Technology Innovation and Engineering’ Education and Entrepreneurship (TIEE) in Engineering Schools: Novel Model for Elevating National Knowledge Based Economy and Socio-Economic Sustainable Development

Abdulwahed, Mahmoud

doi:10.3390/su9020171

Cited by 39 publications

(32 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Due to dynamics resulted by technology evolution, global market is experimenting shifts and requiring professionals able to keep up with this ever-changing scenario. According to Abdulwahed (2017), the 20th century curriculum is no longer sufficient for 21st century challenges in the context of engineering, as these professionals are not only demanded for technical and scientific careers, but they also play key roles in non-traditional fields. Consistent with the American Society for Engineering Education (ASEE), "engineering careers have become increasingly collaborative, multidisciplinary, entrepreneurial, and global, and as the pace of change of technology has accelerated, the expectations for engineering education have expanded" (Jamieson et Lohmann, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Reshaping engineering learning to promote innovative entrepreneurial behavior

Caten

Silva

Aguiar

et al. 2019

BJO&PM

View full text Add to dashboard Cite

Goal: To foster innovative and creative thinking in the curricula of Engineering schools, as well as other technology-based courses, contributing to the innovation ecosystems' growth and sustainability. Design/Methodology/Approach: The research was structured as an exploratory research and was conducted by means of a focus group comprised of representatives from Porto Alegre (RS) working directly with higher education and/or playing key roles within the city's innovation ecosystem. The group's discussion was analyzed along with current literature on the topic. Results: The paper provides insightful perceptions of the obstacles faced by faculty members when attempting to develop innovative methodologies within classes so that potential partnerships are fostered by agents of the innovation ecosystem in order to better prepare professionals that will later be inserted in this new innovative scenario. Limitations of the investigation:The present study is structured as an exploratory research based on a focus group discussion and analysis. Thus, as any qualitative approach, it might lack generalizability, once its purpose is to investigate a specific phenomenon and promote further investigation on the issue. However, all discussion from the focus group was analyzed and supported by extant literature on the topic, in order to mitigate such limitation and strengthen the research relevance. Practical implications: The analysis and discussion obtained from both the focus group and literature are imperative on the need of critical changes on universities' organizational culture to support entrepreneurial activities, as well as fostering partnerships with key agents within innovation ecosystems to better prepare professionals to the new market setting. Originality/value: Although some studies investigate the relationship involving universities and Science and Technology Parks, few studies explore how engineering schools' curricula can benefit from such alliances. Additionally, the present study lists a few hurdles faced by professors during the development of active-based practices, as well as alternative possibilities to overcome resistance in traditional courses.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

Reshaping engineering learning to promote innovative entrepreneurial behavior

Caten

Silva

Aguiar

et al. 2019

BJO&PM

View full text Add to dashboard Cite

show abstract

“…Altogether, several million K-12 students have received formal engineering education and tens of thousands of teachers have attended professional development sessions to learn how to teach engineering-related coursework (Katehi et al, 2009). In the UK, the Netherlands, Singapore and Japan, engineering education has been integrated into the K-12 education system through the establishment of science and design and science and technology curricula (Abdulwahed, 2017;OECD, 2013). In Germany and Australia, a multilevel and diverse engineering talent development system has been formed as a result of systematic initiatives and plans for engineering education at the K-12 level (NAE, 2010).…”

Section: / 17mentioning

confidence: 99%

Propensity Score Analysis of the Impacts of Junior Secondary Students’ Participation in Engineering Practices on their Attitudes toward Engineering

Zhan

Sun

Qiang

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The demand for engineering talent is increasing with economic and societal developments. Along with this, nations worldwide are attaching increasing importance to engineering education under international science, technology, engineering and mathematics initiatives. In China, engineering education at university levels is dominant. Corresponding systemic engineering education at the K-12 level has yet to be established. With the aim of determining the status of K-12 engineering education, this study investigates the impacts of students' participation in engineering practice on their attitudes toward engineering. Survey responses from a sample of 2,193 students from junior secondary schools in Shanghai, China, are used. Sample selection bias is mitigated using propensity score methods based on weight hierarchy. The findings indicate the status of student participation in engineering practice and reveal the significant effect of the level of student participation in engineering practice on students' attitudes toward engineering at junior secondary schools in China.

show abstract

“…Learning Entrepreneurship basically helps the learners to understand why some businessmen are able to see the opportunities that are eco-nomically beneficial while others do not. This concept greatly assists learners in actual to face problems related to entrepreneurship issues, especially entrepreneurship in vocational-based higher education (16). According to Ghoshal (17), an effective way of teaching entrepreneurship requires a combination of theory and application.…”

Section: Entrepreneurship In Higher Educationmentioning

confidence: 99%

Designing of Technopreneurship Scientific Learning Framework in Vocational-based Higher Education in Indonesia

Hidayat¹,

Herawati²,

Syahmaidi³

et al. 2018

IJET

View full text Add to dashboard Cite

The complexity of problems at work and high working demands require students to develop multiple skills. One of the alternatives for encountering those conditions is through the process of Entrepreneurship activities or training, especially in vocational-based higher education and other public higher education. This paper aims to present designing process of technopreneurship scientific learning framework in vocational-based higher education. The research used Four D Model (4-D model) which followed stages of 1) Define, 2) Design, 3) Develop, and 4) Disseminate. While in this preliminary research, the stages were conducted only up to the design phase. The framework of technopreneurship scientific learning model resulted consists of, 1) identified problems, needs analysis and learning analysis; 2) scientific technopreneurship cooperative approach; 3) design of the scientific technopreneurship business plan; 4) product (prototype of goods and/or services), and 5) work evaluation. The results elaborate that thetechnopreneurship scientific learning model is as an alternative to producing well-prepared graduates for survival in the society by applying the entrepreneurship skills-based technology.

show abstract

Technology Innovation and Engineering’ Education and Entrepreneurship (TIEE) in Engineering Schools: Novel Model for Elevating National Knowledge Based Economy and Socio-Economic Sustainable Development

Cited by 39 publications

References 24 publications

Reshaping engineering learning to promote innovative entrepreneurial behavior

Reshaping engineering learning to promote innovative entrepreneurial behavior

Propensity Score Analysis of the Impacts of Junior Secondary Students’ Participation in Engineering Practices on their Attitudes toward Engineering

Designing of Technopreneurship Scientific Learning Framework in Vocational-based Higher Education in Indonesia

Contact Info

Product

Resources

About