Dice preconceptions exploration card: A tool to avoid preconceptions among students in multidisciplinary entrepreneurship courses
Fecha
2019-01-01
Autores
Molina V.
Maya J.
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Editor
Academic Conferences and Publishing International Limited
Resumen
Many difficulties could be saved if a team starts a project using a tool to promote a clear understanding of the terms they are going to use and the abilities of each member. Design, creativity, innovation, and entrepreneurship, have been studied from many different disciplines, sometimes giving diverse definitions and setting false expectations on what everyone does. The problem becomes larger when we take into consideration that interdisciplinary collaboration and integration on these fields is always promoted. So, when working with multidisciplinary groups, some participants use the terms indistinctively when discussing their new projects, particularly in the entrepreneurship class, bringing those incompatible, sometimes mistaken, views to the teamwork, making it necessary to discuss about their preconceptions. The aim of this paper is to propose a preconceptions exploration card as a pedagogical tool for entrepreneurship education in multidisciplinary groups that allows students to have that first discussion in which they can understand each other's discipline and strengths. To propose the card, we did a content analysis of expert literature to extract the most common words used to define each field and that way incorporate it to the tool. The tool consists of one first card, the preconceptions explorations card, to randomly be filled by one student on the definition, objectives, core concepts, the actors, and the context of one of the disciplines; the second, reference card, allows to compare the answers of the first card against what is defined in the literature on those disciplines. The paper contributes to relevant debates in education around the placing of value in multidisciplinary teaching, finding solutions for ill-defined societal challenges requires the integration of different knowledge fields. This century's main problems, such as water, poverty, environmental crises, violence, terrorism and destruction of social fabric can't be adequately tackled from the sphere of specific individualist disciplines. This poses a problem, since education systems are mostly monodisciplinary, resulting in experts in rather narrow fields. Although it is frequently attempted, the situation cannot be solved by creating teams of specialists in different areas around a given problem. This team approach only leads to an accumulation of visions emerging from the participating disciplines. © Proceedings of the 14th European Conference on Innovation and Entrepreneurship, ECIE 2019. All rights reserved.