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Entrepreneurship Assessment in Higher Education: A Research Review for Engineering Education Researchers

dc.contributor.authorHuang‐saad, Aileen Y.
dc.contributor.authorMorton, Christina S.
dc.contributor.authorLibarkin, Julie C.
dc.date.accessioned2018-09-04T20:09:06Z
dc.date.available2019-05-13T14:45:28Zen
dc.date.issued2018-04
dc.identifier.citationHuang‐saad, Aileen Y. ; Morton, Christina S.; Libarkin, Julie C. (2018). "Entrepreneurship Assessment in Higher Education: A Research Review for Engineering Education Researchers." Journal of Engineering Education 107(2): 263-290.
dc.identifier.issn1069-4730
dc.identifier.issn2168-9830
dc.identifier.urihttps://hdl.handle.net/2027.42/145556
dc.description.abstractBackgroundDespite the wide adoption of entrepreneurship by United States engineering programs, there have been few advances in how to measure the influences of entrepreneurial education on engineering students. We believe the inadequate growth in engineering entrepreneurship assessment research is due to the limited use of research emerging from the broader entrepreneurship education assessment community.PurposeThis paper explores entrepreneurship education assessment by documenting the current state of the research and identifying the theories, variables, and research designs most commonly used by the broader community. We then examine if and how these theories and constructs are used in engineering entrepreneurship education.Scope/MethodTwo literature databases, Scopus® and Proquest, were searched systematically for entrepreneurship education assessment research literature. This search yielded 2,841 unique papers. Once inclusion and exclusion criteria were applied, 359 empirical research papers were coded for study design, theory, variables measured, instruments, and validity and reliability.ConclusionsWhile there has been growth in entrepreneurship education assessment research, little exchange of ideas across the disciplines of business, engineering, and education is occurring. Nonempirical descriptions of programs outweigh empirical research, and these empirical studies focus on affective, rather than cognitive or behavioral, outcomes. This pattern within the larger entrepreneurship community is mirrored in engineering where the use of theoryâ based, validated entrepreneurship education assessment instruments generally focuses on the context of intent to start a new company. Given the engineering community’s goals to support engineering entrepreneurship beyond business creation, the engineering education community should consider developing assessment instruments based in theory and focused on engineeringâ specific entrepreneurship outcomes.
dc.publisherPrenticeâ Hall
dc.publisherWiley Periodicals, Inc.
dc.subject.othertheoretical frameworks
dc.subject.otherstudent assessment
dc.subject.othersystematic review
dc.subject.otherresearch methods
dc.subject.otherentrepreneurship
dc.titleEntrepreneurship Assessment in Higher Education: A Research Review for Engineering Education Researchers
dc.typeArticleen_US
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEngineering Education
dc.subject.hlbtoplevelEngineering
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/145556/1/jee20197.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/145556/2/jee20197_am.pdf
dc.identifier.doi10.1002/jee.20197
dc.identifier.sourceJournal of Engineering Education
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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