scholarly journals Entrepreneurship traits of Science, Engineering and Technology (SET) students

2015 ◽  
Vol 7 (1) ◽  
pp. 117 ◽  
Author(s):  
Elma Van der Lingen ◽  
Gerhard Van Niekerk
Keyword(s):  
White Students ◽  
Engineering Students ◽  
Male Students ◽  
Science Students ◽  
Science And Engineering ◽  
Technology Students ◽  
Engineering And Technology ◽  
Effective Training ◽  
Calculated Risk ◽  
Education Courses

<p>Entrepreneurship studies and education courses have increased significantly with the realisation of its importance for economic growth. Entrepreneurship courses are no longer only lectured by business schools, economical and management sciences, but also in natural science and engineering departments. The aim of this study is to determine the enterprising tendency of science, engineering and technology (SET) students with the General Enterprising Tendency (GET) test developed by Dr Caird. The SET students have an enterprising tendency above average indicative that they are likely to be enterprising in some way, but most likely through intrapreneurship by being part of a group within a corporate environment. The first degree (BEng, BSc and BTech) of the SET students appear to have no influence on their enterprising tendency. The male students have a higher enterprising tendency than the females, and the BTech males revealed a significantly higher need for autonomy than BTech females. The White students have a higher tendency for the entrepreneurial traits such as “need for autonomy”, “calculated risk taking” and “internal local of control”, whereas the Black students have a higher “need for achievement”. The future aim with continuing this study will be to structure technopreneurship courses in order to provide more effective training for SET students.</p><p><strong>Keywords:</strong> Entrepreneurship, traits, tendencies, technopreneurs, science students, engineering students, technology students, SET students, gender, ethnical group, GET test</p><p align="LEFT"> </p>

scholarly journals Performance of Students in the Departmental Examination in Chemistry

2015 ◽  
Vol 55 ◽  
pp. 121-125
Author(s):  
Ryan Manuel D. Guido
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
Technology Students ◽  
Significant Difference ◽  
Engineering And Technology ◽  
The Subject ◽  
Better Than

Departmental examination in chemistry assesses the students’ performance between the engineering and technology students and its corresponding departments. The results showed that engineering students marginally performed better than technology students and there are departments that exhibits highest mean score in the performance of both engineering and technology. It appears that students‘ performance has no significant difference because professors offered the same presentation of lessons, reinforcements, and evaluation whether it might be engineering or technology students. Furthermore, it showed that there is no significant difference in interdepartment performance because most of the professors were able to teach the different departments. The analyzation of this study showed that student performance in the departmental examination in chemistry depends on how the professors taught the subject.

Will the Integration of Materials Science into Engineering Core Undergraduate Curricula Ever Be Complete? Is the “Chemistry” Right?

MRS Bulletin ◽  
1992 ◽  
Vol 17 (9) ◽  
pp. 32-35
Author(s):  
John R. Ambrose
Keyword(s):  
Engineering Students ◽  
Materials Science ◽  
Professional Experience ◽  
Science And Engineering ◽  
Engineering And Technology ◽  
Materials Science And Engineering ◽  
Consensus View ◽  
Course Sequence ◽  
Certification Requirements

Those in charge of creating and endorsing curricula for engineering colleges appear to generally agree that materials science should be included. More than jus an acceptance of ABET (Accreditation Board for Engineering and Technology) certification requirements, the consensus view is that engineers really need to know about the materials they will someday use Unfortunately, there appears to be some disagreement about where this exposure to materials science fits into the overal scheme of things (scheduling or course sequence, so to speak). There is also dis agreement as to what engineering students should know about materials and by inference, as to who is most knowledge able and best qualified to teach this information. As a result of these disagreements students at some engineering departments have had to take, during the final semester, an introductory materials course taugh by instructors whose professional experience lies outside materials science and engineering.

scholarly journals Gender differences in chemical engineering students identified in understanding of rolling motion

2020 ◽  
Keyword(s):  
Gender Differences ◽  
Conceptual Understanding ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Male Students ◽  
First Year ◽  
Rolling Motion ◽  
Energy Principle ◽  
First Year Students ◽  
Engineering And Technology

In this research papaer we presented the results of exploration of gender differences in conceptual understanding of rolling motion (velocities and work-energy principle). For this purpose, we have selected nine conceptual items and conducted experiment with 184 first year students at the Faculty of Chemical Engineering and Technology, University of Zagreb. Results show that male students significantly outperformed female students. We detected particularly large differences on items that tests knowledge of the rolling phenomena. Results of our research can help teachers to create lessons that are adapted to general student population.

An Exercise to Improve Career Understanding of Commencing Engineering and Technology Students

2002 ◽  
Vol 11 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Stuart R. Palmer ◽  
Sharyn L. Bray
Keyword(s):  
Professional Practice ◽  
Engineering Students ◽  
Engineering Practice ◽  
Large Classes ◽  
Technology Students ◽  
Written Comments ◽  
Significant Difference ◽  
Engineering And Technology ◽  
Assessment Activity ◽  
Study Mode

The literature suggests that many commencing engineering students do not have an accurate understanding of the nature of professional practice in their chosen career. Many of the methods for exposing students to professional practice are impractical for large classes of commencing students. An assessment activity involving students collecting job advertisements for professional engineering positions and analysing them for required skills and knowledge was trialed and evaluated. It was found that a significant majority (86.2%) of students reported at least some change in their understanding of professional engineering practice. No significant difference was observed in these response rates between the three demographic categories (gender, study mode and course of study) of respondents. Student written comments about how their understanding of professional engineering practice had changed indicated that they benefited from, and valued exposure to, aspects of professional engineering practice early in their undergraduate studies.

The Role of Inquiry-Based Learning in Entrepreneurship Education

2009 ◽  
Vol 23 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Luke Pittaway
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Science Students ◽  
Science And Engineering ◽  
Inquiry Based Learning ◽  
Forms Of Knowledge

This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this introduction, a student case study on the development of Taxol is used to show how inquiry-based learning can enhance science students' understanding of entrepreneurial processes. The case study provides an illustration of the forms of knowledge gained through the use of inquiry-based learning. The paper concludes by highlighting the benefits and challenges of this type of course for the students and pointing out how such a course can provide a different approach for entrepreneurship education targeted at science and engineering students.

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