Abstract:

One of the main demands of employers is the development of entrepreneurial competences such as adaptability, problem solving, connection of concepts, leadership, critical thinking together with theoretical and practical knowledge of a given subject. In recent years, these skills have also become essential in the professional and personal development of recent graduates as we live in a highly changing and uncertain environment that experts have called VUCA environments (Volatile, Uncertain, Complex and Ambiguous). This paper shows the teaching experience of combining problem-based learning methodology with the development of controlled VUCA environments in the classroom. The activities are developed in master's degree courses aimed at project planning and management. The students were confronted with a practical case without an obvious solution and during the students' work, the teacher introduced changes that allowed them to generate controlled VUCA environments. The opinion of the students was analysed by means of satisfaction surveys where they require more similar activities that allow them to face VUCA environments without problems. On the other hand, most students were unaware of the concept of VUCA environments and consider this type of activity to be appropriate and motivating. From the teacher's point of view, an analysis should be made of how to introduce changes that generate changing and ambiguous environments, since at the beginning there is a systematic rejection of the students, inherent to the behaviour of anyone in a VUCA environment.

Keywords:

Professional competencies, critical thinking, troubleshooting, self-learning.