Reflections Upon Student Elective Engagement in STEM Enterprise Education

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Carys A. Watts, Richard Hetherington
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Abstract

There is a well recognised desire to encourage enterprise and entrepreneurial thinking in university students, however core or mandatory provision has the potential to dilute the enthusiasm or engagement in enterprise. This paper reflects on the choice to offer optional (elective) enterprise modules to STEM students at Undergraduate (level 6) and Masters level (level 7). In STEM programmes, enterprise or entrepreneurship subjects are often elective options alongside their core academic studies, with much variability in delivery methods and source materials used throughout undergraduate and postgraduate education. This means appealing to a self-selecting cohort with either interest in an alternative direction to ‘pure-science’, or individuals with an aim of creating an impact. With high levels of interaction between educators, industry case studies and learners, a dynamic learning environment is created, with positive outcomes for satisfaction and employability. A qualitative longitudinal study and ethnographic consideration of the individuals who have chosen to engage in enterprise-based elements indicates that initial exposure to curriculum-based enterprise can deepen their understanding of ideation, commercial bioscience, and innovation, leading to discipline-based recognition of value. Although a limited proportion of students go on to be entrepreneurs in the form of company founders, they often cite their enterprise education experience as impactful and frequently allude to skills or experience as intrinsic to their intrapreneurial activities and roles with the organisations they end up working with.

Abstract Image

学生参与 STEM 企业教育选修课的思考
鼓励大学生的企业和创业思维是众所周知的愿望,但核心或必修课程有可能冲淡学生对企业的热情或参与度。本文探讨了为 STEM 本科生(6 级)和硕士生(7 级)提供企业选修(选修)模块的选择。在科学、技术、工程和数学课程中,企业或创业科目往往是核心学术研究之外的选修课,在整个本科和研究生教育中使用的授课方法和原始材料有很大差异。这意味着要吸引那些对 "纯科学 "之外的另一个方向感兴趣的自选群体,或以创造影响力为目标的个人。通过教育者、行业案例研究和学习者之间的高度互动,创造了一个充满活力的学习环境,对满意度和就业能力产生了积极的影响。对选择参与企业元素的个人进行的定性纵向研究和人种学考虑表明,最初接触基于课程的企业可以加深他们对构思、商业生物科学和创新的理解,从而获得基于学科的价值认可。虽然以公司创始人的形式成为企业家的学生比例有限,但他们往往认为自己的企业教育经历很有影响,并经常提到他们的内部创业活动和在最终合作的组织中的角色所固有的技能或经验。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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