Development of local systems in various European countries is characterized by the strong increase of regionalism along with a greater flexibility in the distribution of normative competencies at different levels. Development is not uniform. In the beginning at least, these systems are shaped in accordance with a national rationale. However, the development of European integration, and the principle of subsidiarity, tend to standardize development and thereby challenge if not the nation-state, then its traditional way of functioning.

The End of the Nation-State

Entrepreneurship education programs are increasingly being established and expanded in an effort to equip students with the knowledge and competency necessary to create economic value and jobs. An ...

Assessing the Impact of Entrepreneurship Education Programs: Challenges and Approaches

Purpose – The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.Design/methodology/approach – This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.Findings – The results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using asse...

Assessment: examining practice in entrepreneurship education

Purpose – This paper aims to introduce current debates on assessment practice in higher education and to explore educational research on assessment.Design/methodology/approach – The paper progresses by exploring a number of outcomes and highlights their role in helping one to understand the potential reasons for engaging in enterprise education. The paper then applies this outcomes framework to assessment practice. It does so by reporting a series of focus groups undertaken at the International Small Business and Entrepreneurship (ISBE) Conference in 2005.Findings – The focus groups engaged over 40 entrepreneurship and small business academics in a brainstorming exercise, which explored forms of assessment that could be used to meet particular outcomes in enterprise education. These results are presented according to different potential entrepreneurial outcomes.Originality/value – The concluding part of the paper categorises these practices to develop and present the views of the participants and it provi...

https://eagleentrepreneur.files.wordpress.com/2012/01/assessment_in_enterprise_education_1-21.pdf

Assessment practice in enterprise education

A project-based approach to entrepreneurial leadership education

A primary goal of The Pennsylvania State University's new Engineering Entrepreneurship (E-SHIP) Minor is to build students' life skills so they can succeed within innovative, product-focused, cross-disciplinary teams. The E-SHIP Minor is designed for undergraduate students majoring in engineering, business, or IST (Information Sciences and Technology) who aspire to be innovation leaders for new technology-based products and companies. This paper outlines five E-SHIP program components to meet this mission: the core courses for the minor, E-SHIP competitions in which students exhibit their products and ideas, the E-SHIP Event Series, student organizations to support out-of-classroom entrepreneurial interest, and team projects for local industry and Penn State researchers. Penn State's engineering entrepreneurship program is reviewed, summarizing both quantitative and qualitative assessment data to date, previewing future assessment plans, and providing a summary of lessons learned during the development and implementation of this program.

Developing and Assessing Students' Entrepreneurial Skills and Mind-Set*

Teaching to innovate: beliefs and perceptions of instructors who teach entrepreneurship to engineering students

Engineering capstone design and certain entrepreneurship courses have some similarities in terms of student outcomes, course structure, and instructional methods Both types of courses have the tendency to be less structured than traditional courses and utilize teaching methods such as problem-based or project-based learning The goals relating to the professional skill set are often similar and can include communication, writing, business, and team skills Entrepreneurship instructors often focus on the development of the "entrepreneurial mindset" while design instructors focus on the development of "design thinking," characteristics that have some similarities The role of the teacher in both areas is less likely to be a lecturer, but rather as a coach or a guide that assists students in completing a longer-term project Many capstone courses have an industry component and can even have an entrepreneurial component The purpose of this paper is to compare the teaching beliefs and practices of instructors of capstone design courses and entrepreneurship courses The following research questions will be used to compare the beliefs of capstone versus entrepreneurship instructors: 1 What are the teaching practices of senior design versus entrepreneurship instructors? 2 How do instructors feel that entrepreneurship should be taught at the university to engineering students? 3 Do faculty members believe that the entrepreneurial mindset is something that can be developed or is it innate? A total of 37 instructors of capstone design courses and engineering entrepreneurship courses at three large public institutions were invited to participate in an online survey The preliminary results show some interesting similarities and differences between the two groups of instructors Both groups reported using similar teaching practices, with student-led presentations, mentoring and coaching students, use of personal experiences, and guest speakers as the most frequently used techniques in their courses Regarding the nature of the entrepreneurial mindset, entrepreneurship educators were more likely to believe that the necessary characteristics to be an entrepreneur are mostly developed; capstone design instructors were more likely to feel these characteristics were innate While this may not be surprising given the fact that entrepreneurship instructors are teaching students the necessary skills to become entrepreneurs, this finding can have implications for other faculty when advising students on which courses or minors to explore

http://www.jeenonline.com/Vol4/Num1/JEEN5_p5_SDC-1.pdf

Faculty Beliefs of Entrepreneurship and Design Education: An Exploratory Study Comparing Entrepreneurship and Design Faculty

As a result of economic and workforce trends, there is a strong interest among policy makers and educational stakeholders in graduating more engineers with entrepreneurship skills and an entrepreneurial mindset. Given the role that ABET accreditation takes in shaping undergraduate engineering curriculum, wide adoption of entrepreneurship education could be driven by demonstrating the manner in which its outcomes align with accreditation mandates. This work in progress describes research taking place that is designed to develop a robust rationale for aligning entrepreneurship education with ABET Criterion 3 a-k, and to provide examples of the manner in which entrepreneurship-related outcomes can meet these criteria.

Entrepreneurship and ABET accreditation: How and where does it fit?

As part of a larger NSF-funded research study, this paper begins to examine faculty members’ beliefs related to entrepreneurship education and how these beliefs may be translated into practice in entrepreneurship programs and courses. A total of 26 faculty members participated in a semi-structured interview to examine their beliefs related to entrepreneurship education. These faculty members came from one of three large research institutions having strong entrepreneurship programs for undergraduate students. The faculty members were from various disciplines including engineering, business, and others. The interview protocol included questions relating to faculty beliefs of entrepreneurship education focusing on the following: 1. How do faculty members define the entrepreneurial mindset, or the characteristics necessary to be entrepreneurs? 2. Do faculty members believe that the entrepreneurial mindset is something that can be developed? Or do they feel that certain characteristics necessary to be an entrepreneur are innate to the person? 3. How do faculty members teach entrepreneurship? Is there a relationship between the faculty beliefs and the way that they teach entrepreneurship? We hypothesize that faculty members’ beliefs will vary and that these beliefs are directly tied to how courses are taught, influencing both course content and the use of specific instructional strategies. We also hypothesize that beliefs are influenced by various characteristics of the individual faculty members. The qualitative data collected in this study provides a starting point into understanding faculty beliefs and serves as a launching point for the next steps in the project.

Elizabeth C. Kisenwether

Papers

Developing and Assessing Students' Entrepreneurial Skills and Mind-Set*

Teaching to innovate: beliefs and perceptions of instructors who teach entrepreneurship to engineering students

Faculty Beliefs of Entrepreneurship and Design Education: An Exploratory Study Comparing Entrepreneurship and Design Faculty

Entrepreneurship and ABET accreditation: How and where does it fit?

A Qualitative Examination Of Faculty Beliefs Related To Entrepreneurship Education