This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
These slides summarize results from the demonstration study involving 48 institutions in twelve states using common rubrics to assess more than 8,000 student work products. The sample of student work in the pilot represented the near-graduation students across the participating institutions in the twelve states only; therefore, the results are not generalizable for all students in each participating state or nationwide.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
These slides summarize results from the demonstration study involving 48 institutions in twelve states using common rubrics to assess more than 8,000 student work products. The sample of student work in the pilot represented the near-graduation students across the participating institutions in the twelve states only; therefore, the results are not generalizable for all students in each participating state or nationwide.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Workshop given at ASET Annual Conference, Cardiff 2007.
The workshop examines the expectations and attitudes of both students and employers to work placements as part of the undergraduate curriculum.
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Attracting Students to Studies in Science, Technology and Engineering EducationATTRACT Project
The aim of this section is to exchange ideas and experiences from previous work and actions in this area. The first part will be devoted to an inventory in order to better describe the present situation at participating universities. The second part will be focused on the development of new ideas, directly focusing on how to bridge the gap between the secondary school and the university- aiming for new (cost efficient) models for cooperation.
MPACE2015: The Power of Partnerships and Data in Driving Student PlacementLauren Russo
This presentation provides specific strategies for the creation of strong partnerships and the strategic collection and use of data to support students' career success.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Workshop given at ASET Annual Conference, Cardiff 2007.
The workshop examines the expectations and attitudes of both students and employers to work placements as part of the undergraduate curriculum.
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Attracting Students to Studies in Science, Technology and Engineering EducationATTRACT Project
The aim of this section is to exchange ideas and experiences from previous work and actions in this area. The first part will be devoted to an inventory in order to better describe the present situation at participating universities. The second part will be focused on the development of new ideas, directly focusing on how to bridge the gap between the secondary school and the university- aiming for new (cost efficient) models for cooperation.
MPACE2015: The Power of Partnerships and Data in Driving Student PlacementLauren Russo
This presentation provides specific strategies for the creation of strong partnerships and the strategic collection and use of data to support students' career success.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Open 2013: The Challenges of Simplifying and Packaging Creative Engineering ...
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students - Open 2011
1. Investigating the Impact of Entrepreneurship Education on Engineering StudentsNCIIA Open Conference 2011– Washington, D.C. Nathalie Duval-Couetil, MBA, PhD Director, Certificate in Entrepreneurship and Innovation Program Associate Director, Burton Morgan Center for Entrepreneurship Teri Reed-Rhoads, MBA, PhD Assistant Dean of Engineering for Undergraduate Education Associate Professor of Engineering Education Shiva Haghighi, Graduate Student Civil Engineering
4. Student Outcomes Study Objectives Characteristics of engineering students who participate in entrepreneurship education Attitudes toward and levels of involvement in entrepreneurship education Impact of entrepreneurship education on self-efficacy
5. Why is this important? Careers available to engineers have changed Universities must graduate engineers with broader skills Growth in entrepreneurship programs and models Few valid and reliable assessments in the field 2010 NCIIA Workshop: Assessing the Impact of Entrepreneurship Education on Engineering Students
6. Our Methodology Duval-Couetil, N., Reed-Rhoads, T., Haghighi, S. (2010, October). Developing an Assessment to Examine Multiple Outcomes of Entrepreneurship Education on Engineering Students ASEE/IEEE Frontiers in Education Conference, Washington, DC. Duval-Couetil, N., Reed-Rhoads, T., Haghighi, S. (2010, October). Developing an Assessment to Examine Multiple Outcomes of Entrepreneurship Education on Engineering Students ASEE/IEEE Frontiers in Education Conference, Washington, DC. Assessment Instrument Development Data Collection Sample Statistical Analysis Duval-Couetil, N., Reed-Rhoads, T., Haghighi, S. (2010, October). Developing an Assessment to Examine Multiple Outcomes of Entrepreneurship Education on Engineering Students ASEE/IEEE Frontiers in Education Conference, Washington, DC.
