Increasingly there are calls by stakeholders for evidence that what is being promised by educational institutions is being delivered. Quality and quality assurance are current buzzwords in higher education. Potential benefits of such an approach are the enhancement of mechanisms associated with achieving ABET accreditation while developing the entrepreneurial skills of engineering students. The purpose of this paper is to explore how an alignment of entrepreneurship education outcomes and ABET Criterion 3a-k3a–k, could catalyze the integration of the entrepreneurial skills and knowledge into engineering courses. The Accreditation Board for Engineering and Technology (ABET) establishes criteria for accrediting engineering programs and is a significant force in shaping the undergraduate curriculum. This has led to significant growth in the delivery of entrepreneurship courses to engineering students however, research shows that such courses are typically not part of the core engineering curriculum. Şti.Įconomic trends and a changing job market for college graduates have generated significant interest in graduating more engineers who possess entrepreneurship skills and an entrepreneurial mindset.
Educational Sciences: Theory & Practice - 13(4).
There was reason to believe that the external accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the STEM education praxis under the influence of the student-centered teaching and learning paradigm. Results showed that there were statistically significant differences between the externally accredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which indicated a practical significance in favor of accredited programs. Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an independent t-test. An analytical rubric was developed with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices through syllabi of the courses offered at a public university within the European Higher Education Area. The purpose of this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics at the postsecondary level through an assessment of course syllabi. Post-secondary institutions within the European Higher Education Area have been adapting quality assurance mechanisms for course design, delivery, and evaluation following a learner-centered approach.
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