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As more entrepreneurial experiences are integrated into engineering programs, students are faced with new challenges they need help in managing. While previous research has identified entrepreneurial activities that engineering students struggle with, the antecedents of these difficulties have not been directly investigated. Drawing on an ethnographic study in a project-based entrepreneurship course, this paper investigates difficulties as caused by both "cognitive conflicts" and "cultural clashes." The findings suggest that difficulties with entrepreneurial activities do not necessarily stem from lack of entrepreneurial capabilities on behalf of students, they can just as well stem from legitimate conflicts of interest that students and teachers need to navigate. As such, difficulties cannot always be solved by students learning more about entrepreneurship. As shown in the study, collaborative and externally oriented learning activities -- mainstays of project-based entrepreneurship courses -- particularly contribute to putting competing social demands on students.

Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term "authenticity work" to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.

Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term 'authenticity work' to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments., Author(s): Oskar Hagvall Svensson [sup.1] , Tom Adawi [sup.1] , Anders Johansson [sup.1] Author Affiliations: (1) grid.5371.0, 0000 0001 0775 6028, Department of Communication and Learning in Science, Chalmers University [...]

Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience.

While entrepreneurship discourse is gaining traction in engineering and the number of entrepreneurship courses increase rapidly, there is a lack of study focusing on how and why engineering educators facilitate entrepreneurial experiences in their courses. Using a qualitative and inductive case-study approach, this paper explores and explicates pedagogical models for facilitating entrepreneurial experiences in engineering, and their underlying design principles. Investigating seven entrepreneurial project-based courses, three distinct pedagogical models for facilitating entrepreneurial experiences are identified. Two potentially conflicting dimensions are highlighted and argued as vital for educators to consider when implementing entrepreneurial experiences into their courses. These dimensions are: to make learning more personal, and to make learning more professional. The paper discusses how entrepreneurial engineering pedagogy is anchored in entrepreneurship education and engineering education discourse, and suggests means through which the two disparate streams of research can be integrated in order to further research on entrepreneurial engineering pedagogy.

As more entrepreneurial experiences are integrated into engineering programs, students are faced with new challenges they need help in managing. While previous research has identified entrepreneurial activities that engineering students struggle with, the antecedents of these difficulties have not been directly investigated. Drawing on an ethnographic study in a project-based entrepreneurship course, this paper investigates difficulties as caused by both cognitive conflicts and cultural clashes. The findings suggest that difficulties with entrepreneurial activities do not necessarily stem from lack of entrepreneurial capabilities on behalf of students, they can just as well stem from legitimate conflicts of interest that students and teachers need to navigate. As such, difficulties cannot always be solved by students learning more about entrepreneurship. As shown in the study, collaborative and externally oriented learning activities – mainstays of project-based entrepreneurship courses – particularly contribute to putting competing social demands on students. [ABSTRACT FROM AUTHOR]

While entrepreneurship discourse is gaining traction in engineering and the number of entrepreneurship courses increase rapidly, there is a lack of study focusing on how and why engineering educators facilitate entrepreneurial experiences in their courses. Using a qualitative and inductive case-study approach, this paper explores and explicates pedagogical models for facilitating entrepreneurial experiences in engineering, and their underlying design principles. Investigating seven entrepreneurial project-based courses, three distinct pedagogical models for facilitating entrepreneurial experiences are identified. Two potentially conflicting dimensions are highlighted and argued as vital for educators to consider when implementing entrepreneurial experiences into their courses. These dimensions are: to make learning more personal, and to make learning more professional. The paper discusses how entrepreneurial engineering pedagogy is anchored in entrepreneurship education and engineering education discourse, and suggests means through which the two disparate streams of research can be integrated in order to further research on entrepreneurial engineering pedagogy. [ABSTRACT FROM AUTHOR]

Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience. [ABSTRACT FROM AUTHOR]