How to Create Entrepreneurial Thinking Among Non-Business Students in Ten Weeks: An Anthology of Case Histories

Birgitte Wraae

How to Create Entrepreneurial Thinking Among Non-Business Students in Ten Weeks: An Anthology of Case Histories

Birgitte Wraae

Administrationsbachelor

TU Berlin, Chair of Entrepreneurship and Innovation Management

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

Abstract

Eleven examples of the application of Innovation and Entrepreneurship to teaching and learning environments are described in the case histories presented in this book. These case histories have been chosen by a panel of international experts from 30 original submissions to the 3rd Innovation and Entrepreneurship Teaching Excellence Awards conducted by Academic Conferences and Publishing International.

Originalsprog	Engelsk
Titel	Innovation and Entrepreneurship Teaching Excellence Awards 2017
Redaktører	Dan Remenyi
Forlag	Academic Conferences and Publishing International
Publikationsdato	2017
ISBN (Trykt)	978‐1‐911218‐51‐7
Status	Udgivet - 2017

1 Bidrag til bog/antologi

Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education
Wraae, B., 2022, Theorising Undergraduate Entrepreneurship Education: Reflections on the Development of the Entrepreneurial Mindset. Larios-Hernandez, G. J., Walmsley, A. & Lopez-Castro, I. (red.). 1 udg. Cham: Palgrave Macmillan, s. 15-32 17 s.
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

1 Foredrag eller oplæg

"How to Create Entrepreneurial Thinking Among Non-business Students in ten weeks"
Wraae, B. (Oplægsholder)
20 sep. 2017 → 21 sep. 2017
Aktivitet: Tale eller præsentation - typer › Foredrag eller oplæg

Citationsformater

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abstract = "Entrepreneurship education is often connected with teaching entrepreneurship for business students at Higher Education Institutions (HEIs). This case is contrary; how to teach entrepreneurship at an elective unit for students doing a bachelor degree in public administration in Denmark, thus the term non-business students. The challenge is how to engage students in a 10-week module, in which you as the educator only see them five times for teaching and additional four times for supervision. By using the Danish study activity model, the teaching is planned around letting the students take responsibility for their own learning by working through the entrepreneurial process: discovering, evaluating, and exploiting an opportunity in practice. The learning goals are aimed at increasing the understanding of innovation and entrepreneurial tools in the public sector as well as starting up your own business. As such, the teaching and learning material is rather diverse. The final evaluation is a classic oral exam focusing on the business plan as well as a self-reflection task about the students{\textquoteright} own learning. By creating a personalised experience for the students, you democratize the choice of literature and you provide the students with the freedom to explore. Using these motivational tools, it appears possible to create entrepreneurial thinking and trigger deep learning within non-business students. ",

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year = "2017",

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isbn = "978‐1‐911218‐51‐7",

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How to Create Entrepreneurial Thinking Among Non-Business Students in Ten Weeks: An Anthology of Case Histories. / Wraae, Birgitte.
Innovation and Entrepreneurship Teaching Excellence Awards 2017. red. / Dan Remenyi. Academic Conferences and Publishing International, 2017.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

TY - CHAP

T1 - How to Create Entrepreneurial Thinking Among Non-Business Students in Ten Weeks

T2 - An Anthology of Case Histories

AU - Wraae, Birgitte

PY - 2017

Y1 - 2017

N2 - Entrepreneurship education is often connected with teaching entrepreneurship for business students at Higher Education Institutions (HEIs). This case is contrary; how to teach entrepreneurship at an elective unit for students doing a bachelor degree in public administration in Denmark, thus the term non-business students. The challenge is how to engage students in a 10-week module, in which you as the educator only see them five times for teaching and additional four times for supervision. By using the Danish study activity model, the teaching is planned around letting the students take responsibility for their own learning by working through the entrepreneurial process: discovering, evaluating, and exploiting an opportunity in practice. The learning goals are aimed at increasing the understanding of innovation and entrepreneurial tools in the public sector as well as starting up your own business. As such, the teaching and learning material is rather diverse. The final evaluation is a classic oral exam focusing on the business plan as well as a self-reflection task about the students’ own learning. By creating a personalised experience for the students, you democratize the choice of literature and you provide the students with the freedom to explore. Using these motivational tools, it appears possible to create entrepreneurial thinking and trigger deep learning within non-business students.

AB - Entrepreneurship education is often connected with teaching entrepreneurship for business students at Higher Education Institutions (HEIs). This case is contrary; how to teach entrepreneurship at an elective unit for students doing a bachelor degree in public administration in Denmark, thus the term non-business students. The challenge is how to engage students in a 10-week module, in which you as the educator only see them five times for teaching and additional four times for supervision. By using the Danish study activity model, the teaching is planned around letting the students take responsibility for their own learning by working through the entrepreneurial process: discovering, evaluating, and exploiting an opportunity in practice. The learning goals are aimed at increasing the understanding of innovation and entrepreneurial tools in the public sector as well as starting up your own business. As such, the teaching and learning material is rather diverse. The final evaluation is a classic oral exam focusing on the business plan as well as a self-reflection task about the students’ own learning. By creating a personalised experience for the students, you democratize the choice of literature and you provide the students with the freedom to explore. Using these motivational tools, it appears possible to create entrepreneurial thinking and trigger deep learning within non-business students.

M3 - Contribution to book/anthology

SN - 978‐1‐911218‐51‐7

BT - Innovation and Entrepreneurship Teaching Excellence Awards 2017

A2 - Remenyi, Dan

PB - Academic Conferences and Publishing International

ER -

How to Create Entrepreneurial Thinking Among Non-Business Students in Ten Weeks: An Anthology of Case Histories

Abstract

Fingeraftryk

Publikation

Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education

Aktiviteter

"How to Create Entrepreneurial Thinking Among Non-business Students in ten weeks"

Citationsformater