Please use this identifier to cite or link to this item:
Title: Development of Entrepreneurial Core Competencies: E-STEM Model Implementation for High School Students in the UAE
Keywords: STEM education
entrepreneurial learning
entrepreneurship education
entrepreneurial competencies
interdisciplinary approach
United Arab Emirates (UAE)
Issue Date: Sep-2019
Publisher: The British University in Dubai (BUiD)
Abstract: STEM education has been emphasized in the UAE education reform because science, technology, mathematics and engineering are considered as the main disciplines that reflect the development of a country’s economic situation. For more effective STEM implementation in its early stage in the UAE, there is a need for an integrated framework to guide STEM educators. The literature recommended restructuring STEM education to accommodate entrepreneurial practices because STEM professions are not desirable for everyone and STEM designs could be easily lost unless they involve a basic understanding of the market. However, the existing STEM literature has not succeeded in providing any model that infuses entrepreneurial activities into STEM education. Accordingly, the purpose of the present study is six-fold (1) to explore educational leaders’ views about incorporating entrepreneurial practices into STEM education, (2) to investigate the effective entrepreneurial practices within STEM classes that enhance incorporating entrepreneurial practices into STEM education as well as the challenges of successful incorporation, (3) to investigate participating teachers’ demographics variables in relation to incorporating entrepreneurial practices into STEM education, (4) to develop a model of an entrepreneurial-STEM education (E-STEM), (5) to explore E-STEM teachers’ beliefs regarding the impact of implementing an E-STEM model on students’ learning outcomes and (6) to examine the effect of E-STEM practices on students’ entrepreneurial competencies. Guided by the perspectives of Vygotsky’s social constructivist theory, Lava’s situated cognition theory, Jacob’s interdisciplinary theory, entrepreneurship intentions model, Hilgard’s motivational theory and the theoretical model of scientific competencies. The E-STEM model was developed and examined in the UAE context through a multiphase-mixed method to fulfil the multi-fold purpose of the study in two sequential stages. The study provides an E-STEM model to explain how entrepreneurial practices could be integrated with existing STEM curriculum. Many important results were revealed 1) High School STEM teachers believed in the possibility of incorporating entrepreneurial practices into STEM education in the UAE through integrating business practices 2) The E-STEM model enhances a student-competency profile including entrepreneurial knowledge, skills and attitudes 3) being an entrepreneur becomes a new learning disposition in high school as a highlighted impact of E-STEM implementation on students’ learning outcomes. In this regard, the application of E-STEM model provided an evidence-based recommendation to guide policy makers and curriculum developers to restructure STEM education to accommodate effective entrepreneurial practices in order to enhance students’ entrepreneurial competencies.
Appears in Collections:Thesis for EdD

Files in This Item:
There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.