University-business collaboration as a catalyst for learning-by-doing: lessons from an integrative course.

Abstract

The present study demonstrates the experience of the effect of an integrative course, applied to university students, based on experiential learning and collaboration with real companies, in strengthening fundamental skills in university students. Through a combined method, pre- and post-questionnaires were implemented to assess the change in participants' perceptions. The numerical findings, achieved through the Student's t-test, demonstrate notable advances in aspects such as concept comprehension, problem-solving, professional communication, and the use of methodological instruments. Additionally, the qualitative study of the open-ended responses highlights the importance of renewing the syllabus, increasing methodological adaptability, and improving the course infrastructure. The findings indicate that the incorporation of active techniques and the presence in authentic business environments promote relevant learning and the professional training of students. Ultimately, the study's limitations are analyzed and improvements for future course applications are suggested.