Abstract:

In this article, we show the development and results obtained when carrying out an activity designed through challenge-based learning, in order to teach business decision-making at the university level.

The need to instruct students in a philosophy based on data collection and data-driven decision-making places a difficult burden on the teacher engaging in this facet. The reasons detected are various, but above all, it is denoted the lack of professional experience of the students and the understanding of the situations and cases raised.

The use of active methodologies in teaching allows students and teachers a profound change in the way they face the teaching-learning process. A new approach in which the student learns through his own experience and his decision is decisive to achieve a deep approach to learning.

In order for the student to develop their learning capacity within business decision-making, an activity has been designed using challenge-based learning, which allows the student to feel immersed in the business process, of something they know, for which it allows you to come up with your own challenges and decisions. In this way, it is possible to focus the process on the student, seeking to achieve a deep approach to learning.

The activity consists of the challenge of creating a new beer, including brand, design, and flavor, as well as the manufacturing process itself. In the first part, students focus their efforts on creating a new product that meets the characteristics demanded by customers. In the second part, through the use of a beer bottling factory simulator, students determine the processes to carry out to carry out their new product.

The article describes the procedures developed by the teaching team to be able to reproduce this activity, as well as the results obtained in the exercise of the activity.

Keywords:

CBL, decision-making, beer, active learning.