Entrepreneurial mindset (EM) has recently been adapted and integrated into various engineering classes and programs globally. Studies have shown that this integration can be effective and lead to beneficial student outcomes. To ensure broader integration of EM, faculty need to be trained on this construct and how it can be implemented within class-based environments. This study examines faculty motivation to attend professional development opportunities focused on EM offered by the Kern Entrepreneurial Engineering Network (KEEN). Through this mixed methods study it was found that faculty are often motivated by the value the workshop holds for them personally and for their career, and its usefulness in their courses. They are also motivated by their personal interests and enjoyment of professional development opportunities. The faculty in our study indicated being enabled by the workshop content's relevance to their teaching, especially in terms of course development, and its effectiveness in helping them become better instructors. Depending on the circumstances, faculty were either enabled or dissuaded by the timing of the workshop and the available funding for them to attend. The results of this study can help future workshop designers tailor their workshops to meet the needs of engineering faculty both nationwide and globally.
BoucherB. A.ChykaP. J.FitzgeraldW. L.JrHakL. J.MillerD. D.ParkerR. B.PhelpsS. J.WoodG. C.GourleyD. R. (2006). A comprehensive approach to faculty development. American Journal of Pharmaceutical Education, 70(2), 27. https://doi.org/10.5688/aj700227
5.
Bouwma-GearhartJ. (2012). Research university STEM faculty members’ motivation to engage in teaching professional development: Building the choir through an appeal to extrinsic motivation and ego. Journal of Science Education and Technology, 21(5), 558–570. https://doi.org/10.1007/s10956-011-9346-8
6.
BrunhaverS.BekkiJ.CarberryA.LondonJ.McKennaA. (2018). Development of the engineering student entrepreneurial mindset assessment (ESEMA). Advances in Engineering Education, 7(1), 1–12.
7.
ByersT.SeeligT.SheppardS.WeilersteinP. (2013). Entrepreneurship: Its role in engineering education. The Bridge, 43(2), 35–40.
8.
Center for Self-Determination Theory (2020, November 5). Intrinsic Motivation Inventory. https://selfdeterminationtheory.org/intrinsic-motivation-inventory/
9.
ChaneyS. (2003). Six best and worst incentives for professional development. Delta Kappa Gamma Bulletin, 70(2), 10–14.
10.
ColeK. A.BarkerL. R.KolodnerK.WilliamsonP. R.WrightS. M.KernD. E. (2004). Faculty development in teaching skills: An intensive longitudinal model. Academic Medicine, 79, 469–480.
11.
DabbaghN.MenascéD. A. (2006). Student perceptions of engineering entrepreneurship: An exploratory study. Journal of Engineering Education, 95(2), 153–163.
Duval-CouetilN.ReedT.HaghighiS. (2012). Engineering students and entrepreneurship education: Involvement, attitudes and outcomes. International Journal of Engineering Education, 28, 425–435.
GaretM. S.PorterA. C.DesimoneL.BirmanB. F.YoonK. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
17.
HainesS. L.PopovichN. G. (2014). Engaging external senior faculty members as faculty mentors. American Journal of Pharmaceutical Education, 78(5), 101. https://doi.org/10.5688/ajpe785101
18.
HarnishD.WildL. A. (1992). In the words of faculty: What difference does professional development make?Community College Review, 20(2), 20–29.
19.
HavilandD.Rodriguez-KiinoD. (2009). Closing the gap: the impact of professional development on faculty attitudes toward culturally responsive pedagogy. Journal of Hispanic Higher Education, 8(2), 197–212.
20.
Huang-SaadA.MortonC.LibarkinJ. (2018). Entrepreneurship assessment in higher education: A research review for engineering education researchers: Entrepreneurship assessment in higher education. Journal of Engineering Education, 107(2), 263–290. https://doi.org/10.1002/jee.20197
21.
HuertaM. V.LondonJ.McKennaA. (2018). Engineering deans' perspectives on the value of entrepreneurial thinking in engineering education [Conference proceedings]. American Society for Engineering Education Annual Conference and Exposition. https://peer.asee.org/30406
22.
HustonT.WeaverC. L. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5–20. https://doi.org/10.1007/s10755-007-9061-9
23.
