Bridging the Gap: A Model for Interdisciplinary Collaboration between Entrepreneurship and Software Engineering Students

Autor/inn/en	Robb, Colleen C.; Rahn, David; Buffardi, Kevin
Titel	Bridging the Gap: A Model for Interdisciplinary Collaboration between Entrepreneurship and Software Engineering Students
Quelle	In: Journal of Education for Business, 95 (2020) 5, S.321-330 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robb, Colleen C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2019.1644275
Schlagwörter	Interdisciplinary Approach; Engineering Education; Computer Software; Entrepreneurship; Business Administration Education; Teamwork; Teaching Methods; Models; Cooperative Learning; Computer Science Education; Heuristics; Course Descriptions; College Students; Skill Development + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ingenieurausbildung; Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Kooperatives Lernen; Computer science lessons; Informatikunterricht; Heuristik; Kursstrukturplan; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	By framing entrepreneurship courses in the context of interdisciplinary team projects, students build important work-related skills whether they pursue an entrepreneurial path or employment after graduation. However, the traditional classroom environment is not conducive to realistic interdepartmental interactions found in most corporations or startups. The authors describe a model for interdisciplinary collaboration between students in entrepreneurship and computer science engineering programs to cultivate the development of real software products. The authors outline the partnership and illustrate how sister courses covering lean startup and agile software development methodologies complement each other to foster realistic projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01