Enhancing Entrepreneurship Education in a Master’s Degree in Computer Engineering: A Project-Based Learning Approach

Abstract

New master's degrees in computer engineering, designed according to Spanish government requirements, include both technical and business subjects to provide advanced knowledge compared to undergraduate studies. In spite of acquiring this advanced knowledge, our students are not always aware of the significant added value and the positive elements the master's degree provides for their future professional careers. Moreover, we have observed that students regard the different subjects as isolated blocks of knowledge. To tackle these problems, we have carried out a learning experience based on the creation of a technology-based enterprise (TBE) through the development of a common project (CP). Drawing on project-based learning (PBL) methodology, the CP consists of the identification, development, and final oral presentation of a business model. It aims to utilize sensor data and analysis in different domains. The experience has been highly positive, reducing the gap between studies and business practice, and increasing coordination among teachers. A key issue is that all the subjects of the master's degree are involved in this learning experience. In addition, results show a high level of satisfaction with the master's degree, compared to other similar courses.

Entrepreneurship Education in a Multidisciplinary Environment: Evidence from an Entrepreneurship Programme Held in Turin

“…Even though several studies exist on entrepreneurship programmes (see Nabi et al 2017 for a recent literature review), most them are based on a programme for students from a specific field of study and with the same educational level (e.g., Arias et al 2018;Barba-Sánchez and Atienza-Sahuquillo 2018). Only a few studies have analysed entrepreneurship courses for students from different fields of study and with different educational levels, for example, the study carried out by Thursby et al (2009).…”

“…However, the current popularity of entrepreneurship has led to an increase in the demand from students for entrepreneurship courses (Fiet 2001;Peterman and Kennedy 2003), not only from students from business and management schools, but also from sciences and technology, engineering, design and architecture, humanities, natural science and law schools (Rideout and Gray 2013). However, most the studies on entrepreneurship education have analysed entrepreneurship courses offered to students from a specific field of study and/or a single educational level (e.g., Arias et al 2018, Barba-Sánchez and Atienza-Sahuquillo 2018) with only a few exceptions, such as the study carried out by Thursby et al (2009). Thursby et al (2009) in fact analysed a two-year entrepreneurship and innovation course that was offered to science and engineering PhD students together with law and MBA students in two universities in the USA.…”

Science-based entrepreneurship education as a means for university-industry technology transfer

“…Should entrepreneurship education put emphasis on theory of entrepreneurship, or on offering opportunities for practical experience: as being entrepreneurial has not so much to do with 'knowing about' and more with 'doing' entrepreneurship? Entrepreneurship education often puts relatively much emphasis on practice oriented learning modules, as is shown by reviewing the literature on the content and technique of entrepreneurship education (Abreu et al 2016;Arias et al 2018;Arpiainen and Kurczewska 2017). A good balance between practice-and theory oriented learning in educational programs is hard to strike.…”

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

“…In order to generalize the findings and learn more broadly about the effects of simulations on learning, it is recommended to conduct similar studies among other student populations (for examplehigh schools / special education) and other disciplines (for example -engineering students/entrepreneurs). Expanding this research to other disciplines is extremely important since according previous studies (e.g., [2]), there is a growing need for students in different disciplines to include experiential learning in their International Journal of Technology and Inclusive Education (IJTIE), Volume 8, Issue 2, December 2019…”