2026 ASEE Annual Conference & Exposition

Surveys offer efficient, scalable data but are self-reported and constructs such as mindset can be difficult to interpret. This work-in-progress paper examines entrepreneurial mindset (EM) in engineering students using two previously developed surveys, the 34-item Engineering Student Entrepreneurial Mindset Assessment (ESEMA) and a 28-item EM assessment instrument. These complementary tools were compared by examining score consistency, reliability, and sensitivity to survey administration timing across multiple courses.

Across six engineering classrooms (N = 205), students completed one or both surveys twice throughout the semester. Reliability analyses indicated high internal consistency for the 28-item survey (Cronbach’s α = 0.90) and moderate internal consistency for the 34-item survey (α = 0.78). Test–retest reliability was moderate for both instruments (r = 0.56–0.60), suggesting variability in student responses across time. No significant pre-post differences were observed regardless of the combination of surveys administered; however, EM scores had significant differences based on the engineering course. The interdisciplinary, core curriculum course that focused on sustainability had the lowest self-reported EM while the Mechanical Engineering Technology course had the highest. Future work will utilize the 28-item instrument and incorporate additional EM assessment approaches, such as concept mapping, to triangulate EM measurement beyond self-reported surveys.