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A Case Study of Curriculum Entrepreneurship: Integrating Social Entrepreneurship Education Into Engineering

机译：课程创业的案例研究：将社会创业教育融入工程

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摘要

Much research on how curriculum reform occurs in higher education has focused on top-down models that deemphasize individual agency and overlook bottom-up processes of innovation. This case study, in contrast, described and analyzed the process by which an engineering instructor used the strategies and tools of entrepreneurship, honed through his own ventures and the courses he taught, to develop and build support for an innovative undergraduate program, as well as how individual-, unit-, and organizational-level factors affected his actions and thus the development of the curriculum. Data comes primarily from 96 interviews with 83 engineering faculty, administrators, students, and various internal and external collaborators, supporters, and partners associated with this process, collected over a 10-month period. Analyses produced description of the process of curriculum innovation, and focused in particular on the perspectives and actions not only of the engineering instructor, as a curriculum entrepreneur, but also those who supported, contributed to, or viewed themselves as competitors of the program. I provide evidence of an entrepreneurial process in which the curriculum entrepreneur (and eventual director of the program) created the program as the founder of a startup might create a business venture. This effort coalesced a collection of relevant, but initially unrelated educational activities into a startup-like entity marked by boundaries, competition, and customer-equivalents that, by the conclusion of the study, reached a semi-institutionalized phase of development. While institutional culture, structure, and priorities exerted influence on the program's development, the curriculum entrepreneur's success in navigating different institutional levels and unlocking resources controlled or influenced by others depended on his skillfulness in several areas: coping with uncertainty around the availability of resources, applying entrepreneurial tools, and exercising savvy with regard to organizational considerations and the curriculum development process. I propose a theoretical model of the process by which the director worked to institutionalize the curriculum and offer a set of propositions to guide research on the usefulness and development of the theory of curriculum entrepreneurship.
机译：关于高等教育课程改革如何进行的许多研究都集中在自上而下的模型上，这些模型不强调单个代理机构，而忽略了自下而上的创新过程。相比之下，本案例研究描述并分析了工程指导员使用企业家精神的策略和工具，通过自己的事业和所教授的课程进行磨练的过程，以开发和建立对创新型本科课程的支持，以及个人，单位和组织层面的因素如何影响他的行为，进而影响课程的发展。数据主要来自在10个月内对83位工程系教授，行政人员，学生以及与该过程相关的各种内部和外部合作者，支持者以及合作伙伴的96次访谈。分析产生了对课程创新过程的描述，并且特别关注了不仅工程指导员（作为课程企业家）的观点和行动，而且还关注那些支持，贡献或认为自己是该计划竞争对手的人的观点和行动。我提供了一个创业过程的证据，其中课程企业家（以及该程序的最终负责人）创建了该程序，因为初创企业的创始人可能会创建企业。这项工作将一系列相关但最初不相关的教育活动合并为一个类似初创企业的实体，该实体具有边界，竞争和与客户相当的特征，并在研究结束时达到了半制度化的发展阶段。机构文化，结构和优先级对计划的发展产生影响，而课程企业家能否在不同的机构级别上导航并释放由他人控制或影响的资源，取决于他在以下几个方面的技能：应对资源可用性的不确定性，应用创业工具，并在组织考虑因素和课程开发过程中表现出精明的作风。我提出了一个过程模型的理论模型，通过该模型董事可以将课程制度化，并提供了一组命题来指导有关课程企业家理论的有用性和发展的研究。

著录项

  • 作者

    Fedri, Melanie Elizabeth.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Higher education.;Entrepreneurship.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 334 p.
  • 总页数 334
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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