Student Perceptions of an Entrepreneurial Mindset and Its Relevance to Engineering Careers

Alexandra Mary Jackson; Samantha Resnick; Rebecca Hansson; Cheryl A. Bodnar

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Entrepreneurship and Engineering Innovation Division Technical Session 6
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 24
DOI: 10.18260/1-2--37751
Permanent URL: https://peer.asee.org/37751
Download Count: 432

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Paper Authors

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Alexandra Mary Jackson Rowan University

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Alexandra Jackson is a senior Electrical and Computer Engineering student with a minor in Mathematics at Rowan University. She began research in Rowan's Experiential Engineering Education (ExEEd) department in the Fall of 2019, and has developed interests in entrepreneurial mindset and student development. Besides research, Alexandra is involved as a Resident Assistant and is the Treasurer of Rowan's chapter of the College Diabetes Network. Upon graduation, she plans to enter into Rowan University's PhD program for Engineering with a specialization in engineering education. Alexandra aspires to continue in the research field and hopes to work for a university as a research professor and advisor.

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Samantha Resnick Rowan University

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Samantha Resnick is a senior Chemical Engineering student at Rowan University. She began research in the Experiential Education (ExEEd) department in Spring 2020 as part of her Junior Engineering Clinic. Besides research, Samantha is an Engineering Learning Community Mentor, where she helps first year engineering students adjust to college and provides academic tutoring. Upon graduation, she plans to attend graduate school to further her studies in Chemical Engineering. Samantha aspires to work in the cosmetics industry creating products.

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Rebecca Hansson Rowan University

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I am involved in an engineering clinic at my school that is working on a paper for this.

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Cheryl A. Bodnar Rowan University

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Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She was selected to participate in the National Academy of Engineering (NAE) Frontiers of Engineering Education Symposium in 2013, awarded the American Society for Engineering Education Educational Research Methods Faculty Apprentice Award in 2014 and the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship presented by American Society for Engineering Education (ASEE) Chemical Engineering Division in 2017.

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Abstract

Development of an entrepreneurial mindset (EM) has been a focus that has gained traction within engineering over the last decade. Thus, undergraduate engineering curricula have been modified to address EM development Curriculum modifications can include assigning hands-on projects with entrepreneurial elements, devoting entire courses to developing students' entrepreneurial skills while working with real world companies, and even creating degree programs with entrepreneurship in engineering as the focus.

Literature on EM has shown that there are a variety of methods for defining EM depending on the stakeholder. However, there has been limited research on how students understand and define EM, which is a vital step in helping students understand the role an EM can have for their future careers. This research study explores students' perception of EM through interviews with engineering undergraduates across multiple class years and majors. We sought to answer the following research questions: (1) How do engineering students’ definitions of EM differ from literature definitions? and (2) How do engineering students believe EM will be useful to their career? Students were interviewed using a semi-structured protocol to get a clearer understanding of how they define EM. The interview protocol included questions focused on what students think EM means, how it has affected them, and how it might continue to affect them in the future. These interviews were then transcribed and thematically analyzed to determine the attributes of an EM that are common in students’ definitions of EM. The analysis of the interviews identified trends that could then be compared to the existing literature definitions of entrepreneurial mindset. The work done through this study provides value to the community by providing an understanding for engineering students’ perceptions of EM and how this may differ from that of other stakeholders. It will also shed light on whether engineering students’ find value in developing an EM as part of their undergraduate studies, including whether they see it as an important asset to their future career.

Citation
Format

Jackson, A. M., & Resnick, S., & Hansson, R., & Bodnar, C. A. (2021, July), Student Perceptions of an Entrepreneurial Mindset and Its Relevance to Engineering Careers Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37751

TY - CPAPER
AB - Development of an entrepreneurial mindset (EM) has been a focus that has gained traction within engineering over the last decade. Thus, undergraduate engineering curricula have been modified to address EM development Curriculum modifications can include assigning hands-on projects with entrepreneurial elements, devoting entire courses to developing students&#39; entrepreneurial skills while working with real world companies, and even creating degree programs with entrepreneurship in engineering as the focus.

Literature on EM has shown that there are a variety of methods for defining EM depending on the stakeholder. However, there has been limited research on how students understand and define EM, which is a vital step in helping students understand the role an EM can have for their future careers. This research study explores students&#39; perception of EM through interviews with engineering undergraduates across multiple class years and majors. We sought to answer the following research questions: (1) How do engineering students’ definitions of EM differ from literature definitions? and (2) How do engineering students believe EM will be useful to their career? Students were interviewed using a semi-structured protocol to get a clearer understanding of how they define EM. The interview protocol included questions focused on what students think EM means, how it has affected them, and how it might continue to affect them in the future. These interviews were then transcribed and thematically analyzed to determine the attributes of an EM that are common in students’ definitions of EM. The analysis of the interviews identified trends that could then be compared to the existing literature definitions of entrepreneurial mindset. The work done through this study provides value to the community by providing an understanding for engineering students’ perceptions of EM and how this may differ from that of other stakeholders. It will also shed light on whether engineering students’ find value in developing an EM as part of their undergraduate studies, including whether they see it as an important asset to their future career.

AU - Alexandra Mary Jackson
AU - Samantha Resnick
AU - Rebecca Hansson
AU - Cheryl A. Bodnar
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Student Perceptions of an Entrepreneurial Mindset and Its Relevance to Engineering Careers
UR - https://peer.asee.org/37751
DO - 10.18260/1-2--37751
ER -