How Entrepreneurial are Project-based Courses in Engineering Education?
Paper in proceedings, 2017

This paper addresses the ongoing integration of entrepreneurship into engineering education and investigates the relationship between inductive teaching methods and teaching through entrepreneurship. The potential for learning experiences leading to the development of entrepreneurial capabilities in project based courses is investigated, through a qualitative multi-case study of eight courses, applying effectuation and new value creation to assess ways in which project-based learning is entrepreneurial . It is found that even in cases where students are engaged in new value creation towards an external actor, the structure of projects seems to mainly call for students to enact a causal rather effectual logic in their actions and strategies. Pedagogical implications for educators wanting students to develop entrepreneurial capabilities are discussed.

Inductive teaching

Effectuation

Project-based learning

Entrepreneurship

Author

Oskar Hagvall Svensson

Chalmers, Technology Management and Economics, Entrepreneurship and Strategy

Tom Adawi

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Mats Lundqvist

Chalmers, Technology Management and Economics, Entrepreneurship and Strategy

Karen Williams Middleton

Chalmers, Technology Management and Economics, Entrepreneurship and Strategy

45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017

1284-1291

Subject Categories

Educational Sciences

Driving Forces

Innovation and entrepreneurship

Learning and teaching

Pedagogical work

ISBN

978-989988757-2

More information

Created

10/8/2017