STUDENTS SHOULD BE ABLE TO APPLY THE KNOWLEDGE PREVIOUSLY ACQUIRED ABOUT ENTREPRENEURSHIP CONCEPTS AND TO DEVELOP A PILOT-SCALE ENTREPRENEURSHIP PROJECT, CONSIDERING ALL ASPECTS TO DEVELOP AN ENGINEERING PROJECT. FOR THIS TASK, THEY MUST UNDERSTAND THE PROBLEMS FACED BY AN ENTREPRENEUR WHEN STARTING A COMPANY, MAKING A THOROUGH ANALYSIS OF THE MOST COMMON MISTAKES THAT ARE MADE, AND EXPLORING THE COMPONENTS THAT ALLOW US TO DEFINE A BUSINESS MODEL, INCLUDING THE MOST COMMON FORMATS AND KEY COMPONENTS, AS WELL AS HOW TO DESIGN AND RETHINK THEM. IT IS ESSENTIAL TO UNDERSTAND THE NEW COMPANY AS AN INTEGRATED WHOLE AND THE RELATIONSHIPS BETWEEN ITS COMPONENTS. IT IS ALSO RELEVANT TO UNDERSTAND THE ASPECTS ASSOCIATED WITH THE CREATION OF NEW COMPANIES IN A MORE AGILE AND CLOSE WAY TO THE CUSTOMER. WHEN CREATING A COMPANY, YOU DO NOT KNOW WHAT THE CUSTOMER?S RESPONSE WILL BE, SO BUILDING A PRODUCT OR SERVICE BASED ON A HYPOTHESIS ALWAYS INVOLVES A HIGH LEVEL OF RISK. THEREFORE, IT IS NECESSARY TO CREATE A COMPANY BASED ON CUSTOMER FEEDBACK, INSTITUTIONALIZING LEARNING AS AN AUTHENTIC GUIDE TO STARTUP DEVELOPMENT. IN THE PROPOSED METHODOLOGY, THE STUDENT IS SUPPORTED IN ALL THIS WORK THROUGH EXPLANATORY-ILLUSTRATIVE CLASSES AND COLLABORATIVE WORK, SUPPORTING THEM THROUGH THE DEVELOPMENT OF GUIDANCE THAT ALLOWS THEM TO IDENTIFY BUSINESS OPPORTUNITIES STEP-BY-STEP USING DIFFERENT TOOLS TO MOVE FROM ANALYSIS TO MARKET VALIDATION THAT CORRESPONDS TO THE NEW BUSINESS IDEA. STEPS INCLUDE THE ANALYSIS OF THE TECHNOLOGIES ASSOCIATED WITH THE BUSINESS IDEA; THE APPLICATION OF METHODOLOGIES FOR MARKET RESEARCH; SPECIALIZED READINGS; THE RECOGNITION OF THE DIFFERENT FORMS OF COMPANIES; THE IDENTIFICATION OF COMMERCIAL, TECHNICAL, AND FINANCIAL COMPONENTS; THE CREATION OF PROTOTYPES; AND THE CONSIDERATION OF DIFFERENT SOURCES OF FINANCING AVAILABLE IN THE MARKET. WITH ALL THE ABOVE, A COMPLETE BUSINESS MODEL MUST BE FORMULATED, WITH ALL THE ASSOCIATED SUPPORT PROJECTS, FOR THE FORMA

PLAYING IS ONE OF THE MOST INTENSE LEARNING EXPERIENCES SINCE OUR FIRST YEARS OF LIFE, BECOMING ONE OF THE MAIN STRATEGIES BY WHICH WE INTEGRATE DIFFERENT TYPES OF CONCEPTS IN OUR PERSONAL DEVELOPMENT. PLAYING CAN BE EFFECTIVE AS A LEARNING STRATEGY WHEN IS ACCOMPANIED BY A STRUCTURE AND CONTENT THAT ALLOWS TO PUT THIS PRACTICE IN EDUCATIONAL CONTEXT, THUS BEING A WAY TO PROMOTE DIFFERENT TYPES OF LEARNING SUCH AS MEANINGFUL LEARNING, COOPERATIVE AND COLLABORATIVE LEARNING, DISCOVERY LEARNING AND EXPERIENTIAL LEARNING. IN THE UNIVERSITY ENVIRONMENT, THE STUDENTS BECOMING AN ACTIVE PART OF THE PROCESS AND FEELING MOTIVATED AND COMMITTED TO THEIR LEARNING IS OTHER ADVANTAGE