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dc.contributor.authorTäks, Marge
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorToding, Martin
dc.contributor.authorKukemelk, Hasso
dc.contributor.authorVenesaar, Urve
dc.date.accessioned2015-03-02T09:40:39Z
dc.date.available2015-09-17T21:45:05Z
dc.date.issued2014
dc.identifier.citationTäks, M., Tynjälä, P., Toding, M., Kukemelk, H., & Venesaar, U. (2014). Engineering Students' Experiences in Studying Entrepreneurship. <i>Journal of engineering education</i>, <i>103</i>(4), 573–598. <a href="https://doi.org/10.1002/jee.20056" target="_blank">https://doi.org/10.1002/jee.20056</a>
dc.identifier.otherCONVID_23912703
dc.identifier.otherTUTKAID_63248
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45419
dc.description.abstractBackground: Entrepreneurial learning, or the acquisition of entrepreneurial skills, in engineering at the college level has become an important topic. The labor market needs engineers who are prepared to adapt to changing market conditions and enhance innovations that offer new value to customers and society as a whole. An entrepreneurial mindset, knowledge, skills, and attitudes are closely related to innovation and creativity as enablers of entrepreneurial actions that are essential to prepare students for a successful professional life. Purpose: This study sought to examine how engineering students experience studying entrepreneurship in a course that is based on a socio-constructivist view of learning and the integrative pedagogy model. Design/method: The data were collected using semistructured group interviews (n = 48) and individual in-depth interviews (n =16). The study adopted a phenomenographic research approach. Results: As a result of the analyses, four qualitatively different categories of experiencing entrepreneurship as part of an engineering degree program were identified. Entrepreneurship studies were experienced by students as a first step to self-directed learning, a preparation for work life, a path to possible self-employment, a context for developing leadership and responsibility for group achievement. Conclusion: The four categories identified show that integrating entrepreneurship studies in an engineering degree program can be experienced in a variety of ways by students. Pedagogical implications are discussed.
dc.language.isoeng
dc.publisherWiley-Blackwell; American Society for Engineering Educatio
dc.relation.ispartofseriesJournal of engineering education
dc.subject.otherphenomenographic approach
dc.subject.otherintegrative pedagogy model
dc.titleEngineering Students' Experiences in Studying Entrepreneurship
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201411183284
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2014-11-18T04:30:08Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange573–598
dc.relation.issn1069-4730
dc.relation.numberinseries4
dc.relation.volume103
dc.type.versionacceptedVersion
dc.rights.copyright© 2014 ASEE. This is an author's final draft version of an article whose final and definitive form has been published by ASEE/Wiley. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoyrittäjyyskasvatus
jyx.subject.urihttp://www.yso.fi/onto/yso/p19497
dc.relation.doi10.1002/jee.20056


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