This thesis addresses the longer-term impact of interdisciplinary entrepreneurship education on alumni’s career paths regarding entrepreneurial and innovative outcomes. A survey was deployed to the alumni of the Center for Digital Technology and Management’s interdisciplinary entrepreneurship program in Munich, employing a mixed-method research approach. This research draws on the Social Cognitive Career Theory as its theoretical framework, primarily focusing on the self-efficacy construct. The findings of this thesis shed light on the career trajectories of the CDTM alumni. Additionally, the research compares the self-efficacies and work behaviors in relation to innovation and entrepreneurship of two distinct groups: founder and non-founder alumni. Lastly, three elements of entrepreneurship education were identified as having the most significant impact on alumni’s careers and the promotion of entrepreneurship and innovation. Hence, this thesis contributes to the existing body of knowledge by expanding the understanding of entrepreneurship education’s influence on fostering innovation and entrepreneurship. The study identifies key factors contributing to the success of such entrepreneurship education, offering suggestions that can be incorporated into existing and future entrepreneurship education programs designed for interdisciplinary individuals. This work serves as a foundational resource for enhancing future entrepreneurship programs, ultimately contributing to economic growth and societal development.
Table of Contents
1. Introduction
1.1 Relevance and Research Gap
1.2 Structure of the Thesis
2. Theoretical Context
2.1 Innovation and Entrepreneurship
2.1.1 Individual Innovative and Entrepreneurial Behavior
2.2 Social Cognitive Career Theory
2.3 Innovation and Entrepreneurial Self-Efficacies
2.4 The Role of Entrepreneurship Education in Fostering Students’ ISE and ESE
3. Research Study Context
3.1 Innovation and Entrepreneurship at Stanford
3.2 Innovation and Entrepreneurship in Munich
3.3 Center for Digital Technology and Management
4. Research Design and Methodology
4.1 Survey Instrument Design
4.2 Data Collection
4.3 Data Cleaning Process
4.4 Analysis
4.4.1 Quantitative Analysis
4.4.2 Qualitative Analysis
5. Results
5.1 Descriptive Statistics
5.2 Answering RQ1
5.2.1 Post-CDTM Job Descriptive Analysis
5.2.2 Current or Most Recent Job Descriptive Analyses
5.3 Answering RQ2
5.3.1 ISE and ESE Scores (Founders Versus Non-Founders)
5.3.2 Work Behavior Scores (Founders Versus Non-founders)
5.4 Answering RQ2
6. Discussion
6.1 Interpretation of Results
6.1.1 Career Paths of CDTM Alumni
6.1.2 Attitudes and Behaviors Around Entrepreneurship and Innovation
6.1.3 CDTM’s Impact on Alumni’s Careers
6.2 Theoretical Implications
6.3 Practical Implications
6.3.1 Create a Supportive Environment
6.3.2 Promote Interdisciplinary Collaboration
6.3.3 Offer Practical and Hands-On Courses
6.3.4 Other Education Considerations
6.4 Limitations and Future Research
6.5 Conclusion
Research Objectives & Key Topics
This thesis examines the long-term impact of the interdisciplinary entrepreneurship program offered by the Center for Digital Technology and Management (CDTM) on alumni career paths, specifically focusing on innovative and entrepreneurial outcomes and self-efficacy.
- The influence of interdisciplinary education on career trajectories and self-efficacy.
- Application and generalizability of the Social Cognitive Career Theory (SCCT).
- Quantitative and qualitative assessment of self-efficacy (ISE/ESE) and work behavior.
- Identification of key factors contributing to the success of entrepreneurship education programs.
Excerpt from the Thesis
1. Introduction
Technological advancements and entrepreneurial initiatives have been recognized as significant drivers of economic progress (Rosenberg, 2004). Entrepreneurship, in particular, plays a pivotal role in generating potential job opportunities, provided that effective policies govern and oversee these new business ventures (Shane, 2009). Simultaneously, innovation enhances competitive advantages and differentiation (Brown, 2008; Schulze, MacDuffie, & Täube, 2015). Collectively, these domains account for and prompt proactive responses to changes in technology, society, politics, and economics (Newman, Obschonka, Schwarz, Cohen & Nielsen, 2019).
