Towards a Sustainable Engineering Entrepreneurship Education

Uzochukwu, Benedict M.; Davis, Coray; Nwoke, Ben U.

doi:10.18260/p.27068

Cited by 3 publications

(3 citation statements)

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“…Publications were excluded if they did not meet the research interest and were limited, for example, to promoting SE only in specific educational contexts, such as engineering education, e.g., [102]. Similarly, studies were excluded that did not fit the defined concept of sustainability and were limited, for example, to the economic dimension of sustainability, e.g., [103].…”

Section: Restrictionsmentioning

confidence: 99%

Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review

2021

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The importance of the transformation to a sustainable economy for the protection from global crises such as climate change is widely recognized. Sustainable entrepreneurs are considered to play a key role in this transformation process as they create innovative market solutions with ecological, social, and economic value. So far, there is no consensus on competences students need to solve sustainability challenges as sustainable entrepreneurs. The aim of this article is to identify competence frameworks that enable competence-oriented education of future sustainable entrepreneurs. An academic search engine and a bibliographic database were screened for documents written in English and published between January 2010 and November 2020 to identify the existing competence frameworks discussed in the current literature in the field of Sustainable Entrepreneurial Education (SEE). The review process led to a set of 65 empirical and nonempirical works on SEE. A computer-assisted qualitative data analysis was used for this review. The data analysis showed an increasing number of SEE articles published over the last decade mostly in scientific journals (69.2%). Fifty-six (86.2%) of publications related to tertiary education. The data analysis revealed three stand-alone competence frameworks for Sustainable Entrepreneurship (SE). The frameworks show an overlap in content but differences in terms of construction, validation, complexity. All competence frameworks were developed for use in higher education institutions, which necessitates adaptation for use in other educational institutions. The analysis of 28 SEE interventions identified in the literature provides information on the reception of the frameworks for competence-based teaching and assessment.

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Section: Restrictionsmentioning

confidence: 99%

Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review

2021

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“…In terms of the evaluation of college students' I&E ability, literature [22] took engineering college students as the subjects and proposed that their I&E ability can be evaluated from a few aspects of I&E knowledge, I&E realization and mastery, practical experience, innovation motivation, desire to innovate, entrepreneurial risk tolerance, and innovative thinking, etc. Literature [23] believes that the evaluation of college students' I&E ability can be conducted from four aspects: the mastery of I&E knowledge and skills, practical experience, optimistic and firm I&E psychology, and the ability to lead, organize and coordinate. With the development of statistics and fuzzy mathematics, modern mathematical statistical methods such as multiple linear regression, factor analysis, fuzzy comprehensive evaluation, and AHP have achieved good application effects in comprehensive ability evaluation, but the evaluation results are greatly influenced by subjective factors, causing large deviations between the actual situations and the evaluation results.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation Model for the Innovation and Entrepreneurship Thinking Ability of College Students Based on Neural Network

Zhang

Li-min

2021

Int. J. Emerg. Technol. Learn.

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Mass innovation and entrepreneurship (I&E) is a national campaign in China. In this context, it is important to encourage college students to engage in I&E activities, and this calls for accurate and comprehensive evaluation of their I&E thinking ability. Therefore, this paper proposes an evaluation model for the I&E thinking ability of college students based on neural network (NN). Firstly, a reasonable evaluation index system was created for the I&E thinking ability of college students, and the evaluation indices were preprocessed through fuzzy analytic hierarchy process (AHP). Then, a fuzzy neural network (FNN) was constructed based on GA rule optimization and the specific steps of the algorithm were given. Moreover, a few representative rules were selected by GA based on uncertain fuzzy knowledge rules, a 4-layer NN model with fuzzy inputs and outputs was established, and the evaluation flow of the I&E thinking ability of college students was proposed. Finally, the effectiveness of the proposed model was verified through experiments. The research results of this paper provide a reference for the application of NN in the field of ability evaluation.

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“…15 Applying the concepts of making to entrepreneurial activities is another development that prompted the creation of academic makerspaces. 16,17,18,19 A defining attribute of makerspaces is the resulting community where members work collectively and collaboratively. Makerspace members willingly share their knowledge and best practices with others.…”

Section: Introductionmentioning

confidence: 99%

A Classification System for Higher Education Makerspaces

Wilczynski

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Makerspaces exist in a variety of forms on college campuses. The terms "academic makerspaces" and "higher education makerspaces" are used interchangeably to distinguish these spaces and their users from those that exist in industry, K-12 schools, and within communities as non-profit and for-profit entities. Over the last decade, many forms of higher education makerspaces were established for a variety of purposes. It is proposed that standardized nomenclature be developed to structure discussions about and comparisons between higher education makerspaces. This paper proposes a classification system for higher education makerspaces and applies the proposed classifications to existing spaces. The classification system indicates the purpose of the space and includes indices for the space's accessibility, population, size, and staffing. While noting that interpretation differences can result from system-wide generalizations, the concepts of categories and classes are routinely applied in nearly all fields to assimilate data and make comparisons. The higher education makerspace community is now large enough to benefit from an enterprise-wide classification system. It is suggested that such a classification system will be helpful to improve current spaces and guide the development of future spaces.

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Towards a Sustainable Engineering Entrepreneurship Education

Cited by 3 publications

References 10 publications

Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review

Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review

An Evaluation Model for the Innovation and Entrepreneurship Thinking Ability of College Students Based on Neural Network

A Classification System for Higher Education Makerspaces

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