In angible Capi al
IC, 2023 – 19(4): 497-512 – Online ISSN: 1697-9818 – P in ISSN: 2014-3214
h ps://doi.o g/10.3926/ic.2297
The impac o ac i e lea ning on en ep eneu ial capaci y
Vi ginia Rincón1, Pila Zo illa1, Juan A. Ma in-Ga cia2
1Uni e si y o he Basque Coun y UPV/EHU (Spain)
2Uni e si a Poli ècnica de València. ROGLE. Depa amen o de O ganización de Emp esas (Spain)
i ginia. i[email p o ec ed], pila .zo [email p o ec ed], jama [email protected] .es
Recei ed Feb ua y, 2023
Accep ed July, 2023
Abs ac
Pu pose:
This pape in ends o shed ligh on he eaching-leaning me hodologies ha bes con ibu e o
de eloping en ep eneu ial compe ences.
Design/me hodology:
We pose an ac i e lea ning model ha in eg a es he con en o h ee subjec s
om he ield o ma ke ing in a single business p ojec . We also measu e he impac o his model on
en ep eneu ial compe ences h ough a alida ed ques ionnai e. The measu emen ins umen includes
he sho FINCODA ques ionnai e e sion o assess inno a i e beha iou and c ea i i y, and indica o s
om he GEM su ey on en ep eneu ial pe cep ions o assessmen o en ep eneu ial spi i .
Findings:
The esul s show a sligh ly posi i e e ec on c ea i i y and inno a ion capaci y bu ha some
ac i e models may no be su icien o de elop skills linked o s a ing up p ojec s o isk- aking.
O iginali y/ alue:
I seems easonable o conside e hinking he eaching-lea ning model used wi h
ma ke ing s uden s in o de o boos g ea e de elopmen o hei en ep eneu ial capaci y. Se ing up
sys ems ha p omo e g ea e engagemen be ween uni e si ies and social, cul u al o business agen s in
hei a ea could os e en ep eneu ial compe ences. This pape con ibu e o he deba e on educa ion
policies ha d i e en ep eneu ship and he possibili y o designing new educa ion models.
Keywo ds:
En ep eneu ship, C ea i i y, Inno a ion, Compe ences, Ma ke ing
Jel Codes:
M13, M31, I23
To ci e his a icle:
Rincón, V., Zo illa, P., & Ma in-Ga cia, J.A. (2023). The impac o ac i e lea ning on en ep eneu ial
capaci y. In angible Capi al, 19(4), xx-yy. h ps://doi.o g/10.3926/ic.2297
1. In oduc ion
The cu en eaching-lea ning amewo k in highe educa ion has mo ed beyond me e knowledge-based eaching
o compe ence-based lea ning. This new educa ion model poses cu icula and lea ning ou comes in e ms o
compe ences which a e unde s ood as a se o skills, knowledge, a i udes and alues (Halász & Michel, 2011).
The en ep eneu ial compe ence is key o quali y educa ion, aining and li elong lea ning (The Council o he
Eu opean Union, 2018). I is he e o e i al o os e aining in his ield wi hin highe educa ion (Achcaoucaou,
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Gui a -Ta és, Mi a i lles-Ma amo os, Núñez-Ca ballosa, Be na do & Bik al i, 2014; Bo e o-Sánchez &
Bo e o-Domínguez, 2022; Rueda-Samped o, Fe nández-La iada & He e o-C espo, 2014; Vall-llose a
Casano as, Rena Vicens, Sau ina Canals & Se a, 2022). Simila ly, p omo ion o en ep eneu ship in highe
educa ion can boos socie y’s economic de elopmen and well-being (Acs, 2006; Al a ez, DeNoble & Jung, 2006;
Fe andiz, Fidel & Conchado, 2018; Fuen elsaz, González, Maícas & Mon e o, 2015; Ma ins, Monsal e &
Ma inez, 2018; Taa ila, 2010; Valencia A ias, Mon oya Res epo & Mon oya Res epo, 2016).
Villa and Poble e (2010) explain ha c ea i i y, inno a ion and en ep eneu ial spi i o m s uden s’
en ep eneu ial capaci y. The e o e, os e ing hese compe ences in highe educa ion akes on ele ance which is
e en g ea e in s udies ela ed o Economics and Business (Cabana-Villca, Co es-Cas illo, Plaza-Pas en, Cas illo-
Ve ga a & Al a ez-Ma in, 2013; Rincón & Zo illa, 2017; Zo illa, Rincón & Sáiz, 2020). Edwa ds-Schach e ,
Ga cía-G ane o, Sánchez-Ba ioluengo, Quesada-Pineda and Ama a (2015) discuss he de elopmen o
c ea i i y, inno a ion and en ep eneu ship as a me a-compe ence and in hei li e a u e e iew no e ha hese
compe ences a e widely ecognised as a d i e o p omo e en ep eneu ial cul u e.
