PEDAGOGICAL RESULTS: JOINT ENTREPRENEURSHIP COURSE IN ENGINEERING AND BUSINESS SCHOOL

PEDAGOGICAL RESULTS: JOINT ENTREPRENEURSHIP COURSE IN ENGINEERING AND BUSINESS SCHOOL

A. Passos, E. Kondo, W. Neto, C. Soares (2018).  PEDAGOGICAL RESULTS: JOINT ENTREPRENEURSHIP COURSE IN ENGINEERING AND BUSINESS SCHOOL. 13.

This paper has the objective of testing the effectiveness of a joint course in entrepreneurship carried out by a teaching team from two very distinct schools in Brazil: one school of engineering and one school of business. The joint initiative came in the wake of an effort by both institutions to improve its pedagogical approaches and exactly when both schools were trying new methods of active learning. IME, the engineering school, was implementing CDIO. FGV EBAPE, the business school, was implementing PBL. This paper tests the effectiveness of the joint undertaking by evaluating the perception of the students at the end of the course according to four pedagogical principles, namely development of attitudes and skills; revealing the students’ knowledge in the classroom; striving for deeper understanding so that knowledge is usable; and taking a meta-cognitive approach to make students take control of their own learning. The results from the survey of former students strongly suggest that the pedagogical methodology used in this joint entrepreneurship course fulfilled all principles and indicated its effectiveness in improving learning. 

Authors (New): 
Aderson Campos Passos
Edson Kenji Kondo
Waldemar Barroso Magno Neto
Carla Danielle Monteiro Soares
Pages: 
13
Affiliations: 
Military Institute of Engineering (IME), Brazil
School of Public Policy and Government of Getúlio Vargas Foundation (FGV EPPG), Brazil
University Center Unicesumar, Brazil
Brazilian School of Public and Business Administration of Getúlio Vargas Foundation (FGV EBAPE)
Keywords: 
Active learning
Problem based learning
Entrepreneurship Education
CDIO Standard 8
Year: 
2018
Reference: 
Barba-Sánchez, V., Atienza-Sahuquillo, C. (2018). Entrepreneurial intention among engineering students: the role of entrepreneurial education. European Research on Management and Business Economics, 24, 53-61.: 
Béchard, J. P., & Grégoire, D. (2005). Understanding teaching models in entrepreneurship for higher education. In P. Kÿro, & C. Carrier (Eds.), The dynamics of learning entrepreneurship in a crosscultural university context: 104–134. Tampere, Finland: Faculty of Education, University of Tampere.: 
Blank, S.; Dorf, B. Startup: Manual do empreendedor. O Guia Passo a Passo para Construir uma Grande Empresa. Rio de Janeiro: Alta books, 2014. (portuguese version of the Startup owner’s manual from the same authors).: 
Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D. R.. Edström, K. (2012). Rethinking engineering education: The CDIO approach. New York, NY: Springer.: 
Moust, J.H.C.; Bouhuijs, P. A.J.; Schmidt, H.G. Introduction to Problem-based Learning: a guide for students. 3rd edition, Groningen: Noordhff Uitgevers, 2013.: 
Nabi, G., Liñán, F., Fayolle, A., Krueger, N., Walmsley, A. (2017) The impact of entrepreneurship education in higher education: a systematic review and research agenda. Academy of Management Learning and Education, 16(2), 277-299.: 
National Research Council (2000). How People Learn: brain, mind, experience and school. National Academies Press, Expanded edition.: 
Tan, S.S., Frank Ng, C.K. (2006). A problem-based learning approach to entrepreneurship education. Education + Training, 48(6), 416-428.: 
Go to top
randomness