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Unpacking the impact of engineering entrepreneurship education that leverages the Lean LaunchPad Curriculum

机译：打开工程创业教育的影响，这些教育利用精益推出课程

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The role of entrepreneurship in engineering education has undergone a substantial transformation over the last several years. Engineering entrepreneurship has evolved from the traditional business school model, focusing on business skills and business plans, to include cultivating an entrepreneurial mindset to enhance engineers' professional formation. Engineering programs are incorporating entrepreneurship into both formal and informal learning through the integration of formal courses, pitch competitions, mentorship, start-up weekends, and maker-spaces into student offerings. While it is becoming generally accepted that entrepreneurship education requires active student-learning pedagogies, assessment of student learning in relation to these pedagogies is still evolving. Of the few existing engineering entrepreneurship assessments, most have broadly assessed students' perceptions of business skills and knowledge, self-efficacy, attitude towards entrepreneurship, and entrepreneurial intent. However, with the considerable amount of variance in course content and instruction, further comparative research in controlled entrepreneurship education environments is needed to accurately assess student outcomes. The recent widespread adoption of the Lean LaunchPad Curriculum and Business Model Canvas has recently provided engineering programs with straightforward, common curriculum and pedagogical approaches, as well as an opportunity for targeted assessment across institutions. Prior to the Lean LaunchPad curriculum, there was no consensus on introductory entrepreneurship content and delivery for non-business students. The purpose of this study is to examine the impact of the Lean LaunchPad curriculum and pedagogy on undergraduate students with regard to self-efficacy, behavior, and knowledge. In this study, entrepreneurial self-efficacy was measured using a validated survey from existing entrepreneurship research. Additionally, a validated entrepreneurial behavior inventory was used to assess entrepreneurial behavior, as opposed to measuring behavioral traits and attitudes. To examine entrepreneurial knowledge, students were asked to complete open-ended survey questions to determine how they would pursue a new venture at different stages of development. The preliminary results of these surveys are discussed in this paper in an effort to better understand the impact of the Lean LaunchPad Curriculum on student outcomes.
机译：企业家精神在工程教育中的作用在过去几年中经历了大量的转变。工程企业家已经从传统的商学院模型演变，专注于商业技能和业务计划，包括培养企业思维思维，以加强工程师的专业形成。工程计划通过将正规和非正式的学习纳入正规和非正式的学习，通过将正式的课程，节目比赛，宣传，启动周末和制造商入学进入学生产品。虽然普遍认为，创业教育需要积极的学生学习教学，但对与这些教学有关的学生学习的评估仍在发展。在现有的少数工程创业评估中，大多数广泛地评估了学生对企业技能和知识，自我效力，对企业家精神的看法以及创业意图的看法。然而，随着课程内容和指导的相当大的差异，需要对受控创业教育环境的进一步比较研究来准确评估学生结果。最近广泛采用精益推出课程和商业模式帆布最近提供了具有简单，普通课程和教学方法的工程方案，以及跨机构的有针对性评估的机会。在精益推出课程之前，对非商学院的介绍创业内容和交付没有达成共识。本研究的目的是审查精益推出课程和教育学对自我效能，行为和知识的本科生的影响。在这项研究中，使用来自现有创业研究的经过验证的调查来测量创业自我效能。此外，使用验证的创业行为库存来评估创业行为，而不是测量行为性状和态度。为了审查企业家知识，学生被要求完成开放式调查问题，以确定他们如何在不同发展阶段追求新的创业。本文讨论了这些调查的初步结果，以便更好地了解精益推出课程对学生结果的影响。

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