The Learning Process in Technology Entrepreneurship Education—Insights from an Engineering Degree

Abstract

We propose a model for the learning process in technology entrepreneurship based on the findings from an in‐depth case study of an engineering degree that emphasizes technology entrepreneurship. Taking learning paradigms from entrepreneurship education into account, we specify the links between pedagogical approaches, activities, and learning contexts and specific technology entrepreneurship learning outcomes. For example, we examine how the use of existential learning with self‐directed activities in real‐world contexts contributes to achieving high‐level entrepreneurial competencies such as the ability to critically self‐reflect on the choices made by the technology‐based venture. As such, we contribute to the definition of teaching models for technology entrepreneurship education.

Additional information

Notes on contributors

Kari Kleine

We would like to thank the JSBM reviewers and JSBM Associate Editor Eric Liguori for their valuable insights and support throughout the review process. We would also like to thank Steffen Korsgaard, Panos Piperopoulos, and participants at the Research in Entrepreneurship and Small Business (RENT) Conference and the Unites States Association for Small Business and Entrepreneurship (USASBE) Conference for their feedback on previous versions of this work. Finally, we acknowledge the support from Morgan Habedank throughout the development of this paper.

Ferran Giones

Kari Kleine is a PhD candidate at the Faculty of Engineering of the University of Southern Denmark.

Silke Tegtmeier

Ferran Giones is an assistant professor at the section Technology Entrepreneurship and Innovation of the University of Southern Denmark.

Silke Tegtmeier is an associate professor at the section Technology Entrepreneurship and Innovation of the University of Southern Denmark.