Engineering Students' Experiences in Studying Entrepreneurship

• Published in: Journal of engineering education (Washington, D.C.) Vol. 103; no. 4; pp. 573 - 598
• Main Authors: Täks, Marge, Tynjälä, Päivi, Toding, Martin, Kukemelk, Hasso, Venesaar, Urve
• Format: Journal Article
• Language: English
• Published: Washington Blackwell Publishing Ltd 01.10.2014; Wiley Periodicals, Inc
• Subjects: College Students; Core curriculum; Education Work Relationship; Engineering Education; Entrepreneurs; Entrepreneurship; Entrepreneurship education; Experiential Learning; Higher education; Independent Study; Innovation; Integrated Curriculum; integrative pedagogy model; Leadership Role; Metacognition; Pedagogy; Personal development; phenomenographic approach; School environment; Self Employment; STEM education; Student Experience; Studies; Teaching; Teaching Methods
• ISSN: 1069-4730; 2168-9830
• DOI: 10.1002/jee.20056

Background Entrepreneurial learning, or the acquisition of entrepreneurial skills, in engineering at the college level has become an important topic. The labor market needs engineers who are prepared to adapt to changing market conditions and enhance innovations that offer new value to customers and society as a whole. An entrepreneurial mindset, knowledge, skills, and attitudes are closely related to innovation and creativity as enablers of entrepreneurial actions that are essential to prepare students for a successful professional life. Purpose This study sought to examine how engineering students experience studying entrepreneurship in a course that is based on a socio‐constructivist view of learning and the integrative pedagogy model. Design/method The data were collected using semistructured group interviews (n = 48) and individual in‐depth interviews (n =16). The study adopted a phenomenographic research approach. Results As a result of the analyses, four qualitatively different categories of experiencing entrepreneurship as part of an engineering degree program were identified. Entrepreneurship studies were experienced by students as a first step to self‐directed learning, a preparation for work life, a path to possible self‐employment, and a context for developing leadership and responsibility for group achievement. Conclusion The four categories identified show that integrating entrepreneurship studies in an engineering degree program can be experienced in a variety of ways by students. Pedagogical implications are discussed.