July 26, 2021
July 26, 2021
July 19, 2022
Entrepreneurship & Engineering Innovation
This work-in-progress paper describes a comparison study to assess the difference in the entrepreneurial mindset between engineering faculty and students at the University of New Haven. A survey instrument, previously presented in other publications, was designed to measure the entrepreneurial mindset of engineering students. The instrument is regularly used to collect data from two populations: incoming first-year students and exiting fourth-year students in the engineering and computer science programs at the university. As part of a separate effort that focuses on faculty entrepreneurial mindset, the student survey was adapted and administered to 36 faculty in the College of Engineering at the University of New Haven.
The core of the instrument contains 50 statements (not including demographics) which are loaded onto 14 factors for analysis. These factors include problem solving/logical thinking, engaging stakeholders, value creation, risk management, ability to learn, analyze market conditions, system thinking, team building, exposure to entrepreneurship, ability to anticipate technical developments, intrinsic curiosity, ability to assess financial value, data driven decision making, and career plan. Minor modifications to wording were made to ensure alignment of the questions to the intended audience of faculty. Additional questions were included addressing self-efficacy concepts; and questions targeting students were dropped. However, an effort was made to keep the questions in the student survey as intact as possible to facilitate comparison between the populations. Preliminary results of the comparison analysis are presented.
Our work is based on the entrepreneurial mindset framework as defined by the Kern Entrepreneurial Engineering Network (KEEN).
Carnasciali, M., & Li, C. Q., & Erdil, N. O., & Harichandran, R. S. (2021, July), Work in Progress: Comparison of the Entrepreneurial Mindset of Engineering Faculty and Undergraduate Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38131
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