TY - JOUR
T1 - A systematic review of the literature on student entrepreneurial failure in engineering education
AU - Katona, Thomas M.
AU - Zappe, Sarah E.
AU - Tranquillo, Joe
N1 - Funding Information:
Entrepreneurial education has been rapidly expanding within universities over the past 15 years with colleges of engineering being amongst the most active participants in embedding entrepreneurship into curricular and extracurricular activities (Pittaway & Cope, 2007). Well-developed and theoretically grounded educational interventions have been shown to increase entrepreneurial skills and perception among students (Pittaway & Cope, 2007; Matlay & Caray, 2007; Duval-Couetil & Wheadon, 2013; Duval-Couetil & Rheed-Roads, 2012). Organizations including the National Science Foundation through the Lean Launch Curriculum and I-Corps program, VentureWell through curriculum development grants and their E-Team program, and the Kern Family Foundation through the Kern Entrepreneurial Education Network (KEEN) have provided significant funding to embed and transform entrepreneurial teaching and practice into colleges of engineering (Matthew et al., 2017; Pistrui, Blessing & Mekemson, 2008; Smith et al. 2017).
Funding Information:
● IEEE Explore - database of materials from computer science and engineering fields sponsored by the Institute of Electrical and Electronics Engineers (IEEE) and the Institute of Engineering and Technology
Funding Information:
He has been recognized with several awards including two National Biomedical Engineering Teaching Awards, The national KEEN outstanding faculty award, and has been nominated twice for the CASE US Professor of the Year. Joe is the author of four books and his work, conducted exclusively with undergraduates, has been feature on the Discovery Channel, TEDx and CNN Health. He has received funded from NASA, NIH, NSF, Kern Family Foundation, VentureWell Foundation, Degenstein Foundation, and the US Department of Defense. He has delivered intensive teaching workshops throughout in the United States and internationally, including Finland, Chile, Argentina, Uruguay, and the United Kingdom. Joe earned his BS from Trinity College, his PhD from Duke, is a visiting faculty member at the Universidad Catolica de Chile in Santiago and was a visiting scholar at the Scientific Computing and Imaging Institute (University of Utah) and Stanford Technology Ventures Program.
Funding Information:
● Business Source Premier - business research database funded by EBSCO Industries
Publisher Copyright:
© American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - This paper specifically focuses on a systematic review of research on and pedagogical methods related to failure within the context of undergraduate and graduate entrepreneurial engineering curriculum and programming. The article examines the basis for, methods to teach, and research being done to support the commonly held and repeated beliefs that students learn through failure, entrepreneurs need to persist through failure, and we need to teach our students to fail fast and fail forward. Systematic reviews of literature enable fields to collate research findings, highlight areas of interest and research activity, summarize areas where various viewpoints and research results are being debated, and identify potential areas of interest for further work to advance a particular field. Systematic reviews also provide a succinct opportunity to summarize the state of the art in a field, providing researchers a base of foundational work to support future advances in the field. Given the rapid increase and interest within colleges of engineering in introducing and exposing students to entrepreneurial curriculum and experiences, and the corresponding increase in research and publication in this space, it is timely to pursue systematic reviews on entrepreneurship within engineering education. While the importance of learning from failure is often repeated in the literature, this article highlights a glaring lack of research on the topic within the context of engineering education, and pedagogical approaches that are being used to attempt to teach students these concepts.
AB - This paper specifically focuses on a systematic review of research on and pedagogical methods related to failure within the context of undergraduate and graduate entrepreneurial engineering curriculum and programming. The article examines the basis for, methods to teach, and research being done to support the commonly held and repeated beliefs that students learn through failure, entrepreneurs need to persist through failure, and we need to teach our students to fail fast and fail forward. Systematic reviews of literature enable fields to collate research findings, highlight areas of interest and research activity, summarize areas where various viewpoints and research results are being debated, and identify potential areas of interest for further work to advance a particular field. Systematic reviews also provide a succinct opportunity to summarize the state of the art in a field, providing researchers a base of foundational work to support future advances in the field. Given the rapid increase and interest within colleges of engineering in introducing and exposing students to entrepreneurial curriculum and experiences, and the corresponding increase in research and publication in this space, it is timely to pursue systematic reviews on entrepreneurship within engineering education. While the importance of learning from failure is often repeated in the literature, this article highlights a glaring lack of research on the topic within the context of engineering education, and pedagogical approaches that are being used to attempt to teach students these concepts.
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M3 - Conference article
AN - SCOPUS:85095770192
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
M1 - 110
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -