yoshida, H.T. (2013). Felder-Silverman learning styles and learning with business games. RAE - Revista de Administração de Empresas (Journal of Business Management), 53(5), 469-484. https://doi.org/10.1590/S0034-75902013000500005
  • Diez-Busto, E., Sanchez-Ruiz, L., & Fernandez-Laviada, A. (2020). Protocol: Systematic Literature Review about B-Corp. WPOM-Working Papers on Operations Management, 11(1), 39-53. https://doi.org/10.4995/wpom.v11i1.13147
  • Doppelt, Y. (2009). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education, 19(1), 55-65. https://doi.org/10.1007/s10798-006-9008-y
  • Edwards-Schachter, M., García-Granero, A., Sánchez-Barrioluengo, M., Quesada-Pineda, H., & Amara, N.(2015). Disentangling competences: Interrelationships on creativity, innovation and entrepreneurship. Thinking Skills and Creativity, 16, 27-39. https://doi.org/10.1016/j.tsc.2014.11.006
  • Eggers, F., Lovelace, K.J., & Kraft, F. (2017). Fostering creativity through critical thinking: The case of business start-up simulations. Creativity and Innovation Management, 26(3), 266-276. https://doi.org/10.1111/caim.12225
  • Ferrandiz, J., Fidel, P., & Conchado, A. (2018). Promoting entrepreneurial intention through a higher education program integrated in an entrepreneurship ecosystem. International Journal of Innovation Science, 10(1),6-21. https://doi.org/10.1108/IJIS-09-2017-0089
  • Fixson, S.K. (2009). Teaching innovation through interdisciplinary courses and programmes in product design and development: An analysis at 16 US schools. Creativity and Innovation Management, 18(3), 199-208. https://doi.org/10.1111/j.1467-8691.2009.00523.x
  • Fuentelsaz, L., González, C., Maícas, J.P., & Montero, J. (2015). How different formal institutions affect opportunity and necessity entrepreneurship. Business Research Quarterly, 18(4), 246-258. https://doi.org/10.1016/j.brq.2015.02.001
  • García Magro, C., Martín-Peña, M. L., & Díaz-Garrido, E. (2019). Protocol: Gamify a Subject without Advanced Technology. WPOM-Working Papers on Operations Management, 10(2), 20-35. https://doi.org/10.4995/wpom.v10i2.12662
  • García-González, A., & Ramírez-Montoya, M.S. (2021). Social entrepreneurship education: Changemaker training at the university. Higher Education, Skills and Work-Based Learning , 11(5), 1236-1251. https://doi.org/10.1108/HESWBL-01-2021-0009
  • Geitz, G., Brinke, D.J., & Kirschner, P.A. (2016). Are marketing students in control in problem-based learning? Cogent Education, 3(1), 1-15. https://doi.org/10.1080/2331186X.2016.1222983
  • Gittings, L., Taplin, R., & Kerr R. (2020). Experiential learning activities in university accounting education: A systematic literature review. Journal of Accounting Education, 52, 1-13. https://doi.org/10.1016/j.jaccedu.2020.100680
  • González, J., & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final. Fase 1. Bilbao: Universidad de Deusto.
  • Halász, G., & Michel, A. (2011). Key Competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
  • Hansen, P.K. (2003). Does productivity apply to PBL methods in engineering education?. International Journal of Engineering Education, 19(1), 177-182. https://www.ijee.ie/articles/Vol19-1/IJEE1357.pdf
  • Hebles, M., Yaniz-Álvarez-de-Eulate, C., & Jara, M. (2019). Impact of cooperative learning on teamwork competence. Academia Revista Latinoamericana de Administración, 32(1), 93-106. https://doi.org/10.1108/ARLA-10- 2018-0217
  • Hernández, R., Peña, I., Guerrero, M., González-Pernía, J.L., Ruiz Navarro, J., Cabello Medina, C., et al. (2014). Global Entrepreneurship Monitor. Informe GEM España 2013. CISE Centro Internacional Santander Emprendimiento. https://doi.org/10.22429/Euc2014.026
  • Hsu, Y.L. (2011). Engaging students’ learning process in business management: A casestudy of activity-based teaching in hospitality marketing class. African Journal of Business Management, 5(25), 10271-10275. https://doi.org/10.5897/AJBM11.592
  • Karimi, S., Biemans, H.J.A., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education and Teaching International, 53(2), 215-229. https://doi.org/10.1080/14703297.2014.993419
  • Keinänen, M. (2019). Educating innovative professionals: A case study on researching students’ innovation competences in one Finnish University of Applied Sciences. Turku: Turku University of Applied Sciences.
