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First things first: being an entrepreneur is not all glory, flexible hours, and being the owner of your own time. As a matter of fact, it is quite the opposite, at least in the early years. The stories we read about successful entrepreneurs are quite compelling and cause an urge and desire in people to pursue that kind of life. What is often left out of those great stories and news are all the businesses that have failed along the way. The odds of being one of those renowned entrepreneurs are extremely low. This is not to dissuade people of starting his or her own business, but for them to be aware of the reality and challenges of starting a new business. This chapter will focus on the different types of entrepreneurship.

Since 2009, different challenge-based learning (CBL) activities have been implemented at Universidad Politécnica de Madrid (UPM), with a shared objective: provide the students a learning experience that covers the acquisition of technical knowledge, soft skills, and other generic competences, while bringing them closer to the current technologies and industry. The shared background of these activities is the participation of Master's students of aerospace engineering in the preliminary design of a space mission. During the 18/19 academic year, the UPM participated in the 2018 ESA Concurrent Engineering Challenge (ESA CEC), where the students complemented their technical knowledge with dedicated training in Concurrent Engineering and learnt how ESA assesses the feasibility of real space missions. This experience further motivated the organization of the UPM CEC, which was first executed in the 19/20 academic year (and is expected to be carried out in future courses). After a decade implementing CBL, different research methodologies and instruments have been used to evaluate its impact on different aspects of the learning process. In this chapter, we describe the main CBL activities performed, focusing on the instruments used to evaluate them. We draw attention to the main advantages and disadvantages of implementing CBL from a learning perspective, as well as the associated impact in the student's motivation and student–teacher relationship. In many cases, different teaching scenarios are assessed, thus making it possible to compare CBL against traditional methods.