Enterprise 2.0 in Engineering Curriculum

Enterprise 2.0 in Engineering Curriculum

Andreas Ahrens (Wismar University of Applied Sciences, Germany), Olaf Bassus (Wismar University of Applied Sciences, Germany) and Jeļena Zaščerinska (Centre for Education and Innovation Research, Latvia)
DOI: 10.4018/978-1-4666-4373-4.ch031
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Engineering education is facing a challenge to bring e-business closer to student engineers. Enterprise 2.0 application in engineering education advances engineering students’ enterprise for the development of innovative products, processes, and services. The aim of the research is to analyze student engineers’ Enterprise 2.0 application underpinning elaboration of pedagogical guidelines on student engineers’ Enterprise 2.0 application in engineering curriculum. The meaning of key concepts of Enterprise 2.0 and engineering curriculum is studied. Moreover, the study indicates how the steps of the process are related following a logical chain: Enterprise 2.0 ? engineering curriculum design ? modelling Enterprise 2.0 application in engineering curriculum ? empirical study within a multicultural environment. The present empirical research was conducted during the Baltic Summer School “Technical Informatics and Information Technology” in 2009, 2010, and 2011. The findings of the research allow drawing the conclusions that student engineers’ Enterprise 2.0 application in engineering curriculum is efficient.
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The conceptual framework of the present research is based on the approach to enterprise considered in a broader social context than within business framework only (Oganisjana & Koke, 2008, p. 225). Therein, the term enterprise involves entrepreneurship as shown in Figure 1 (Zaščerinska, Ahrens, & Bassus, 2011, p. 475).

Figure 1.

The relationship between enterprise and entrepreneurship


Enterprise is defined as an individual complex capability to identify, generate and realize new socially valuable opportunities in the personal, professional, cultural, economic and other contexts of the social life (Oganisjana & Koke, 2008, p. 225).

The methodological background of the present research is based on System-Constructivist Theory. System-Constructivist Theory and, consequently, System-Constructivist Approach to learning introduced by Reich (Reich, 2005) emphasize that human being’s point of view depends on the subjective aspect:

  • Everyone has his/her own system of external and internal perspectives that is a complex open system and

  • Experience plays the central role in the knowledge construction process (Maslo, 2007, p. 39).

Key Terms in this Chapter

Learning Outcomes: Knowledge, skills, and attitudes.

Quality of Enterprise 2.0 Application: Improvement of students’ knowledge, skills and attitudes ( Zašcerinska, 2011a , p. 125).

Effectiveness of Enterprise 2.0 Application: Educator’s contribution to the student engineers’ knowledge, skills and attitudes to Enterprise 2.0 application ( Zašcerinska, 2011a , p. 125-126).

Enterprise 3.0: An agency based on the curriculum practice ( Bassus, Zašcerinska, & Ahrens, 2011 , p. 84).

Constituencies: Broad statements that describe what graduates are expected to attain within a few years of graduation.

Experience: Knowledge, skills, and attitudes ( Zašcerinska, 2010a , p. 415).

Enterprise 2.0: Use of Web technologies for enterprise (business) purposes.

Curriculum: A central, organizing stance ( Portelli & Vilbert, 2002a , p. 39).

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