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  • Series: Annals in Entrepreneurship Education series x
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Alex Bruton

The traditional business plan, the idea model, the business model, the lean and business model canvases, lean startup, the minimum viable product and design thinking are among the great many tools and approaches available to and sometimes hotly debated by entrepreneurship educators today. This chapter advances an integrative framework called Deliberate Opportunity Design (DOD) to show that these are actually all connected by decades-old foundational work in organizational learning and by notions of model-based learning that are borrowed from the field of science education. It provides guidance to educators, both by explicitly connecting the dots between these traditional and now-popular approaches and by informing new principles for designing entrepreneurial learning experiences. It provides a lens on the often-overlooked areas of critique and self-assessment in the product and business design processes, and it puts forward a model for articulating and framing the competencies students require to succeed as we move toward the more action and practice-based paradigms being called for in the field today.

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Leigh Morland and John Thompson

This chapter details the findings of a three year study tracking a single cohort on a venture creation degree programme. It examines programme design in relation to the philosophies and practices of experiential and action learning and considers the implications for programme management. Conceptual models are used to express programme design from different stakeholder perspectives, and the conclusion reflects upon how the interests of students, faculty and institution impact on the opportunities and risks of running venture creation degrees.

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Christopher Pryor

Entrepreneurship educators may find a number of unique challenges in deploying experiential education methods in courses with several hundred students each semester. This chapter presents a framework that instructors can use to overcome these challenges, as well as a number of concrete principles and practices that may be used to enhance students’ learning in these very large courses.

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R. Wilburn Clouse, Terry Goodin and Joseph Aniello

Learning in Action is a problem-based learning strategy that encourages students to dream about new ideas and to take those new ventures to the marketplace. Based on the workable definition of entrepreneurship as “a state of mind – artful, insightful and innovative mentality rather than a business management or administrative concept,” the process develops a way of perceiving and exporting opportunity wherever it is found. Through open-ended, problem-based authentic cases, students were given the opportunity to explore markets for their own ideas and to conceptualize a business enterprise for such markets.

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Michael H. Morris

When student teams consult to emerging or small enterprises as part of a course or field project, few tools exist to guide their efforts, particularly tools tailored to the early stage context. Based on years of working with emerging ventures, the author describes the Supporting Emerging Enterprises or SEE model as a framework for use in capturing the essence of the business, establishing priorities in terms of business needs, and determining which issues the consulting intervention will be able to address. The model is proposed for use at the front end of a student consulting engagement. The SEE model has the students move through three levels of business analysis, termed the core, internal operations and resources, and the external interface. Key issues to explore are identified for each of these three layers of analysis. A number of analytical tools are provided for capturing key processes within the business.

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Erik Markin, Clay Dibrell and Richard J. Gentry

In this chapter, principles for teaching family business are explored as part of a larger curriculum in entrepreneurship. The authors propose an organizing framework for building a curriculum around family business management, and offer key principles to cover and propose assignments and material to review.

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Diana M. Hechavarria, Amy Ingram and Justin Heacock

Entrepreneurship ecosystems emphasize the interaction of people, roles, infrastructure, organizations and events. They serve as a catalyst in potentially speeding up the economic progress of stable economies, but also can act as the prime mover when it comes to rescuing economies that have faced a sharp decline. This chapter explores the roles universities play within entrepreneurial ecosystems.

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Kathleen R. Allen

The University of Southern California is home to the oldest entrepreneurship program in the United States and is the first center to be endowed by an alumnus of the program. The Lloyd Greif Center for Entrepreneurial Studies’ three pillars of excellence are curriculum, thought leadership and venture incubation. With 49 different courses at the graduate and undergraduate levels, it serves more than 3300 students. The success of the Greif Center has inspired the creation of 22 organizational units at USC that touch entrepreneurship, forming a new ecosystem that students can access through Incubate USC (incubate.usc.edu).

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Eleanor Hamilton, Helen Fogg, Sarah L. Jack and Fionnuala Schultz

In the 1980s, Lancaster University Management School (LUMS) started teaching entrepreneurship; the first dedicated unit teaching and researching entrepreneurship was established in 1999. Since then the program has grown drastically, and today offers two dedicated entrepreneurship master’s programs, a full undergraduate curriculum, and other related programs. This chapter walks the reader through the evolution and structure of these programs.

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Kendall Artz

Since the inception of an entrepreneurship major in 1977, Baylor University has developed great breadth and depth in its entrepreneurship research and teaching capabilities. Today, virtually all students on campus have the ability to engage deeply in the entrepreneurial process and ultimately to obtain an entrepreneurship degree. Baylor’s commitment to its core values and to providing innovative programming has resulted in a wide range of unique and impactful programs that are applicable to a large and diverse group of students.