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Abstract In the dynamic realm of engineering, the blend of analytical prowess and practical ingenuity is increasingly vital. There is also a growing demand for engineers to exhibit creativity alongside business acumen and management skills. Reflecting this shift, higher education emphasizes the importance of engineering students learning innovation and entrepreneurship basics. This paper delves into pedagogical features that enhance engineering students' innovative and entrepreneurial self-efficacy, focusing on the skill-overlap known as "Embracing New Ideas" (ENI). We extend previous work by exploring how formal courses and on-the-job learning promote Embracing New Ideas Self-Efficacy (ENI-SE). Drawing on insights from 25 years of engineering alumni at Stanford University, our research question focuses on enhancing ENI-SE. Surveys identified 39 individuals with high ENI-SE, whom we interviewed about their learning experiences in the project-based design course ME310 and beyond. Four essential learning areas for ENI-SE emerged: Mastery by Doing, Real-world Connectivity, Interdisciplinary Exposure, and Supportive Learning Environment. We discuss how these areas were realized in ME310 and provide examples from other engineering courses. Furthermore, we hypothesize how features of these four areas might be adapted or adopted more broadly in the engineering curriculum. These findings not only highlight the overlap between entrepreneurship and innovation in engineering education but also offer a blueprint for integrating these key pedagogical practices into existing curricular designs, equipping students to become creators, drivers, and forerunners of novel ideas and change. Keywords: Embracing New Ideas, Self-Efficacy, Pedagogies for Engagement, Mixed-Methods Research, Entrepreneurship, Intrapreneurship, Educational Impact, Project-Based Learning, Innovation Management
Elfiki et al. (Sun,) studied this question.