Esityksen aihe 24.6.2018 Learning technology entrepreneurship via step-by step deepening E-E collaboration Juha Saukkonen senior lecturer, Management.

Slides:



Advertisements
Similar presentations
Consistency of Assessment
Advertisements

UNIWERSYTET MIKOLAJA KOPERNIKA Turon, Polen – Subject integration through Transitions and boundary crossing Assistant Professor Vibeke.
Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.
Assessment & Evaluation Committee A New Road Ahead Presentation Dr. Keith M. McCoy, Vice President Professor Jennifer Jakob, English Associate Director.
Developing Business Practice –302LON Introduction to Business and Management Research Unit: 6 Knowledgecast: 2.
Elizabeth Godfrey 1.  Periodic assessment of results Appropriateness, effectiveness, efficiency, impact, sustainability  Identifies intended and unintended.
Threshold Concepts & Assessment Ahmed Alwan, American University of Sharjah Threshold Concepts For Information Literacy: The Good, the Bad and the Ugly.
Focusing on Learning Instead of Teaching David L Tauck Biology All of the ideas expressed in these slides were adapted from publications and web sites.
CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.
BSR STARS - Programme for the Developement of Innovation, Clusters and SME-Networks Rima Putkienė Ministry of Economy of the Republic of Lithuania Maritime.
4/16/07 Assessment of the Core – Humanities with Writing Charlyne L. Walker Director of Educational Research and Evaluation, Arts and Sciences.
What are Training Paths and how to construct them
Assessing Learning Outcomes
Modern Systems Analysis and Design Third Edition
Anthony Williams, Maria Northcote, Jason Morton and John Seddon
LOGIC MODEL A visual depiction of what a project does and what changes it is expected to bring about. Learn more: Readings, template, examples:
SLP Training Day 3 30th September 2016
Making Practice Visible: The Impact of the FdA in Early Years
Interdisciplinary learning (primary version)
STATISTICALLY SIGNIFICANT LEARNING :
Scott A. Sell, Ph.D. Saint Louis University
Evaluating Student-Teachers Using Student Outcomes
Monitoring, Evaluation and Learning
M-LANG project  Ref. n NO01-KA Interactive Exchange Workshop on how to use response systems and ICT tools for creating interactive learning.
Assessment & Evaluation Committee
Consider Your Audience
Program Learning Outcomes
MYP planning: the unit planner
Career education modules
Melanie Taylor Horizon Research, Inc.
Evaluation of Information Literacy Education
Partnership Data Collection Manual
Introduction Service Learning – Definition and Orientation
Curriculum Mapping… What is it? & Why Map?
Qualitative and quantitative research for small business
Teaching and Educational Psychology
Purpose for Curriculum Mapping
“CareerGuide for Schools”
Program Evaluation Essentials-- Part 2
Qualitative vs. Quantitative Research
MGT 498 Education for Service-- snaptutorial.com.
MGT 498 Teaching Effectively-- snaptutorial.com
Mapping it Out! Practical Tools to Use Assessment Well
Analysis and Critical Thinking in Assessment
School Improvement Plans and School Data Teams
Arranging your experiential placements
Evaluation Jacqui McDowell.
Safety Culture Self-Assessment Methodology
TOP 10 INNOVATIVE PEDAGOGIES
About OI-Net.
Assessing learners’ needs
Dr Claire Kotecki (STEM) & Dr Prithvi Shrestha (WELS)
Generic and Entrepreneurial Skills in the Curriculum
The main features of assessment in the PYP
Student Satisfaction Results
REAL (working with Singizi) Presentation to NSA 3rd/4th August
ICCE WORKSHOPS.
Assessment & Evaluation Committee
Monitoring, Evaluation and Learning
The Hub Innovation Program Evaluation Plan
Small business management and Entrepreneurship
TESTING AND EVALUATION IN EDUCATION GA 3113 lecture 1
Changing the Game The Logic Model
Designing and delivering a learner centred curriculum
Curriculum Coordinator: Patrick LaPierre February 1, 2016
Curriculum Coordinator: Patrick LaPierre February 3, 2017
Arranging your experiential placements
The Impact of Peer Learning on Assessment Literacy and Feedback Orientation
Presentation transcript:

Esityksen aihe 24.6.2018 Learning technology entrepreneurship via step-by step deepening E-E collaboration Juha Saukkonen senior lecturer, Management (Tech Business) juha.saukkonen@jamk.fi   , JAMK/Tulosyksikkösi/Nimesi

“Executive summary” Via students´ own reflection of their learning and feedback of the entrepreneur collaborators the learning impacts of different phases of a learning track were studied. The results show that different forms of Enterprise-Education (E-E) activities spread across the academic year support each other in what comes to reaching the ILOs (Intended Learning Outcomes) set for the program. However, different forms of E-E emphasize different skills. Learning changes learners´ own assessment of skill levels – knowledge open up new areas of not –yet-knowledge

The underlying and overarching motivation Why ? The underlying and overarching motivation Revisiting Jamieson´s trichotomy, it can be said that a learning arrangement combining 1) education about enterprise (the “traditional teaching & learning phase”) (2) education for enterprise (networking with and working for real entrepreneurs in s short term project” (3) education in enterprise (making full semester assigned research in close cooperation with the enterprise) seems to be one that would create fertile ground for learning for all parties (student, enterprise, HEI).

