Promoting interdisciplinarity through an intensive entrepreneurship education post-graduate workshop

Abstract

Purpose While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. The purpose of this paper is to evaluate a model that addresses the pedagogical challenge of interdisciplinary learning. Design/methodology/approach This paper adopts a case-based approach. The case subject is Aalborg University that founded an intensive entrepreneurial education workshop that incorporates a problem-based learning (PBL) approach. This paper evaluates the program design, development, and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia. Findings The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design was adapted to the changing needs and expectations of staff and students and was successfully replicated overseas. Originality/value Denmark established an innovative, intensive workshop which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes toward the body of knowledge examining student engagement and the delivery of PBL activities within an interdisciplinary learning environment.

Building Student Entrepreneurship Activities Through the Synergy of the University Entrepreneurship Ecosystem

“…It is likely to have a positive impact if other relevant disciplines are linked to the entrepreneurship sub-topic as part of the curriculum. This would provide the program with a scientific context, enhance career relevance (Bridgstock, 2013), and facilitate finding solutions to complex problems (McDonald et al, 2018). Entrepreneurship is also a dynamic study with a history of being related to many variables such as knowledge and experience (Gupta et al, 2016), being very contextual (Thomassen et al, 2019), and comprehensive in nature (Hägg and Kurczewska, 2019).…”

Higher education student intentions behind becoming an entrepreneur

“…Universities should focus more on creating a cross-disciplinary approach to entrepreneurial learning to develop and foster the skills needed to create successful entrepreneurs. Entrepreneurship education should be encouraged in an interdisciplinary approach (McDonald et al. , 2018) as entrepreneurship is context dependant (Wasim et al ., 2022b).…”

“…Universities should focus more on creating a cross-disciplinary approach to entrepreneurial learning to develop and foster the skills needed to create successful entrepreneurs. Entrepreneurship education should be encouraged in an interdisciplinary approach (McDonald et al, 2018) as entrepreneurship is context dependant (Wasim et al, 2022b). At the end of the day, not only business students are those starting-up a business, there are others from non-business disciplines who also have this mindset but may require more discipline and certain skills to be developed.…”

A Fuzzy-Based Hybrid Approach for Estimating Interdisciplinary Learning Efficiency

“…The results indicated that there is a minor positive recalibration of students' perceptions in the areas of course relevance and opportunities for outside interests during the first months of year one [30]. Some studies proposed the education efficiency between input and output based on data envelopment analysis [31] and fuzzy DEA methods [32], [33]. Long Short-Term Memory approach, one of deep learning methods, was used to forecast the learners' motivation and participation in the learning process [34].…”