2025 ASEE Annual Conference & Exposition

In higher education, integrating innovation and entrepreneurship into engineering programs has proven to enhance adaptability and resilience in navigating rapid changes and uncertainties in the global market. Recent evidence suggests that training in personal entrepreneurial characteristics (PECs) is vital for the success of future engineers. This training enhances technical skills and develops professional skills, which are essential for creating value. Given the challenges that future professionals may face, it is crucial to revamp educational processes. Experiential learning has been shown to be an effective methodology for engaging students in real-world problem-solving while fostering creativity and critical thinking. Although this approach is often utilized in traditional classroom settings, advancements in technology and educators' ability to adapt curricula have resulted in the creation of online learning experiences where students can develop practical, real-world skills. In Chile, during the pandemic, online learning was established as an alternative that allowed for the continuation of higher education, leading institutions to massively implement both formats, presenting opportunities and challenges for teaching staff, who now must balance the effective implementation of both learning formats to maximize the educational experience of students. Given this context, the present study contributes to the field of engineering education by comparing engineering students' perceptions of personal entrepreneurial characteristics before and after participating in the Innovation and Entrepreneurship I workshop, analyzing the differences between in-person and online modalities. To achieve this, a quantitative, descriptive study was designed. A validated questionnaire specifically designed to measure personal entrepreneurial characteristics was utilized. The study sample includes 35 students currently enrolled in the course “Innovation & Entrepreneurship I,” with participants distributed between in-person and online modalities. Comparative statistical analyses were conducted to identify significant differences between both groups in terms of entrepreneurial skills and attitudes. Additionally, a pre-test and post-test were applied to two cohorts of the same course: one in the in-person format and the other in the online format. The comparative analysis between both cohorts allowed us to identify gaps in entrepreneurial skill development. Students who completed the innovation and entrepreneurship course in both modalities showed differences in their development of entrepreneurial competencies. Subsequently, we characterized the students and analyzed how their survey results were related to the development of PECs. Finally, we discussed the factors associated with the questionnaire results and explored possible interpretations. The study found significant differences in the development of entrepreneurial competencies between online and in-person students. Both teaching formats have unique strengths that could be combined for a more balanced learning experience. Further research is needed to optimize entrepreneurial abilities in engineering students for personal success and economic development.