Integrating Entrepreneurship into Engineering Education

Hassan, Marwa Yousif; Shuriye, Abdi Omar; Abdallah, Aisha-Hassan; Salam, Momoh J. E.; Khalifa, Othman Omran

doi:10.14257/ijunesst.2017.10.2.05

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…A feasible strategy is to integrate and implement entrepreneurship skills into technical colleges' curricula. This idea is supported by researchers like [1] who conducted a study and reported that entrepreneurship skills should be embedded in curricula across all educational level and types so as to enhance socio-economic development of individuals and nations. Figure 1 shows an illustration of six countries studied, where entrepreneurship skills integration into school based curricula were conducted and reported in the work of [2].…”

Section: Introductionmentioning

confidence: 94%

Integrating Entrepreneurship Skills across Radio, Television and Electronic Work Trade Curriculum in Technical Colleges in North-Western Nigeria

Shuaibu¹,

Kamin²,

Haruna³

2019

IJRTE

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New trends in curricula emerge globally where two or more courses of study are blended to produce a single curriculum. Countries like Finland and Jordan practiced embedded curricula in order to promote learning and reduce numerous courses of study. This qualitative study explores the integration of entrepreneurship skills (ES) across the curriculum of Radio, Television and Electronic Work trade curriculum in North-Western Nigeria. Based on the perceptions of two strata of stakeholders (entrepreneurship teachers and Radio, Television and Electronic Work curriculum planners), the feasibility and desirability of embedding entrepreneurship skills across Radio, Television and Electronic Work trade curriculum in selected technical colleges were analyzed after conducting a preliminary study. Document analysis and semi-structured interview were used as the methods for data collection. The findings show that cross-curricula entrepreneurship skills remain non-existent in technical colleges in Nigeria, largely because its implementation is not captured in technical disciplines. However, the study points out the importance of embedding entrepreneurship skills into Radio, Television and Electronic Work trade curriculum for wealth creation and employment generation among technical college graduates. In addition, the five stages of integrating curriculum adopted from the lifelong learning model were briefly discussed. The components of entrepreneurship skills discovered in the study included: entrepreneurial awareness, starting and operating a business, business ideas and opportunities, characteristics or traits of entrepreneurs, and self and paid employment among others. Donor support and retraining needs of trade teachers were also highlighted as complementary factors for enhancing the implementation of embedded curriculum in Nigeria. The findings of this study can be applicable to technical colleges in Nigeria especially in Radio and Television Trade.

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Section: Introductionmentioning

confidence: 94%

Integrating Entrepreneurship Skills across Radio, Television and Electronic Work Trade Curriculum in Technical Colleges in North-Western Nigeria

Shuaibu¹,

Kamin²,

Haruna³

2019

IJRTE

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“…Some examples include: a. Entrepreneurship Programs and Courses [4], [9], [10] jects into engineering curricula allows students to apply their technical knowledge to real-world problems, encouraging an entrepreneurial mindset and promoting collaboration with industry partners. By incorporating these practices and models, engineering departments/institutions can create a comprehensive ecosystem that nurtures an entrepreneurial culture, prepares students for entrepreneurial endeavours, and fosters innovation and economic growth.…”

Section: Practices and Models For Integrating Entrepreneurship Into E...mentioning

confidence: 99%

Building an Entrepreneurial Culture in Electrical Engineering Education

Sibanda,

Naidoo

2023

Proceedings of the 10th Focus Conference (TFC 2023)

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Entrepreneurship is a vital skill for engineering students in the 21 st century, as they face complex and dynamic challenges that require innovative and entrepreneurial solutions. However, traditional engineering education often fails to cultivate an entrepreneurial culture among students and faculty. This paper aims to address this gap by exploring strategies for building an entrepreneurship culture in electrical engineering education, drawing upon relevant literature and examples of successful practices from different institutions. To achieve this goal, a comprehensive framework, consisting of four key dimensions: curriculum, pedagogy, environment, and assessment, is proposed. Each dimension is crucial for fostering entrepreneurship education and should align with the goals and objectives of developing entrepreneurial competencies. It is essential to integrate and coordinate these dimensions across different levels of the educational system to ensure a holistic and effective approach. The curriculum dimension emphasizes the incorporation of entrepreneurship-related content into the programme. Pedagogy emphasizes student-centred, experiential learning methods that encourage entrepreneurial activities. The environment dimension entails creating an entrepreneurial ecosystem within institutions and promoting academia-industry collaboration. The assessment dimension highlights the need for appropriate evaluation methods to measure students' entrepreneurial skills and competencies. It involves designing assessment tools that assess not only technical knowledge but also entrepreneurial mindset and abilities. While implementing this framework brings numerous benefits, it also poses challenges. These challenges include resistance to change, faculty development, resource allocation, and ensuring sustainability. Addressing these challenges requires institutional commitment, collaboration among stakeholders, and ongoing evaluation and adaptation.

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“…Introducing a general framework for integrating entrepreneurship studies into different engineering curricula, which is motivated by the need to develop the economy, was introduced in [36]. This study argues that EE should provide more than the basic technical skills to help engineers become successful freelancers who can provide high-quality services in diverse domains.…”

Section: An Active Learning Approach For Applying Steamed-based Educa...mentioning

confidence: 99%

An Active Learning Approach for Applying STEAMeD-based Education in Engineering Programs

Zaher

Hussain

Altabbakh³

2023

Int. J. Eng. Ped.

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Applying STEM-based education in engineering programs using various active learning approaches has been shown to improve the quality of the learning process. This paper investigates further enhancements to the existing techniques via adding more emphasis on the learning components that are specific to Art, entrepreneurship, and Design. Different opportunities to apply the STEAMeD-based education in various engineering programs, which are delivered by liberal arts institutions, will be explored. The integration of the new emphases is demonstrated to resonate very well with satisfying the seven students’ outcomes that are dictated by ABET accreditation. The specific role of the augmented art component in promoting creativity, aesthetic appreciation, and better reasoning skills, is illustrated via different examples of simulation-based experiments and virtual modeling techniques. The entrepreneurship component of the engineering curricula is shown to better prepare the students for the challenging future via empowering them with better analytical skills, practical ingenuity, business-oriented communications, and adaptability to technological innovation, in an efficient way. It also overlaps with the requirements of the graduation design project that all students consider as the capstone of their engineering curricula. Adopting a project-based learning approach in many courses, at different levels in the curricula, proved to be very efficient, as verified by the many case studies illustrated in this paper. Tying the attributes of the STEAMeD-based education to the courses’ contents, with clear description of the learning outcomes, will be demonstrated. Also, addressing novel pedagogical approaches to better equip the students for their careers is considered. Finally, a comprehensive discussion and a conclusion is given to highlight possible extensions to the proposed techniques.

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Integrating Entrepreneurship into Engineering Education

Abstract: Abstract

Cited by 4 publications

References 3 publications

Integrating Entrepreneurship Skills across Radio, Television and Electronic Work Trade Curriculum in Technical Colleges in North-Western Nigeria

Integrating Entrepreneurship Skills across Radio, Television and Electronic Work Trade Curriculum in Technical Colleges in North-Western Nigeria

Building an Entrepreneurial Culture in Electrical Engineering Education

An Active Learning Approach for Applying STEAMeD-based Education in Engineering Programs

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