Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students - Open 2011


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  • 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.
  • Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students - Open 2011

    1. 1. Investigating the Impact of Entrepreneurship Education on Engineering StudentsNCIIA Open Conference 2011– Washington, D.C. <br />Nathalie Duval-Couetil, MBA, PhD<br />Director, Certificate in Entrepreneurship and Innovation Program<br />Associate Director, Burton Morgan Center for Entrepreneurship<br />Teri Reed-Rhoads, MBA, PhD<br />Assistant Dean of Engineering for Undergraduate Education<br />Associate Professor of Engineering Education<br />Shiva Haghighi, Graduate Student<br />Civil Engineering<br />
    2. 2. Component of larger study<br /><ul><li>Entrepreneurship Education and Its Impact on Engineering Students Outcomes: The Role of Program Characteristics and Faculty Beliefs (NSF)</li></ul>Partners: NCIIA, Purdue University, Penn State University, North Carolina State University<br />
    3. 3. Objectives of the NSF Study<br />
    4. 4. Student Outcomes Study Objectives<br />Characteristics of engineering students who participate in entrepreneurship education<br />Attitudes toward and levels of involvement in entrepreneurship education<br />Impact of entrepreneurship education on self-efficacy<br />
    5. 5. Why is this important?<br />Careers available to engineers have changed<br />Universities must graduate engineers with broader skills<br />Growth in entrepreneurship programs and models<br />Few valid and reliable assessments in the field<br />2010 NCIIA Workshop: Assessing the Impact of Entrepreneurship Education on Engineering Students<br />
    6. 6. Our Methodology<br />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.<br />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.<br />Assessment Instrument Development<br />Data Collection<br />Sample<br />Statistical Analysis<br />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.<br />
    7. 7. Constraints<br />Homogeneity across institutions – senior design<br />Distribution across institutions - online<br />Downsides are lower participation and self-selection<br />Scope and length<br />Brief enough so faculty will see the value and students will complete it<br />Broad enough to characterize programs, schools and faculty<br />
    8. 8. Assessment Instrument Development<br />135-item web-based survey<br />Survey item categories included in this paper:<br />Demographics (14 items)<br />Attitudes (40 items)<br />Behaviors (12 items)<br />Self-efficacy (23 items)<br />Perceptions of programs and faculty (9 items)<br />
    9. 9. Select Item Sources<br />Reasons for and Barriers to Entrepreneurship (Shinnar et al. 2009) <br />Student and faculty attitudes toward entrepreneurship and its education in context of assessing demand for a multidisciplinary course<br />Venturing and Technology Self-efficacy (Lucas & Cooper 2009)<br />Students’ confidence in their venturing and technology applications skills based on “authentic” tasks they might encounter in the workplace <br />Purdue University Certificate in Entrepreneurship and Innovation entry and exit surveys<br />Reliability for select scales - Coefficient Alpha > 0.89<br />
    10. 10. Data Collection and Sample<br /><ul><li>Engineering students enrolled in senior-level capstone design courses at 3 institutions:
    11. 11. Capstone level students chosen to provide homogeneity across institutions and entrepreneurial activities most often occur at the capstone level</li></li></ul><li>Statistical Analysis<br />Analyses focused primarily on differences between students who had and had not taken an entrepreneurship course<br />Nonparametric Kruskal-Wallis and Mann-Whitney U post-hoc tests <br />To simplify, 5-point response scales were collapsed into three by grouping responses<br />Statistical significance set at p<.05<br />
    12. 12. Research Question1<br />What are the characteristics of engineering students participating in entrepreneurship courses and programs?<br />
    13. 13. Characteristics of Students in E-Ship<br />The participation of Asian students significantly higher than Caucasian (p<0.001)<br />International students were found to participate more than domestic (p<0.05)<br />Mechanical and electrical were significantly higher involvement than civil and chemical (p<0.001)<br />Trend in favor of males (p=08)<br />
    14. 14. Research Question 2<br />To what extent does entrepreneurship play a role in engineering students’ academic programs and career plans?<br />
    15. 15. E-Ship in Engineering Programs<br />Less than a third agreed that entrepreneurship was presented as a worthwhile career option<br />Fewer were encouraged to take entrepreneurship courses or activities<br />A fifth agreed that engineering faculty discussed entrepreneurship<br />Two thirds agreed that engineering students should learn more about entrepreneurship<br />
    16. 16. Results<br />
    17. 17. Interest in Entrepreneurship<br />More interest from students who had taken entrepreneurship courses<br />Both groups strongly agreed entrepreneurship education could broaden their career choices<br />Half of those who had not taken an e-ship course were interested in doing so<br />Over half wanted to learn about entrepreneurship in their engineering courses<br />
    18. 18. Interest in Entrepreneurship<br />All significant at p<0.001<br />
    19. 19. Involvement in Entrepreneurship<br />60% of students took e-ship courses within their engineering programs<br />Moderate involvement in the area of “developed a product or technology for a real client or customer” for both groups<br />Low but equal levels of involvement in “patenting a technology or protecting intellectual property”<br />For all other activities, students who had taken one or more e-ship courses were over twice as likely to participate<br />
    20. 20. Involvement in E-ship Activities<br />
    21. 21. Post-Graduation Career Goals<br />All students most interested in working for a medium- or large-size business, followed by attending graduate school<br />Significant differences were found for only two options - start their own business or work for a small business or startup (p<0.001)<br />
    22. 22. Post-Graduation Career Goals<br />Significant at p<0.01<br />
    23. 23. Why students would start a business<br />Top reasons they would<br />Top reasons they wouldn’t<br />Satisfy a need in the market<br />Have more flexibility and independence<br />Focus on a technology that interests me<br />Create something of my own<br />Lack of initial capital for startup<br />Lack of legal assistance or counseling<br />Excessively risky<br />Lack of ideas of what business to start<br />
    24. 24. Question 3<br />What are engineering student perceptions of their entrepreneurship-related abilities?<br />
    25. 25. Perceptions of their Abilities<br />Students who had taken an entrepreneurship course had higher confidence for each item<br />Business-related items accounted for some of the largest differences <br />Entrepreneurship students rated themselves significantly higher on items not directly related to entrepreneurship<br />
    26. 26. Self-Efficacy Items (Lucas & Cooper)<br />All significant at p<0.01<br />
    27. 27. Self-Efficacy Items (Lucas & Cooper)<br />All significant at p<0.01<br />
    28. 28. Other Self-Efficacy Items<br />* p<.05<br />
    29. 29. Discussion - Demographics<br />Engineering students with particular characteristics are participating in at higher rates than others <br />High rates of participation by particular groups could mean that entrepreneurship courses may be one way to attract and retain students <br />
    30. 30. Discussion - Interest/Involvement <br />Considerable interest in learning more about entrepreneurship<br />A third or less felt it was addressed in their engineering programs<br />Suggests more demand than supply<br />
    31. 31. Discussion - Self-Efficacy<br />Even one course impacts self-efficacy<br />Interestingly, no significant impact on presentation, communication and analytical skills<br />Positive impact in areas not closely tied to entrepreneurship<br />
    32. 32. Additional Questions<br />
    33. 33.
    34. 34.
    35. 35. Additional Analyses<br />Multi-course program versus single course<br />Extent to which attitudes differ by university or program model<br />Differences by demographic characteristics<br />
    36. 36. Conclusion<br />Provides baseline data about engineering student interest, involvement, and self-efficacy related to e-ship education<br />Relatively few engineering students are being exposed to it even at institutions with established programs<br />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<br />
    37. 37. THANK YOU!<br />QUESTIONS?<br />