Project-Based Learning as a tool to foster entrepreneurial competences

  1. Carmen Inés Ruiz de la Rosa 1
  2. Desiderio Gutiérrez Taño 1
  3. Francisco J. García Rodríguez 1
  1. 1 Universidad de La Laguna
Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405

Year of publication: 2021

Volume: 33

Issue: 2

Pages: 316-344

Type: Article

Export: RIS

Metrics

JCR (Journal Impact Factor)

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact Factor: 1.456
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 209/264 (Ranking edition: SSCI)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • SJR Journal Impact: 0.349
  • Best Quartile: Q1
  • Area: Cultural Studies Quartile: Q1 Rank in area: 157/1103
  • Area: Education Quartile: Q3 Rank in area: 701/1543

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact: 1.428
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 19/230

CIRC

  • Social Sciences: A

CiteScore

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • CiteScore of the Journal : 1.6
  • Area: Cultural Studies Percentile: 89
  • Area: Education Percentile: 56

Abstract

The teaching–learning model in higher education has changed markedly in the past decade. A static approach in which students were passive subjects of their own learning processes has now given way to a dynamic model in which students are actively centred. In this context, it is essential to test teaching–learning models that promote students’ new role, as well as their effectiveness in helping them acquire competences. This study describes the experience of implementing a project-based learning methodology as a tool to promote the acquisition of a set of skills, both generic and specific, in undergraduate education, more specifically entrepreneurial competences among a group of university students. In order to analyse the impact of the intervention, pre-test and post-test analyses were carried out and confirmed that project-based learning does produce an increased perception of the acquisition of both the generic and specific skills associated with the subject as well as a significant improvement in perceptions of entrepreneurial competence.

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