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

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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

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Please use this url to cite or link to this publication:

Chicago
Camacho Rivadeneira, Maria Helen, Katherine Chiluiza, and Martin Valcke. 2019. “Research-based Learning in a Transversal Entrepreneurship and Innovation Undergraduate Course.” Studies in Higher Education: 1–14.
APA
Camacho Rivadeneira, M. H., Chiluiza, K., & Valcke, M. (2019). Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course. Studies in Higher Education, 1–14.
Vancouver
1.
Camacho Rivadeneira MH, Chiluiza K, Valcke M. Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course. Studies in Higher Education. 2019;1–14.
MLA
Camacho Rivadeneira, Maria Helen, Katherine Chiluiza, and Martin Valcke. “Research-based Learning in a Transversal Entrepreneurship and Innovation Undergraduate Course.” Studies in Higher Education (2019): 1–14. Print.
@article{8624706,
  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.},
  author       = {Camacho Rivadeneira, Maria Helen and Chiluiza, Katherine and Valcke, Martin},
  issn         = {0307-5079},
  journal      = {Studies in Higher Education},
  keywords     = {Research-based learning,RBL framework,research skills,intention to do research,course achievement},
  language     = {eng},
  pages        = {1--14},
  title        = {Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course},
  url          = {http://dx.doi.org/10.1080/03075079.2019.1649385},
  year         = {2019},
}

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