Strategies for teaching entrepreneurship
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This document discusses strategies for teaching entrepreneurship beyond traditional lectures and business plans. It outlines several alternative teaching methods including simulations, games, and experiential activities. Computer-based simulations and behavioral simulations are described as ways to develop entrepreneurial skills like problem-solving, scenario generation, and opportunity seeking. The document also proposes unconventional teaching methods like using classic literature, videos, and life stories to teach entrepreneurship concepts.
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جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
1-1
VENDMACH is a vending machine that accepts nickels, dimes, and quarters, and dispenses gum, apple,
or yogurt. A gum pack costs 15¢, an apple is 20¢, and yogurt is 25¢.
The ma chine has the following 1 - bit input s:
NICKEL: a signal that becomes 1 when a nickel is deposited in the coin slot.
DIME: a signal that becomes 1 when a dime is deposited in the coin slot.
QUARTER: a signal that becomes 1 when a quarter is deposited in the coin slot.
COINRETURN: a signal that becomes 1 when the coin return button is pressed.
GUM: a signal that becomes 1 when the gum selection button is pressed.
APPLE: a signal that becomes 1 when the apple selection button is pressed.
YOGURT: a signal that becomes 1 when the yogurt selection button is pressed.
Al-Ahliyya Amman University
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Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
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2-1
In addition to these “ user ” inputs, the ma chine has two control inputs:
CLOCK: a timing signal that sequences the state transitions of the machine.
INIT: an initialization signal that resets the machine to a suitable starting state.
The ma chine has thre e outputs:
CREDIT: the amount of money deposited so far and available to make a purchase;
CREDIT, in cents, should be displayed on the LEFT and RIGHT LED digits.
DISPENSED ITEM: the item that was just purchased should be displayed on the
XS40 LED: g for gum, A for apple, and y for yogurt, as indicated in Figure.
Instructions:
Use proteus software to implement the design of system and test it.
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All parts are not related to each other. Please answer individually APA STYLE:
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Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
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The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
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Mathis 12e-ch09-sh
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- 1. Handbook of research in entrepreneurship education Strategies for teaching Entrepreneurship : What else beyond lectures, Case Studies andBusiness Plans? Professor assistant : Dr.Arabioun Composed and Presented by: Msc.mohammad Reza alhagh faculty of entrepreneurship Tehran university
- 2. Introduction Growing the number of universities offering Entrepreneurship courses.(in 90s) First entrepreneurship course was at Harvard University By Myles Mace. Pioneer Countries that Offers this subjects till 2000 Were : Usa Canada France
- 3. Introduction Till 1990s , focus of entrepreneurial Programs were on Business Plan This kind of teaching resulted in focusing on content rather than learning Vesalain And Strommer Pointed out that teaching it should be a question of method rather than Content. Kyro Pointed out that differentiation between the approaches towards this issue is because of different concepts of education in different cultures .
- 4. Introduction Solomon (2002) , defines common methods of teaching entrepreneurship : Business plans Lectures by well-known profs. Case studies Supervised reading Programs
- 6. Students can learn to anticipate the future
- 7. Develop contacts for their project needs
- 8. Identify their own weaknesses
- 9. Learn about inFo sources
- 11. Simulation & Games Simulation exercise must based on learning objectives. Hindle (2002) Propose 4 criteria for choosing right simulation exercise : Ability of the scenario should be credible and relevant Unambiguous communication relating to different aspects Function adjusted to technical support material Cost-benefit analysis
- 12. 1.Computer Based simulation Wolfe & Bruton found 3 simulation that were of interest to university level Entrepreneurship Training : Entrepreneurial simulation program(Penderghast ,1988) Entrepreneurs : A simulation (Smith & Golden ,1987) Starting a small Business : A Simulation Game (Gupta & Hamman, 1974 )
- 13. 2.Behavioural simulations They are essentially experiential activities in which a business situation is created so that student can experience certain behaviors in order to develop entrepreneurial skills.
- 16. Original educational proposals 1. Teaching entrepreneurship through the classics : like the character in Moby Dick > Struggling hard situations for them to make success Othello For Failures 2. Teaching entrepreneurship through videos : teaching entrepreneural skill through some films 3. Teaching entrepreneurship using life stories : creating their own BioGraphies so find out their own capabilities