Developing Next Generation of Innovators: Teaching Entrepreneurial Mindset Elements across Disciplines
Bibliographic record
Abstract
The purpose of our project was to explore the explicit or implicit engagement of faculty members across the curriculum in teaching the entrepreneurial mindset. We begin by defining entrepreneurship on a spectrum, recognizing the contextual nature and psychological development associated with entrepreneurial thinking. We developed a self-report survey containing a combination of quantitative and qualitative items to determine faculty member knowledge of entrepreneurship and their engagement in teaching elements of the entrepreneurial mindset. We surveyed the faculty at a primarily teaching university in the western United States. Sixty-four faculty members (~20%) with representation from across the disciplines completed our survey. We found constrained knowledge of entrepreneurship, indications of teaching elements of the entrepreneurial mindset, and approaches to assignments that were limited in scope for fostering entrepreneurial thinking. The implications of our research are a need for professional development to enhance faculty members’ knowledge of entrepreneurial thinking and support for instructional and content choices that could enhance student development of an entrepreneurial mindset.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".