In e es in he en ep eneu ial compe ence is no only due o i s connec ion wi h c ea ion o i ms bu also i s
impac on os e ing a i al s a e ha s eng hens pe sonal ini ia i e and business mo i a ion (Peña Cal o,
Cá denas Gu ié ez, Rod íguez Ma ín & Sánchez Lissen, 2015; Pinho & Thompson, 2016; U ibe To il, De
Pablo Valenciano & Bonilla Ma ínez, 2013). In addi ion, i can also add alue and bene i socie y when i is
o ien ed owa ds sol ing social p oblems (Ga cía-González & Ramí ez-Mon oya, 2021; Ma kley & Koe nig,
2015; Schlee, Cu en & Ha ich, 2009). Howe e , li le esea ch has been conduc ed on how o each and lea n
his compe ence o p epa e s uden s o be e iden i y oppo uni ies o unde ake new business o social en u es
(Ka imi, Biemans, Lans, Aazami & Mulde , 2016; She man, Sebo a & Digman, 2008).
As se e al aspec s impac g adua es’ en ep eneu ial po en ial in his amewo k, ou wo k ocuses on e alua ing
he ole o he eaching-lea ning model used in he class oom. We speci ically pose an ac i e lea ning model and
examine i s impac on achie ing c ea i i y, inno a ion and en ep eneu ial spi i . This model implemen s P ojec -
Based Lea ning join ly in h ee subjec s augh on he Bachelo ’s deg ee in Ma ke ing a he Uni e si y o he
Basque Coun y. Ou esea ch in ends o shed ligh on he echniques and me hodologies ha bes con ibu e o
de eloping s uden s’ en ep eneu ial capaci y. The aim is o speci ically assess how he sub-compe ences ha
make up said capaci y a e a ec ed by he p oposed eaching-lea ning model, in o de o help adap , i necessa y,
he me hodologies used.
The wo k is o ganised in o i e sec ions. In he ollowing sec ion, we e iew he li e a u e on ac i e
me hodologies in ela ion o he en ep eneu ial compe ence and we pu o h, in addi ion o he main esea ch
hypo heses, a measu emen ins umen o assess he deg ee o which said compe ence is achie ed. We hen show
he cha ac e is ics o he quasi-expe imen al in e en ion used o measu e he ac i e lea ning model’s impac on
c ea i i y, inno a ion and en ep eneu ial spi i . In he ou h sec ion, we p esen he esul s o he in e en ion.
The las sec ion shows he main conclusions o ou s udy.
2. Li e a u e e iew and hypo heses
2.1. The ole o ac i e eaching-lea ning me hodologies in os e ing en ep eneu ial capaci y
The e is cu en ly wide deba e on uni e si ies’ con ibu ion o employabili y and nume ous highe educa ion
ins i u ions ha e begun o see his as a s a egic issue and ake ac ion o achie e highe labou ma ke inse ion
(Pé ez Ga cía, 2018). Uni e si ies a e playing a key ole in economic and social de elopmen in hei a eas and
ha e added he Thi d Mission, which is also known as he iple helix model: uni e si y-indus y-go e nmen , o
hei adi ional eaching and esea ch oles (Saiz-San os, A aujo-De la Ma a & Hoyos-I ua izaga, 2017). A i al
aspec o his app oach consis s o using new educa ion models based on li elong lea ning, inno a ion and a
commi men o social and economic g ow h. Hence, i is c i ical o include eaching-lea ning s a egies,
me hodologies and echniques ha os e hem (A as i, Kiani & Imanipou , 2012).
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Due o he ole o he compe ence being s udied, we aised he ques ion o how o encou age and os e
uni e si y s uden s’ achie emen o c ea i i y, inno a ion and en ep eneu ial spi i . Can he eaching-lea ning
model used ha e a posi i e impac on en ep eneu ial capaci y? In his sense, Paños Cas o (2017) poin ed ou
he impo ance o using ac i e a he han adi ional, one-way and passi e me hodologies ha p o ed o be
obsole e and ailed o achie e s uden s’ bes pe o mance in he en ep eneu ial compe ence. Following he
in e es ing bibliog aphic e iew, he abo e au ho ga he ed he mos commonly used me hodologies o de elop
he en ep eneu ial compe ence. Al hough hey a e a ied, hey a e all in e ac i e and ac ion-o ien ed and
he e o e di e en om adi ional me hods. Among he main me hodologies, he au ho men ions case s udies,
games and simula ions, coope a i e lea ning, p oblem-based lea ning and P ojec -Based Lea ning (PBL). In his
s udy, we pose a eaching-lea ning model based on he la e me hodology and examine i s impac on
de elopmen o en ep eneu ial capaci y.
The PBL me hodology p o ides s uden s wi h a lea ning expe ience ha engages hem in de eloping a p ojec .
Du ing his p ocess, s uden s app oach eal-wo ld si ua ions, p oblems o challenges ha mus be sol ed by
de eloping skills, which mo i a es hem o lea n. Acco ding o Maldonado Pé ez (2008), PBL enables s uden s o
a ain signi ican lea ning as he ac i i ies a e ele an o he s uden s hemsel es and o en en isage objec i es
and con en ha go beyond cu icula goals. This is a me hodology ha can p omo e c ea i i y as s uden s a e
equi ed o seek solu ions o speci ic p oblems and also en ep eneu ship as decision-making is needed.
