Entrepreneurship and Engineering

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The DEL’s research on entrepreneurship in engineering is conducted with support from the National Center for Engineering Pathways to Innovation, or Epicenter. Epicenter is funded by the National Science Foundation (Grant No. 1125457) and directed by Stanford University and VentureWell (formerly the National Collegiate Inventors and Innovators Alliance). Epicenter’s mission is to empower U.S. undergraduate engineering students to bring their ideas to life for the benefit of our economy and society. Stanford University Professors Sheri Sheppard, Tom Byers, and Kathy Eisenhardt are the Principal Investigators of the Epicenter initiative.  
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The DEL’s research on entrepreneurship in engineering is conducted with support from the National Center for Engineering Pathways to Innovation, or Epicenter. Epicenter is funded by the National Science Foundation (Grant No. 1125457) and directed by Stanford University and VentureWell (formerly the National Collegiate Inventors and Innovators Alliance). Epicenter’s mission is to empower U.S. undergraduate engineering students to bring their ideas to life for the benefit of our economy and society.  
 +
 
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Stanford University Professors '''[[Sheri Sheppard]]''', '''Tom Byers''', and '''Kathy Eisenhardt''' are the Principal Investigators of the Epicenter initiative.  
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<br>
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[[Image:Epilogo.jpg|right|350px|Epilogo.jpg]]
== Background  ==
== Background  ==
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Over the past three years, the Epicenter Research Team has been conducting a large, multi-method, national study of entrepreneurship in engineering known as the '''Fostering Innovative Generations Study''', or '''FIGS'''. As part of FIGS, the team is pursuing three major Research Questions (RQs). Each of these questions addresses an important gap in existing knowledge about entrepreneurship education for engineers:  
+
Over the past three years, the Epicenter Research Team has been conducting a set of large, multi-method, national studies of entrepreneurship in engineering collectively known as the '''Fostering Innovative Generations Studies''', or '''FIGS'''. As part of FIGS, the team is pursuing three major Research Questions (RQs). Each of these questions addresses an important gap in existing knowledge about entrepreneurship education for engineers:  
*an examination of how entrepreneurship programs for engineers work from the ground up (RQ1);  
*an examination of how entrepreneurship programs for engineers work from the ground up (RQ1);  
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*a study of how engineering students and faculty perceive and learn entrepreneurial content in traditional technical environments (RQ3).
*a study of how engineering students and faculty perceive and learn entrepreneurial content in traditional technical environments (RQ3).
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Here is a summary of our three core questions:
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'''Here is a summary of our three core questions:'''
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== Research Question 1 ==
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== Research Question 1 - Program Models  ==
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What are current models of educating engineers for entrepreneurship/ entrepreneurial thinking?  
+
[[Image:NCIIA 3-14.jpg|right|250px|NCIIA 3-14.jpg]]'''What are current models of educating engineers for entrepreneurship/entrepreneurial thinking?'''
-
In this research, the unit of analysis is the entrepreneurship program, and the focus is on programmatic contexts for entrepreneurship learning. This mixed-methods research builds on the work of Standish-Kuon and Rice (2002), Shartrand et al. (2010), Besterfield-Sacre et al. (2011), and Duval-Couetil, Shartrand, and Reed (forthcoming). See here for our Technical Brief on the findings of RQ1: http://epicenter.stanford.edu/resource/us-based-entrepreneurship-programs-for-undergraduate-engineers. See here for a link to our recent presentation on RQ1 at the OPEN 2014 conference in San Jose, CA: http://www.slideshare.net/EpicenterUSA/epienter-research-session-open-2014
+
In this research, the unit of analysis is the entrepreneurship program, and the focus is on programmatic contexts for entrepreneurship learning. This mixed-methods research builds on the work of Standish-Kuon and Rice (2002), Shartrand et al. (2010), Besterfield-Sacre et al. (2011), and Duval-Couetil, Shartrand, and Reed (forthcoming).  
-
== Research Question 2  ==
+
