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Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessment workshop MSc, Sergej Lugovic, MBA, Polytechnic of Zagreb
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Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Aug 21, 2015

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Page 1: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Teaching technology entrepreneurship at engineering

universities—experiences, perspectives, challenges, and

assessment workshop

MSc,  Sergej  Lugovic,  MBA,  Polytechnic  of  Zagreb  

 

Page 2: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Departure point: Angeletics; the study of

messengers and messages angele;cs  deals  with  issues  related  to  origin,  end  purpose  and  message  content,  power  structures,  

techniques  and  means  of  diffusion,  ways  of  life,  history  of  messages  and  messengers,  coding  and  interpre;ng,  

and  psychological,  poli;cal,  economic,  aesthe;c,  ethical  and  religious  aspects.  The  phenomenon  of  messengers  and  messages  can  be  analyzed  in  social,  

technical,  and  natural  contexts  as  well.    

hGp://www.capurro.de/angele;cs.html  

Page 3: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

KeKnger,  W.  J.,  &  Li,  Y.  (2010).  The  infological  equa;on  extended:  towards  conceptual  clarity  in  the  rela;onship  between  data,  informa;on  and  knowledge.  European  Journal  of  

Informa;on  Systems,  19(4),  409-­‐421.  

Page 4: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

KeKnger,  W.  J.,  &  Li,  Y.  (2010).  The  infological  equa;on  extended:  towards  conceptual  clarity  in  the  rela;onship  between  data,  informa;on  and  knowledge.  European  Journal  of  Informa;on  Systems,  19(4),  409-­‐421.  

Page 5: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Message, Information, Knowledge  

KeKnger,  W.  J.,  &  Li,  Y.  (2010).  The  infological  equa;on  extended:  

towards  conceptual  clarity  in  the  rela;onship  between  data,  

informa;on  and  knowledge.  European  Journal  of  Informa;on  

Systems,  19(4),  409-­‐421.  

Page 6: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Hjørland,  B.,  &  Albrechtsen,  H.  (1995).  Toward  a  new  horizon  in  informa;on  science:  domain-­‐analysis.  JASIS,  46(6),  400-­‐425.  

Page 7: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Entrepreneurship is the pursuit of opportunity beyond resources controlled

(Howard Stevenson)

“Pursuit”  implies  a  singular,  relentless  focus “Opportunity”  implies  an  offering  that  is  novel  in  one  or  more  of  four  ways.  

1)  pioneering  a  truly  innova;ve  product;   2)  devising  a  new  business  model;   3)  crea;ng  a  beGer  or  cheaper  version  of  an  exis;ng  product;  or   4)  targe;ng  an  exis;ng  product  to  new  sets  of  customers

“Beyond  resources  controlled”  implies  resource  constraints.

hGps://hbr.org/2013/01/what-­‐is-­‐entrepreneurship  

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What  is  Technology Entrepreneurship  ?  

"crea;on  of  the  venture  that  capitalizes  on  technological  changes  and  that  will  have  a  significant  impact  on  a  region,  a  na;on,  or  the  world.  A  new  regula;on  or  clever  financial  restructuring  may  afford  the  entrepreneur  a  new  opportunity,  but  a  radical  or  transforming  innova;on  may  provide  the  entrepreneur  with  an  important  opportunity  to  make  a  produc;ve  and  significant  contribu;on  to  the  world  as  we  know  it."  

Technology  Ventures:  From  Idea  to  Enterprise,  –  January  21,  2014 by  Thomas  Byers,  Richard  Dorf,  Andrew  Nelson  

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Spiegel  and  Marxt,  2011  

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In  his  book  “Experience  and  Nature”    John  Dewey  draw  aGen;on  to  primary  and  secondary  experience  and  importance  of  interac7on  between  two  of  them.  Primary  is  one  with  “minimum  of  incidental  reflec7on”  while  secondary  is  described  as  “what  is  experienced  in  consequence  of  con7nued  and  regulated  reflec7ve  inquiry...experienced  only  because  of  the  interven7on  of  systema7c  thinking”.   He  ques;oned  role  of  the  objects  and  their  rela;onship,  proposing  that  secondary  objects  “get  the  meaning  contained  in  a  whole  system  of  related  objects;  they  are  rendered  con7nuous  with  the  rest  of  nature  and  take  on  the  import  of  the  things  they  are  now  seen  to  be  con7nuous  with”.  