Howe e , he e is li le esea ch ha connec s he use o PBL and compe ence acquisi ion. Some s udies ha e
analysed he ela ionship be ween ce ain ac i e me hodologies and enginee ing s uden s’ le el o inno a ion and
en ep eneu ship de elopmen (Chau, 2005; Doppel , 2009; Malicky, Lo d & Huang, 2007) o be ween hose
me hodologies and acquisi ion o s a egic managemen - ela ed skills, also in enginee ing s uden s (Williams &
Figuei edo, 2014). Simila ly, nu sing s uden s who ha e used p oblem-based lea ning showed be e de elopmen
o c i ical hinking han hose who had lea ned wi h a adi ional me hodology (Tiwa i, Lai, So & Yuen, 2006).
O he s udies ha e ocused on he eaching-lea ning p ocess o skills ela ed o c ea i i y and inno a ion in
s uden s om di e en deg ee disciplines (Fixson, 2009; Ruano-Bo balan, 2019).
The e is e en less esea ch on his opic among business adminis a ion s uden s. Ne e heless, he e seems o be
a ce ain posi i e ela ionship be ween p oblem-based lea ning and “manage ial hinking” which can be
unde s ood as an app oach o en ep eneu ial capaci y (Sca b ough, B esnen, Edelman, Lau en , Newell & Swan,
2004; She wood, 2004; Smi h, 2005) o uns uc u ed p oblem-sol ing (Bigelow, 2004). Along he same lines,
Bissola, Impe a o i and Bi i (2017) and Dias, Sauaia and Yoshida (2013) p esen ed an in e es ing ac i e lea ning
expe ience in pos g adua e en ep eneu ial s udies. The ela ionship be ween a iables linked o en ep eneu ial
capaci y like c i ical hinking and c ea i i y has also been analysed wi h business s uden s in i m c ea ion
simula ions (Egge s, Lo elace & K a , 2017). Simila ly, Hebles, Yaniz-Ál a ez-de-Eula e and Ja a (2019) ga e
empi ical e idence ha connec s coope a i e lea ning and eamwo k compe ence de elopmen . In he ield o
business e hics and social inno a ion, Dal Mag o, Pozzebon and Schu el (2020) posed he emancipa ing and
ans o ming na u e o ac i e eaching echniques and hei capaci y o p omo e c i ical e lec i e hinking as well
as encou age deep alue changes in in e na ional s uden s on business p og ammes.
No a e he e many eaching expe iences published o he ield o ma ke ing and e en ewe ha analyse
ans e sal compe ences ela ed o en ep eneu ial capaci y. Howe e , ac i e lea ning can be conside ed, a leas
angen ially, o con ibu e o be e skills like c i ical hinking, p oblem-sol ing, ma ke ing decision-making and
pe haps en ep eneu ial capaci y (Gei z, B inke & Ki schne , 2016; Hsu, 2011; Klebba & Hamil on, 2007;
Me cal , 2010; Nouwen & Van Hoo ick, 2014; Rincón & Zo illa, 2015a; Theodosiou, Renna d & Ami -Aslani,
2012; Wee, Alexand ia, Kek & Kelley, 2003).
In sho , he con ex s s udied o da e a e di e se, he samples used a e limi ed, he eplica ion a e o s udies ha
analyse he impac o he lea ning sys em on simila compe ences is low and wo ks ha examine in e en ion
wi h a PBL model in compa ison o adi ional me hodologies a e lacking. We he e o e unde s and ha i is no
possible o gi e a conclusi e answe on he ue e ec s ha a PBL model can ha e. Hence, i is necessa y o
nu u e his esea ch wi h new ield wo k ha helps o expand on he published expe iences (Hansen, 2003;
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Lopes & Lima, 2019). Analyzing he impac o ac i e lea ning on he sub-compe ences ha make up
en ep eneu ial capaci y in he con ex o ma ke ing s udies con ibu es o ill his esea ch gap.
Wi h his s udy, we aim o lea n mo e abou he p ocess o acquisi ion o ans e sal skills and he ole ha
eaching-lea ning me hodologies play in achie ing skills linked o en ep eneu ship in ma ke ing s udies. Thus,
we in end o pu o h a gumen s ha help o answe ques ions such as: Does he eaching-lea ning model
in luence de elopmen o en ep eneu ial capaci y in ma ke ing cou ses? Do ac i e lea ning models ha e a
posi i e in luence on en ep eneu ial capaci y in ma ke ing s udies? Bea ing in mind he li e a u e e iewed,
ac i e me hodologies se up sui able con ex s o he acquisi ion o ans e sal compe ences (Amado Ala cón,
To es Gas elú & Lagunes Domínguez, 2023; La az, Vázquez & Liesa, 2017; Luka, 2019; U quidi Ma ín &
Tama i Azna , 2017). Lea ning echniques ocused on s uden pa icipa ion and in ol emen seem o ha e a
posi i e impac on skills ela ed o en ep eneu ship (O’B ien & Hambu g, 2019). In his s udy we analyze he
impac o an ac i e eaching-lea ning model on c ea i i y, inno a ion and en ep eneu ial spi i . The aim is o
unde s and in de ail he e ec o he p oposed model on en ep eneu ial capaci y in o de o iden i y possible
imp o emen s ha os e i s acquisi ion. Taking his app oach in o accoun , we ha e o mula ed ou i s
hypo hesis as ollows.
H1. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
ENTREPRENEURIAL CAPACITY in ma ke ing s udies.
2.2. C ea i i y, inno a ion and en ep eneu ial spi i
Compe ence is a holis ic concep ha desc ibes a pe son’s capaci y o manage a speci ic con ex (Mulde , 2012).
Acco ding o he classi ica ion o compe ences o be de eloped in highe educa ion se ou in he Tuning
P ojec , he so called gene ic o ans e sal compe ences a e common o all uni e si y s uden s. In o he wo ds,
hey go beyond he limi s o he di e en disciplines as hey a e conside ed necessa y o pe o m in all o hem
(González & Wagenaa , 2003).
C ea i i y, inno a ion and en ep eneu ial spi i de e mine en ep eneu ial capaci y (Villa & Poble e, 2010) and
a e he e o e key o all wen y- i s cen u y g adua es om a ious poin s o iew. On he one hand, om he
adi ional app oach o c ea ion o new business o oppo uni ies o ob ain p o i s (Shane & Venka a aman,
2000), and on he o he , in he c ea ion o sel -employmen and iden i ica ion o oppo uni ies, including
in ap eneu ship o social en ep eneu ship (Al a ez & Ba ney, 2007; Ki by, 2004).
Assessmen o he ole o c ea i i y, inno a ion and en ep eneu ial spi i in he amewo k o ans e sal
compe ences as d i e s o en ep eneu ial cul u e equi es s udying hei con en . Al hough he di e en deg ee
p og ammes a ou acul y se hem ou oge he as he capaci y o de elopmen o c ea i i y, inno a ion and
en ep eneu ial spi i , in ou analysis we can b eak his down in o h ee closely in e ela ed sub-compe ences.
Rincón and Zo illa (2015b) ci e a ious au ho s and explain ha c ea i i y is linked o he capaci y o ackle
si ua ions in new and o iginal ways, inding an app op ia e answe in a ce ain con ex . On he o he hand, hey
s a e ha inno a ion is delibe a e ac ion ha implies in oducing new de elopmen s in a sys em o o ganisa ion
in ending o achie e be e esul s. As ega ds en ep eneu ial spi i , hey de ine i as he capaci y o de elop
p ojec s o one’s own acco d in o de o ake ad an age o an oppo uni y, accep ing he isks ha his in ol es
and o ganising he necessa y esou ces o do so. Acco ding o he desc ip ion, acquisi ion o hese compe ences
empowe s s uden s o be e ca y ou hei ac i i ies no only in he p o essional bu also in he pe sonal sphe e.
In his wo k, we use he F amewo k o Inno a ion Compe encies De elopmen and Assessmen (FINCODA)
model o assess a pe son’s inno a i e beha iou and c ea i i y. This model poses ha inno a ion may be
unde s ood as a se o capabili ies, skills o beha iou s and is de e mined by h ee aspec s: c ea i i y, c i ical
hinking and in ap eneu ship. In u n, he la e is o med by ini ia i e, eamwo k and ne wo king. Acco ding o
his app oach, c ea i i y o ms pa o a skill se ha shapes a pe son’s capaci y o de elop inno a ion. Ma in-
Ga cia e al. (2016) p esen ed he model men ioned and de ined inno a ion as he in oduc ion o a new
de elopmen o imp o emen o some hing ha al eady exis s. I mus be use ul and add alue o mee he
needs o people o o ganisa ions. The componen s o he assessmen model used can be de ined as ollow.
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C ea i i y: The capaci y o hink beyond adi ional ideas, ules, pa e ns o ela ionships and c ea e o adap
signi ican al e na i es, ideas, p oduc s, me hods o se ices, ega dless o hei po en ial use ulness and u u e
added alue.
C i ical hinking: The capaci y o analyse and decons uc p oblems o a pu pose (assess ad an ages and
disad an ages, o esee how e en s will un old, es ima e he isks in ol ed).
Ini ia i e: The capaci y o make decisions o ca y ou ac ions ha s a up ideas and p omo e posi i e changes,
as well as manage and mobilise c ea i e pe sons and hose who ha e o implemen ideas.
Teamwo k: The abili y o wo k e icien ly wi h o he s in a g oup.
Ne wo king: The capaci y o in ol e ex e nal s akeholde s.
These skills ela ed o inno a i e beha iou can be os e ed by ac i e lea ning sys ems (Aude & Ma co e, 2018;
Gi ings, Taplin & Ke , 2020; Le koe, B ail & Danie e, 2014; Sgambi, Kubiak, Basso & Ga a aglia, 2019). In
his sense, a g ea e engagemen o he s uden s wi h hei lea ning p ocess p omo es a ou able si ua ions o
de elop said abili ies. This s udy aims o iden i y he impac o an ac i e lea ning model on each o he
componen s ha de e mine en ep eneu ial compe ence. The e o e, aking in o accoun he skills ha make up
en ep eneu ial capaci y and speci ically pe sons’ inno a i e beha iou , we ha e o mula ed he hypo heses
shown below.
H2. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
CREATIVITY in ma ke ing s udies.
H3. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on CRITICAL
THINKING in ma ke ing s udies.
H4. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
INITIATIVE in ma ke ing s udies.
H5. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
TEAMWORK in ma ke ing s udies.
H6. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
NETWORKING in ma ke ing s udies.
