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Abstract The transformative learning scale for the innovation mindset (TLSIM) is an instrument that effectively assesses both process-related experiences and outcome-oriented shifts in students’ self-awareness, open-mindedness, and innovation capabilities resulting from participation in innovation competitions and programs (ICPs), namely, experiential learning opportunities. It was developed using transformative learning theory (TLT) and the Kern Entrepreneurial Engineering Network’s (KEEN) 3Cs framework (Curiosity, Connections, and Creating Value). The study involved developing scale items, validating content and face validity through expert reviews and student focus groups, as well as conducting psychometric analysis using confirmatory factor analysis (CFA) on data collected from 291 STEM students (70.2% from engineering) who participated in ICPs. The CFA results showed strong factor loadings across most constructs, with Root Mean Square Error of Approximation (RMSEA) values within acceptable limits, confirming the robustness of the TLSIM for measuring both process-oriented (RMSEA = 0.047, CFI = 0.929) and outcome-oriented constructs (RMSEA = 0.052, CFI = 0.901) in the development of an innovation mindset. The analysis showed that TLSIM is a reliable and valid instrument with strong psychometric properties for measuring key constructs related to the innovation mindset. TLSIM can capture significant changes in students’ beliefs, attitudes, and self-perceptions regarding innovation. Future research should refine TLSIM across various disciplines.
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Entrepreneurial Mindset & Innovative Thinking Skills
The fields of science, technology, engineering, and mathematics (STEM) are constantly evolving and advancing, and an entrepreneurial mindset is essential for success in these fields. The term “entrepreneurial mindset” refers to attitudes and behaviors that promote creativity, problem-solving, and an openness to take risks and explore new ideas. These attitudes and behaviors are important for fostering innovation and entrepreneurship, particularly in STEM fields. This paper will begin by defining an Entrepreneurial Mindset (EM) based on emerging literature on the topic and focus on highlighting the key characteristics and skills associated with this concept. Then, this paper introduces a new scale, called Comprehensive Entrepreneurial Mindset Scale (CEMS), to assess students’ EM development and the preliminary results for its statistical reliability. Through an empirical study utilizing student surveys, this paper also suggests how the CEMS can be used to follow students’ development EM throughout their academic life and how this relates to academic performance and student engagement in school. The paper concludes by discussing the findings' implications and suggests future research directions.
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- Award ID(s):
- 2120936
- PAR ID:
- 10465959
- Date Published:
- Journal Name:
- 2023 ASEE Zone 1 Conference
- Page Range / eLocation ID:
- 1-13
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Gentry, E; Ju, F; Liu, X (Ed.)Innovation competitions and programs (ICPs) are becoming pivotal in STEM education by immersing students in experiential learning that fosters an innovation mindset. However, measuring the transformative impact of ICPs on students remains a challenge due to the lack of validated frameworks. This study introduces the Transformative Learning Scale for the Innovation Mindset (TLSIM), designed to assess shifts in self-awareness, open-mindedness, and innovation capabilities among STEM students. Using Transformative Learning Theory (TLT) and Kern Entrepreneurial Engineering Network's (KEEN) 3Cs framework (Curiosity, Connections, Creating Value), TLSIM was developed and validated through expert reviews, focus groups, and psychometric analysis with data from 291 STEM students, 70.2% of whom were engineering majors. Confirmatory Factor Analysis revealed strong psychometric properties, demonstrating TLSIM’s reliability and validity in capturing transformative learning in ICP contexts. The scale emphasizes the multidimensional nature of the innovation mindset and focuses on both the outcomes and processes of developing an innovation mindset. Thereby, the TLSIM provides a new way for educators and program designers to assess and enhance the effectiveness of ICPs in fostering innovation mindsets in STEM education. The paper also presents preliminary findings about the connections between ICP processes and innovation mindset. The TLSIM tool has the potential to significantly improve the assessment and development of ICPs, which could result in more impactful innovations in STEM education. Future research will focus on refining the instrument and exploring its cross-disciplinary applications.more » « less
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