Entrepreneurship in Curriculum Engineering at KU Leuven

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"Exploring the integration of entrepreneurship into the curriculum at KU Leuven's engineering programs, challenges faced, elective courses offered, and criteria for entrepreneurial projects. Emphasis on practical experience, interdisciplinary work, and developing entrepreneurial skills within the academic setting. Insights shared by Fir W. Yolande Berbers."

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Entrepreneurship in curriculum engineering KU Leuven FirW Yolande Berbers

The Challenges Strong track record in innovation and research valorization difficult to reach students on the field of entrepreneurship but Society asks for entrepreneurial skills entrepreneurial skills often obtained outside curriculum but Student-life = ideal time to pursue ones ideas university degree is seen as ticket to labor market but very few interdisciplinary teaching formats Interdisciplinary teams are most successful but FirW Yolande Berbers

elective courses on entrepreneurship: give students time during their studies! Course: Entrepreneurship in practice 3 or 6 ECTS-credits Project-based Students come with their own project Many organisations offer projects projecten in startups, Product Innovation Project (PiP) Projects in developing countries Many projects are challenge-based learning FirW Yolande Berbers

Criteria of entrepreneurial projects Aim: students can check in advance if their project matches with the following criteria and can thus be considered entrepreneurial Acquiring Acquiring resources resources Criteria Criteria Putting Putting ideas ideas into into action action Interdisciplinary work Interdisciplinary work Value surplus for the target group Advancemen t through integration Disciplinary grounding Critical awareness Resources & expertise Creativity & Innovation Valorisation Explanation Searching themselves: Not only performing mere executive work Working as a T-shaped professional The result should be achieved through interaction with other stakeholders. You should have an own input. How can you bring your product to market (economic) sustainable (economic) sustainable. Equipment Finances (external) advice Software Vertical line T: depth The project should be familiar with your own education. Horizontal line T: putting oneself in different disciplines and verifying the consequences for your own discipline. Working beyond Working beyond your own education own education. Reflection on the disciplines and yourself (learning goals depth of the expertise expertise. different disciplines marketand make it learning goals). Optional Setting up a prototype/business plan Taking risks Working in groups

Criteria of entrepreneurial projects (1) FirW Yolande Berbers

Criteria of entrepreneurial projects (2) Acquiring Acquiring resources resources Resources & expertise Searching themselves: Equipment Finances (external) Advice Software Taking risks

Criteria of entrepreneurial projects (3) FirW Yolande Berbers

So, what is Challenge- Based Learning? Challenge comes from a social actor -- socio-technical challenge Students go through the identification, analysis and design of a solution Is typically multidisciplinary Aims to find a collaboratively developed solution Solution should be environmentally, socially and economically sustainable Faculty of Engineering Sciences 8

Use of authentic open-ended societal problems Learning to deal with complexity Strong points of Challenge- Based Learning Collaboration in teams Across disciplinary boundaries Key competences e.g. comm., collaboration, reflection, entrepreneurial mindset Is a motivator for students 9