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It presents a research-based assessment approach and reviews multiple definitions while arguing for a shift away from treating “entrepreneurial mindset” as an omnibus psychological construct. 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ZAPPE Penn State University University Park, PA  \nABSTRACT  \nThe term “entrepreneurial mindset” is often included in the program objectives of engineering entrepreneurship programs. However, the definition of the term has been argued and debated by many in the community and in the literature, leading to challenges with how to best design assessment of engineering entrepreneurship programs. The purpose of this paper is to present a researchbased approach to conducting assessment, discuss the various definitions of entrepreneurial mindset including how the term is fraught with construct confusion, and to propose an approach to assessing entrepreneurial mindset that focuses on specific attributes rather than the omnibus construct.  \nKey words: Entrepreneurship, student assessment, program evaluation, validity  \nINTRODUCTION  \nThe engineering entrepreneurship education community is in desperate need of assessment approaches that are rooted in rigorous research. In addition to providing information about the impact on student learning and development, assessment data can inform what is and what is not working in educational programs. Assessment is especially important for entrepreneurship programs, which may exist along the fringes of the engineering curriculum. While many leaders of engineering entrepreneurship programs are interested in assessment for program improvement, some may be pressured by administrators to demonstrate their programs’ worth, given tightening financial circumstances.  \nOver the past several years, I have worked with faculty on the assessment of newly developed programs relating to innovation and entrepreneurship. Repeatedly, when I ask faculty about the goals of their programs and what impact they hope to have on students, they say they hope their program will improve students’“entrepreneurial mindset.” The phrase “entrepreneurial mindset”  \nADVANCES IN ENGINEERING EDUCATION  \nAvoiding Construct Confusion: An Attribute-Focused Approach to Assessing Entrepreneurial Mindset  \n\n| Number of papers | 50\u003Cbr>45\u003Cbr>40\u003Cbr>35\u003Cbr>30\u003Cbr>25\u003Cbr>20\u003Cbr>15\u003Cbr>10\u003Cbr>5\u003Cbr>0 | |\n| --- | --- | --- |\n| 2004 2006 2008 2010 2012 2014 2016\u003Cbr>Year\u003Cbr>Figure 1. Number of papers containing the phrase “entrepreneurial mindset” at the annual conference of ASEE by year. |  |  |\n\nbegan appearing in scholarly papers in the 1990s (for example, Bettis and Hitts, 1995) . The number of times that “entrepreneurial mindset” has appeared in papers in the general literature and engineering education literature has skyrocketed since then (see Figure 1) . Many researchers and practitioners have debated the definition of entrepreneurial mindset, and in some cases its very existence, leaving assessment experts with the challenge of how entrepreneurial mindset could be assessed and measured practically.  \nThe purpose of this paper is to discuss approaches and concerns with the assessment of entrepreneurship education programs. This paper will identify concerns with treating entrepreneurial mindset as a psychological construct, given the current state of research. An approach to assessing entrepreneurship programs using specific attributes, primarily the knowledge, skills, and attitudes related to program outcomes will be delineated.  \nIMPORTANCE OF A SYSTEMATIC APPROACH TO ASSESSMENT  \nIn order to be most impactful, assessment of entrepreneurship programs should be conducted ina systematic and rigorous way. First, clear and measurable programmatic goals or objectives need  \n2 FALL 2018  \nADVANCES IN ENGINEERING EDUCATION  \nAvoiding Construct Confusion: An Attribute-Focused Approach to Assessing Entrepreneurial Mindset  \n| | | |\n| --- | --- | --- |\n| Figure 2. Graphical display of process for assessing prog","cbCaijUSaqphOVka","https://ap.wps.com/l/cbCaijUSaqphOVka","pdf",774709,12,"English","# Abstract\n# Introduction\n# Importance of a Systematic Approach to Assessment\n# Advances in Engineering Education\n## Avoiding Construct Confusion: An Attribute-Focused Approach to Assessing Entrepreneurial Mindset","[{\"question\":\"Why is assessment of “entrepreneurial mindset” difficult in engineering entrepreneurship programs?\",\"answer\":\"The term’s definition is debated, creating construct confusion that makes it hard to design assessments that are valid and measurable.\"},{\"question\":\"What assessment approach does the paper propose?\",\"answer\":\"It proposes a research-based approach that assesses specific attributes—knowledge, skills, and attitudes—rather than treating entrepreneurial mindset as one broad psychological construct.\"},{\"question\":\"What role do systematic, rigorous objectives play in entrepreneurship program assessment?\",\"answer\":\"The paper emphasizes developing clear, measurable program objectives and using research-based frameworks and guiding questions to structure the assessment process.\"}]","Avoiding Construct Confusion - An Attribute-Focused Approach to Assessing Entrepreneurial Mindset - Fall 2018 | PDF",1792068281]