Using toolkits to achieve STEM enterprise learning outcomes

Abstract

Purpose -The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK. Design/methodology/approach -The paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework. Findings -The paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to "be an entrepreneur". This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools. Research limitations/implications -Evaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions. Practical implications -Consideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose. Originality/value -This paper reveals patterns of tool use and their effectiveness across science and engineering.

Enablers of team effectiveness in higher education

“…A climate of participation that invites students to actively take part in teamwork activities over the course of their studies must be generated (Cooley et al, 2014), and there must be a structured training plan distributed over the courses that make up the degree to help students improve a range of skills related to communication, leadership, conflict management, time management, etc. (Murray and Lonne, 2006;Cooley et al, 2014, Watts andWray, 2012). The institution must provide the physical resources that facilitate teamwork (Simmons et al, 2005;Rafoth and Friska, 2006;Murray and Lonne, 2006) and lecturers should try to make students perceive the benefits of working in teams (Scheffer et al, 2012;Sherman and Kim, 2005;Simmons et al, 2005;Rafoth and Friska, 2006;Watts and Wray, 2012;Joshi, 2014;Koh and Lim, 2012).…”

“…After the Delphi study, we collected the perceptions of the lecturers and students involved in the four-year degree program in industrial management regarding the (Chang, 2011;Loughry et al, 2007;Somech et al, 2009;Rafoth and Friska, 2006;Murray and Lonne, 2006;Watts and Wray, 2012;Hardré et al, 2013;Davis et al, 2010) Information systems (Walthall et al, 2011;Ardaiz-Villanueva et al, 2011;DeChurch and Mesmer-Magnus, 2010;Simmons et al, 2005;Barut et al, 2006) Team structure (Sahin, 2011;Somech et al, 2009;DeChurch and Mesmer-Magnus, 2010;Simmons et al, 2005;Fransen et al, 2011;Curşeu and Pluut, 2013) Team evaluation (Murray and Lonne, 2006;Frank and Barzilai, 2004;Sanders et al, 2006;Davis et al, 2010) Recognition (Rafoth and Friska, 2006;Joshi, 2014) Team rules establishment (Loughry et al, 2007;Somech et al, 2009;Fransen et al, 2011;Murray and Lonne, 2006) Roles and task agreement (McNair et al, 2011;Loughry et al, 2007;Somech et al, 2009;Fransen et al, 2011;Murray and Lonne, 2006;Sanders et al, 2006) TPM 21,5/6 importance and application level of the 17 factors obtained from the Delphi study. We also compared the lecturers' and students' perceptions.…”

Pre-Service Primary School and Pre-School Teachers’ Perception of Individual Entrepreneurship and Opinions about Their Creative Thinking Tendency

“…Entrepreneurship is defined as "all the activities involved in the establishment and execution of a business, such as the establishment of a business, the operation of managerial processes, and the undertaking of all risks for production and marketing" (Kucuk, 2017, p. 30). Entrepreneurship is the practice that leads to the creation of a new enterprise and the creation of a new business and value (Watts & Wray, 2012). Entrepreneurship also includes the exploration of opportunity resources, discovery processes, the utilization of opportunities, and the individuals who discover and make use of them (Shane & Venkataraman, 2000).…”

The Impact of Digital Technologies on Entrepreneurship Education

“…They are expected to replicate diverse campus activities and some certain practical experience in the digital environment. In several STEM subjects such as engineering, some schools prepared a set of tools based on augmented reality to conduct experiments and simulate results, help students develop inspiring attitudes towards entrepreneurship [9]. Lastly, the blended online and offline courses would also serve as a bridge to close the chasm between theory and applications.…”