JacobW.XiongW.YeH. (2015). Professional development programmes at world-class universities. Palgrave Communications, 1(1), 15002. https://doi.org/10.1057/palcomms.2015.2
24.
KohnH. (2014). A mentoring program to help junior faculty members achieve scholarship success. American Journal of Pharmaceutical Education, 78(2), 29. https://doi.org/10.5688/ajpe78229
25.
LianX. (2014). Factors that motivate faculty to participate in professional development activities (Publication No. 3581491) [Doctoral dissertation, California State University, Fullerton]. ProQuest Dissertations & Theses Global.
26.
LowenthalP. R.WrayM. L.BatesB.SwitzerT.StevensE. (2013). Examining faculty motivation to participate in faculty development. International Journal of University Teaching and Faculty Development, 3(3), 149–164.
27.
LoyalJ.PortoA.CamengaD. (2018). Creating a program for junior faculty professional development: A tool kit. Mededportal: The Journal of Teaching and Learning Resources, 14, 10703. https://doi.org/10.15766/mep_2374-8265.10703
28.
MayledL. H.RossL.CollofelloJ.KrauseS. J.HjelmstadK. D.SeboldB. J.HoytS. (2019). Coaching and feedback in a faculty professional development program that integrates the entrepreneurial mindset and pedagogical best practices into capstone design courses. American Society for Engineering Education Annual Conference and Exposition (pp.400–415). https://peer.asee.org/32513
29.
McAuleyE.DuncanT.TammenV. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48–58.
MilesM. B.HubermanA. M.SaldañaJ. (2020). Qualitative data analysis: A methods sourcebook. SAGE.
32.
NadelsonL. S.PalmerA. D. N.BentonT.BasnetR.BissonnetteM.CantwellL.JouflasG.ElliottE.FrommM.LanciS. (2018). Developing the next generation of innovators: Teaching entrepreneurial mindset elements across disciplines. International Journal of Higher Education, 7(5), 114–126. https://doi.org/10.5430/ijhe.v7n5p114
33.
National Academy of Engineering. (2005). The engineer of 2020: Visions of engineering in the new century engineering. The National Academies Press. http://www.nap.edu/catalog/10999.html
34.
NicholsS. P.ArmstrongN. E. (2001). Engineering entrepreneurship: Does entrepreneurship have a role in engineering education? American Society for Engineering Education Annual Conference and Exposition.
35.
OhlandM. W.FrillmanS. A.ZhangG.MillerT. K.III. (2004). NC state’s engineering entrepreneurs program in the context of US entrepreneurship programs, education that works: The National Collegiate Inventors and Innovators Alliance.
36.
PateA.SmithJ.CaldwellD.HoraceA.ZagarM. (2018). Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The young faculty leadership initiative. Currents in Pharmacy Teaching & Learning, 10(3), 352–359. https://doi.org/10.1016/j.cptl.2017.12.001
Ryan, R.M., Deci, E.L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68
39.
SchiebL. J.KarabenickS. A. (2011). Teacher motivation and professional development: A guide to resources. Math and Science Partnership – Motivation Assessment Program, University of Michigan, Ann Arbor, MI.
40.
ShartrandA.WeilersteinP.Besterfield-SacreM.OldsB. (2008). Assessing student learning in technology entrepreneurship [Paper presentation]. Frontiers in Education Conference, FIE. https://doi.org/10.1109/FIE.2008.4720627
41.
TavakolM.DennickR. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
42.
WaltherJ.SochackaN.KellamN. N. (2013). Quality in interpretive engineering education research: Reflections on an example study. Journal of Engineering Education, 102(4), 626–659. http://doi.org/10.1002/Jee.20029.
43.
YasuharaK.LandeM.ChenH.SheppardS.AtmanC. (2012). Educating engineering entrepreneurs: A multi-institution analysis. International Journal of Engineering Education, 28, 436–447.
44.
ZappeS.HochstedtK.KisenwetherE.ShartrandA. (2013). Teaching to innovate: Beliefs and perceptions of instructors who teach entrepreneurship to engineering students. International Journal of Engineering Education, 29(1), 45–62.
45.
ZavalaG.TruyolM. E.DominguezA. (2017). Professional development program on active learning for engineering faculty in Chile: First stage [Paper presentation]. 2017 American Society for Engineering Education Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28761
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