JOHN  DEWEY,  (1929)  EXPERIENCE  AND  NATURE  ,  GEORGE  ALLEN  &  UNWIN,  LTD.  LONDON    hGp://archive.org/stream/experienceandnat029343mbp/experienceandnat029343mbp_djvu.txt  

 

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Bornmann,  L.,  &  Mutz,  R.  (2015).  Growth  rates  of  modern  science:  A  bibliometric  analysis  based  on  the  number  of  publica;ons  and  cited  references.  Journal  of  the  

Associa;on  for  Informa;on  Science  and  Technology.  

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hGp://www.un.org/en/development/desa/policy/wess/wess_bg_papers/bp_wess2013_svieira1.pdf  

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1897  

Page 18: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Solution ?  •  intra-­‐personal  dimension  of  sustainability;  

–  thrivability  within  oneself;    •  inter-­‐personal  dimension  of  sustainability;  

–  thrivability  with  one’s  communi;es  and  social  systems; •  trans-­‐species  dimension  of  sustainability;

–  thrivability  with  the  more  than  human  world; •  trans-­‐genera;onal  dimension  of  sustainability;

–  thrivability  with  past  and  future  genera;ons  of  all  beings.    

Laszlo, A., (2015)LIVINGSYSTEMS, SEEINGSYSTEMS, BEINGSYSTEMS: LEARNING TO BE THE SYSTEM THAT WE WISH TO SEE IN THE WORLD, Spanda Journal

Page 19: Teaching technology entrepreneurship at engineering universities—experiences, perspectives, challenges, and assessmentworkshop

Intra-­‐personal Who am I and what is mylife’s  purpose?  What  are  my  talents?  To  what  do  I  feel  called  to  contribute?  What  brings  meaning  to  my  life?  What  supports  my  personal  development?    

Inter-­‐personal What common cares bring  us  together?  What  is  our  shared  vision?  How  do  we  want  to  contribute  to  the  flourishing  of  life  forever?  Who  are  our  partners  and  collaborators?  What  do  we  need  to  learn?  What  do  we  want  to  create?  What  is  our  value  proposi;on  or  unique  contribu;on  to  all  our  stakeholders?  What  affirms  our  values,  iden;ty,  and  culture?    

Trans-­‐species What gius do we receive from  nature  that  we  have  not  acknowledged?  What  rela;onships  and  connec;ons  need  to  be  restored?  How  can  we  contribute  to  the  regenera;on  of  our  ecosystems?  What  would  a  thriving  rela;onship  with  nature  look  like?    

Trans-­‐genera;onal What would our ancestors  think  of  our  work  and  life?  What  would  our  children’s  children  think  of  our  choices?  How  do  we  honor  our  past  and  create  our  future  inten;onally?  How  do  we  become  ac;ve  and  conscious  par;cipants  in  the  unfolding  of  life?    

Laszlo,  A.,  Rowland,  R.,  Johnston,  T.,  &  Taylor,  G.  (2012).  Virtual  Learning  in  a  Socially  Digi;zed  World.  World  Futures,  68(8),  575-­‐594.  

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Conversation about  •  Exprience

–  i.e. should university research units capture research results and transform them to value for the customers

•  Teaching perspectives – different frameworks, –  transmission (subject content transmission), –  apprenticeship (behavioral norms and way of working), –  development (from the learner’s point of view), –  nurturing (achievements comes from the heart, not head), –  and social reform (the impact on society)

•  Challenges –  when teaching entrepreneurship to engineers.

•  Assessment methods –  perform in terms of financial and business results –  how they understand the body of knowledge –  how they behave and adapt in a real business environment, –  decision-making processes?

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In terms of  •  Strucutre, process, function •  Higher level system, system in focus, lower level system