University Teachers’ Conceptions of Entrepreneurial Learning within Engineering Education
Abstract
The aim of the present study is to identify university teachers’ conceptions of entrepreneurial learning within engineering education. The research question is formed as follows: What are university teacher’s conceptions of entrepreneurial learning within engineering education? The data was collected from engineering teachers working for five different faculties in TTK University of Applied Sciences and with different professional expertise and seniority. Using semi-structured in-depth interviews. The study conducted will adopt a content analysis research approach. Results indicate for three qualitatively different ways of perceiving
entrepreneurial learning within engineering education. The teachers understand entrepreneurial learning within engineering education as 1) unnecessary concept, 2) important, useful and difficult to reach, and 3) integrated part of engineering studies. In the light of these results author will focus what could be done in order to develop teachers’ conceptual understanding about entrepreneurial learning and entrepreneurial mind-set. Study results contribute to better understanding of engineering teachers’ conceptions of entrepreneurial
learning and therefore allow school management and policy creators to understand the need for development of the staff, as well as give input to the teacher training about entrepreneurial learning and mind-set.
entrepreneurial learning within engineering education. The teachers understand entrepreneurial learning within engineering education as 1) unnecessary concept, 2) important, useful and difficult to reach, and 3) integrated part of engineering studies. In the light of these results author will focus what could be done in order to develop teachers’ conceptual understanding about entrepreneurial learning and entrepreneurial mind-set. Study results contribute to better understanding of engineering teachers’ conceptions of entrepreneurial
learning and therefore allow school management and policy creators to understand the need for development of the staff, as well as give input to the teacher training about entrepreneurial learning and mind-set.