Received:
2023-02-11 | Accepted:
2023-05-22 | Published:
2023-06-30
Title
Integrating entrepreneurship into chemistry education - Cairo University post-graduate students' case study
Abstract
Chemistry entrepreneurship is the technique of spreading knowledge about discoveries and chemical ideas to a larger audience outside of the classroom and evaluation. Graduates' ability to become job innovators with the potential to reduce unemployment and strengthen the economy is demonstrated by innovative ideas that are implemented with a social value. As a result, while attending college, chemistry students have the chance to apply what they learn in the classroom to a sustainable way of life. In this study, we have covered the breadth of classroom innovations, the "From Theory to Practice" gap, and different aspects that affect students' decisions to start and develop chemistry entrepreneurial ventures. a survey was conducted to find out more about post-graduate students' exposure to and opinions on using entrepreneurship to apply chemistry to the real world. After compiling data from an online survey consisting of 20 statements from 176 post-graduate chemistry students (Ph. D., M. Sc., and diploma) with their replies recorded on a Likert scale describing their experiences with assignments, it was possible to pinpoint areas where chemistry classes could be improved. In order to better understand how students, view the use of entrepreneurship to apply chemistry to the real world, a study was conducted to look at the breadth of creativity, the gap between thinking and doing, and the factors encouraging students to select and build a chemical pilot project.
Keywords
Entrepreneurship-Chemistry education, Faculty of Science, chemistry curriculum, post-graduate students
JEL classifications
A29
, M00
, M10
, M13
URI
http://jssidoi.org/ird/article/133
DOI
Pages
72-82
Funding
The research is funded by Egypt Innovation Ecosystem Accelerator Through Agile, Smart, and Integrated Innovation Resource Portal (ECOSYS+) ENI/2018/161377-2/3
This is an open access issue and all published articles are licensed under a
Creative Commons Attribution 4.0 International License
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