Given the impact of entrepreneurship and innovation on economic advancement, there is a growing need for entrepreneurial and innovative thinking in the workplace (Newman et al., 2019). Hence, researchers have shown interest in creating education programs that foster entrepreneurial and innovative behavior among students early in their career journeys (Solomon, Duffy & Tarabishy, 2002). Successful examples of such education initiatives include Stanford University’s Technology Venture Studio and Epicenter, the Center for Digital Technology and Management (CDTM) jointly administered by the Technical University of Munich (TUM) and Ludwig Maximilian University of Munich (LMU), as well as the Manage and More program (M&M) initiated by UnternehmerTUM.
This thesis aims to understand how an interdisciplinary entrepreneurship education program impacts alumni’s careers with respect to entrepreneurial and innovative outcomes. To answer this question, this research utilized the Social Cognitive Career Theory (SCCT). SCCT is a theoretical framework that was originally developed to understand, explain, and predict how individuals form their occupational preferences and make career-related decisions (Lent, Brown & Hackett, 1994; Lent & Brown, 2006). According to SCCT, learning experiences can influence the self-efficacy and outcome expectations of individuals, which later shape their interests, career goals, and career choices.
Summary of Chapters
1. Introduction: This chapter introduces the research field, defines the research questions regarding the impact of CDTM on alumni, and outlines the thesis structure.
2. Theoretical Context: This chapter establishes the foundational theoretical framework, reviewing definitions of innovation and entrepreneurship, the Social Cognitive Career Theory, and the role of education in fostering self-efficacy.
3. Research Study Context: Provides an overview of the innovation ecosystems in Stanford and Munich, and presents the CDTM program curriculum and organization.
4. Research Design and Methodology: Details the survey instrument design, data collection, cleaning, and the mixed-method analytical approach used in the study.
5. Results: Presents the findings from the descriptive statistics and the analysis of research questions, highlighting career paths and self-efficacy scores.
6. Discussion: Synthesizes the results with existing literature, discusses theoretical and practical implications, acknowledges study limitations, and proposes future research directions.
Keywords
Innovation, Entrepreneurship, Education, Self-Efficacy, Entrepreneurship Education, Interdisciplinary, Social Cognitive Career Theory, Career Path, Alumni, Startup, CDTM, Work Behavior, Innovation Self-Efficacy, Entrepreneurial Self-Efficacy, Technology Management.
Frequently Asked Questions
What is the primary focus of this research?
The thesis focuses on evaluating the long-term impact of the interdisciplinary entrepreneurship education program at the Center for Digital Technology and Management (CDTM) on the career paths and self-efficacy of its alumni.
What are the central thematic areas?
The core themes are innovation self-efficacy (ISE), entrepreneurial self-efficacy (ESE), innovative and entrepreneurial work behaviors, and the role of CDTM in fostering these constructs.
What is the primary research goal?
The goal is to determine how the CDTM program influences alumni regarding their entrepreneurial and innovative career outcomes, using the Social Cognitive Career Theory as a lens.
What methodology is employed?
The study uses a mixed-method research approach, primarily relying on quantitative analysis of survey data from alumni, supported by qualitative analysis of their open-ended responses.
What does the main body cover?
The main part of the thesis reviews the theoretical foundations (SCCT), the context of CDTM in the Munich ecosystem, the research methodology, empirical results regarding career paths and self-efficacy, and a discussion of implications for educators.
How is the research characterized?
It is characterized by an interdisciplinary approach, integrating concepts from innovation, entrepreneurship, education, and psychology.
Why did the author use specialized self-efficacy measurements?
The author utilized established measures (specifically those by Schar et al.) to ensure validity and to enable future longitudinal comparisons with existing research from Stanford University.
What constitutes the unique contribution of this research?
This study applies self-efficacy measurements designed for engineering students to an interdisciplinary cohort of CDTM alumni in Germany, effectively testing the generalizability of these constructs in a new context.
- Citation du texte
- Kei Hysi (Auteur), 2023, The Longer-Term Impact of Interdisciplinary Entrepreneurship Education, Munich, GRIN Verlag, https://www.grin.com/document/1450626
