Skal vi stoppe vores søgen efter fælles fodslag og starte med at fejre vores forskelligheder? Entreprenørskabsundervisning i en ingeniørfaglig kontekst

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

    Abstract

    Should we stop looking for common grounds and start embracing our differences? - Entrepreneurship education in an Engineering context
    Questions we care about: The paper is centered around the question “Should we stop looking for common grounds and start embracing our differences? “. It is fundamentally rooted in a second question “If we have different purposes with entrepreneurship education and disciplinary differentiated target groups at different levels of progression are we then talking about the same thing?” in the wake of this question a third question emerges: “Do the different purposes and target groups call for diverse methodologies and training of different sets of skills and competences?”. The question “Why entrepreneurship education?” is answered from tree different angles. If we raise the question:” What is effective entrepreneurship education in a specific discipline?” will that enable us to get a better understanding of the Elefant (Gartner, 2001)? The research question of this paper becomes “What is the purpose, challenges and opportunities of entrepreneurship education in the field of Engineering and how does it affect the pragmatically best methodology of effective entrepreneurship education?” and the sub questions follows: 1: What characterizes engineering students, what is their professional heritage and identity? 2: How does the engineering student’s professional heritage and identity influence their ability to engage in entrepreneurial behavior/processes? From the research 3 questions rises: 1:”What do educators need to customize, the pedagogy, didactics and/or methods of entrepreneurship education?” 2: “How can the learning process be truly mean driven when the course is graded? “3: “Is there a gap between the didactic methodologies applied in the generic entrepreneurship education and the engineering students’ knowledge base, cognitive learning patterns and the engineering identity?
    Approach: To answer the above stated research question and sub-questions a literature study is done and combined with a longitudinal single case study, where multiple data sources are used in order to ensure empirical richness and enable triangulation.
    Results: A number of opportunities and challenges, related to educating engineers through entrepreneurship, are identified and two questions are raised. 1: How can the learning process be truly mean driven when the course is graded? 2: Is there a gap between the didactic methodologies applied in the generic entrepreneurship education and the engineering students’ knowledge base, cognitive learning patterns and the engineering identity?
    Implications: If the one of the central challenges of educating engineering students through entrepreneurship if the disharmony between the engineering approach to knowledge creation and problem solving and the entrepreneurial approach (effectuation) maybe this needs to be addressed in the core curriculum of engineering education. If we look at entrepreneurship education not as singular occurring events but as a progression over time it is possible to make a progression that would allow for the different purposes and forms of entrepreneurship education, from generic to individual centered, to supplement each other and there by maximize the effect of entrepreneurship education.
    Value/Originality: The originality of this paper is in the narrow focus on entrepreneurship education in an engineering context, not searching for a generic truth about entrepreneurship education but for an in depth understanding only possible to reach with contextual framing.
    Key Words: Entrepreneurship education for non-business students
    Bidragets oversatte titelSkal vi stoppe vores søgen efter fælles fodslag og starte med at fejre vores forskelligheder?: Entreprenørskabsundervisning i en ingeniørfaglig kontekst
    OriginalsprogEngelsk
    Publikationsdato24 apr. 2015
    Antal sider19
    StatusUdgivet - 24 apr. 2015

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