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dc.contributor.authorTäks, Marge
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorKukemelk, Hasso
dc.date.accessioned2016-11-23T06:37:01Z
dc.date.available2016-11-23T06:37:01Z
dc.date.issued2016
dc.identifier.citationTäks, M., Tynjälä, P., & Kukemelk, H. (2016). Engineering students’ conceptions of entrepreneurial learning as part of their education. <i>European Journal of Engineering Education</i>, <i>41</i>(1), 53-69. <a href="https://doi.org/10.1080/03043797.2015.1012708" target="_blank">https://doi.org/10.1080/03043797.2015.1012708</a>
dc.identifier.otherCONVID_24590451
dc.identifier.otherTUTKAID_65463
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51962
dc.description.abstractThe purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group interviews (N = 48) and individual in-depth interviews (N = 16). As a result of the phenomenographic analysis, four qualitatively distinctive conceptions of entrepreneurial learning were discerned. Entrepreneurial learning was seen to involve (1) applying entrepreneurial ideas to engineering, (2) understanding entrepreneurial issues in a new way, (3) action-oriented personal development, and (4) self-realising through collective effort. These qualitatively distinct categories differed from each other in four dimensions of variation: nature of learning, response to pedagogy, relation to teamwork, and learning outcomes.
dc.language.isoeng
dc.publisherTaylor & Francis Ltd.; European Society for Engineering Education
dc.relation.ispartofseriesEuropean Journal of Engineering Education
dc.subject.otherentrepreneurial learning
dc.subject.otherintegrative pedagogy
dc.titleEngineering students’ conceptions of entrepreneurial learning as part of their education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201611224710
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.updated2016-11-22T13:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange53-69
dc.relation.issn0304-3797
dc.relation.numberinseries1
dc.relation.volume41
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 SEFI. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppimiskäsitykset
dc.subject.ysofenomenografia
dc.subject.ysotiimityö
jyx.subject.urihttp://www.yso.fi/onto/yso/p6332
jyx.subject.urihttp://www.yso.fi/onto/yso/p20240
jyx.subject.urihttp://www.yso.fi/onto/yso/p4081
dc.relation.doi10.1080/03043797.2015.1012708


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