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In higher education institutions, there is a strong interaction between research and teaching activities. This paper presents a case study on the research–teaching nexus based on an analysis of academic results related to the course "Instrumentation and Data Analyses in Marine Sciences" within the Marine Sciences and Technologies Bachelor's Degree at the Universitat Politècnica de Catalunya (UPC), taught at the Vilanova i la Geltrú campus (Barcelona, Spain). The start of this degree in the academic year 2018–2019 allowed the assignment of technological subjects in the degree to a research group with extensive experience in the research and development of marine technologies. The first section of this paper aims to provide a justification for establishing the Marine Sciences and Technologies Bachelor's Degree. It highlights the necessity of this program and delves into the suitability of the profiles of the professors responsible for teaching marine technology subjects. Their entrepreneurial research trajectory and their competence in electronic instrumentation are strong arguments for their appropriateness. The next section of the paper explores a detailed analysis of academic results based on surveys and student performance indices. Through a thorough examination of these data, this case study demonstrates, within the context of all UPC degrees, that assigning a research group made up of experienced professors and researchers in the field who are accustomed to working as a team produces superior academic results compared to assignments to professors who do not work as a team. Teamwork presents specific skills necessary for operating the infrastructures and equipment associated with an experimental degree. [ABSTRACT FROM AUTHOR]

In higher education institutions, there is a strong interaction between research and teaching activities. This paper presents a case study on the research–teaching nexus based on an analysis of academic results related to the course “Instrumentation and Data Analyses in Marine Sciences” within the Marine Sciences and Technologies Bachelor’s Degree at the Universitat Politècnica de Catalunya (UPC), taught at the Vilanova i la Geltrú campus (Barcelona, Spain). The start of this degree in the academic year 2018–2019 allowed the assignment of technological subjects in the degree to a research group with extensive experience in the research and development of marine technologies. The first section of this paper aims to provide a justification for establishing the Marine Sciences and Technologies Bachelor’s Degree. It highlights the necessity of this program and delves into the suitability of the profiles of the professors responsible for teaching marine technology subjects. Their entrepreneurial research trajectory and their competence in electronic instrumentation are strong arguments for their appropriateness. The next section of the paper explores a detailed analysis of academic results based on surveys and student performance indices. Through a thorough examination of these data, this case study demonstrates, within the context of all UPC degrees, that assigning a research group made up of experienced professors and researchers in the field who are accustomed to working as a team produces superior academic results compared to assignments to professors who do not work as a team. Teamwork presents specific skills necessary for operating the infrastructures and equipment associated with an experimental degree.

Although society, governments and the business sector are increasingly demanding that Higher Academic Centers translate their innovative potential into products and services that affect society, little is known or done about the entrepreneurial skills that both lecturers and students need in the context of electronic engineering academic degrees. Inevitably, the fact that some teachers lack certain skill sets will have a negative impact on some students’ professional careers. This article demonstrates a range of initiatives in knowledge transfer which have been carried out over more than 30 years by the university research team making the proposal. Such initiatives have allowed the integration of, not only creative thinking, but also other skills differing from traditional teaching and which can help students to successfully compete for jobs requiring higher qualifications. Following the methodology of a case study within the framework of the Polytechnic University School of Vilanova i la Geltrú (EPSEVG) of the Polytechnic University of Catalonia (UPC), the novelty of the research lies in its focus on the results obtained. In the 1990s, entrepreneurial initiatives encouraged the creation of reference laboratories and the teaching of innovative subjects in the field of virtual instrumentation. Years later, this teaching activity would be complemented by the launch of lines of research/technology transfer. It should be noted that, in its initial stages, this entrepreneurial trajectory was characterized by limited material and human resources, but thanks to the discovery of little-explored areas of activity (niches), opting for working in cooperation networks (science-technology symbiosis), and the entrepreneurial profile of the members of the research team, it has been possible to gain a space in the research/development of marine technologies in the national and European context, as stated in the text. This empirical research has contributed significantly to shaping a new degree in Marine Sciences and Technologies. Likewise, the results of this study reveal that a significant number of electronic engineering students have acquired entrepreneurial skills by engaging in teaching and research and development activities in different Higher Academic Centers.