  • Kirby, D.A. (2004). Entrepreneurship education: Can business schools meet the challenge?. Education + Training, 46(8), 510-519. https://doi.org/10.1108/00400910410569632
  • Klebba, J.M., & Hamilton, J.G. (2007). Structured case analysis: Developing critical thinking skills in a marketing case course. Journal of Marketing Education, 29(2), 132-139. https://doi.org/10.1177/0273475307302015
  • Larraz, N., Vázquez, S., & Liesa, M. (2017). Transversal skills development through cooperative learning. Training teachers for the future. On the Horizon, 25(2), 85-95. https://doi.org/10.1108/OTH-02-2016-0004
  • Levkoe, C.Z., Brail, S., & Daniere, A. (2014). Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study. Canadian Journal of Higher Education, 44(3), 68-85. https://doi.org/10.47678/cjhe.v44i3.186039
  • Lopes, R.M.A., & Lima, E. (2019). Current challenges and promising avenues for entrepreneurship research. RAE - Revista de Administração de Empresas (Journal of Business Management), 59(4), 284-292. https://doi.org/10.1590/S0034-759020190406
  • Luka, I. (2019). Design thinking in pedagogy: Frameworks and uses. European Journal of Education, 54(4), 499-512. https://doi.org/10.1111/ejed.12367
  • Maldonado Pérez, M.(2008).Aprendizajebasado en proyectoscolaborativos. Una experiencia en educación superior. Laurus, 14(28), 158-180. https://revistas.upel.edu.ve/index.php/laurus/article/view/7324/4152
  • Malicky, D.M., Lord, S.M., & Huang, M.Z. (2007). A design methodology for choosing an optimal pedagogy: The pedagogy decision matrix. International Journal of Engineering Education, 23(2), 325-337.
  • Marcillo-Manzaba, M.M., & Portilla-Faicán, G.I. (2022). Práctica docente innovadora para el desarrollo de aprendizajes significativos desde el enfoque basado en problemas. Polo del Conocimiento, 7(3), 293-312. https://doi.org/10.23857/pc.v7i3.3731
  • Marin-Garcia, J.A. (2018). Development and validation of Spanish version of FINCODA: An instrument for self-assessment of innovation competence of workers or candidates for Jobs. WPOM-Working Papers on Operations Management, 9(2), 182-215. https://doi.org/10.4995/wpom.v9i2.10800
  • Marin-Garcia, J.A. (2021). Three-stage publishing to support evidence-based management practice. WPOM- Working Papers on Operations Management, 12(2), 56-95. https://doi.org/10.4995/wpom.11755
  • Marin-Garcia, J.A., & Alfalla-Luque, R. (2021). Teaching experiences based on action research: A guide to publishing in scientific journals. WPOM-Working Papers on Operations Management, 12(1), 42-50. https://doi.org/10.4995/wpom.7243
  • Marin-Garcia, J.A., Andreu Andres, M.A., Atares-Huerta, L., Aznar-Mas, L.E., Garcia-Carbonell, A., González- Ladrón-de-Guevara, F., et al. (2016). Propossal of a framework for innovation competencies development and assessment (FINCODA). WPOM-Working Papers on Operations Management, 7(2), 119-126. https://doi.org/10.4995/wpom.v7i2.6472
  • Marin-Garcia, J.A., Garcia-Sabater, J. J., Garcia-Sabater, J. P., & Maheut, J. (2020). Protocol: Triple Diamond method for problem solving and design thinking. Rubric validation. WPOM-Working Papers on Operations Management, 11(2), 49-68. https://doi.org/10.4995/wpom.v11i2.14776
