Prove Me Wrong! How Debating Becomes the Secret Weapon to Teach ICT Students Innovation and Entrepreneurship

Angeli, Lorenzo; Luca, Massimiliano; Grossi, Chiara; Fiore, Francesca; Capaccioli, Andrea; Guarise, Andrea; Stoycheva, Milena; Marchese, Maurizio

doi:10.1109/tale48869.2020.9368481

Cited by 2 publications

(4 citation statements)

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“…References Total Entrepreneurial mindset [22]- [46] 25 Teamwork (multidisciplinary) and collaboration [24], [32], [40], [41], [47]- [52] 10 Creativity [28], [34], [36], [53]- [56] 7 Leadership [28], [29], [36], [53], [56]- [58] 7…”

Section: Categorymentioning

confidence: 99%

“…There are two outlier methods, which use different delivery methods than the predominant PBL, PrBL, and CBL approaches, which are story-based learning [45], and debatebased learning [58]. In story-based learning the students read a chapter each week from a prescribed text, with online quizzes about the reading.…”

Section: Categorymentioning

confidence: 99%

“…Generally, teams are expected to meet outside of scheduled classes, leading to difficulties in arranging meetings amidst busy and conflicting schedules [52]. As with any group work assignments, students strongly dislike those within a group who are deemed to be "free-riders" [58], i.e., those who are perceived to contribute less or not fully engage with their respective team. This issue can be exacerbated if the teams are too large, leading to further team dynamic issues [58].…”

Section: ) Rq5amentioning

confidence: 99%

“…As with any group work assignments, students strongly dislike those within a group who are deemed to be "free-riders" [58], i.e., those who are perceived to contribute less or not fully engage with their respective team. This issue can be exacerbated if the teams are too large, leading to further team dynamic issues [58]. The generation of novel ideas also poses a significant challenge to students, since PBL is openended [35], [86].…”

Section: ) Rq5amentioning

confidence: 99%

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A Systematic Literature Review of Entrepreneurial Education in Electrical, Electronic, and Computer Engineering Curricula

Browning,

Bustard

2024

IEEE Access

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This study contributes to entrepreneurship education within electrical, electronic and computer (EEC) engineering curricula by providing a comprehensive overview of the teaching methodologies and assessment designs currently employed by educators. We explore the challenges faced by both EEC engineering educators and students in entrepreneurship education. This study is motivated by the need to understand the landscape of entrepreneurship education within EEC engineering curricula. This will benefit those who are starting an entrepreneurship course or reflecting on their course design and delivery. The following research questions are examined in this study: Is the need for entrepreneurship education in EEC engineering curricula based on development of soft skills and/or economic need?; What teaching methods are used within entrepreneurship teaching for EEC engineering students?; How are the students assessed within EEC engineering entrepreneurship education? Does EEC engineering entrepreneurship education vary based on country?; What challenges do students encounter participating in EEC engineering entrepreneurship?; What challenges do educators encounter in delivering EEC engineering entrepreneurship?; This study adopted a systematic literature review approach. The findings revealed that project-based learning is the most popular method of curriculum delivery along with lectures, while, a business plan, pitch, and prototype product are common components in assessment. The study also highlighted the United States of America as being well established in this field compared to other countries. The administrative challenge to educators was discussed but there are new opportunities, such as experiential based learning, which has started to be adopted.

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