Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures


  • Virginia Rincón Diez Universidad del País Vasco UPV-EHU
  • Pilar Zorrilla Calvo Universidad del País Vasco UPV-EHU



Protocol, Marketing, Entrepreneurship, Active Learning, PBL, Project-Based Learning, Teacher-Centered, Lectures


This protocol presents a research process which aims to analyze the impact of an active learning model on entrepreneurship of university students of Marketing. First, a learning model is proposed which allows to jointly conducting the content of different subjects and which provides an integrated vision of Marketing. Subsequently, the concept of entrepreneurship is defined and a measuring instrument is mentioned. Through this instrument the information needed to analyze to what extent the new learning model promotes students’ entrepreneurship is gathered. Finally, several possibilities to perform the data analysis are presented.


Download data is not yet available.


Andreu Andrés, M. A., & García-Casas, M. (2014). La evaluación de la participación en equipos de trabajo universitarios (assessment of participation in higher education team working activities). WPOM-Working Papers on Operations Management, 5(1). doi:

Aznar-Mas, L.E.; Montero-Fleta, B.; Pérez Peñalver, M.J.; Watts, F.; García-Carbonell, A.; Marin-García, J.A. (2015). De Proyecto INCODE a FINCODA: utilización del Barómetro INCODE en alumnos universitarios y en empleados con competencias de innovación. Congreso In-Red 2015. Universitat Politècnica de València.

Bigelow, J. (2004). Using problem-based learning to develop skills in solving unstructured problems. Journal of Management Education, 28(5), 591-609.

Chau, K. W. (2005). Problem-based learning approach in accomplishing innovation and entrepreneurship of civil engineering undergraduates. International Journal of Engineering Education, 21(2), 228-232.

Conejero, A., Garcia-Sabater, J. P., Maheut, J., & Marin-Garcia, J. A. (2015). The praktikum upv campus: Stretching closer ties between research at the university and students in secondary school. WPOM-Working Papers on Operations Management, 6(2), 64-75. doi:

Doppelt, Y. (2007). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education.

Edwards-Schachter, M.; García-Granero, A.; Sánchez-Barrioluengo, M.; Quesada-Pineda, H.; Amara, N. (2015). Disentangling competences: Interrelationships on creativity, innovation and entrepreneurship. Thinking Skills and Creativity, Vol. 16, pp. 27-39.

Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. Advances in Physiology Education, 33(1), 60-71. doi:10.1152/advan.00109.2007

Geitz, G., Brinke, D. J. T., & Kirschner, P. A. (2016). Are marketing students in control in problem-based learning? Cogent Education, 3. doi:10.1080/2331186x.2016.1222983

Hansen, P. K. (2003). Does productivity apply to pbl methods in engineering education? International Journal of Engineering Education, JAM-PDF(1), 177-182.

Hernández, R.; Peña, I.; Guerrero, M.; González-Pernía, J.L.; Ruiz Navarro, J.; Cabello Medina, C.; Medina Tamayo, R.; Hoyos Iruarrizaga, J.; Gutiérrez-Solana, F. (2014). Informe Global Entrepreneurship Monitor España 2013. Red Española de Equipos Regionales GEM.

Hsu, Y. L. (2011). Engaging students' learning process in business management: A case study of activity-based teaching in hospitality marketing class. African Journal of Business Management, 5(25), 10271-10275.

Klebba, J. M., & Hamilton, J. G. (2007). Structured case analysis: Developing critical thinking skills in a marketing case course. Journal of Marketing Education, 29(2), 132-139. doi:10.1177/0273475307302015

Lam, D. (2004). Problem-based learning: An integration of theory and field. Journal of Social Work Education, 40(3), 371-389.

Malicky, D. M., Lord, S. M., & Huang, M. Z. (2007). A design methodology for choosing an optimal pedagogy: The pedagogy decision matrix. International Journal of Engineering Education, 23(2), 325-337.

