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ENgage – Centre for Engaged Education through Entrepreneurship

Norwegian University of Science and Technology (NTNU)

Concept:

ENgage will develop education for students from all disciplines and professions who will constantly challenge accepted truths and be innovative, in both public and private sectors. In a world that is constantly changing, citizens need to be able to identify challenges, have the will to act upon them, and be the driving force for change. ENgage will educate agents of change, with an entrepreneurial mind-set, regardless of context. The centre is a consortium of NTNU’s School of Entrepreneurship, Nord University Business School, NTNU Experts in Team, TrollLABS and Spark NTNU.


Strengths and weaknesses:

This highly ambitious bid focuses on interdisciplinarity and learning through real-life issues, which is a strength. The input factors are strong overall, drawing on different groups bringing different strengths, strong networks and a strong management group. The main staff are all active researchers and has substantial publishing records on entrepreneurship. There are some creative methods well attuned to the development of entrepreneurial mind-sets. The students are active and the use of student mentors is extensive. There is a clear recognition for quality outcomes and impact. 

The proposal is based on a major set of initiatives coming together. There is a well-structured plan with several work strands. There are multiple partners in this impressive consortium. International partners are also involved.

The centre focuses on an important area for society. The development of change agents with entrepreneurial mind-set, with a focus on action learning, student to student learning across all disciplines and ’train the trainer’ efforts are very worthwhile chiming with national and international priorities. Students are envisaged as having a key role in many aspects of the centre. Whilst the action-based learning approach clearly makes students active, the student engagement with in the centre could have been more clearly articulated. The claims about innovation in teaching are not fully substantiated.

Dissemination is well thought through, and build on a range of existing mechanisms, and there are interesting ideas around using students as agents of dissemination. However, a more developed plan for dissemination would have been useful especially in relation to achievement of pedagogical change. Impact evaluation is addressed and is promising. There is a clear statement about additionality.

A key issue is co-ordination. There is a case made for coherence and synergy. A risk seems, however, to be diversity and fragmentation. It will be a challenge to manage various partners. 


Points to consider:

  • How can the international dimension be further explored?
  • How will the centre come together as a coherent whole and impact the sector?
  • How will students be involved in developing the centre?

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