Entrepreneurial Engineering Pedagogy: Models, Tradeoffs and Discourses
Artikel i vetenskaplig tidskrift, 2019

While entrepreneurship discourse is gaining traction in engineering and
the number of entrepreneurship courses increase rapidly, there is a lack
of study focusing on how and why engineering educators facilitate
entrepreneurial experiences in their courses. Using a qualitative and
inductive case-study approach, this paper explores and explicates
pedagogical models for facilitating entrepreneurial experiences in
engineering, and their underlying design principles. Investigating seven
entrepreneurial project-based courses, three distinct pedagogical models
for facilitating entrepreneurial experiences are identified. Two potentially
conflicting dimensions are highlighted and argued as vital for educators
to consider when implementing entrepreneurial experiences into their
courses. These dimensions are: to make learning more personal, and
to make learning more professional. The paper discusses how
entrepreneurial engineering pedagogy is anchored in entrepreneurship
education and engineering education discourse, and suggests means
through which the two disparate streams of research can be integrated
in order to further research on entrepreneurial engineering pedagogy.

pedagogical models

entrepreneurial competence

entrepreneurship education

Entrepreneurial engineering

Författare

Oskar Hagvall Svensson

Chalmers, Teknikens ekonomi och organisation, Entrepreneurship and Strategy, Entrepreneurship and strategy

Tom Adawi

Chalmers, Vetenskapens kommunikation och lärande, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Mats Lundqvist

Chalmers, Teknikens ekonomi och organisation, Entrepreneurship and Strategy

Karen Williams Middleton

Chalmers, Teknikens ekonomi och organisation, Entrepreneurship and Strategy

European Journal of Engineering Education

0304-3797 (ISSN) 1469-5898 (eISSN)

Ämneskategorier

Utbildningsvetenskap

Drivkrafter

Innovation och entreprenörskap

Lärande och undervisning

Pedagogiskt arbete

DOI

10.1080/03043797.2019.1671811

Mer information

Senast uppdaterat

2019-11-15