Marin-Garcia, J. A. (2017). El grupo como espacio de aprendizaje: Curso de formación del profesorado. Instituto Ciencias de la Educación. Universitat Politècnica de València

Marin-Garcia, J. A., Andreu Andres, M. A., Atares-Huerta, L., Aznar-Mas, L. E., Garcia-Carbonell, A., González-Ladrón-de-Guevara, F., . . . Watts, F. (2016). Propossal of framework for innovation competencies development and assessment (fincoda). WPOM-Working Papers on Operations Management, 7(2), 119-126. doi:

Marin-Garcia, J. A., Martínez Gómez, M., & Lloret, J. (2009). Enhancing motivation and satisfaction of students: Analysis of quantitative data in three subjects of industrial engineering. WSEAS Transactions on Advances in Engineering Education, 6(1), 11-21.

Marin-Garcia, J. A., Martínez-Gómez, M., & Giraldo-O'Meara, M. (2014). Redesigning work in university classrooms: Factors related to satisfaction in engineering and business administration students. Intangible Capital, 10(5), 1026-1051. doi:

Martínez-Gómez, M., Marin-Garcia, J. A., & Giraldo-O'Meara, M. (2013). Validación de las escalas de características del puesto de trabajo aplicadas a entornos educativos universitarios. Intangible Capital, 9(4), 1170-1193. doi:

McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, v24 n4 p279-94 Sum 2000.

Metcalf, L. E. (2010). Creating international community service learning experiences in a capstone marketing-projects course. Journal of Marketing Education, 32(2), 155-171. doi:10.1177/0273475309360157

Nouwen, J., & Van Hoorick, V. (2014). Learning by doing through elaboration of challenging marketing plans. In L. G. Chova, A. L. Martinez, & I. C. Torres (Eds.), Iceri2014: 7th international conference of education, research and innovation (pp. 4562-4567)

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Revell, A., & Wainwright, E. (2009). What makes lectures 'unmissable'? Insights into teaching excellence and active learning. Journal of Geography in Higher Education, 33(2), 209-223. doi:10.1080/03098260802276771

Scarbrough. (2004). The processes of project-based learning: An exploratory study. Management learning, 35, 495.

Shadish, W., Cook, T., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston New York: HOUGHTON MIFFLIN COMPANY.

Sherwood, A. L. (2004). Problem-based learning in management education: A framework for designing context. Journal of Management Education, 28(5), 536-557.

Smith, G. F. (2005). Problem-based learning: Can it improve managerial thinking? Journal of Management Education, 29(2), 357-378.

Tena León, M. (2009). Aprendizaje y evaluación de la competencia transversal “creatividad e innovación” en el marco de una titulación adaptada al EEES. Congreso Univest 2009. Girona, España.

Tena León, M. (2010). Aprendizaje de la Competencia Creatividad e Innovación en el marco de una titulación adaptada al Espacio Europeo de Educación Superior. Formación Universitaria, Vol. 3, No. 2, pp. 11-20.

Theodosiou, M., Rennard, J. P., & Amir-Aslani, A. (2012). Theory to practice: Real-world case-based learning for management degrees. Nature Biotechnology, 30(9), 894-895. doi:10.1038/nbt.2362

Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Medical Education, 40(6), 547-554. doi:10.1111/j.1365-2929.2006.02481.x

Villa, A.; Poblete, M. (2010). Aprendizaje basado en competencias: una propuesta para la evaluación de las competencias genéricas. Universidad de Deusto.

Watts F., García-Carbonell A.; Andreu-Andrés, M.A. (2013). Innovation Competencies Development. INCODE Barometer and User Guide. Turku University of Applied Sciences.

Wee, L. K. N., Alexandria, M., Kek, Y. C., & Kelley, C. A. (2003). Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25(2), 150-162. doi:10.1177/0273475303254016

Williams, B., & Figueiredo, J. (2014). Lessons from an innovation-leader and tools to learn them. Journal of Industrial Engineering and Management, 7(4), 932-960. doi:10.3926/jiem.1135




How to Cite

Rincón Diez, V., & Zorrilla Calvo, P. (2017). Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures. WPOM-Working Papers on Operations Management, 8(1), 1–8.