View in EDS

Investigating Entrepreneurship Program Models in Undergraduate Engineering Education.

Saved in:
Bibliographic Details
Title: Investigating Entrepreneurship Program Models in Undergraduate Engineering Education.
Authors: GILMARTIN, SHANNON K.1 sgilmartin@skganalysis.com, SHARTRAND, ANGELA2 ashartrand@vcnturewell.org, CHEN, HELEN L.3 hlchen@stanford.edu, ESTRADA, CAROLYN4 Carolynestradal2@gmail.com, SHEPPARD, SHERI5 sheppard@stanford.edu
Source: International Journal of Engineering Education. 2016, Vol. 32 Issue 5A, p2048-2065. 18p.
Subjects: Engineering education in universities & colleges, Entrepreneurship, Undergraduate programs, Program development (Education), Higher education, Business education
Geographic Terms: United States
Abstract: Major private and government organizations in the U.S. are promoting entrepreneurship education for undergraduate students, including engineers. Different configurations of entrepreneurship learning opportunities have emerged, not all within or in partnership with schools of business. There is some uncertainty about how entrepreneurship programs targeted to engineers are structured, with what purpose and pedagogical approaches. This study is designed to address uncertainty about entrepreneurship learning opportunities for undergraduate engineers and examine facets of formal engineering entrepreneurship programs. Our study considers the histories, missions, and pedagogies of these programs. We conducted in-depth interviews with program directors at 12 entrepreneurship programs across the U.S., and then coded the interview transcripts in a two-stage, collaborative process. Our findings show that entrepreneurship programs for engineers often are designed to provide business education in light of otherwise limited opportunities for formal, classroom-based business and entrepreneurship learning. Student demand is key to program growth; available faculty resources can pose a challenge. Programs vary in terms of goals around venture creation, types of interactions with students from other disciplines, and even how "entrepreneurship" itself is defined. Pedagogical features include experiential learning and hands-on activities, and self-directed learning environments that promote tolerance for ambiguity and failure. Implications for assessment of student outcomes, new program development, educational research, and engineering education as a whole are discussed. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Engineering Education is the property of Tempus Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
Description
Abstract:Major private and government organizations in the U.S. are promoting entrepreneurship education for undergraduate students, including engineers. Different configurations of entrepreneurship learning opportunities have emerged, not all within or in partnership with schools of business. There is some uncertainty about how entrepreneurship programs targeted to engineers are structured, with what purpose and pedagogical approaches. This study is designed to address uncertainty about entrepreneurship learning opportunities for undergraduate engineers and examine facets of formal engineering entrepreneurship programs. Our study considers the histories, missions, and pedagogies of these programs. We conducted in-depth interviews with program directors at 12 entrepreneurship programs across the U.S., and then coded the interview transcripts in a two-stage, collaborative process. Our findings show that entrepreneurship programs for engineers often are designed to provide business education in light of otherwise limited opportunities for formal, classroom-based business and entrepreneurship learning. Student demand is key to program growth; available faculty resources can pose a challenge. Programs vary in terms of goals around venture creation, types of interactions with students from other disciplines, and even how "entrepreneurship" itself is defined. Pedagogical features include experiential learning and hands-on activities, and self-directed learning environments that promote tolerance for ambiguity and failure. Implications for assessment of student outcomes, new program development, educational research, and engineering education as a whole are discussed. [ABSTRACT FROM AUTHOR]
ISSN:0949149X