Vertaisarvioitu artikkeli konferenssijulkaisussa (A4)

TRANS-NATIONAL, INTERDISCIPLINARY ENTREPRENEURSHIP MODULES IN HIGHER EDUCATION - PEDAGOGIC DREAM OR LOGISTICAL NIGHTMARE?: LESSONS FOR HIGHER EDUCATION MANAGERS




Julkaisun tekijätBorup R, Drumm L, Hautala V, Purg P, Rimkuniene D

ToimittajaL. Gómez Chova, A. López Martínez, I. Candel Torres

Konferenssin vakiintunut nimi8th International Conference of Education, Research and Innovation

PaikkaSeville

Julkaisuvuosi2015

JournalICERI Proceedings

Kirjan nimi *ICERI2015 Proceedings

Tietokannassa oleva lehden nimiICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION

Lehden akronyymiICERI PROC

Sarjan nimiICERI Proceedings

Aloitussivu5885

Lopetussivun numero5888

Sivujen määrä4

ISBN978-84-608-2657-6

ISSN2340-1095


Tiivistelmä
There is no lack of evidence that Europe places a high importance on entrepreneurial education: "Europe needs more entrepreneurs, more innovation and more high-growth SMEs. This is why it is necessary to stimulate the entrepreneurial mind-sets of young people. The important role of education in promoting more entrepreneurial attitudes and behaviours is now widely recognised." [1]"The European Commission is committed to promoting education for entrepreneurship at all levels" [2]This paper introduces the key interim findings of the IDEATE project[3] which aims to provide a new approach to including entrepreneurial education into Higher Education programmes through the development and delivery of a trans-national, interdisciplinary module delivered through intensive learning mobilities (workshops).This paper is written halfway through the IDEATE project, after two student mobilities, involving 16 students from 4 Universities. The students were from varying study programmes including Law, ICT, Creative Arts and Bio-medicine. The paper reflects on the practical stages of module development, and compares experiences from the 4 EU Universities[4], including the validation process, the selection of students, the development of a common syllabus and common assessment, as well as the acceptance of the module as part of the learning plan of each student. It will not include the student experience in detail as this will be analysed after the second (2016) cohort, and will be the subject of another publication. Instead it focusses on the potential benefits, enablers and barriers to HEIs working with this new pedagogic approach, and constructs some lessons learned for those managing HE provision.The paper will conclude by identifying several issues to address before HEIs can engage with transnational and inter-disciplinary ways of working, including the barriers and enablers for adopting this pedagogic approach.


Last updated on 2021-24-06 at 10:07