We present the organisation of a first course in Statistics for Business Administration degree students, which includes a study and research path (SRP) as inquiry-based teaching proposal. The paper aims to summarise the course's evolution, design, and reflections on both its different components separately as well as altogether as a complete unit. The analysis considers different perspectives to the course, the student's, the teacher's and the researcher's, thus providing a critical perspective. It also includes the joint evolution of the course and the SRP. Under the Anthropological Theory of the Didactic framework, we show that the design and management of the SRP cannot be detached from the course as a whole. We see how the course components nourish the SRP and how this, in return, makes the course content evolve and adapt to the student's professional needs. The inquiry proposal needs a multidimensional approach, both in its planning and dissemination of its outcomes in the research and professional literature. Therefore, our study can contribute to didactics research about SRPs, serve as a starting point for the newcomers to the inquiry-based teaching branch and a reflection point to foster collaborations between researchers in didactics and lecturers.