Early Incorporation of Entrepreneurship Mindset in an Engineering Curriculum

Autor/in	Andalibi, Mehran
Titel	Early Incorporation of Entrepreneurship Mindset in an Engineering Curriculum
Quelle	In: International Journal of Higher Education, 8 (2019) 4, S.98-107 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Creative Thinking; Engineering Education; Problem Solving; Entrepreneurship; Programming; Computer Science Education; Business; Undergraduate Students; Introductory Courses; Tests; Computer Assisted Testing; Student Attitudes; Learning Processes; Self Employment; Scoring Rubrics; Thinking Skills; Outcomes of Education; Teaching Methods; Electronic Learning; Aerospace Education; Arizona + Suchen Sie Ihr Suchwort? Kreatives Denken; Ingenieurausbildung; Problemlösen; Unternehmungsgeist; Programmierung; Computer science lessons; Informatikunterricht; Business studies; Wirtschaft; Betriebswirtschaft; Einführungskurs; Examination; Prüfung; Examen; Schülerverhalten; Learning process; Lernprozess; Self-employment; Selbstbestimmte Arbeit; Selbstständiger; Scoring formulas; Auswertungsbogen; Denkfähigkeit; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In the study herein aimed at incorporating the entrepreneurship mindset early on in the engineering curriculum of undergraduate students via a final project of an introductory programming course with MATLAB. Students were asked to find a need on campus, in the society, or in the market with a business potential and write a standalone application to solve that problem. Prior to the start of project, students were required to study an online module developed by KEEN on generating new ideas in which they learned the definitions and differences between an idea and an opportunity, and different methods of recognizing business opportunities, followed by online quizzes. The study found that students were interested in learning about entrepreneurship and using the technical skills learned in class to solve a real-world problem with potential business opportunities; they enjoyed the course material more and it reinforced their learning of previous topics; and more importantly, it attracted students' attentions toward self-employment. Pre- and post-assessment of creative thinking using standard AACU rubrics also showed a significant increase in the levels of students' creative thinking skills due to participation in this project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01