[http://www.slideshare.net/EpicenterUSA/epienter-research-session-open-2014 See here for a link] to our recent presentation on RQ1 at the OPEN 2014 conference in San Jose, CA.
-
What are undergraduate engineering students’ innovation and entrepreneurial interests, abilities, and achievements? How do these interests, abilities, and achievements change over time? Which educational and workplace environments/experiences influence the development of their innovation and entrepreneurial interests, abilities, and achievements?
+
== Research Question 2 - Students' Interests and Goals  ==
-
Here the unit of analysis is the student, and the focus is on the development of student interests in innovation and entrepreneurship as measured by behaviors, attitudes, and experiences. This is conceived as a longitudinal, survey-based project that builds on the work of Damon and Lerner (2008), Eesley (2011), Duval-Couetil, Reed-Rhoads, and Haghighi (2012), among others. Our longitudinal survey will be launched in Winter 2015 to engineering students at upwards of 25 institutions across the U.S.
+
[[Image:Uif.jpg|right|250px|Uif.jpg]]'''What are undergraduate engineering students’ innovation and entrepreneurial interests, abilities, and achievements? How do these interests, abilities, and achievements change over time? Which educational and workplace environments/experiences influence the development of their innovation and entrepreneurial interests, abilities, and achievements?'''
-
We also have been working with colleagues at Tufts University and Stanford University to analyze and compare engineering and business students’ entrepreneurial intentions as part of their Young Entrepreneurs Study (YES). This has resulted in one award-winning conference paper (see Jin et al. at http://epicenter.stanford.edu/resource/epicenter-research-papers-asee-2014) and two journal manuscripts under review/in progress.  
+
Here the unit of analysis is the student, and the focus is on the development of student interests in innovation and entrepreneurship as measured by behaviors, attitudes, experiences, and career goals. This is conceived as a longitudinal, survey-based project that builds on the work of Damon and Lerner (2008), Eesley (2011), Duval-Couetil, Reed-Rhoads, and Haghighi (2012), among others. Our longitudinal survey will be launched in Winter 2015 to engineering students at upwards of 25 institutions across the U.S.  
-
<br>  
+
We also have been working with colleagues at Tufts University and Stanford University to analyze and compare engineering and business students’ entrepreneurial intentions as part of their Young Entrepreneurs Study (YES). This has resulted in one award-winning conference paper [http://epicenter.stanford.edu/resource/epicenter-research-papers-asee-2014 (see Jin et al.)] and two journal manuscripts under review/in progress.<br>  
-
== Research Question 3  ==
+
== Research Question 3 - Curriculum Development ==
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How can fundamental engineering curricula be reframed to stimulate integrative thinking, especially entrepreneurial thinking?  
+
[[Image:Bike.JPG|right|250px|Bike.JPG]]'''How can fundamental engineering curricula be reframed to stimulate integrative thinking, especially entrepreneurial thinking?'''
-
In this research, the unit of analysis is the technical engineering classroom (inclusive of faculty, students, and curricula), and the focus is on the process of entrepreneurship learning in the context of a statics course. This work draws from Kolb’s learning theory and studies of scenario-based learning experiences. This research has resulted in an award-winning conference paper (see Schar et al. at http://www.asee.org/public/conferences/20/papers/6565/view). Initially tested at Stanford, the SBL techniques in this research are currently being rolled out and tested at Univ. of Wisconsin (Madison) and UC-Merced.  
+
In this research, the unit of analysis is the technical engineering classroom (inclusive of faculty, students, and curricula), and the focus is on the process of entrepreneurship learning in the context of a statics course. This work draws from Kolb’s learning theory and studies of scenario-based learning experiences. This research has resulted in an award-winning conference paper [http://www.asee.org/public/conferences/20/papers/6565/view (see Schar et al.)] .  
-
<br>  
+
Initially tested at Stanford, the [[Scenario Based Learning]] techniques in this research are currently being rolled out and tested at University of Wisconsin (Madison) and UC-Merced.<br>  
 +
 
 +
== Research Community  ==
 +
 
 +
Another top goal of the Epicenter Research Team has been to build and strengthen a community of entrepreneurship researchers, particularly in and around engineering. We have framed this as our fourth FIGS study; here, our research question is "What are the most effective strategies for fostering connections and community in the engineering entrepreneurship space?"
 +
 