Fu he mo e, we ha e adap ed he indica o s included in he Global En ep eneu ship Moni o (GEM) su ey o
speci ically assess a pe son’s en ep eneu ial spi i . The su ey esul s a e published yea ly in di e en epo s on
he en ep eneu ial ac i i y o coun ies ac oss he wo ld. The GEM p ojec is an in e na ional obse a o y
which measu es and assesses en ep eneu ial phenomena h ough a ha monized app oach (Saiz e al., 2019). The
heo e ical model o he GEM p ojec poses he popula ion’s en ep eneu ial pe cep ions and capabili ies as one
o he key a eas o en ep eneu ship. Acco ding o his app oach, i is i al o assess issues like pe cep ion o
oppo uni ies o unde ake en ep eneu ial ac i i y, isk ole ance, he exis ence o en ep eneu ial poin s o
e e ence o he possession o en ep eneu ial knowledge and skills (A enius & Minni i, 2005). These skills
linked o he en ep eneu ial spi i can be p omo ed h ough ac i e me hodologies and lea ning en i onmen s
whe e s uden s a e he p o agonis s o hei lea ning (Noo lizawa i, Zainai, Zaida un & Sya Azmeela, 2022). In
his sense, by examining he componen s o en ep eneu ial capaci y, we o med he ollowing hypo hesis.
H7. A comp ehensi e eaching-lea ning model based on implemen a ion o PBL has a posi i e impac on
ENTREPRENEURIAL SPIRIT in ma ke ing s udies.
3. In e en ion and me hodology
This esea ch ollows he h ee-s age publishing app oach (Ma in-Ga cia, 2021). Al hough no ye common in
he ield o managemen , his app oach has been u ilized in some s udies (Ma in-Ga cia, Villaescusa & Bona ia,
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2019; Robles-San ana, Sanchez-Ruiz & Gomez-Lopez, 2022; Alku di & Vazquez-Bus elo, 2022; Ma in-Ga cia,
Ga cia-Saba e , Ga cia-Saba e & Maheu , 2020; Ga cía Mag o, Ma ín-Peña & Díaz-Ga ido, 2019; Ol a-
Badenes, 2020; Diez-Bus o, Sanchez-Ruiz & Fe nandez-La iada, 2020). The desc ip ion o he in e en ion is
adap ed o he ecommenda ions o Ma in-Ga cia and Al alla-Luque (2021). The ini ial p o ocol was published
in 2017 (Rincón & Zo illa, 2017) and p o ides addi ional de ails ega ding he me hodology o his esea ch.
Fo his s udy, he PBL me hodology was applied join ly and simul aneously in he ollowing subjec s: P oduc
and P ice Decisions (PPD), Comme cial Dis ibu ion (CD) and Comme cial Communica ion: Fundamen als and
Planning (CCFP), in he second yea o he Bachelo ’s deg ee in Ma ke ing. I s impac on en ep eneu ial
capaci y was hen measu ed. The s uden s we e ini ially asked o de elop a business idea and u n i in o an
a ac i e p oduc wi h comme cial easibili y o c ea e jobs and p o i s. In his espec , he ma ke ing s uden s
de eloped p oduc , p ice, dis ibu ion and communica ion policy a ound he same business p ojec hus co e ing
he con en o he h ee subjec s men ioned. This sys em allows s uden s o design ac ions ela ed o he ou
ma ke ing mix a iables in a consis en manne and p o ides a comp ehensi e ision o he ole o ma ke ing.
The quasi-expe imen al in e en ion was held du ing he second e m o he 2018-19 academic yea a he
Uni e si y o he Basque Coun y. A o al o 257 s uden s we e in ol ed in his s udy. The o al numbe o
pa icipan s included 68 second-yea s uden s on he Bachelo ’s deg ee in Ma ke ing who we e en olled in he
h ee abo e subjec s. The con ol g oup was o med by 189 second-yea s uden s on he Bachelo ’s deg ee in
Business Adminis a ion who we e en olled in he subjec Comme cial Managemen Policies, whose con en is
equi alen o ha o PPD. The me hodology used wi h he con ol g oup was no s ic ly adi ional and lec u e-
based as ac i e me hodologies we e also used o some ex en . In his sense, adi ional eaching is complemen ed
wi h g oup o indi idual ac i i ies o encou age he pa icipa ion o s uden s a ending class. Howe e , he
eache is he main ac o in he class oom and he one who se s he pace and sequence o s uden lea ning.
The e o e, i is di e en om he me hodology applied in he Bachelo ’s in Ma ke ing which is a comp ehensi e
P ojec -Based eaching-lea ning model and de elops he con en o he subjec s PPD, CD and CCFP in a
coo dina ed manne .
The s uden s’ le el o c ea i i y, inno a ion and en ep eneu ial spi i was measu ed h ough a sel -assessmen
ques ionnai e. This was due o he ac ha he subjec s in which he new eaching-lea ning model was used do
no ha e a speci ic assessmen sys em o he ans e sal compe ences men ioned. Speci ically, a ques ionnai e
was dis ibu ed o s uden s on pape which con ained di e en a iables ela ed o c ea i i y, inno a ion and
en ep eneu ial spi i and enabled us o assess he s uden s’ le el o de elopmen a he beginning and end o he
e m. All he a iables included in each o he ca ego ies o he ques ionnai e a e shown in he esul s sec ion
(C ea i i y as pa o inno a i e beha iou , Inno a ion and En ep eneu ial spi i ).