  • Marin-Garcia, J.A., González-Ladrón-de-Guevara, F., Garcia-Ortega, B., Santandreu-Mascarell, C., Atarés, L., Aznar-Mas, L. E., et al (2023). Protocol paper: Needs analysis for the development of innovation competence in higher education remote learning environments. WPOM-Working Papers on Operations Management, 14(2), 76- 100. https://doi.org/10.4995/wpom.18118
  • Marin-Garcia, J.A., Villaescusa, M.M., & Bonavia, T. (2019). Protocol: How to measure team work and networking competencies. WPOM-Working Papers on Operations Management, 10(2), 55-68. https://doi.org/10.4995/wpom.v10i2.12369
  • Markley, M., & Koernig S.K. (2015). Values-Based Education for Sustainability Marketers: Two Approaches for Enhancing Student Social Consciousness. Journal of Marketing Education, 37(1), 5-24. https://doi.org/10.1177/0273475314559513
  • Martins, I., Monsalve, J.P.P., & Martinez, A.V. (2018). Self-confidence and fear of failure among university students and their relationship with entrepreneurial orientation. Academia Revista Latinoamericana de Administración, 31(3), 471-485. https://doi.org/10.1108/ARLA-01-2018-0018
  • Metcalf, L.E. (2010). Creating international community service learning experiences in a capstone marketing- projects course. Journal of Marketing Education, 32(2), 155-171. https://doi.org/10.1177/0273475309360157
  • Mulder, M. (2012). Competence-based education and training. The Journal of Agricultural Education and Extension, 18(3), 305-314. https://doi.org/10.1080/1389224X.2012.670048
  • Noorlizawati, A.R., Zainai, M., Zaidatun, T., & SyaAzmeela, S. (2022). Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students. Higher Education Pedagogies, 7(1), 130-145. https://doi.org/10.1080/23752696.2022.2109500
  • Nouwen, J., &Van Hoorick, V. (2014). Learning by doing through elaboration of challenging marketing plans. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds), 7th International Conference of Education, Research and Innovation (pp. 4562-4567). Sevilla: International Academy of Technology, Education and Development.
  • Oltra-Badenes, R. (2020). Analysis of the perception that students have of a subject. Application to Integrated Information Systems of the Industrial Engineering Degree. WPOM-Working Papers on Operations Management, 11(1), 1-13. https://doi.org/10.4995/wpom.v11i1.12819
  • O’Brien, E., & Hamburg, I. (2019). A critical review of learning approaches for entrepreneurship education in a contemporary society. European Journal of Education, 54(4), 525-537. https://doi.org/10.1111/ejed.12369
  • Paños Castro, J. (2017). Educación emprendedora y metodologías activas para su fomento. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 33-48. https://doi.org/10.6018/reifop.20.3.272221
  • Peña Calvo, J.V., Cárdenas Gutiérrez, A., Rodríguez Martín, A.,& Sánchez Lissen, E. (2015). La cultura emprendedora como objetivo educativo: Marco general y estado de la cuestión. In L. Núñez Cubero (Coord.), Cultura emprendedora y educación (pp. 19-59). Sevilla: Editorial Universidad de Sevilla.
  • Pérez García, F. (dir.)(2018). Itinerarios de inserción laboral y factores determinantes de la empleabilidad: Formación universitaria vs entorno. Bilbao: Fundación BBVA.
