Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course

ABSTRACT

The present article reports an empirical quantitative study involving 107 undergraduate students from Entrepreneurship and Innovation courses in a public university. Students were randomly assigned to 3 conditions: structured Research-based learning (RBL), semi structured RBL and control. We hypothesized that studying in a structured RBL condition would result in a higher intention to do research (INT) and higher course achievement (CA) along with positive changes in autonomous motivation (AM), perceived behavioral control (PBC), behavioral beliefs (BB) and subjective norm (SN); as compared to studying in a semi-structured RBL and control condition. The intervention lasted 7 weeks as part of a regular course and was based on Brew’s RBL framework. A significant differential impact was observed in overall course achievement and in specific research skills clusters. No significant differences were observed in INT, AM, PBC, BB and SN. The results lead to clear implications and directions for future research.

KEYWORDS:

• Research-based learning
• RBL framework
• research skills
• intention to do research
• course achievement

Acknowledgements

We express our gratitude to ESPOL Polytechnic University staff and the Department of Educational Studies at Ghent University.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by the Ecuadorian Government through SENESCYT (Secretaría Nacional de Educación Superior, Ciencia y Tecnología).