Abstract:

This article describes the experience in applying the flipped classroom methodology for a master course, Business Management, at Universitat Politècnica de València (UPV). This methodology aims to attract students, improve their performance and engage them in the laboratory practices. The laboratory practices consist on developing a business plan in groups during six sessions under the instructor's guidance.

On the other side, integrating free access enterprise documentation, such as annual reports, financial reports per Form 10-K, board of directors, code of business conduct and ethics, illustrates real data applied in the industry and aids to increase students’ engagement. Financial, organizational, and operational information can be found on these documents, which helps the students to address their own business plan. Students can access these documents, videos and templates for flipped classes what makes the learning process more independent from the student’s point of view.

Based on the preliminary feedback gathered from the students, the flipped classroom applied in a business management laboratory practice can be considered a satisfactory learning tool for engineering students. Using industrial information and videos, combined with the theoretical lecture class, may generate greater motivation in the student learning process.

Keywords:

Flipped Classroom, Self-Learning, Multimedia Material, Entrepreneurial learning.