 +
As part of our work, we have designed and hosted several events to bring together entrepreneurship researchers from a variety of backgrounds. We held three sessions at OPEN 2012, OPEN 2013, and OPEN 2014, respectively, to introduce attendees to the latest research and evaluation in the field.
 +
 
 +
In May 2012, we hosted an Epicenter Research Workshop at Stanford, where we brought together 27 scholars, leaders, and students in the fields of engineering and entrepreneurship education for an intensive, day-long workshop. In August 2014, we hosted the first [[Epicenter Research Summit]], again at Stanford. The Summit included 70 researchers and practitioners from the U.S. and Europe.
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== Research Team ==
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Our Epicenter Research Team includes:
{|
{|
|-
|-
| '''[[Sheri Sheppard]]'''<br>Principal Investigator<br>Epicenter at Stanford University  
| '''[[Sheri Sheppard]]'''<br>Principal Investigator<br>Epicenter at Stanford University  
-
| '''[[Anna Breed]]'''<br>Stanford University  
+
| '''[[Anna Breed]]'''<br>Stanford University<br>.
-
| '''[[Helen Chen]]'''<br>Stanford University  
+
| '''[[Helen Chen|Helen L. Chen]]'''<br>Stanford University<br>.
-
| '''Emanuel Costache'''<br>SageFox Consulting  
+
| '''Emanuel Costache'''<br>SageFox Consulting<br>.
-
| '''[[Carolyn Estrada]]'''<br>Apple
+
| '''[[Carolyn Estrada]]'''<br>Apple<br>.
|-
|-
-
| '''[[Shannon Gilmartin]]'''<br>Stanford University  
+
| '''[[Shannon Gilmartin]]'''<br>Stanford University<br>.
-
| '''[[Michelle Grau]]'''<br>Nueva School  
+
| '''[[Michelle Grau]]'''<br>Nueva School<br>.
-
| '''[[Qu Jin]]'''<br>Stanford University  
+
| '''[[Qu Jin]]'''<br>Stanford University<br>.
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| '''Angela Harris'''<br>Stanford University  
+
| '''Angela Harris'''<br>Stanford University<br>.
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| '''[[Mark Schar]]'''<br>Stanford University
+
| '''[[Mark Schar]]'''<br>Stanford University<br>.
|-
|-
-
| '''Angela Shartrand'''<br>VentureWell  
+
| '''Angela Shartrand'''<br>VentureWell<br>.
-
| '''[[George Toye]]'''<br>Stanford University  
+
| '''[[George Toye]]'''<br>Stanford University<br>.
-
| '''[[Autumn Turpin]]'''<br>Stanford University  
+
| '''[[Autumn Turpin]]'''<br>Stanford University<br>.
-
| '''Ari Turrentine'''<br>VentureWell
+
| '''Ari Turrentine'''<br>VentureWell<br>.
|}
|}
-
 
-
<br>
 
== Advisors  ==
== Advisors  ==

Latest revision as of 15:10, 20 July 2016

The DEL’s research on entrepreneurship in engineering is conducted with support from the National Center for Engineering Pathways to Innovation, or Epicenter. Epicenter is funded by the National Science Foundation (Grant No. 1125457) and directed by Stanford University and VentureWell (formerly the National Collegiate Inventors and Innovators Alliance). Epicenter’s mission is to empower U.S. undergraduate engineering students to bring their ideas to life for the benefit of our economy and society.

Stanford University Professors Sheri Sheppard, Tom Byers, and Kathy Eisenhardt are the Principal Investigators of the Epicenter initiative.


Epilogo.jpg

Contents

Background

Over the past three years, the Epicenter Research Team has been conducting a set of large, multi-method, national studies of entrepreneurship in engineering collectively known as the Fostering Innovative Generations Studies, or FIGS. As part of FIGS, the team is pursuing three major Research Questions (RQs). Each of these questions addresses an important gap in existing knowledge about entrepreneurship education for engineers:

  • an examination of how entrepreneurship programs for engineers work from the ground up (RQ1);
  • an exploration of how engineering students’ innovation and entrepreneurial interests evolve over time and are influenced by educational and workplace experiences (RQ2); and
  • a study of how engineering students and faculty perceive and learn entrepreneurial content in traditional technical environments (RQ3).

