Examining engineering students’ participation in entrepreneurship education programs: implications for practice

Abstract

Background Recent research has demonstrated the importance of entrepreneurship education programs (EEPs) in the professional development of engineering students. Numerous universities have adopted various forms of EEPs which are typically offered as elective programs. To create suitable programs that will encourage students to seek out EEPs, it is critical to understand the factors that influence student participation in EEPs. Using qualitative research methods, we examined the question “What influences engineering students’ participation in entrepreneurship education programs?” The purpose of our work is to identify and understand the factors impacting engineering student participation in EEPs. Results Analysis of 20 semi-structured interviews of undergraduate engineering students was conducted using the first and second cycle coding methods to determine key factors that inform students’ participation in EEPs. We found that student decisions to participate in EEPs are influenced by several factors: entrepreneurial self-efficacy, entrepreneurial intent, attitude, subjective norm, goals, academic transitions, information and resources, social capital, opportunities and challenges, and past participation in EEPs. Conclusions Findings demonstrate that students’ non-compulsory participation is not a result of a single act, but is regulated by multiple factors. Explication of these factors using our qualitative results provides actionable guidance for EEPs to encourage engineering students’ participation and offers directions for future research.

Pengaruh Modul Elektronik Audio-VisualTerhadap Motivasi Berwirausaha dan Hasil Belajar Mahasiswa

“…Pendidikan kewirausahaan adalah untuk memperoleh pengetahuan tentang kewirausahaan, keterampilan tentang cara menggunakan teknik, analisis situasi usaha, dan menyusun rencana kerja, mengidentifikasi motivasi, potensi diri, bakat, dan keterampilan kewirausahaan [34,35], serta mengembangkannya, menghilangkan resiko, mengembangkan empati dan dukungan bagi aspek unik dalam kewirausahaan, merubah sikap dan pemikiran yang salah terhadap perubahan, mendorong munculnya usaha baru, dan menstimulas elemen sosialisasi afektif [36]. Penelitian lain mengungkapkan, selain pembelajaran kewirausahaan, motivasiberwirausaha menjadi faktor dalam meningkatkan niat berwirausaha [32].…”

Assessment of Engineering Entrepreneurship Intentions Among Engineering Students of Osun State University, Nigeria

“…Most existing work focuses on business, humanities, and social science students [1,20,[27][28]30]. In the field of engineering entrepreneurship, most efforts focus on: methods for integrating entrepreneurship into engineering [30][31][32][33], appropriate pedagogies for teaching entrepreneurship to engineering students [25,[34][35][36][37][38], and the development of case studies and curricula for instilling entrepreneurship in engineering students [23,[39][40][41][42][43][44][45], leaving out the study of factors that affect engineering students' entrepreneurial intention. The authors of this study consider it necessary to complement the efforts of researchers in the field of engineering entrepreneurship by empirically studying the factors that determine engineering students' entrepreneurial intentions.…”

The Innovation of Entrepreneurship Education for Intangible Cultural Heritage Inheritance From the Perspective of Entrepreneurial Psychology

“…It mainly includes self-confidence, enterprising spirit, and sense of responsibility, emphasizing the independence of life and the courage and confidence to face life independently and meet challenges. The thinking set and framework of unconventional exploration and meeting challenges, with a wide range of humanistic care, fully shows individuals’ moral and legal responsibility to the society, the country and others, and consciously fulfill this responsibility ( Shekhar and Huang, 2021 ).…”