Early Incorporation of Entrepreneurship Mindset in An Engineering Curriculum

Andalibi, Mehran

doi:10.5430/ijhe.v8n4p98

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…• Consider asking students to consider the business aspects of a product or process they are developing in a design context. Some examples of have been described previously (Andalibi, 2019;Facca et al, 2020;Goldberg, 2007) To support Leadership Competence:…”

Section: Considerations For Educators Mentors and Studentsmentioning

confidence: 99%

Biomedical Engineering Students’ Perceived Learning Through Co-Curriculars

Jamison¹,

Lattuca²,

Daly

et al. 2023

SEE

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Background: Co-curricular student outcomes research has focused on connecting outcomes to activities based on the co-curricular type. Less work has explored what aspects of those co-curricular activities could lead to student outcomes. Purpose: Our research aimed to identify common elements of co-curricular activities that connected to students’ development of professional, career, or personal outcomes and can inform how we study and design co-curricular activities in engineering. Design: We recruited participants from one biomedical engineering (BME) program. We used a one-year series of four semi-structured interviews with fourteen upper-level BME students to explore students’ perceptions of their co-curricular learning. Using a qualitative, causal analysis approach, we identified elements of students’ co-curricular experiences in research or a multi-disciplinary design team, as well as other co-curricular experiences (e.g., internships, professional societies), that linked to professional, career, or personal learning outcomes that have been previously identified as important in engineering education. Findings: We identified patterns of connections between unique “experience elements” and a variety of “outcome categories” through participant activities we called “participant actions.” The most prevalent connections—those experience elements and participant actions that connected to multiple outcome categories—included the experience elements Independent Project Work, Project Work That Engages Multiple Disciplines, STEM Education Opportunities, and Mentorship from a Skilled Other as well as a participant action Reflecting on Experience. We found connections to the outcome categories of Leadership, Design, Business, Interdisciplinary Competence, Disciplinary Competence, Communication, and Career Direction Outcomes. Conclusions: Based on our findings, educators and mentors should consider the value of supporting students’ decision-making autonomy and multidisciplinary interactions in projects to support learning. They could also incorporate opportunities for students to teach each other technical content, receive structured mentorship, and reflect on their experiences as they are happening. Further, this work demonstrates a need to explore co-curricular learning processes in new ways that can lead to better understandings of students’ learning processes.

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Section: Considerations For Educators Mentors and Studentsmentioning

confidence: 99%

Biomedical Engineering Students’ Perceived Learning Through Co-Curriculars

Jamison¹,

Lattuca²,

Daly

et al. 2023

SEE

View full text Add to dashboard Cite

show abstract

“…In addition, some scholars argue that incorporating entrepreneurship mindsets into engineering curriculum not only associates theoretical training with practical experience, but also leads to higher student satisfaction, longer professional careers, changing attitude toward engineering challenges, teamwork skills, thus triggering their autonomous entrepreneurial interest. Andalibi (2019) discovers that students would be more interested in learning about entrepreneurship and using technical skills learned in class in solving several real-world problems with potential business opportunities. As expected, students under entrepreneurial engineering education tend to raise interesting topics that have commercial meanings and present an essential need of the campus or the society.…”

mentioning

confidence: 99%

Developing Pre-Service Science Teachers’ Entrepreneurship Mindsets

Cheung

2022

Sci Insights Educ Front

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The demand for knowledge in science, technology, engineering, and mathematics (STEM) is expanding as the twenty-first century progresses. Growing K-12 STEM education has risen to the top of the priority list in many countries’ educational reform efforts. Typical contexts for giving scientific instructions should be designed around engineering design-based thematic activities rather than the other way around. Teachers’ responsibilities as designers of design-based thematic activities would also present them with numerous chances for professional development and advancement. It is claimed that introducing entrepreneurship ideas into the engineering curriculum results in improved student satisfaction, longer professional careers, and a shift in attitudes toward engineering difficulties. It allows students to enjoy themselves more and draws their attention to the possibility of self-employment.

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