Fostering an entrepreneurial mindset: A typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations

2022 ◽  
pp. 095042222110382
Author(s):  
Inge B Larsen
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Entrepreneurship Education ◽  
Simultaneous Existence ◽  
Large Heterogeneity ◽  
Theory Generation ◽  
Future Theory

Entrepreneurship education in higher education institutions (HEIs) increasingly aims at fostering an entrepreneurial mindset (EM) in students. However, large heterogeneity exists in conceptualizations of EM. This is a challenge for educators as it is difficult to develop instructional strategies to foster students’ EM when there is no clarity about what this mindset is. The purpose of the article is to address this challenge. It does so by analysing and synthesizing current literature in the field of entrepreneurship education in HEIs and develops a taxonomy that depicts three dominant conceptualizations of EM, their theoretical origins and the type of attributes typically associated with each conceptualization. The article goes beyond the integrative literature review by reflecting on the consequences for the design of entrepreneurship education of the simultaneous existence of these three dominant conceptualizations. The author develops a typology for aligning instructional strategies with the EM conceptualizations and thus contributes to practice by providing a better understanding of how to achieve coherence between learning outcomes and instructional choices. The article advances the field’s conceptual knowledge about EM and thereby facilitates future theory generation.

scholarly journals Programmes and methods for developing entrepreneurial skills in higher education

2020 ◽  
pp. 101-123
Author(s):  
Debora Daddi ◽  
Vanna Boffo ◽  
Debahash Buragohain ◽  
Tobi Iyaomolere
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Literature Review ◽  
Entrepreneurship Education ◽  
Well Being ◽  
Important Resource ◽  
Entrepreneurial Skills ◽  
Economic Well Being

The development of entrepreneurial competences among graduates is considered an important resource in many countries, not only because through these competences graduates can better contribute to the economic well-being of their communities by creating enterprises but also because through them, they can better direct their career development in any sector. The most successful entrepreneurship education programmes combine the development of technical and transversal skills using specific methodologies. In this paper, we evaluate in a comparative way the extent to which university-based entrepreneurship education programmes in Italy, India and Nigeria use methods that develop participants' ability to move from ideation to the implementation of something new. The literature review shows some differences between the programmes and methods developed in the three countries but also some shared strategies in adopting lines of development aimed at increasing students' entrepreneurial skills.

Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

2016 ◽  
Vol 31 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Tõnis Mets ◽  
Inna Kozlinska ◽  
Mervi Raudsaar
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Wide Spectrum ◽  
Entrepreneurship Education ◽  
Affective Outcomes ◽  
Entrepreneurial Skills ◽  
Competence Framework ◽  
Education Courses ◽  
Academic Debate

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.

scholarly journals Examining Student Learning Outcomes and Engagement in Engineering Entrepreneurship Education Programs

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Julie Libarkin
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Student Learning ◽  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Student Learning Outcomes ◽  
Time Constraints ◽  
Education Programs ◽  
Career Needs ◽  
Problem Solve

The professional context for the future engineer ischanging. Engineering graduates can no longer expecta career with a single employer and they must beprepared to meet the needs of diverse organizations.Companies are looking for engineers who can identifyunmet needs, problem solve under time constraints,and adapt to technological change. In response tochanging career needs, higher education institutionsare reforming how they train engineers. Most recently,this reform has led to the incorporation ofentrepreneurship into engineering undergraduatecurriculum. As more programs rush to launchengineering entrepreneurship programs, it is criticalthat we better understand the outcomes ofentrepreneurship education and how programs engagediverse student populations. In our poster, we presentour two projects assessing learning outcomes ofengineering entrepreneurship programs andexamining student participation.

Exploring Gamification Component Framework to Enhance Motivation in Higher Education: Literature Review

2020 ◽  
Vol 17 (2) ◽  
pp. 996-1003
Author(s):  
Pratiwi Kartika Sari ◽  
Basuki Wibawa ◽  
Nurdin Ibrahim
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Learning Motivation ◽  
Education Literature ◽  
Component Framework ◽  
Motivation And Learning

One of approaches to increase learning motivation is by using gamification in education. The framework of gamification implementation is MDA (Mechanic, Dynamic, and Aesthetic). Now days, gamification is used more frequently in higher education. Therefore, it is necessary to investigate any MDA components that able to increase learning motivation and learning outcomes. By knowing the trends in the implementation of gamification components that can increase learning motivation and outcomes, then gamification designer can have a basic foundation in the application of gamification in higher education. Furthermore, this study also investigates the application of counterproductive MDA components related to learning motivation and learning outcomes. This study involved gami- fication research at higher education conducted from 2015 to 2018.

