An evidence of experiential learning in the classroom through geographical information systems

Abstract

From a comparative perspective, the recent application of didactic methodologies emphasizing the students' proactive immersion and their involvement during the course, reveal a growing interest in grasping how the students' practical engagement during the teaching process influences their learning outcomes. However, the empirical application of didactic methodologies promoting the creation of business and spin-offs among students requires the adequate validation of the teaching processes in order to disseminate this approach in the classroom.

Based on a commercial analysis with geo-demographic criteria, according to the syllabus within the specific context of a Chilean private university, this work is oriented to develop certain generic competencies by means of training in the classroom as an important tool for improving educational processes at universities. Moreover, this research contributes to promote Management and Business education by empirically describing the relevance of experiential learning of economic and social entrepreneurial projects.