The case studied = Academic Track “Tech Business and Future Foresight” The new curriculum at JAMK Internatonal Business has as a central concept Academic Tracks, i.e. specialization programmes. The track in question aimed at: 1) Conceptual learning via traditional teaching- and workshop-based action (fall term, 2,5 months) 2) Application of learning to real-life context via project assignments from start-up technology companies from the local incubator (fall term, 2,5 months) 3) Thesis work, assigned research and development work done in the given context (in majority of cases for the same companies as in the stage 2. spring term, 4 months).

Schematic picture of curriculum and unit of study

Methods of data collection+ analysis Esityksen aihe 24.6.2018 Methods of data collection+ analysis The data were gathered between September of 2016 and May of 2017 using the online survey tools of Webropol-platform. The surveys to students – according to school university policy – were made anonymously, so only the people who had answered could be identified but linking the person and answers was not possible. Both Quantitative (self-assessment of learning vs. ILOs (Intenden Learning Outcomes set for the programme) Qualitative (short narratives of learning after each phase) Analysis via improvements in ILOs in numbers (self-efficacy and project customer-based assessment) as well as wordmaps of key expressions in the narratives and their relations. JAMK/Tulosyksikkösi/Nimesi

The research process across time

Results - Quantitative

Results – Qualitative 1 (at T1 = after Teaching-based module) Summary: The narratives reflect to a big extent educational vocabulary (track, teaching, thesis, course, workshop) but seeing the world from the entrepreneur angle has also commenced – e.g. the word map of technology-company-about-business

Results – Qualitative 2 (at T2 = after Project module) Summary; This phase added the notions of market and ideas into the big picture of Tech Business held after previous phase. The application value of the learning for the parties involved was also visible in the word map made of words: useful-experience-great-companies

Results – Qualitative 3 (at T3 = after Thesis module) Summary: Students described less their own development and process and put more weight into the results achieved and applicable learning gained. Students have adopted the phenomena of multi-faceted nature and ambiguity (reflected in words such as compare, multiple, various) of technology business.

Conclusions The general dynamics of a business sector can be taught in an intensive manner so that the learners feel an improved capability in ILO-achievements. Those learnings can to a large extent be utilized also in the real-life business context, as observed by the project-assigning companies. Furthermore, living in a close collaboration relationship with the companies in the field (via project and thesis-work) brings additional learning that is difficult to achieve inside the universities’ internal context. The impacts to assessed skill grow surprisingly little after the first module of learning based on school-based teaching (lectures and workshops) – this is however inline with earlier studies that indicate that people recalibrate their scales when learning more and seeing real-life demands

Value for education practitioners The results point out the relevant issues for entrepreneurial educators and ecosystems to consider when setting up new practices that aim at both student employability to novel companies and start-up development support. The research also works as an evaluation and development basis for the program in the focus of the paper and adds to the earlier research on the value of project-based learning and joint learning and development experiences between (technology) business students and entrepreneurs.

Critical Remarks To get a full picture of the learning effects and benefits to all parties in the kind of sequential learning track as in this case, the measurements from stage to stage should be used by all parties (student, companies, faculty) across the phases. The assessments of students’ skills should use ILOs also when grading their achievements for the school purposes, since now the measurement by the faculty is based on the artefacts created (exams, reports, presentations) that reflect the ILOs but are not tightly linked into them. The narratives do not reveal the cause and effect relationships as well as in-depth interviews. The varying numbers of respondents per measurement should be collected from all categories of students; from those ones who commit to the track and continue to the very end of it but also for those who abandon the track and continue to the other track (on other topic area) they started as the same time. This would reveal the dispelling factors of the track.

Coming up? 2nd edition of the learning track started in end August Qualitative and numerical data (of learning and skills build-up) collected at all timepoints of the process – targeting to 90+ % response rate to surveys => wider material to be analyzed during 2018 Simultaneously to the lengthy and deepening Academic Track (Tech Business and User-Centric Innovation) there are two courses for different groups for the same topic area of Tech Business * Tech Business Dynamics – a 5 ECTS course (containing a business simulation game + lectures and workshops) * Business Simulation Game – the same as above with added demands for reporting and analysis- 5 ECTS. Intergrative case simulation in running a tech business company. No lectures or workshops to support learning. => comparative research between the 3 learning modes