Evaluasi Pembelajaran Berbasis Outcomes di Pendidikan Tinggi Islam: Suatu Kajian Konseptual

2020 ◽  
Vol 8 (1) ◽  
pp. 81
Author(s):  
Ujang Endang ◽  
Husni Husni ◽  
Yosep Farhan Dafik Sahal
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Higher Education Institutions ◽  
Measurement Instruments ◽  
Higher Education System ◽  
Several Variables ◽  
Learning Evaluation ◽  
Evaluation Models

This article attempts to explore the concept of outcomes-based evaluation and then offers it as one of the evaluation models in Islamic higher education. By using the literature review method, this study successfully traced the outcomes-based evaluation concept, which is thought to be more suitable for use in Islamic higher education institutions. One of the characteristics of learning outcomes in Islamic higher education institutions is the use of abstract terms such as understanding, understanding, living, believing, realizing, and believing. These terms are often used when lecturers conduct assessments and evaluations on several variables that are not easily measured, such as religiosity, faith, morals, character, personality, and integrity. Statistically, these variables can still be measured, but the measurement instruments used must meet two conditions, namely valid and reliable. However, the current higher education system demands a measurable evaluation system, so that even though outcomes-based learning evaluation models become quite troublesome, Islamic higher education is still required to introduce and use them.

scholarly journals The Problems and Alternative Solutions for the Implementation of Entrepreneurship Education in the Higher Education: A Literature Review

2020 ◽  
Vol 5 (2) ◽  
pp. 349-361
Author(s):  
Gunawan Adnan ◽  
Lailatussaadah Lailatussaadah ◽  
Asyraf Isyraqy Bin Jamil ◽  
Misbahul Jannah ◽  
Buhori Muslim ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Entrepreneurship Education ◽  
Alternative Formula ◽  
Alternative Solutions

This study aimed to find some problems in implementing entrepreneurship education at higher education (university). The method used in this study was the literature review by searching articles on electronics journal database. The databases used in this study were Jstor, Sage, Proquest, Elsevier, Emerald, Insight, Springer Plus, and Google Scholars from 2003 to October 2019. Fifteen articles were found using five keywords: entrepreneurship education, entrepreneurial, unemployment, job seeker, and job creator. The data were analyzed by collecting the related articles, reducing them based on the topic discussion, displaying the data, and concluding.  It was found that there were some problems faced during the implementation of entrepreneurship education. Thus, it can be concluded that the bigger the problem in the implementation of entrepreneurship education, the more extensive necessitate for the alternative formula. It is urged that further studies be conducted to expose more detailed comparisons between the problems found within the country and abroad. This action is considered as the foundation of a better service.

scholarly journals A systematic literature review on Engineering Entrepreneurship Education Learning Outcomes and Assessment Tools

2020 ◽  
Author(s):  
Tate Ning. Cao ◽  
Shaobo Huang
Keyword(s):  
North America ◽  
Literature Review ◽  
Learning Outcomes ◽  
Systematic Literature Review ◽  
Engineering Students ◽  
Entrepreneurship Education ◽  
Assessment Methods ◽  
Assessment Tools ◽  
Assessment Instruments ◽  
Validity And Reliability

Recent technological advancement is moving our society towards a more innovative and entrepreneurial one. As a result, engineering entrepreneurship education gained popularity and adoption across major education institutes worldwide. Based on a national survey done by Industry Canada, over 98% of Canadian post-secondary institutes offered at least one course in entrepreneurship. Despite this wide adoption, we believe the research on the short-term learning outcomes and assessment for engineering entrepreneur education on students is inadequate. This is often because of the lack of research in the engineering entrepreneurship and the lack of definition of engineering entrepreneurship education learning outcomes. We undertook a systematic review and meta-analysis of 123 studies on entrepreneurship education for undergraduate engineering students in North America in the past 15 years. We examined the learning outcomes defined and desired by major entrepreneurial educational institutes in North America and the assessment methods employed to measure the student learning outcomes. We particularly focused on the alignment between desired learning outcomes and assessment methods employed to study the validity and reliability of common assessment instruments.  In this paper, we report on the results of the systematic literature review, identify the strength of common assessment instruments, and then describe the process we incorporate what we learned from this review into our engineering entrepreneurship education program. 

scholarly journals The Potential of AI in Health Higher Education to Increase the Students’ Learning Outcomes

TEM Journal ◽  
2021 ◽  
pp. 488-497
Author(s):  
Maria José Sousa ◽  
Francesca Dal Mas ◽  
António Pesqueira ◽  
Carlos Lemos ◽  
Juan Manuel Verde ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Systematic Literature Review ◽  
Learning Process ◽  
Learning Processes ◽  
Education Students ◽  
Practical Applications ◽  
Learning Contexts ◽  
Learning Path

The main goal of this article is to understand the potential learning applications based on AI technologies for health higher education students. We employed a Systematic Literature Review, contributing to explore to what extent AI technologies are currently influencing the Health learning processes in higher education and the skills developed during the learning path. The intent is to contribute to a more profound understanding of learning contexts, methodologies, technologies, and pedagogical processes with the application of AI technologies. The literature emphasizes that AI can be used to potentiate the learning process and the learning outcomes, especially in laboratory classes, and such contexts are still largely unstudied. To fulfil this gap, some practical applications based on AI technologies applied to health higher education studies were identified, highlighting AI's innovations and possible opportunities for health higher education.

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