|Title:||TRANS-NATIONAL, INTERDISCIPLINARY ENTREPRENEURSHIP MODULES IN HIGHER EDUCATION – PEDAGOGIC DREAM OR LOGISTICAL NIGHTMARE? : LESSONS FOR HIGHER EDUCATION MANAGERS|
|Authors:||Borup, Rosemary (Authorship owner)|
Borup, Rosemary (Author)
Purg, Peter (Author)
Rimkuniene, Dalia (Author)
Hautala, Vesa (Author)
Drumm, Lesley (Author)
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|Work type:||Not categorized (r6)|
|Tipology:||1.08 - Published Scientific Conference Contribution|
|Organization:||UNG - University of Nova Gorica|
|Abstract:||This abstract is based on project contributions from partners in, Lithuania, Slovenia, Finland and the UK. The members from partner countries are as follows:
- Slovenia, University of Nova Gorica, Dr. P.Purg
- Lithuania, Vilnius Business College, Dr. D. Rimkuniiene
- Finland, University of Turku, V.Hautala
- UK, Staffordshire University, L.Drumm
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 mindsets of young people. The important role of education in promoting more entrepreneurial attitudes and behaviours is now widely recognised.” .
“The European Commission is committed to promoting education for entrepreneurship at all levels” .
This paper introduces the key interim findings of the IDEATE project 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 the module development, and compares experiences from the 4 EU Universities, 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 focuses 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.|
|Keywords:||inter-disciplinary education, pedagogy, innovative curricula, entrepreneurial education.|
|Year of publishing:||2015|
|Number of pages:||5885-5888|
|Categories:||Document is not linked to any category.|
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