7. Constraints Homogeneity across institutions – senior design Distribution across institutions - online Downsides are lower participation and self-selection Scope and length Brief enough so faculty will see the value and students will complete it Broad enough to characterize programs, schools and faculty
8. Assessment Instrument Development 135-item web-based survey Survey item categories included in this paper: Demographics (14 items) Attitudes (40 items) Behaviors (12 items) Self-efficacy (23 items) Perceptions of programs and faculty (9 items)
9. Select Item Sources Reasons for and Barriers to Entrepreneurship (Shinnar et al. 2009) Student and faculty attitudes toward entrepreneurship and its education in context of assessing demand for a multidisciplinary course Venturing and Technology Self-efficacy (Lucas & Cooper 2009) Students’ confidence in their venturing and technology applications skills based on “authentic” tasks they might encounter in the workplace Purdue University Certificate in Entrepreneurship and Innovation entry and exit surveys Reliability for select scales - Coefficient Alpha > 0.89
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12. Research Question1 What are the characteristics of engineering students participating in entrepreneurship courses and programs?
13. Characteristics of Students in E-Ship The participation of Asian students significantly higher than Caucasian (p<0.001) International students were found to participate more than domestic (p<0.05) Mechanical and electrical were significantly higher involvement than civil and chemical (p<0.001) Trend in favor of males (p=08)
14. Research Question 2 To what extent does entrepreneurship play a role in engineering students’ academic programs and career plans?
15. E-Ship in Engineering Programs Less than a third agreed that entrepreneurship was presented as a worthwhile career option Fewer were encouraged to take entrepreneurship courses or activities A fifth agreed that engineering faculty discussed entrepreneurship Two thirds agreed that engineering students should learn more about entrepreneurship
17. Interest in Entrepreneurship More interest from students who had taken entrepreneurship courses Both groups strongly agreed entrepreneurship education could broaden their career choices Half of those who had not taken an e-ship course were interested in doing so Over half wanted to learn about entrepreneurship in their engineering courses
19. Involvement in Entrepreneurship 60% of students took e-ship courses within their engineering programs Moderate involvement in the area of “developed a product or technology for a real client or customer” for both groups Low but equal levels of involvement in “patenting a technology or protecting intellectual property” For all other activities, students who had taken one or more e-ship courses were over twice as likely to participate
21. Post-Graduation Career Goals All students most interested in working for a medium- or large-size business, followed by attending graduate school Significant differences were found for only two options - start their own business or work for a small business or startup (p<0.001)
23. Why students would start a business Top reasons they would Top reasons they wouldn’t Satisfy a need in the market Have more flexibility and independence Focus on a technology that interests me Create something of my own Lack of initial capital for startup Lack of legal assistance or counseling Excessively risky Lack of ideas of what business to start
24. Question 3 What are engineering student perceptions of their entrepreneurship-related abilities?
25. Perceptions of their Abilities Students who had taken an entrepreneurship course had higher confidence for each item Business-related items accounted for some of the largest differences Entrepreneurship students rated themselves significantly higher on items not directly related to entrepreneurship
29. Discussion - Demographics Engineering students with particular characteristics are participating in at higher rates than others High rates of participation by particular groups could mean that entrepreneurship courses may be one way to attract and retain students
30. Discussion - Interest/Involvement Considerable interest in learning more about entrepreneurship A third or less felt it was addressed in their engineering programs Suggests more demand than supply
31. Discussion - Self-Efficacy Even one course impacts self-efficacy Interestingly, no significant impact on presentation, communication and analytical skills Positive impact in areas not closely tied to entrepreneurship
35. Additional Analyses Multi-course program versus single course Extent to which attitudes differ by university or program model Differences by demographic characteristics
36. Conclusion Provides baseline data about engineering student interest, involvement, and self-efficacy related to e-ship education Relatively few engineering students are being exposed to it even at institutions with established programs Those who take at least one course have significantly higher self-efficacy and are 2-3 times more likely to acquire hands-on skills which are valuable in the market for jobs
To explore the relationship between student outcomes, program characteristics, and faculty beliefs and practices in order to help faculty and administrators create programs, improve educational experiences, and evaluate their success.