June 26, 2011
June 26, 2011
June 29, 2011
22.1575.1 - 22.1575.13
Understanding the Technical Entrepreneurship Landscape in Engineering EducationOver the past decade, entrepreneurship has emerged as a critical aspect of engineering education.Driven by changes in the global economy, entrepreneurship is one of the fastest growing areas ofcourse development. Across the U.S., literally hundreds of entrepreneurship courses, programsand certificates are offered for engineering students, yet little has been done to define whatconstitutes appropriate content or to assess the degree to which these educational experienceshave resulted in student learning of entrepreneurial knowledge, skills and attitudes. Underfunding from the National Science Foundation, CCLI – Phase II, we are conducting a nationwidestudy to determine the status of entrepreneurship education across the U.S. As a subset of thislarger study we are investigating the variety of entrepreneurship opportunities available on U.S.engineering campuses. To do this we examined institutional websites to collect information on:a) programs and courses in entrepreneurship that are offered to engineering students, b) wherethese programs and courses are located within the university, and c) extracurricular learningopportunities and resources for entrepreneurship (e.g., centers, entrepreneurship contests,funding in entrepreneurship, etc.). To achieve completeness, data collection and verification wasaccomplished by three analysts.Cluster analysis was conducted using PASW Modeler to group institutions into like categories.Several algorithms were tested with the two-step algorithm yielding the best results in terms ofcluster quality; and we were able to identify important cluster predictors. Our approach toclustering engineering schools was three-fold. First we clustered schools according to variablesdepicting opportunities offered within engineering schools, as well as by creating a surrogatevariable to emphasize the degree to which engineering schools are involved in entrepreneurship.Following this, a secondary set of clusters was created to include variables related to businessschool involvement. This was done to determine how the engineering school clusters morphedgiven exposure to a business school. For those engineering schools that have majors, minors, orcertificates in technical entrepreneurship, course offerings were coded and a third set of clusterswere created to determine the ‘perspective’ by which entrepreneurship was taught.This paper reports on this analysis and discusses the different types of models implemented atinstitutions to deliver entrepreneurial education in engineering schools, as well as providingexemplars from various clusters. When complete, this work will provide faculty with essentialmodels, actionable information about institutional factors, and common curricular andextracurricular practices.
Besterfield-Sacre, M., & Ozaltin, N. O., & Shartrand, A., & Shuman, L. J., & Weilerstein, P. (2011, June), Understanding the Technical Entrepreneurship Landscape in Engineering Education Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18993
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