Here is a summary of our three core questions:

Research Question 1 - Program Models

NCIIA 3-14.jpg
What are current models of educating engineers for entrepreneurship/entrepreneurial thinking?

In this research, the unit of analysis is the entrepreneurship program, and the focus is on programmatic contexts for entrepreneurship learning. This mixed-methods research builds on the work of Standish-Kuon and Rice (2002), Shartrand et al. (2010), Besterfield-Sacre et al. (2011), and Duval-Couetil, Shartrand, and Reed (forthcoming).

See here for a link to our recent presentation on RQ1 at the OPEN 2014 conference in San Jose, CA.

Research Question 2 - Students' Interests and Goals

Uif.jpg
What are undergraduate engineering students’ innovation and entrepreneurial interests, abilities, and achievements? How do these interests, abilities, and achievements change over time? Which educational and workplace environments/experiences influence the development of their innovation and entrepreneurial interests, abilities, and achievements?

Here the unit of analysis is the student, and the focus is on the development of student interests in innovation and entrepreneurship as measured by behaviors, attitudes, experiences, and career goals. This is conceived as a longitudinal, survey-based project that builds on the work of Damon and Lerner (2008), Eesley (2011), Duval-Couetil, Reed-Rhoads, and Haghighi (2012), among others. Our longitudinal survey will be launched in Winter 2015 to engineering students at upwards of 25 institutions across the U.S.

We also have been working with colleagues at Tufts University and Stanford University to analyze and compare engineering and business students’ entrepreneurial intentions as part of their Young Entrepreneurs Study (YES). This has resulted in one award-winning conference paper (see Jin et al.) and two journal manuscripts under review/in progress.

Research Question 3 - Curriculum Development

Bike.JPG
How can fundamental engineering curricula be reframed to stimulate integrative thinking, especially entrepreneurial thinking?

In this research, the unit of analysis is the technical engineering classroom (inclusive of faculty, students, and curricula), and the focus is on the process of entrepreneurship learning in the context of a statics course. This work draws from Kolb’s learning theory and studies of scenario-based learning experiences. This research has resulted in an award-winning conference paper (see Schar et al.) .

Initially tested at Stanford, the Scenario Based Learning techniques in this research are currently being rolled out and tested at University of Wisconsin (Madison) and UC-Merced.

Research Community

Another top goal of the Epicenter Research Team has been to build and strengthen a community of entrepreneurship researchers, particularly in and around engineering. We have framed this as our fourth FIGS study; here, our research question is "What are the most effective strategies for fostering connections and community in the engineering entrepreneurship space?"

As part of our work, we have designed and hosted several events to bring together entrepreneurship researchers from a variety of backgrounds. We held three sessions at OPEN 2012, OPEN 2013, and OPEN 2014, respectively, to introduce attendees to the latest research and evaluation in the field.

In May 2012, we hosted an Epicenter Research Workshop at Stanford, where we brought together 27 scholars, leaders, and students in the fields of engineering and entrepreneurship education for an intensive, day-long workshop. In August 2014, we hosted the first Epicenter Research Summit, again at Stanford. The Summit included 70 researchers and practitioners from the U.S. and Europe.

Our Epicenter Research Team includes:

Sheri Sheppard
Principal Investigator
Epicenter at Stanford University
Anna Breed
Stanford University
.
Helen L. Chen
Stanford University
.
Emanuel Costache
SageFox Consulting
.
Carolyn Estrada
Apple
.
Shannon Gilmartin
Stanford University
.
Michelle Grau
Nueva School
.
Qu Jin
Stanford University
.
Angela Harris
Stanford University
.
Mark Schar
Stanford University
.
Angela Shartrand
VentureWell
.
George Toye
Stanford University
.
Autumn Turpin
Stanford University
.
Ari Turrentine
VentureWell
.

Advisors

Our Senior Research Advisors are:

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