Abstract:

Tallinn University of Applied Sciences (TTK) is the largest institution in Estonia offering applied higher education. TTK provides instruction across 20 curricula, most of which can be classified as engineering programs. However, the changing labor market and the continuously evolving economic environment present challenges for higher education curricula. Employers indicate in labor market studies that it is no longer as crucial for graduates to arrive as 'ready-made products' from higher education; rather, higher education should equip students not only with professional knowledge but also with skills for independent functioning, including competencies deemed entrepreneurial competencies. This study identifies 14 core competencies as entrepreneurial competencies, which include, among others, the ability to see the big picture, teamwork skills, innovative thinking, and meta-cognition. Therefore, entrepreneurial competencies encompass not only the capability to establish a business or design a business plan but also involve a significantly broader scope of competencies.

The study aims to identify the developmental opportunities for curricula through a deeper integration of entrepreneurial competencies. The study was conducted on three curricula at TTK: mechanical engineering, transport and logistics, and building construction.

To fulfill the objectives of the research, the author has established the following research tasks:
1. Determine the Current State of Engineering Curricula: To investigate the present situation of engineering curricula and their connection to entrepreneurial competencies.
2. Identify Development Opportunities Based on van den Akker's Model: To map out the possibilities for curriculum development in accordance with van den Akker's curriculum development model.
3. Plan Curriculum Enhancements for the Integration of Entrepreneurial Competencies: To design developments within the curricula that facilitate the acquisition of entrepreneurial competencies through specialized subject areas.

Initially, a document analysis was performed to map the current state of the curricula, revealing the extent to which the inclusion of entrepreneurial competencies stands out at first glance. Subsequently, focus group interviews were conducted for each curriculum, featuring curriculum developers, representatives from the labor market, and subject matter instructors as interviewees. These interviews aimed to clarify how the processes of curriculum development and renewal have been carried out so far, the interviewees' perspectives on the feasibility and necessity of integrating entrepreneurial competencies into learning outcomes and skill acquisition in specialized subjects, and the willingness to update curricula in response to labor market expectations for engineers with broader horizons. Based on the findings, the author will outline the subsequent developmental steps for enhancing the curricula, applying van den Akker's curriculum development model.

Keywords:

Entrepreneurship competencies, engineering studies, applied higher education curricula, curriculum development.