Izquierdo, EdgarBuyens, Dirk2017-12-022017-12-022008http://hdl.handle.net/20.500.12127/3004This paper reports on educational issues of an entrepreneurship course, supported by a constructivist perspective. The study discusses the relevance of constructivism in entrepreneurship education. As a way of assessing this issue, a pre-test-post-test multiple-group quasi-experimental design was performed with the data collected during an academic term. Data were collected by using three instruments to examine the students’ entrepreneurial competencies and self-efficacy levels; two of them were newly developed. Results indicate that an action-oriented instructional approach, fitting into the constructivist view, has a positive impact on the development of entrepreneurial competencies in undergraduate students. Furthermore, the findings reveal that students self-assessed higher on their entrepreneurial self-efficacy after the course completion. Discussion of the findings and implications for future research are presented.en358421159303436