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PARETTI Virginia Tech Blacksburg, VA  \nABSTRACT  \nDespite an increase in entrepreneurial activity at many universities, faculty perspectives on entrepreneurship and entrepreneurial mindsets are limited. To address this gap, we conducted a qualitative study exploring eighteen engineering faculty members’ experiences with entrepreneurship, including why entrepreneurship is valuable to engineering education practice. We used a systems framework, Activity Theory, to guide data collection and analysis in order to capture faculty perspectives in the context of the broader university system. Our analysis identified three reasons why faculty members believe entrepreneurial knowledge, skills, and attitudes add value to engineering education: 1) they support faculty members’ goals (societal impact, resource attainment, and interest), 2) they support students’ professional preparation, and 3) they contribute to student success and satisfy students’interest in entrepreneurship. We then discuss faculty members’ need for entrepreneurial experience, an important consideration that is closely related to our findings.  \nKey words: Entrepreneurship, Faculty Attitudes, Engineering Curriculum  \nINTRODUCTION  \nThe desire to be innovative and entrepreneurial is growing at universities across the country. Data from the Association of University Technology Managers (AUTM) reveals increases in academic entrepreneurship through university technology transfer and commercialization activities (AUTM,  \nADVANCES IN ENGINEERING EDUCATION  \nUnpacking Why Engineering Faculty Members Believe Entrepreneurship Is Valuable for Engineering Education  \n2014) . Engineering education researchers have also called for increasing entrepreneurship education within engineering education (Creed, Suuberg, & Crawford, 2002; Committee on the Engineer of 2020, 2005; Byers, et al., 2013; Duval-Couetil, et al., 2015; Duderstadt, 2007) . This entrepreneurial emphasis has encouraged increases in formal and informal education programs (e.g., entrepreneurship majors, minors, certificates, and clubs) and the emergence of entrepreneurship centers nationally (Gilmartin, et al. , 2014; Besterfield-Sacre, et al. , 2011; Shartrand, et al. , 2010) .  \nPrior research has demonstrated that academic entrepreneurship benefits not only university research and reputation, but also scholarship and student success (Sanberg, 2014) . Research has also revealed that faculty have an important role in driving not only the entrepreneurial activities of a university (Perkmann et al., 2013; Siegel, et al., 2004), but also the educational activities leading to students’ professional success (Winters, Matusovich, & Carrico, 2012) . There have been some studies exploring faculty members’ beliefs regarding the intersection of entrepreneurship and university learning environments, including defining entrepreneurial mindset (Hochstedt, et al., 2010), considering how faculty members teach entrepreneurship (Zappe, et al., 2013; Besterfield-Sacre, et al., 2016), and more general analyses of the intersection between entrepreneurship and engineering education (Sheppard, et al., 2015) . Despite studies like these, there exists a need to better understand faculty members’ perspectives on the value of entrepreneurship in engineering education. This work addresses this gap by reporting why faculty members believe entrepreneurship adds value to engineering education.  \nMETHODS  \nTo explore faculty members’ perspectives regarding the value of entrepreneurship in engineering education, we conducted semi-structured interviews with eighteen engineering faculty members from four land-grant universities. The s","cbCaik2BFrBrO6O7","https://ap.wps.com/l/cbCaik2BFrBrO6O7","pdf",381637,11,"English","# Abstract\n# Introduction\n# Methods","[{\"question\":\"Why does the study examine entrepreneurship’s value in engineering education?\",\"answer\":\"The study addresses a gap: limited understanding of how engineering faculty perceive entrepreneurship and entrepreneurial mindsets as valuable to engineering education practice.\"},{\"question\":\"What framework guided the study’s data collection and analysis?\",\"answer\":\"The researchers used a systems framework, Activity Theory, to capture faculty perspectives within the broader university system and interpret participants’ reasons and experiences.\"},{\"question\":\"What reasons did faculty give for entrepreneurship adding value to engineering education?\",\"answer\":\"Faculty identified three reasons: it supports faculty goals, it supports students’ professional preparation, and it contributes to student success while matching students’ interest in entrepreneurship.\"}]","Unpacking Why Engineering Faculty Members Believe Entrepreneurship Is Valuable for Engineering Education - Advances in Engineering Education | PDF",1792068284,28]