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|  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2016  \nFaculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education  \nMARY BESTERFIELD-SACRE  \nUniversity of Pittsburgh Pittsburgh, PA  \nSARAH ZAPPEThe Pennsylvania State University University Park, PA  \nANGELA SHARTRAND VentureWell Amherst, MA  \nAND  \nKIRSTEN HOCHSTEDT The Pennsylvania State University University Park, PA  \nABSTRACT  \nEntrepreneurship programs and courses in engineering education have steadily increased in the United States over the past two decades. However, the nature of these entrepreneurship coursesand programs and the characteristics of the instructors who teach them are not yet well understood. The paper explores three research questions: 1) What content is typically included in engineering entrepreneurship courses and how is this content taught?; 2) What are instructors’ beliefs about how entrepreneurship should be taught in the engineering context; and 3) How are instructors’beliefs actuated within a particular class related to students’ self-reported perceptions of their entrepreneurial knowledge and abilities? The study shows that content associated with different course types, such as Becoming an Entrepreneur, New Venture Development, and Product Ideation and Development, often overlaps substantially, suggesting a lack of clarity in how these types of courses are defined. Second, instructors who teach entrepreneurship to engineering students believe that programs and courses should focus equally on both teaching skills and developing values and attitudes; and instructors feel confident in their ability to focus on both of these in their courses. Finally, at the end of the entrepreneurship course, students’ perceptions of their own abilities were found to be similar to their instructors’ intentions for the courses, particularly for students with less  \nWINTER 2016 1  \nADVANCES IN ENGINEERING EDUCATION  \nFaculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education  \nentrepreneurial experience as measured by their coursework, involvement in entrepreneurship-related activities (e. g., clubs, competitions) . As students’ prior experience with entrepreneurship increased, they reported greater familiarity with concepts than expected given their instructors’ intentions.  \nKey words: entrepreneurship, faculty perceptions, assessment, student perceptions  \nBACKGROUND AND STUDY OBJECTIVES  \nResearch on entrepreneurship in the field of engineering education is in its early stages, despite the fact that entrepreneurship programs and courses in engineering education have steadily increased over the past two decades. While many examples of individual courses and programs of study have been published in the literature (e. g., Nichols & Armstrong, 2003), a comprehensive and systematic analysis of what, why, and how undergraduate engineers are taught entrepreneurship is lacking.  \nResearch on Engineering Entrepreneurship Programs  \nEarly work on this topic focused on documenting the process of course or program creation, describing content, pedagogy, implementation issues, and assessment plans (Wang & Kleppe, 2001; Carlson & Sullivan, 2000; Sullivan, Carlson & Carlson, 2001; Creed, Suuberg & Crawford, 2002) . Exploratory and qualitative methods (Standish-Kuon & Rice, 2002) or quantitative studies with very small sample sizes were common. While these studies provided insight about student experiences in the particular context examined, they were limited in terms of generalizable knowledge (Bilén, Kisenwether, Rzasa & Wise, 2005) . While Duval-Couetil, Reed-Rhoads, and Haghighi (2011) assessed learning among more than 500 engineering students, the sample was drawn from entrepreneurship programs at three institutions. These findings suggest the need to examine a larger set of institutions.  \nOne reason for t","cbCaitnud7FIpEqS","https://ap.wps.com/l/cbCaitnud7FIpEqS","pdf",1908845,27,"English","# ABSTRACT\n# BACKGROUND AND STUDY OBJECTIVES\n## Research on Engineering Entrepreneurship Programs","[{\"question\":\"What research questions does the paper investigate about entrepreneurship courses in engineering education?\",\"answer\":\"The paper examines what content is typically included and how it is taught, what instructors believe about how entrepreneurship should be taught, and how those beliefs relate to students’ self-reported perceptions of their entrepreneurial knowledge and abilities.\"},{\"question\":\"What does the study find about differences among engineering entrepreneurship course types?\",\"answer\":\"Content associated with different course types (such as Becoming an Entrepreneur, New Venture Development, and Product Ideation and Development) overlaps substantially, indicating limited clarity in how those course types are defined.\"},{\"question\":\"How do students’ perceptions compare with instructors’ intentions by the end of the course?\",\"answer\":\"Students’ perceptions of their abilities were found to be similar to instructors’ intentions, particularly for students with less entrepreneurial experience based on coursework and involvement in entrepreneurship-related activities.\"}]","Faculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education - Winter 2016 | PDF",1792065694,68]