PROVIDES FOR THIS EXPERIENCE IN THE TRAINING OF ENGINEERS (TORRES, 2002). THE MAIN OBJECTIVE OF THIS EXPERIENCE WAS TO DESIGN A BOARD GAME APPLIED TO ANY SUBJECT BELONGING TO THE COURSES OF INDUSTRIAL ENGINEERING IN THE BIO-BIO UNIVERSITY, WITH THE PURPOSE OF UNDERSTAND THE NEW PRODUCT DESIGN PROCESS. THE STUDENTS ORGANIZED IN TEAM HAD TO CHOOSE THE TOPIC TO BE ADDRESSED, DOING A PREVIOUS WORK OF INFORMATION GATHERING THROUGH THE SURVEYS AND INTERVIEWS APPLICATION TO OTHER STUDENTS AS WELL AS TO THE ACADEMICS OF THE COURSES. AMONG THE CHOSEN COURSES WERE ALGEBRA, ENGLISH, CALCULUS. THE DIFFERENT GROUPS HAVE TO MADE THEIR PROPOSALS, DESIGNING ALL THE GAMES CONSTITUENT ELEMENTS, THAT IS, THE RULES OF THE GAME, THE BOARD AND ALL THE PIECES, WHICH SHOULD ALSO BE DESIGNED TO BE MADE IN A 3D PRINTER, AS PART OF THE REQUIREMENTS OF THE COURSE. IT WAS CHOSEN TO WORK WITH GAME THEME SINCE MANY RECENT STUDIES SHOW THAT THE LUDIC FACILITATE THE LEARNING PROCESSES OF STUDENTS, AND PLAYING GAMES ALLOWS TO DEVELOP OTHER COMPETENCIES, SO-CALLED SOFT COMPETENCES SUCH AS: GOOD ORGANIZATION, TEAMWORK, CRITICAL THINKING, SOCIABILITY AND CREATIVITY, AMONG OTHERS. THIS EXPERIENCE WAS DEVELOPED IN THE ENTREPRENEURSHIP WORKSHOP COURSE, OF THE FIRST YEAR OF THE OF INDUSTRIAL ENGINEERING DEGREE, SO IT IS AN INTRODUCTORY

DURING THE LAST DECADE, ENGINEERING PROGRAMS IN CHILE HAVE SHIFTED THEIR FOCUS FROM A TRADITIONAL CONTENT-BASED EDUCATION MODEL TO A COMPETENCY-BASED ONE. ALTHOUGH THIS APPROACH HAS BECOME POPULAR AND INTEGRATED INTO ENGINEERING PROGRAMS, ITS EFFECTIVENESS HAS NOT BEEN FULLY VALIDATED. IN PARTICULAR, CURRENTLY THERE ARE NO TOOLS THAT ALLOW VERIFYING COMPLIANCE WITH THE COMPETENCIES DECLARED IN THE PROFESSIONAL AND BACHELOR'S DEGREE PROGRAMS OFFERED BY THE ENGINEERING COLLEGE AT THE UNIVERSIDAD DEL BÍO-BÍO. IN THIS PROJECT, A SURVEY-TYPE INSTRUMENT IS VALIDATED FOR THE EVALUATION OF ACQUIRED GRADUATE COMPETENCIES, DEFINED IN ENGINEERING PROGRAMS AT UNIVERSIDAD DEL BÍO-BÍO. HERE, VALIDATION WAS CARRIED OUT CONSIDERING STUDENTS FROM INDUSTRIAL AND ELECTRICAL CIVIL ENGINEERING PROGRAMS. ONCE THE INSTRUMENT VALIDITY WAS VERIFIED, IT WAS APPLIED TO DETERMINE THE LEVEL OF FULFILLMENT OF THE COMPETENCIES ACQUIRED AT THE BACHELOR OF SCIENCE IN ENGINEERING LEVEL. OBTAINED RESULTS WERE ANALYZED TO IDENTIFY EXISTING GAPS IN THE CURRICULUM WITH RESPECT TO THE SKILLS EXPECTED FROM GRADUATES, THUS DETECTING DIFFERENT DEGREES OF PROGRESS ACHIEVED AND OPPORTUNITIES FOR IMPROVEMENT. THE FINDINGS OF THIS STUDY INDICATE THAT, BOTH SPECIFIC AND GENERIC COMPETENCIES AT THE BACHELOR OF SCIENCE LEVEL ARE WITHIN ACCEPTABLE RANGES, SINCE THEY ACHIEVED SCORES ABOVE 85%.