  • Pinho, J.C. & Thompson, D. (2016). Corporate structural conditions for the creation of new businesses: Specialists’ view. RAE - Revista de Administração de Empresas (Journal of Business Management), 56(2), 166-181. https://doi.org/10.1590/S0034-759020160204
  • Rincón, V., & Zorrilla, P. (2015a). Desarrollo de nuevas ideas de negocio mediante el aprendizaje activo. Opción, 31(1), 790-805. https://produccioncientificaluz.org/index.php/opcion/article/view/20149/20072
  • Rincón, V., & Zorrilla, P. (2015b). Project-Based Learning as a Methodology to Boost Creativity, Innovation and Entrepreneurship. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds), 7th International Conference on Education and New Learning Technologies (pp. 1363-1370). Barcelona: International Academy of Technology, Education and Development.
  • Rincón, V., & Zorrilla, P. (2017). Protocol: entrepreneurship in the area of Marketing. Comparing PBL vs active lectures. WPOM-Working Papers on Operations Management, 8(1), 1-8. https://doi.org/10.4995/wpom.v8i1.6470
  • Robles-Santana, Y., Sanchez-Ruiz, L., & Gomez-Lopez, R. (2022). Protocol: Systematic literaturereview on family business and information and communication technologies. WPOM-WorkingPapers on Operations Management, 14(1), 41-61. https://doi.org/10.4995/wpom.17670
  • Rossano, S., Meerman, A., Kesting, T., & Baaken, T. (2016). The Relevance of Problem-based Learning for Policy Development in University-Business Cooperation. European Journal of Education, 51(1), 40-55. https://doi.org/10.1111/ejed.12165
  • Ruano-Borbalan, J-C. (2019). Pluridisciplinary programmes for innovation: Realities and limits of a promising form of learning. European Journal of Education, 54(4), 538-551. https://doi.org/10.1111/ejed.12370
  • Rueda Sampedro, I., Fernández-Laviada, A., & Herrero-Crespo, A. (2014). Entrepreneurial intention: Perceived advantages and disadvantages. Academia Revista Latinoamericana de Administración, 27(2), 284-315. https://doi.org/10.1108/ARLA-09-2013-0144
  • Ruiz-Rosa, I., Gutiérrez-Taño, D., & García-Rodríguez, F.J. (2021). Project-Based Learning as a tool to foster entrepreneurial competences. Culture and Education, 33(2), 316-344. https://doi.org/10.1080/11356405.2021.1904657
  • Saiz-Santos, M., Araujo-De la Mata, A., & Hoyos-Iruarrizaga, J. (2017). Entrepreneurial university: Educational innovation and technology transfer. In M. Peris-Ortiz, J. Alonso Gómez, J. Merigó-Lindahl,& C. Rueda- Armengot(Eds), Entrepreneurial Universities. Innovation, Technology, and Knowledge Management (pp. 105-121). Cham: Springer. https://doi.org/10.1007/978-3-319-47949-1_7
  • Saiz, M., Hoyos, J., González-Pernía, J.L., Peña, I., González, N., Guerrero, M., et al. (2019). Global Entrepreneurship Monitor. Comunidad Autónoma del País Vasco. Informe Ejecutivo 2018-2019.Bilbao: Universidad de Deusto.
