Presents the aims and needs of research in facilities management (FM) at the Section of Planning and Management of Building Processes at BYG(DTU. As the building stock in…
Presents the aims and needs of research in facilities management (FM) at the Section of Planning and Management of Building Processes at BYG(DTU. As the building stock in Denmark is rapidly increasing, socio‐demographic development implies profound changes in both the needs of inhabitants and the way that buildings are used, combined with an increased consciousness of sustainability. Buildings should be seen as long‐term “investments” while also keeping in mind the construction sector's need for increased productivity, long‐term product quality and enhanced value. This is the background for developing a research position. Identifies “the Scandinavian way” as using FM on a multi‐actor level, rather than just to serve the interests of a single organisation. The aim is to focus on small and medium‐sized enterprises, non‐profit associations and tenants, as well as the bodies administrating infrastructure within the mainstream FM field. There is an urgent need to address how society can best manage the growing (and decaying) building stock, to develop life‐cycle‐rooted infrastructure and building design, and finally allow buildings to be appropriated by their current and future users.
Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on…
Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.
Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.
The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.
VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.
Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.