Exploring the impact of project-based mechatronics course design on alumni’s entrepreneurial career pathways

Timo Bunk; Sheri Sheppard; Helen Chen

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Joint Session: Entrepreneurially-Minded Learning in the Classroom
Page Count: 21
DOI: 10.18260/1-2--40650
Permanent URL: https://peer.asee.org/40650
Download Count: 578

Paper Authors

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Timo Bunk Stanford University

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Timo Bunk is a researcher in the Designing Education at Stanford University. His research focuses on the intersection of engineering education and entrepreneurial behavior. He holds a master’s degree in Mechanical Engineering from the Technical University of Munich and a second master’s degree in Management. Timo is an alumnus of the entrepreneurial qualification program ‘Manage and More’ at the Center for Innovation and Business Creation in Munich. He worked at several startups and consulted on multiple innovation projects for cooperates. Currently, he is pursuing an entrepreneurial career in education technology.

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Sheri Sheppard Stanford University

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Professor of Mechanical Engineering, Stanford University

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Helen Chen Stanford University

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Designing Education Lab, Department of Mechanical Engineering, Stanford University

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Abstract

Engineering education can influence students’ entrepreneurial interests and career intentions. Furthermore, well-educated founders start the most successful tech companies. However, there is limited research on how engineering education implicitly affects students’ entrepreneurial intentions, skills, and career pathways. A deeper understanding of the influence of mechatronics education from the perspective of entrepreneurial alumni will begin to fill this gap. COURSE SEQUENCE is an in-depth mechatronics graduate-level course sequence that focuses on products whose functionality is increased by using an embedded microcontroller. The course is characterized by its emphasis on project-based teamwork, experiential learning, hands-on work in labs, and a strong alumni network. Even though the course sequence does not explicitly teach or focus on entrepreneurship, a survey of 500 alumni across 25 years found that some 12 percent started their own business. This paper examines the impact of the course experience on its alumni’s entrepreneurial interests and innovative behaviors. It is guided by the research question: How can mechatronics education be taught and designed to contribute to the development of more successful startups and entrepreneurs? A qualitative research approach was employed to explore alumni’s educational and professional pathways spanning a 25-year period and their subsequent career choices. Potential interview candidates were alumni of the Smart Product Design course and were (or had been) successful entrepreneurs. The course instructor provided referrals to the majority of the interviewees, while others were identified through their LinkedIn profiles. Of the 28 alumni who were invited to participate, 19 interviews were conducted and analyzed. Interview questions explored alumni’s learning experiences and their subsequent entrepreneurial careers. A grounded theory approach was used to guide the analysis and interpretation of the interview transcripts. The results show how mechatronics education contributes implicitly to entrepreneurial careers. Two overarching themes emerged: “Relevant Learnings for the Entrepreneurial Path” and “Key Course Learning Experience.”Additionally, the results reveal gaps in alumni’s education that needed to be filled in other ways later in their careers. In conclusion, this study contributes to the existing literature on engineering entrepreneurship education by providing a more nuanced understanding of the relationship between a project-based learning approach in mechatronics and its influence on alumni’s entrepreneurial journeys. These findings support and strengthen the foundation for future project-based courses.

Citation
Format

Bunk, T., & Sheppard, S., & Chen, H. (2022, August), Exploring the impact of project-based mechatronics course design on alumni’s entrepreneurial career pathways Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40650

TY - CPAPER
AB - Engineering education can influence students’ entrepreneurial interests and career intentions. Furthermore, well-educated founders start the most successful tech companies. However, there is limited research on how engineering education implicitly affects students’ entrepreneurial intentions, skills, and career pathways.
A deeper understanding of the influence of mechatronics education from the perspective of entrepreneurial alumni will begin to fill this gap. COURSE SEQUENCE is an in-depth mechatronics graduate-level course sequence that focuses on products whose functionality is increased by using an embedded microcontroller. The course is characterized by its emphasis on project-based teamwork, experiential learning, hands-on work in labs, and a strong alumni network. Even though the course sequence does not explicitly teach or focus on entrepreneurship, a survey of 500 alumni across 25 years found that some 12 percent started their own business.
This paper examines the impact of the course experience on its alumni’s entrepreneurial interests and innovative behaviors. It is guided by the research question: How can mechatronics education be taught and designed to contribute to the development of more successful startups and entrepreneurs?
A qualitative research approach was employed to explore alumni’s educational and professional pathways spanning a 25-year period and their subsequent career choices. Potential interview candidates were alumni of the Smart Product Design course and were (or had been) successful entrepreneurs. The course instructor provided referrals to the majority of the interviewees, while others were identified through their LinkedIn profiles. Of the 28 alumni who were invited to participate, 19 interviews were conducted and analyzed. Interview questions explored alumni’s learning experiences and their subsequent entrepreneurial careers. A grounded theory approach was used to guide the analysis and interpretation of the interview transcripts.
The results show how mechatronics education contributes implicitly to entrepreneurial careers. Two overarching themes emerged: “Relevant Learnings for the Entrepreneurial Path” and “Key Course Learning Experience.”Additionally, the results reveal gaps in alumni’s education that needed to be filled in other ways later in their careers.
In conclusion, this study contributes to the existing literature on engineering entrepreneurship education by providing a more nuanced understanding of the relationship between a project-based learning approach in mechatronics and its influence on alumni’s entrepreneurial journeys. These findings support and strengthen the foundation for future project-based courses.
AU - Timo Bunk
AU - Sheri Sheppard
AU - Helen Chen
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Exploring the impact of project-based mechatronics course design on alumni’s entrepreneurial career pathways
UR - https://peer.asee.org/40650
DO - 10.18260/1-2--40650
ER -