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|  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2016  \nEntrepreneurial thinking in interdisciplinary student teams  \nXAVER NEUMEYER  \nWarrington College of Business Administration University of Florida  \nGainsville, FL  \nAND  \nANN MCKENNA Polytechnic School Arizona State University Mesa, AZ  \nABSTRACT  \nOur work investigates students’ perception of collaborative expertise and the role of inquirybased learning in the context of team-based entrepreneurship education. Specifically, we examine students’ perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the role that experts play in constructing students’ understanding and learning when engaging in entrepreneurial ventures. To that purpose we extracted the types of sources that teams used to validate their hypotheses about revenue streams, customer relationships, or value propositions. We are using a mixed-method approach to data collection through peer-reviews, business model canvases, and status reports. This paper reports results from a study implemented in a graduate-level entrepreneurship course with a focus on sustainability and energy. Results of the peer-reviews indicate that composite scores increased between the midpoint and the end of the course. Although, female students received higher evaluations than male students, these differences were not statistically significant. The status reports and business model canvases revealed that teams utilize a range of first-hand and public sources such as expert interviews, publications and self-generated calculations to construct their business models. Finally, we found that teams engaged with experts from a variety of fields and job functions, ranging from fellow students to managers.  \nKey Words: Entrepreneurship, Collaboration, Sustainability and Energy  \nWINTER 2016 1  \nADVANCES IN ENGINEERING EDUCATION  \nEntrepreneurial thinking in interdisciplinary student teams  \nINTRODUCTION  \nEntrepreneurship education plays a critical role in providing engineering students with the necessary skills and content knowledge to collaboratively develop products and services in a rapidly changing technological and market environment [1] . The process of entrepreneurial thinking and venture formation, requires a complex set of skills such as opportunity recognition and development [2–4], entrepreneurial alertness [5,6], business model development [7,8], social capital [9–11], managing ambiguity and uncertainty [12,13], and raising venture capital [14,15] . For many years, however, researchers in entrepreneurship education have focused on individual learning and development of entrepreneurial skills and knowledge.  \nTherefore, many colleges and universities have started to incorporate interdisciplinary team experiences in their entrepreneurship courses and programs [16–18] . Interdisciplinary teams in educational settings are often assembled based on students’ educational backgrounds (e. g. technical, business or law) and skills (e. g. programming, business model development, or understanding the legal implications in the creation of intellectual property) . The interest in teams also reflects prevalent insights from other areas of business, science, and engineering in which collaborative structures dominate the creation of new ideas, concepts, methods and tools [19–21] .  \nAdding teams to the entrepreneurial process, however, requires careful consideration as team performance can depend on many factors including cognitive ability [22–25], diversity [26–30], team size [31–37], psychological safety [38–41], level of interdependence and autonomy [42–44], task type [45,46], shared mental models [47–51], or the presence of team conflict [52–56] . For example, Smith et al. [57] engaged design students and professionals in simulated design tasks to compare their internal proc","cbCaicudOpTgBbgp","https://ap.wps.com/l/cbCaicudOpTgBbgp","pdf",1337992,"English","# Abstract\n# Introduction\n## Entrepreneurship education and skill requirements\n## Interdisciplinary teams and collaboration in education\n## Team performance factors in entrepreneurial processes","[{\"question\":\"What aspects of team collaboration does the study evaluate?\",\"answer\":\"It evaluates students’ perceptions of communication, division of work, shared goals, team conflicts, and leadership within their teams.\"},{\"question\":\"How does the paper study the sources teams use to validate their ideas?\",\"answer\":\"It extracts the types of sources teams used to validate hypotheses about revenue streams, customer relationships, and value propositions.\"},{\"question\":\"What methods does the research use and what key outcome is reported?\",\"answer\":\"The research uses a mixed-method approach with peer-reviews, business model canvases, and status reports, reporting increased composite scores from the course midpoint to the end.\"}]","Entrepreneurial thinking in interdisciplinary student teams - Research paper | PDF",1792065699]