The measu emen ins umen included he sho FINCODA ques ionnai e e sion o assess inno a i e
beha iou and c ea i i y (Ma in-Ga cia, 2018; Ma in-Ga cia e al., 2016). I also con ained indica o s on
en ep eneu ial pe cep ions and a i udes om he GEM su ey o assessmen o en ep eneu ial spi i (Saiz e
al., 2019). This sel -diagnos ic ool had p e iously been alida ed and includes componen s like hose s udied by
And eu-And es, González-Lad ón-de-Gue a a, Ga cía-Ca bonell and Wa s-Hooge (2018), A enius and Minni i
(2005), Ma in-Ga cia e al. (2023), Edwa ds-Schach e e al. (2015), He nández e al. (2014), Keinänen, (2019) o
Wa s, Ga cía-Ca bonell and And eu-And és (2013). The alida ion p ocess is shown in de ail in Ma in-Ga cia
(2018).
The s uden s assessed he di e en cha ac e is ics ela ed o c ea i i y, inno a ion and en ep eneu ial spi i wi h
his ins umen by using a me ic scale om 0 o 5 (0: no obse ed / no demons a ed, 5: excellen ). This
enabled us o s udy he imp o emen hey had pe cei ed in he di e en aspec s ela ed o he ans e sal
compe ences men ioned, bo h in he in e en ion and con ol g oups. We we e hus able o examine he impac
o he comp ehensi e eaching-lea ning model on en ep eneu ial capaci y.
In all cases, di e en one ac o analyses o a iance we e used o de ec he indica o s ha show signi ican
di e ences a he beginning and end o he e m. Wi h his echnique i is possible o iden i y signi ican
di e ences in he alues o a dependen a iable acco ding o he ca ego ies o an independen a iable o
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ac o . In each o hese analyses, he dependen a iable is a sel -assessmen a iable o en ep eneu ial capaci y
and he independen a iable shows whe he said pe cep ion has been collec ed be o e o a e ha ing s udied
he cou se. We we e he e o e able o de ec a iables ela ed o he ans e sal compe ences analysed ha show
signi ican ly highe alues a he end o he e m han a he beginning. We p esen he main esul s ob ained o
he g oup ecei ing he in e en ion as well as he con ol g oup in he ollowing sec ion.
4. Resul s
Fi s ly, we show he ma ke ing s uden s’ pe cep ion o hei c ea i i y, inno a ion and en ep eneu ial spi i
be o e and a e ha ing s udied he subjec s PPD, CD and CCFP, in which he new comp ehensi e eaching-
lea ning model was used. In addi ion o compa ing he in o ma ion collec ed be o e and a e he in e en ion,
he a iables which showed signi ican changes a e indica ed. We also s udy he imp o emen pe cei ed by he
con ol g oup h oughou he e m.
DIDACTIC INTERVENTION
PRE-TEST POST-TEST
M SD M SD F
CREATIVITY
Think di e en ly and adop di e en pe spec i es 3.45 .711 3.69 .796 1.588
Use in ui ion and own knowledge o s a ac ions 3.61 .747 3.82 .626 1.670
Find new ways o implemen ideas 3.21 1.023 3.71 .710 5.580*
Gene a e o iginal solu ions o p oblems o o oppo uni ies 3.55 .754 3.51 .919 .023
Make sugges ions o imp o e cu en p ocess, p oduc s o se ices 3.58 .663 3.80 .833 1.497
P esen no el ideas 3.39 1.088 3.46 .817 .074
Show in en i eness in using esou ces 3.45 .869 3.80 .759 3.056
Sea ch ou new wo king me hods, echniques o ins umen s 3.18 .983 3.43 .948 1.110
Re ine ideas in o a use ul o m 3.42 1.032 3.49 .781 .077
CRITICAL THINKING
Use ial and e o o p oblem sol ing 3.36 1.084 3.51 .742 .451
De elop and expe imen wi h new ways o p oblem sol ing 3.52 .870 3.40 .847 .306
Challenge he s a us quo 3.91 .879 3.83 .985 .126
Face he ask om di e en poin s o iew 3.39 .788 3.51 .702 .443
Fo ecas impac on use s 3.06 1.116 3.31 .718 1.256
Ask “Why?” and “Why no ?” and “Wha i ?” wi h a pu pose 3.70 .770 4.11 .832 4.592*
INTRAPRENEURSHIP
Ini ia i e
Fos e imp o emen s in wo k o ganiza ion 3.58 .751 3.69 .832 .326
Take an accep able le el o isk o suppo new ideas 3.39 .788 3.68 .912 1.836
Go beyond expec a ions in he assigned ask o job wi hou being asked 3.39 .899 3.49 .853 .187
