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This paper presents a third-year compulsory course at Pontificia Universidad Católica de Chile, designed to build entrepreneurial skills beyond time. To improve the course, pre- and post-surveys assess self-efficacy and learning benefits across course methods over six academic periods. Results show strong perceived benefits, with project feedback and presentations reporting the highest learning gains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/offering-an-entrepreneurship-course-to-all-engineering-students-lessons-learned-from-ing2030-in-puc-chile/589065/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/offering-an-entrepreneurship-course-to-all-engineering-students-lessons-learned-from-ing2030-in-puc-chile/589065.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the ING2030 entrepreneurship course?","Question",{"text":112,"@type":113},"It aims to provide students with entrepreneurial skills that transcend time, using a compulsory third-year structure focused on research, entrepreneurship, and innovation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was course improvement supported in this study?",{"text":117,"@type":113},"Engineering Education Unit conducted pre- and post-surveys evaluating self-efficacy and learning benefits related to different course methods across six academic periods.",{"name":119,"@type":110,"acceptedAnswer":120},"Which course activities produced the highest perceived learning benefits?",{"text":121,"@type":113},"Project feedback sessions and project presentations report the highest perceived learning benefits among students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589065,1792160990,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2021  \nOffering an Entrepreneurship Course to All Engineering Students: Lessons Learned from ING2030 in Puc-Chile  \nISABEL HILLIGER  \nCONSTANCE FLEET  \nCONSTANZA MELIAN  \nJORGE BAIER  \nPontificia Universidad Católica de Chile Santiago, Chile  \nMAR PÉREZ-SANAGUSTÍN Université Toulouse III Paul Sabatier Toulouse, France  \nABSTRACT  \nEntrepreneurial learning experiences have become one of the key aspects of the state of the art in engineering education. As such, technology-focused entrepreneurship courses have been incorporated to engineering curricula — both in developed and developing countries. Following this trend, the Engineering School at Pontificia Universidad Católica de Chile (PUC-Engineering) designed a third-year compulsory course on research, entrepreneurship, and innovation, whose objective is to provide students with entrepreneurial skills that transcend time. To continuously improve this course, the Engineering Education Unit at PUC-Engineering has been conducting pre-and post-surveys, assessing self-efficacy and learning benefits related to various course methods. This paper describes the main lessons learned as a result of using this data-centric approach throughout the last six academic periods. We found that the course is perceived as beneficial by most of its students, and that project feedback sessions and project presentations report the highest perceived learning benefits. Besides, we describe some of the improvements to the course that have been pushed by assessment data, showing the importance of using a data-driven approach for engineering entrepreneurship education.  \nKey words: Entrepreneurship; Engineering Curriculum; Assessment  \nINTRODUCTION  \nOver the past two decades, engineers have become key stakeholders in venture creation, either creating or participating in entrepreneurial initiatives (Wright et al., 2007) . As a consequence, policy  \nADVANCES IN ENGINEERING EDUCATION  \nOffering an Entrepreneurship Course to All Engineering Students: Lessons Learned from Ing2030 in Puc-Chile  \ninterventions have promoted the creation of entrepreneurship programs in engineering education (Duval-Couetil et al. , 2016; Maresch et al. , 2016) .‘Economic trends and a changing job market for college graduates have generated significant interest in graduating more engineers who possess entrepreneurship skills and an entrepreneurial mindset’ (Duval-Couetil et al. , 2014, p. 1) . Through entrepreneurial training, future engineers are expected to adapt to the changing and complex technologies, and drive the generation of solutions to major technological problems — both locally and globally (Purzer et al. , 2016) .  \nIn developed countries, there has been a significant growth in the delivery of entrepreneurial learning experiences to future engineers (Celis & Huang-Saad, 2015; Gilmartin, Shartrand, Chen, Estrada,& Sheppard, 2016) . The most prestigious universities in the world have implemented technologyfocused courses that have been typically offered as part of minors and certificates (Duval-Couetilet al. , 2014; Gilmartin et al. , 2016) . Meanwhile, in developing countries, these types of courses have recently started to emerge (Moreno et al., 2016; Odora, 2015; Raju et al., 2015), and promising results are expected in entrepreneurial activity and the acquisition of entrepreneurial skills (Duval-Couetilet al. , 2014; Walter & Block, 2016) .  \nFollowing this trend, engineering programs have started to implement practical experiences based on project-and team-based learning (Rae & Melton, 2017) . However, more research is needed to understand what is expected from entrepreneurial training and what are the proper pedagogical approaches for its delivery (Huang-Saad et al. , 2020) . So far, the contribution of entrepreneurship education has been assessed throughout different methods, such ","cbCaivO2pFENaAXZ","https://ap.wps.com/l/cbCaivO2pFENaAXZ","pdf",1356195,16,"English","# Introduction\n# Advances in Engineering Education\n## ING2030 Course: Research, Entrepreneurship, and Innovation","[{\"question\":\"What is the main goal of the ING2030 entrepreneurship course?\",\"answer\":\"It aims to provide students with entrepreneurial skills that transcend time, using a compulsory third-year structure focused on research, entrepreneurship, and innovation.\"},{\"question\":\"How was course improvement supported in this study?\",\"answer\":\"Engineering Education Unit conducted pre- and post-surveys evaluating self-efficacy and learning benefits related to different course methods across six academic periods.\"},{\"question\":\"Which course activities produced the highest perceived learning benefits?\",\"answer\":\"Project feedback sessions and project presentations report the highest perceived learning benefits among students.\"}]","Offering an Entrepreneurship Course to All Engineering Students - Lessons Learned from ING2030 in Puc-Chile | PDF",1792066483]