This document discusses several workshops and symposiums focused on project-based learning (PBL) and university-business cooperation to promote innovation and entrepreneurship. It outlines objectives to boost entrepreneurship through collaboration between universities and companies. It also discusses developing an entrepreneurship curriculum and measuring the impact of learning activities. The document presents results of contests over several years showing increasing participation and successful ideas/spin-offs. It concludes that university-business cooperation is key and involvement from all stakeholders is important at each stage of projects.

1. 3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)
University-Business cooperation to enhance
Innovation and Entrepreneurship using PBLs
Osane Lizarralde, Felix Larrinaga, Urtzi Markiegi,

2. 3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)
Objectives:
Boost entrepreneurship and innovation by means of collaboration with companies and to transfer R&D results from
university to industry and Society using active learning techniques.
Build Entrepreneurship Itinerary for Bachelor’s and Master’s degrees in Computer Science / Telecommunication
Start by applying it in 3rd year (Bachelor degree) and 1st year (Master degree)
Include it in a contest organized by Mondragon University’s and other agents (industry, entrepreneurship centres, …)
Measure the impact of related actions (learning sessions, workshops, PBL projects,…)

3. Innowave, Canvanyzer,
Business Model Innovation and
User Driven Innovation &Design Thinking
3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)

4. 3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)
Results: Mainly focus on outcome results. 2014-2015 not finished yet!!!
Outcome 2010-11 2011-12 2012-13 2013-14 2014-15
Ideas
Promoted ideas
Spin offs
10/3
3/3
0
27/4
2/2
1/1
49/4
3/3
1/1
91+14=105/8
6/4
1/1
70 +14=84 /8
4+…./….. (NA yet)
1+…../1+….. (NA yet)
Groups
Participants
Experts
Evaluators
Events
Activity integrated in courses
Avg. grade of ideas
10/3
40/12
10
9
11
.
-
27/4
92/14
10
9
16
-
3,76
46/4
15/14
10
9
24
-
4,77
98/8
240/25
14
10
24
5
5,9
78 / 8
276/ 31
14
10
15
13
(NA yet)
KPIs of the contest during the last 4 years (Total number MU/ only number of ICT degrees)

5. 3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)
Conclusions:
• The entrepreneurship itinerary for ICT is well designed and the results obtained go in the right direction.
• University Business Cooperation is essential. A “strong” network (company and public administration) and the
involvement of stakeholders and beneficiaries is a key factor for success.
• Involvement from all the agents (University research groups, company /public administration, entrepreneurship
centres) in the early stages (ideation) is very important. But also during prototyping and development and further
• Economic factors also affect ideas promoted and spin-offs. Other funding mechanisms need to be identified.
• Interdisciplinary projects where students from different specialities work together in the same project is another
possibility worth exploring.

6. • What are the similarities and differences between the experiences reported in the papers.
• Similarities between papers from EPS-MU is clear, because we share a common project (PBL and Work and Study
Learning Approaches (WSLA))
• University Business Cooperation (UBC) and PBL are good opportunities for students to work within real contexts and
to develop a variety of interdisciplinary professional skills (no just technological).
• University Business Cooperation (UBC) and PBL are also a good opportunity to enhance innovation, and can help
companies identifying new opportunities.
• Involvement of companies, University researchers and teachers in the early stages (ideation, project definition) is
essential (agree). Differences on how companies should be involved and during the project (in which stages)
• Differences on which agents constitute the network of collaborators. Companies, universities, students but also
public/private agents (administration, entrepreneurship centres, …)
• Most focus on Social challenges (Grand challenges or Horizon 2020 ) to choose the context for the projects
• Some challenges/PBLs are open (free ideas from students). Others are focus on specific targets previously agreed by
teachers and companies. Open: difficult to evaluate some skills. Close: skills very clear and known align with Learning
Objectives.
3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)

7. • What does each author learned from each other.
• MGEP has worked for some time with PBL and Work and Study Learning Approaches (WSLA)
methodologies. The papers corroborate the “expected” benefits of PBL and Work and Study Learning
Approaches (WSLA) for students providing evidences (better development of technical and transversal
skills, good academic results, ...)
• The papers confirm that for the university these approaches bring advantages on different specialities
(Computer science and Electronics, Mechanical, Industrial Organisation and Production Engineering )
Opportunity for the continuous improvement on the definition of competences(skills).
• The papers also confirm that PBL and WSLA bring good opportunities to enhance innovation in
companies (help them identifying opportunities and eases the recruitment).
• Reinforces us on the importance of teaching innovation and entrepreneurship skills enabling students on
creating their own startups.
3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)

8. • How could we contribute to the UBC practice and research
3th Active Learning in Engineering Education Workshop (ALE)
International Symposium on Project Approaches in Engineering Education (PAEE)
5th International Research Symposium on PBL (IRSPBL)
• Build an incremental Innovation Itinerary approach to apply throughout the learning process (Bachelor’s and
Master’s Degrees) where students achieve new skills with the objective to be prepared in innovation and
entrepreneurship competences.
• Find the right balance between the amount of technical and transversal skills. Both valid. Need to find win-win
situations.
• Public/private involvement in competition for innovation is also good practice. Eases dissemination and project
impact.
• Competition or contests set an extra motivation for students where they develop entrepreneurship skills.
• Must find funding to carry on with these initiatives and support entrepreneurship during and after university.
Find a way to further explore on these initiatives
• An agreement to stablish clearly the intellectual property of the ideas/prototypes is another aspect to work.