{'fraction_non_alphanumeric': 0.01800947867298578, 'fraction_numerical': 0.0, 'mean_word_length': 5.6, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
About, for, in or through entrepreneurship in engineering education

ABSTRACT Engineering competences form a potential basis for entrepreneurship. There are pressures to find new approaches to entrepreneurship education (EE) in engineering education, as the traditional analytical logic of engineering does not match the modern view of entrepreneurship. Since the previous models do not give tangible enough tools on how to organise EE in practice, this article aims to develop a new framework for EE at the university level. We approach this aim by analysing existing scientific literature complemented by long-term practical observations, enabling a fruitful interplay between theory and practice. The developed framework recommends aspects in EE to be emphasised during each year of the study process. Action-based learning methods are highlighted in the beginning of studies to support students’ personal growth. Explicit business knowledge is to be gradually increased only when professional, field-specific knowledge has been adequately accumulated.