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Edited by Colin Jones
Edited by Colin Jones
Jill Kickul, Lisa Gundry, Jacqueline Orr and Mark Griffiths
Social Entrepreneurship is an emerging and rapidly changing field that examines the practice of identifying, starting and growing successful mission-driven for-profit and nonprofit ventures, that is, organizations that strive to advance social change through innovative solutions. For educators teaching in this field, we advocate for a Design Thinking approach that can be integrated into social entrepreneurship education. Specifically, we believe that many of the Design Thinking principles are especially suitable and useful for educators to facilitate student learning as they create and incubate social ventures. We also advance a broader conceptual framework, which we describe as the four main “mega-themes” in social entrepreneurship education, namely innovation, impact, sustainability and scale. We offer ways in which the Design Thinking steps can be integrated and applied to each of these themes and accelerate the social venture creation process. We conclude by discussing and presenting how Design Thinking can complement an overall Systems Thinking perspective.
Jeff Reid and Eric Koester
• Most undergraduate students lack deep expertise, credibility, and professional networks, all of which can be important to entrepreneurial success. How can we help them gain these assets before they even graduate? • What happens when you encounter a student who doesn’t want to start a business venture . . . yet? • How can we help more students discern what they are truly passionate about, and then use entrepreneurship as a vehicle to pursue it immediately? Many recent innovations in entrepreneurship pedagogy have significantly enhanced how students learn about topics such as evaluating opportunities using lean startup methods (Blank, Ries, Osterwalder), effecting the world around them (Sarasvathy), or developing an entrepreneurial mindset (Neck, Neck, Murray). The Creator Pedagogy builds on these efforts by providing students with a path to entrepreneurial action regardless of whether they are ready to launch their own business.
The field of entrepreneurship continues to experience considerable growth, embedded in beliefs of economic development, innovation, and meritocracy. The chapter examines a new concept in entrepreneurship: compensatory entrepreneurship. It is defined as the political endorsement of entrepreneurship promotion activities, including training, incubation, and media dissemination, for the primary objective of maintaining political and/or economic control of one population over another. The paper discusses the contemporary field of entrepreneurship with the expectation of creating more awareness and dialog regarding some of the socio-political consequences of entrepreneurship promotion.
Prateek Shekhar, Aileen Huang-Saad and Julie Libarkin
Undergraduate engineering students are increasingly being exposed to entrepreneurship through curricular and co-curricular programs (Gilmartin, Chen, & Estrada, 2016). While historically, self-employment and venture creation has been the target of entrepreneurship education (Katz, 2003), recent efforts and advances in entrepreneurship education focus on developing graduates with skills to identify and develop opportunities, fostering innovation in their respective fields of work (Standish- Kuon & Rice, 2002). This shift in focus of entrepreneurship education from venture creation and conceptualization of entrepreneurship as a developable skillset rather than an innate characteristic has fueled the development of entrepreneurship programs outside of business schools in the United States (U.S.) and other parts of the world (Katz, 2003). Expanding from traditional business-focused programs, the pedagogy and content of these emergent entrepreneurship programs has evolved from traditional case-based methods to more immersive, experiential approaches to entrepreneurship education. In addition to imparting entrepreneurial content knowledge, these programs target the development of entrepreneurship-related characteristics and domain-general skills in undergraduate students. In the U.S., fueled by recent National Science Foundation initiatives in entrepreneurship such as the Epicenter Program: National Center for Engineering Pathways to Innovation (Epicenter, 2017) and I-Corps Program (NSF, 2016), entrepreneurship is gaining significant traction in higher education institutions. Using a wide variety of student-centered pedagogical approaches and formats, undergraduate entrepreneurship programs focus on preparing students to succeed in a competitive technology-driven economy by exposing them to entrepreneurial practice (e.g. opportunity identification and customary discovery) and business content knowledge. Due to this student-centered experiential learning emphasis, universities offer entrepreneurship education to undergraduates through both curricular coursework and informal co-curricular programs. Our presented work focuses on examining differences in self-efficacy outcomes resulting from engagement in these curricular and co-curricular learning experiences.
Raj V. Mahto, William McDowell, Sandipen Sen and Saurabh Ahluwalia
Entrepreneurship education and training programs are attracting significant student followers in colleges and universities in the US and countries across the globe. The strong correlation between entrepreneurship and economic development has informed policymakers at various levels of government to enact policies and legislations supporting entrepreneurship that is further fueling demand for entrepreneurship education. This has notably increased the call to improve entrepreneurship education in general, and a need for greater numbers of qualified faculty to teach entrepreneurship. The limited availability of entrepreneurship faculty, however, coupled with rapid growth of entrepreneurship course offerings in colleges offers multiple opportunities for improvement. We believe the current entrepreneurship education can be transformed using the application of new technologies, such as the Internet of Things (IoT). In this article, we examine the transformative power of the IoT and related technologies and its current and potential impact on entrepreneurship education. The application of IoT is already disrupting many industries, transforming consumers’ lives, and changing business operations. Institutions of higher education can benefit through the application of IoT. The application of IoT can specially benefit entrepreneurship education and training programs leading to more startups by graduates. We argue that IoT allows faculty and universities to customize entrepreneurship course content for each individual student. The application of IoT empowers faculty to offer an enriching experiential learning, leverage resources, integrate various stakeholders, and engage and support students in a post-graduate phase.
Lee J. Zane and Andrew Zimbroff
Do you want to have your students work with prototypes so they can experience the process of new product development? Do you want to help them more fully understand the concepts of Minimum Viable Product (MVP), iterative development, and user testing? If so, this hands-on class exercise is a great choice for your students to learn important product development concepts through the nexus of thought and action. Students need to understand that having a good idea does not necessarily equate to a viable product or service. They need to learn how to gather critical feedback that can be used to test and hopefully improve their ideas, or make them acceptable to the market. This exercise is designed to be the second of two 90 minute sessions on new product development. The first 90 minute session is used for lecture and textbook material where we discuss topics such as resources, new product development process, MVP, and prototyping. If your class schedule does not allocate 90 minutes to a class, mold the lecture and exercise to fit your schedule.