  • Sandobal Verón, V.C., Marín, M.B., & Barrios, T.H. (2021). El aula invertida como estrategia didáctica para la generación de competencias: Una revisión sistemática. RIED. Revista Iberoamericana de Educación a Distancia. 24(2), 285-308. https://doi.org/10.5944/ried.24.2.29027
  • Scarbrough, H., Bresnen, M., Edelman, L.F., Laurent, S., Newell, S., & Swan, J. (2004). The processes of project- based learning: An exploratory study. Management Learning, 35(4), 491-506. https://doi.org/10.1177/1350507604048275
  • Schlee, R.P., Curren, M.T., & Harich K.R. (2009). Building a Marketing Curriculum to Support Courses in Social Entrepreneurship and Social Venture Competitions. Journal of Marketing Education, 31 (1), 5-15. https://doi.org/10.1177/0273475308324087
  • Sgambi, L., Kubiak, L., Basso, N., & Garavaglia, E. (2019). Active learning for the promotion of students’ creativity and critical thinking: An experience in structural courses for architecture. Archnet-IJAR: International Journal of Architectural Research, 13(2), 386-407. https://doi.org/10.1108/ARCH-11-2018-0018
  • Shane, S., & Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217-226. https://doi.org/10.5465/amr.2000.2791611
  • Sherman, P.S., Sebora, T., & Digman, L.A. (2008). Experiential entrepreneurship in the classroom: Effects of teaching methods on entrepreneurial career choice intentions. Journal of Entrepreneurship Education, 11, 29-42. https://www.abacademies.org/articles/jeevol112008.pdf
  • Sherwood, A.L. (2004). Problem-basedlearning in management education: a framework for designing context. Journal of Management Education, 28(5), 536-557. https://doi.org/10.1177/1052562904265773
  • Smith, G.F. (2005). Problem-based learning: Can it improve managerial thinking?. Journal of Management Education, 29(2), 357-378. https://doi.org/10.1177/1052562904269642
  • Taatila, V.P. (2010). Learning entrepreneurship in higher education. Education + Training, 52(1), 48-61. https://doi.org/10.1108/00400911011017672
  • The Council of the European Union (2018). Recommendations of the Council of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). Official Journal of the European Union, 4.6.2018.
  • Theodosiou, M., Rennard, J.P., & Amir-Aslani, A.(2012). Theory to practice: Real-world case-based learning for management degrees. Naturebiotechnology, 30(9), 894-895. https://doi.org/10.1038/nbt.2362
  • Tiwari, A., Lai, P., So, M.,& Yuen, K.(2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Medical Education, 40(6), 547-554. https://doi.org/10.1111/j.1365-2929.2006.02481.x
  • Uribe Toril, J., De Pablo Valenciano, J., & Bonilla Martínez, J.J. (2013). El desarrollo local y empresarial: La formación como factor básico para orientar al emprendedor. Intangible Capital, 9(3), 644-677. https://doi.org/10.3926/ic.272
  • Urquidi Martín, A.C., & Tamarit Aznar, C. (2017). Meaningful learning in business through serious games. Intangible Capital, 13(4), 805-823. https://doi.org/10.3926/ic.936
  • Valencia Arias, A., Montoya Restrepo, I., & Montoya Restrepo, A. (2016). Intención emprendedora en estudiantes universitarios: Un estudio bibliométrico. Intangible Capital, 12(4), 881-922. https://doi.org/10.3926/ic.730
  • Vall-llosera Casanovas, L., Renart Vicens, G., Saurina Canals, C., & Serra, L. (2022). Entrepreneurial skills in university degrees. Intangible Capital, 18(2), 182-194. https://doi.org/10.3926/ic.1542
  • Villa, A., & Poblete, M.(2010). Aprendizaje basado en competencias: Una propuesta para la evaluación de las competencias genéricas. Bilbao: Universidad de Deusto.
  • Watts, F., García-Carbonell, A., & Andreu-Andrés, M.A. (2013). Innovation Competencies Development. INCODE Barometerand User Guide. Turku: Turku University of Applied Sciences.
  • Wee, L.K.N., Alexandria, M., Kek, Y.C., & Kelley, C.A. (2003). Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25(2), 150-162. https://doi.org/10.1177/0273475303254016
  • Williams, B., & Figueiredo, J. (2014). Lessons from an innovation-leader and tools to learn them. Journal of Industrial Engineering and Management, 7(4), 932-960. https://doi.org/10.3926/jiem.1135
  • Zorrilla, P., Rincón, V., & Sáiz, M. (2020). Ikasekin: Design of an holistic learning model for the development of entrepreneurial competence. Journal of Management and Business Education, 3(1), 16-28. https://doi.org/10.35564/jmbe.2020.0003
La source de données: Dialnet