Building Entrepreneurial Teamwork Competencies In Collaborative Learning Via Peer Assessments

Entrepreneurship courses commonly use various kinds of group work, cooperative learning, study circles and study teams. A major challenge of this pedagogy is the unbiased grading of group members based on the accountability of individual performances. This paper provides an approach to using student peer assessment to provide feedback on individual performances within an entrepreneurial team project so that grades may be assigned in an equitable manner within entrepreneurship education

Integrated e-Learning Modules for Developing an Entrepreneurial Mindset: Direct Assessment of Student Learning

In an effort to develop an entrepreneurial mindset in all our engineering and computer science students, the University of New Haven is embedding entrepreneurial concepts throughout the 4-year curricula in their majors. This is done with the use of several short e-learning modules developed by content experts. The modules are integrated into engineering and computer science courses by faculty who reinforce concepts through a related activity, project, or assignment. The e-learning modules, available online through course management systems, are self-paced and targeted at conceptual learning of 18 specific entrepreneurial topics. Using a flipped-classroom instructional model, students complete the modules outside of class, typically over a set two-week period, and instructors engage the students in discussion either in-class or online and through an activity. This mode of integration enables the assessment of higher cognitive understanding of the concepts and students’ ability to apply what they learn. At present, 12 modules have been developed. In addition to the modules being integrated within the University, they have also been adopted by faculty at 42 other institutions across the country over the past three years. The broad-scale deployment has provided assessment and feedback data regarding the effectiveness of integrating the modules into existing courses using a blended approach (face-to-face and online learning). Whereas prior work relied on indirect assessment using pre/post student surveys to quantify the acquisition of knowledge from the e-learning modules and contextual activities, the current work employs student deliverables that are directly assessed by instructors. Faculty were provided assessment rubrics based on criteria aligned with the learning outcomes of the e-learning modules. Direct assessment is tangible, visible and measurable, and provides more compelling evidence of student learning. In this paper we propose an Entrepreneurial Mindset Learning Index to map and quantify the progress of students toward attaining an entrepreneurial mindset. The criteria in the assessment rubrics for the e-learning modules were mapped to the learning outcomes associated with an entrepreneurial mindset proposed by the Kern Entrepreneurial Engineering Network’s (KEEN) framework. The KEEN framework is based on the premise that an entrepreneurial mindset is characterized by a persistent curiosity of all things, the skills to make connections between seemingly unrelated things, and an ever-present goal to create value. Through the mapping, the direct assessment results provided an indication of how well students taking courses with integrated e-learning modules achieved elements of an entrepreneurial mindset

Entrepreneurial leadership: what is it and how should it be taught?

Main ArticleWe offer a comprehensive review of the literature relating to entrepreneurial leadership, noting that there are diverse understandings of the concept and little exploration of how best to teach it. We next present empirical data from a survey of teaching practices at 51 HEIs in the UK that indicate little explicit teaching of entrepreneurial leadership. Drawing on this literature and data, we make recommendations for the design of teaching materials that emphasise the relevance of leadership in entrepreneurship education and of entrepreneurship in leadership education

Working on a Start-Up: A Case for An Applied Entrepreneurship Oriented Course for Senior Undergraduates

In this paper, we describe a new teaching approach whose objective is to implement entrepreneurship-based learning. The proposed teaching approach is essentially a project-based approach, but, with two novel key components that give it the entrepreneurship emphasis. First, the main idea is to divide students into groups of four or five members and have each team go through the process of starting-up a company. This process tries to emulate all steps through which entrepreneurs go when a new start-up idea is taken from concept to product realization. These steps include proposing a novel start-up idea, writing a business plan, coming up with a solution, implementing and testing the solution, and reporting results. The only constraint of this “exercise” is that all start-up ideas must be related to the main topic of the course, which in our case is that of advanced hardware description language and field-programmable gate array (FPGA) digital design. As a second component, each student is required to maintain a so called individual reflective journal (IRJ). Students add new entries of about half a page each week to the IRJ, which plays the role of a diary. The objective of this component is to engage students in thinking about how the course activities tie into the three components of the KEEN framework: curiosity, connections, and creation of value. The projected outcomes of this teaching approach include: 1) help students to develop an entrepreneurial mindset, 2) foster creativity and self-learning, and 3) engage students more and enable them to be proactive and competition-aware

CPLD based controller for single phase inverters

The DC-AC converter, also known as inverter, converts DC power to AC power at desired output voltage and frequency. The DC power input to the inverter is obtained from an existing power supply. Nowadays inverters use high power switching transistors either IGBT's and/or MOSFETs. In addition, the voltage and frequency of the source can be adjustable. These single phase inverters and their operating principles are analyzed in detail. In this project, a full-bridge, single phase inverter that uses a digital Pulse Width Modulation (PWM) to control the power switches at 18 kHz was constructed. The concept of PWM with different strategies for inverters is described. A type of filter is used to improve the distortion in the output waveform. A design and implementation of PWM by using complex programmable logic device (CPLD) from Altera MaxPlus II is constructed and programmed. The involved software, hardware, and suitable algorithm to implement and generate the PWM are developed in details. To verify the significant of this single phase inverter, the output voltage will be tested with resistive load and inductive load

The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE

Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis

Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process

Global board games project:a cross-border entrepreneurship experiential learning initiative

Entrepreneurship training and development in the context of higher education has grown tremendously over the past four decades. What began as offerings of a handful of courses aimed primarily at business planning and small business management has evolved into over 3.000 higher education institutions around the world offering degree programs and concentrations in entrepreneurship on both undergraduate and graduate levels (Morris, Kuratko and Cornwall, 2013). Universities – particularly in the USA, UK and EU – have invested into developing entrepreneurship curricula but also extra-curricular programs and infrastructure aimed at supporting enterprise development. It is consensus among educators that entrepreneurship can be taught (Kuratko, 2005). Indeed, entrepreneurship education research has become a field in its own right (Fayolle, Gailly and Lassas‐Clerc, 2006; Pittaway and Cope, 2007; Penaluna, Penaluna and Jones, 2012; Fayolle, 2013; Fayolle and Gailly, 2015; Pittaway et al., 2015; Nabi et al., 2017). As literature indicates, entrepreneurship education can have an important impact on a variety of outcomes, including entrepreneurial intentions and behaviours. Intentions are a motivation to engage in certain behaviour that is geared towards venture creation (Gibb, 2008, 2011) as well as recognition and exploitation of opportunities (Shane and Venkataraman, 2000). Moreover, research has also identified the impact of entrepreneurship education on more subjective indicators such as attitudes (Boukamcha, 2015), perceived feasibility (Rauch and Hulsink, 2015), and skills and knowledge (Greene and Saridakis, 2008). Recently, the literature on the best practices in entrepreneurship education has centred on the importance of experiential learning allowing students to create knowledge from their interactions with the environment (Kolb, 1984). The key to effective experiential learning is engaging students individually and socially in a situation that enables them to interact with elements of the entrepreneurial context thus moving them away from text-driven to action-driven learning mode (Morris, Kuratko and Cornwall, 2013). Increasingly, digital technologies have been leveraged to create a learning environment that provides opportunities for experiential learning (Onyema and Daniil, 2017). This chapter provides findings of a study related to the development and implementation of a collaborative, digitally supported simulation project aimed at enhancing entrepreneurial social skills in an international context