Micro-credentialing of entrepreneurship education in a practice-based undergraduate engineering context

This article presents a case description of the design decisions, delivery methods, and assessment framework for an entrepreneurship micro-credential in a newly developed practice-based engineering degree, which was codesigned with industry partners who called for the integration of innovation, proactivity, and creativity (i.e., characteristics of entrepreneurship) into engineering education. Students undertake the micro-credential via online and face-to-face modules. Assessment is competencybased, requiring students to apply the theoretical knowledge provided in the microcredential to an industry-based project. By participating in the micro-credential, it is expected that students will have a better understanding of how products and services can address customer needs, and how opportunities for product and service enhancement can create opportunities for growing the offerings of engineering. Several insights into the strengths, limitations, and design considerations for entrepreneurship micro-credentials in an engineering education context are outlined in addition to suggestions for improvement.