This paper identifies how problem-based Learning (PBL) can foster the development of an “entrepreneurial mindset” and “value creation” when students collaborate and invent as part of their master’s program at the University of Aalborg. Research suggests a need for informal assessments of content and performance, as knowledge, skills and attitudes are integrated and used to perform in the real world (Bacigalupo, M, 2016)(UNESCO 2020) UNESCO (2006) (United Nations. 2015).
Entrepreneurial learning seeks ‘to foster self-esteem and confidence, and it is based on students’ talents, creativity and action competences. Hence it is both complicated to develop, identify and to measure entrepreneurial competences. (Lund, B. 2019 ) Vestergaard, J. (red.) 2019).
Methodologically, the explorative in-dept study of a PPL group is based on a qualitative study, founded on data from evaluation of student projects, their work processes, value creating products, students’ self-evaluations as well as interviews with student groups in order to measure and evaluate the development of entrepreneurial skills in a traditional PBL context within the humanities.
The research identifies the processes through which entrepreneurial learning is produced by introducing the evaluation model: EntreComp wheel (McCallum et al. 2018).
The research further documents students’ competence development and identifies how using the method (Future Workshops) influences both students’ attitudes, problem-solving, collaboration skills and self-reflecting during a transformative learning process in which students manage to seize opportunities and create new value in collaboration with stakeholders and partners outside of academia.

When future workshops lead to innovative and entrepreneurial skills within PBL learning communities

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)