Research Article
Adapting the Lean Startup Methodology for Vocational-Technical Students: A Case Study of Shanghai Zhongqiao Vocational and Technical University
Issue:
Volume 14, Issue 1, February 2026
Pages:
1-9
Received:
28 October 2025
Accepted:
7 January 2026
Published:
31 January 2026
Abstract: The Lean Startup methodology, with its emphasis on Build-Measure-Learn cycles and minimum viable products (MVPs), has become a cornerstone of modern entrepreneurship education. However, its direct application within vocational-technical universities faces significant challenges, as it was originally designed for resource-abundant, high-tech startup contexts. This study investigates the specific adaptation needs of the Lean Startup approach for vocational-technical students, whose projects are often characterized by service-oriented, community-based, and skill-driven ideas with limited resources. Conducted as a case study at Shanghai Zhongqiao Vocational and Technical University, this research employed an action research approach within an innovation and entrepreneurship course. Data was collected through participant observation, analysis of student project iterations, and in-depth interviews with students and instructors. The findings identify three primary areas of misfit and propose targeted adaptations. First, the traditional customer discovery process was reframed as "community-embedded validation," guiding students to leverage their immediate campus and local communities as accessible testbeds for gathering authentic feedback. Second, the concept of an MVP was expanded beyond digital products to include "service-based MVPs" and "skill-demonstration MVPs," such as offering a prototype service or creating a portfolio of work, which more accurately reflects the students' capabilities and project types. Third, the pedagogical approach to "pivoting" was softened to "directional adjustment," reducing the perceived stigma of failure and encouraging iterative, small-scale changes. The results demonstrate that these adaptations led to higher student engagement, a greater sense of feasibility, and the development of more resilient and market-aware business concepts. This study concludes that for the Lean Startup methodology to be effective in vocational-technical education, it must be contextually tailored. The proposed adaptation framework provides a practical and theoretically informed model for educators seeking to bridge the gap between a seminal entrepreneurial theory and the unique learning needs of their students.
Abstract: The Lean Startup methodology, with its emphasis on Build-Measure-Learn cycles and minimum viable products (MVPs), has become a cornerstone of modern entrepreneurship education. However, its direct application within vocational-technical universities faces significant challenges, as it was originally designed for resource-abundant, high-tech startup...
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Methodology Article
Virtual Reality Training for Students and Responders in an Emergency Management Technology Program
Jessica Murphy*
,
Marlisa Scott
Issue:
Volume 14, Issue 1, February 2026
Pages:
10-14
Received:
10 February 2026
Accepted:
4 March 2026
Published:
20 April 2026
DOI:
10.11648/j.si.20261401.12
Downloads:
Views:
Abstract: Technology-enhanced simulation has emerged as an important instructional and operational tool for improving the effectiveness of emergency management education and training. Advanced simulation technologies, including virtual reality (VR), strengthen critical emergency management functions such as planning, forecasting, threat detection, situational awareness, security operations, and information sharing. These capabilities contribute to more informed decision-making and improved coordination among stakeholders, ultimately supporting the preservation of life and protection of property during disasters and other crisis events. As emergency incidents become increasingly complex—often involving natural hazards, technological failures, and human-caused threats—training methods must evolve to prepare future professionals with the skills required to operate in dynamic, high-risk environments. Research indicates that the integration of virtual reality exercises in emergency management training significantly enhances both tabletop exercises and traditional live simulations. Unlike conventional training approaches, VR-based simulations allow participants to engage repeatedly with realistic, immersive scenarios that closely replicate real-world disaster conditions. These environments enable learners to test strategies, evaluate response options, and observe the consequences of decisions in a controlled and risk-free setting. The repeatability and adaptability of VR scenarios allow instructors to modify conditions, introduce new variables, and reinforce learning outcomes across multiple training sessions. The purpose of this paper is to examine the role of virtual reality in simulation-based training for emergency management courses in higher education. Specifically, the paper explores how VR technology influences instructional practices, student learning outcomes, and the preparedness of emergency management professionals and decision-makers responsible for managing disaster response and recovery operations.
Abstract: Technology-enhanced simulation has emerged as an important instructional and operational tool for improving the effectiveness of emergency management education and training. Advanced simulation technologies, including virtual reality (VR), strengthen critical emergency management functions such as planning, forecasting, threat detection, situationa...
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