Con ince people o suppo an inno a i e idea 3.52 1.004 3.57 .979 .055
Sys ema ically in oduce new ideas in o wo k p ac ices 3.42 .902 3.57 .948 .429
Ac quickly and ene ge ically 3.64 .962 3.46 .950 .597
Teamwo k
Be a en i e when o he s a e speaking, and espond e ec i ely o o he s’
commen s du ing he con e sa ion 3.97 .728 3.89 .867 .186
In i e eedback and commen s 3.76 .969 3.91 .887 .485
Ob ain cons uc i e commen s om colleagues 3.48 .834 3.94 .851 4.914*
Iden i y sou ces o con lic and ake s eps o o e come disha mony 3.36 1.194 3.80 .833 3.083
P o ide cons uc i e eedback, coope a ion, coaching o help o eam colleagues 3.70 .684 3.86 .772 .816
Wo k well wi h o he s, unde s anding hei needs and being sympa he ic wi h
hem 3.91 .843 3.86 .974 .055
Consul abou essen ial changes 3.53 .950 3.89 .832 2.650
Ne wo king
Mee people wi h di e en kinds o ideas and pe spec i es o ex end you own
knowledge domains 3.42 .792 3.60 .881 .745
Acqui e, assimila e, ans o m and exploi ex e nal knowledge o es ablish,
manage and lea n om in o mal o ganisa ional ies 3.06 .827 3.60 .775 7.714**
Sha e imely in o ma ion wi h he app op ia e s akeholde s 3.55 .905 3.71 1.017 .521
Build ela ionships ou side he eam 3.33 1.242 3.60 1.143 .850
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DIDACTIC INTERVENTION
PRE-TEST POST-TEST
M SD M SD F
Engage ou side s o he co e wo k g oup om he beginning 2.88 1.219 3.37 1.087 3.103
Wo k in mul idisciplina y en i onmen s 3.36 .994 3.51 1.121 .342
ENTREPRENEURIAL SPIRIT
Exis ence o e e ence poin s 3.25 1.047 3.34 1.327 .100
Pe cep ion o oppo uni ies o unde ake en ep eneu ial ac i i y (nex 6
mon hs) 2.69 1.091 2.54 1.421 .215
Pe cep ion o possession o knowledge and skills o unde ake en ep eneu ial
ac i i y 2.91 1.027 3.00 1.085 .131
In en ion o unde ake en ep eneu ial ac i i y in he nex h ee yea s 2.59 1.478 2.71 1.624 .086
Pe cep ion o ea o ailu e as an obs acle o unde aking en ep eneu ial
ac i i y 3.00 1.164 3.06 1.371 .034
Pe cep ion o en ep eneu ship as a good ca ee op ion 3.44 .840 3.43 1.092 .001
ANOVA’s signi icance alues: * p<.05; ** p<.01
Table 1. E olu ion o en ep eneu ial capaci y in ma ke ing s udies
The esul s p esen ed e lec he new eaching-lea ning sys em’s impac on en ep eneu ial capaci y. This e ec
can mainly be obse ed in he s uden s’ inno a ion capaci y. Use o his new eaching-lea ning sys em had a
posi i e in luence on some o he s uden s’ skills ha a e ela ed o hei capaci y o de elop c ea i i y, c i ical
hinking, eamwo k and ne wo king. Acco ding o he s uden s’ pe cep ion, hei capaci y o ind new ways o
pu ideas in o p ac ice, hei skill o ask why, why no and wha would happen i , pu suing an objec i e, hei
ap i ude o elici cons uc i e ema ks om hei pee s and he abili y o acqui e, assimila e, ans o m and
exploi ex e nal knowledge, o es ablish, manage and lea n om he o ganisa ion’s in o mal ela ionships
imp o ed signi ican ly ollowing he didac ic in e en ion. In his espec , he esul s suppo , a leas pa ially,
he ideas s a ed in hypo heses H2, H3, H5 and H6.
I is ema kable ha , con a y o he expec ed esul s (H4 and H7), he indica o s ela ed o aspec s like ini ia i e
o en ep eneu ial spi i did no show a signi ican impac . Th ough use o he eaching-lea ning model
p oposed, s uden s de elop a p ojec om he pe spec i e o di e en subjec a eas in o de o a ain a
comp ehensi e ision o he ole o ma ke ing and mo e expe ien ial lea ning in close con ac wi h eali y.
Ne e heless, i seems mainly o ha e had li le e ec on a eas ela ed o implemen ing p ojec s o isk- aking.
The business adminis a ion s uden s’ opinion o hei c ea i i y, inno a ion and en ep eneu ial spi i a he
beginning and end o he e m is compa ed below. The ollowing able shows he esul s o his 189 s uden s
who made up he con ol g oup whe e he new eaching-lea ning model was no used.
CONTROL GROUP
PRE-TEST POST-TEST
M SD M SD F
CREATIVITY
Think di e en ly and adop di e en pe spec i es 3.32 .872 3.35 .874 .037
Use in ui ion and own knowledge o s a ac ions 3.48 .795 3.64 .802 1.743
Find new ways o implemen ideas 3.19 .800 3.22 .791 .062
Gene a e o iginal solu ions o p oblems o o oppo uni ies 3.31 .859 3.46 .838 1.466
Make sugges ions o imp o e cu en p ocess, p oduc s o se ices 3.29 .912 3.51 .816 2.850
P esen no el ideas 2.99 .908 3.12 1.001 .911
Show in en i eness in using esou ces 3.28 .831 3.43 .946 1.218
Sea ch ou new wo king me hods, echniques o ins umen s 3.11 .863 3.36 .824 4.191*
Re ine ideas in o a use ul o m 3.28 .815 3.52 .930 3.241
CRITICAL THINKING
Use ial and e o o p oblem sol ing 3.36 .954 3.46 .861 .547
De elop and expe imen wi h new ways o p oblem sol ing 3.32 .738 3.35 .832 .045
Challenge he s a us quo 3.72 .879 3.60 .944 .790
Face he ask om di e en poin s o iew 3.52 .795 3.57 .844 .143
Fo ecas impac on use s 3.19 .788 3.35 .894 1.491
Ask “Why?” and “Why no ?” and “Wha i ?” wi h a pu pose 3.77 .894 3.77 .876 .001
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CONTROL GROUP
PRE-TEST POST-TEST
M SD M SD F
INTRAPRENEURSHIP
Ini ia i e
Fos e imp o emen s in wo k o ganiza ion 3.81 .692 3.63 .815 2.615
Take an accep able le el o isk o suppo new ideas 3.37 .802 3.58 .821 3.027
Go beyond expec a ions in he assigned ask o job wi hou being asked 3.48 .795 3.71 .810 3.815
Con ince people o suppo an inno a i e idea 3.41 .856 3.46 .939 .142
Sys ema ically in oduce new ideas in o wo k p ac ices 3.28 .727 3.47 .832 2.646
Ac quickly and ene ge ically 3.39 1.038 3.58 .839 1.985
Teamwo k
Be a en i e when o he s a e speaking, and espond e ec i ely o o he s’
commen s du ing he con e sa ion 3.96 .907 3.91 .978 .117
In i e eedback and commen s 3.73 .949 3.77 .897 .072
Ob ain cons uc i e commen s om colleagues 3.53 .798 3.63 .861 .612
Iden i y sou ces o con lic and ake s eps o o e come disha mony 3.36 .864 3.55 .925 1.889
P o ide cons uc i e eedback, coope a ion, coaching o help o eam colleagues 3.72 .708 3.79 .799 .332
Wo k well wi h o he s, unde s anding hei needs and being sympa he ic wi h
hem 4.13 .827 3.97 .915 1.484
Consul abou essen ial changes 3.62 .976 3.83 .943 2.072
Ne wo king
Mee people wi h di e en kinds o ideas and pe spec i es o ex end you own
knowledge domains 3.52 .891 3.49 .949 .044
Acqui e, assimila e, ans o m and exploi ex e nal knowledge o es ablish,
manage and lea n om in o mal o ganisa ional ies 3.45 .843 3.48 .867 .037
Sha e imely in o ma ion wi h he app op ia e s akeholde s 3.59 .790 3.53 .900 .219
Build ela ionships ou side he eam 3.55 .905 3.65 .865 .573
Engage ou side s o he co e wo k g oup om he beginning 3.11 .945 3.29 1.019 1.581
Wo k in mul idisciplina y en i onmen s 3.38 .989 3.55 .994 1.390
ENTREPRENEURIAL SPIRIT
Exis ence o e e ence poin s 3.21 1.233 3.15 1.210 .114
Pe cep ion o oppo uni ies o unde ake en ep eneu ial ac i i y (nex 6
mon hs) 2.55 1.142 2.89 1.303 3.465
Pe cep ion o possession o knowledge and skills o unde ake en ep eneu ial
ac i i y 2.95 1.019 3.12 1.075 1.152
In en ion o unde ake en ep eneu ial ac i i y in he nex h ee yea s 2.85 1.312 3.24 1.364 3.742
Pe cep ion o ea o ailu e as an obs acle o unde aking en ep eneu ial
ac i i y 3.09 1.176 3.21 1.219 .455
Pe cep ion o en ep eneu ship as a good ca ee op ion 3.48 1.095 3.49 1.087 .002
ANOVA’s signi icance alues: * p<.05; ** p<.01
Table 2. E olu ion o en ep eneu ial capaci y in business adminis a ion s udies
In he business adminis a ion p og amme, he s uden s’ opinion o hei en ep eneu ial compe ence did no
change conside ably du ing he e m. The only aspec in which hey pe cei ed imp o emen was ela ed o
c ea i i y. Speci ically, a signi ican imp o emen was de ec ed in he in e iewed s uden s’ opinion o hei
capaci y o sea ch o new wo k me hods, echniques o ins umen s. The me hodology used wi h his g oup is
no solely based on lec u es and some ac i e lea ning ac i i ies a e ca ied ou . Howe e , a lea ning sys em based
on a single p ojec ela ed o o he subjec s in he p og amme was no applied, which was he case o he
Bachelo ’s deg ee in Ma ke ing. This may ha e in luenced he esul s shown in he abo e able.
I we compa e he s uden s’ sel -assessmen in he con ol g oup wi h he esul s ob ained o he ma ke ing
s uden s, wi h whom he new PBL model was applied, we can s a e ha said model seems o ha e a posi i e
in luence on he le el o en ep eneu ial capaci y de elopmen , which would suppo he s a emen in hypo hesis
H1. In summa y, he esul s show ha he eaching-lea ning model s udied seems o ha e a posi i e impac on
skills ela ed o he ma ke ing s uden s’ en ep eneu ial capaci y, speci ically hose linked o hei c ea i i y and
inno a i e beha iou .
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