At North Carolina State University, we take a unique approach to facilitating entrepreneurship education and practice – the NC State Entrepreneurship Clinical Model of Teaching and Research. Inspired but the teaching hospital model, the NC State Entrepreneurship Clinical Model integrates research, teaching, and real world experience by providing a space for faculty, students, entrepreneurs and service providers to gain skills, teach, learn and build businesses. We outline the main components of this model and highlight the student, venture, and research-oriented benefits of this approach.
Jeffrey M. Pollack, Steve H. Barr, Timothy L. Michaelis, M.K. Ward, Jon C. Carr, Lewis Sheats and Gabriel Gonzalez
Yvonne J. English
The Entrepreneurship Program at Grove City College, consisting of the Department of Entrepreneurship and the Center for Entrepreneurship + Innovation, educates and inspires principled, high-impact entrepreneurs whose innovations improve people’s lives and solve important problems. The Program, which recently won the USASBE Model Emerging Program Award, has been built using a modular approach that allows for mass customized learning to meet the unique needs of every student, regardless of major. Through this approach, Grove City College has created a repeatable and scalable model that a school of any size can deploy to achieve real results.
Brett R. Smith and Tim R. Holcomb
Miami University in Oxford, Ohio has developed a model program in entrepreneurship education through a practice-based model, undergraduate teaching excellence, and a leading effort on social entrepreneurship. Recognized as a top-ranked program for the last ten consecutive years, these results have been achieved by focusing on world-class teaching, research, and outreach across the campus and around the world. Innovations across our four tracks of start-up, corporate, social, and creative entrepreneurship include a curated internship program, accelerator launch course, full-semester immersion in Silicon Valley, and venture capital immersion. After a decade of excellence, the future of the program looks even brighter.
Olli Vuola, Kalle Airo, Håkan Mitts, Olli-Pekka Mutanen, Annukka Santasalo-Aarnio and Jari Ylitalo
Aalto Ventures Program (AVP) is a strategic university-wide initiative of Aalto University to provide all Aalto students with entrepreneurial education and inspiration. The educational approach is based on experiential learning and hands-on projects in real-life settings. AVP aims to make it personal and holistic by helping students discover their own strengths and fears, clarify their career aspirations, develop new skills, and connect them with key global ecosystems. Since 2012, more than 3,000 individual students have taken AVP courses, and more than 20,000 students have participated in AVP co-curricular activities.
James D. Hart
A good storyteller can motivate and inspire others. Stories can help entrepreneurs have a connection with stakeholders, including investors. This award-winning experiential exercise, Have a Classmate Tell Your Story, teaches students how others sometimes interpret, remember and share stories an entrepreneur shares. In the exercise, students share crafted personal stories, listen to a peer recount what was shared, and then hear class feedback on what seems compelling and memorable about the story. This insight can then be used by each student to develop entrepreneurial stories for pitching purposes.
Birton J. Cowden
Venture execution is thought to be an outside the classroom activity, but this perceptive has created a gap between entrepreneurship curriculum and new venture starts. This chapter explains how to incorporate venture execution into the entrepreneurship curriculum, and the benefit of doing so.
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.
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.
Bastian Thomsen, Olav Muurlink and Talitha Best
Enactus is a nonprofit organization dedicated to inspiring students to tackle global issues through socially oriented entrepreneurial action. It is a substantial movement (including 72,000 students in 36 countries in 2017) that takes action learning (Reason and Bradbury, 2001), service learning (Battistoni, 2017) and experiential learning (Kolb, 2014) into the (social) entrepreneurship arena. Students execute community development projects and then compete against other university teams in project-based competitions regionally, nationally, and globally. At its core, Enactus embodies the idea that ‘now’ is the prime opportunity to engage in social entrepreneurship, and its potential benefits can positively impact student and societal beneficiaries simultaneously. Enactus is characterized by relatively short bursts of focused activity and has at this point, attracted limited research attention. In this chapter we reflect on the scholarly basis of the connection component of Enactus, focusing on the value of networking in fostering social entrepreneurship. We present a simple but powerful case where we led 12 students on an international educational trip to Ireland for two weeks, meeting with three other university Enactus teams and presenting at an entrepreneurship education research conference. The case illustrates the rapid benefits of relatively brief ‘real world’ (social) entrepreneurship programs, and the value of leveraging partner Enactus organizations to experience another culture’s view of social entrepreneurship education in action. Prior to two years ago, students at the College of Idaho (U.S.A.) had limited exposure to social entrepreneurship in any capacity. To increase enrollment and student engagement in social entrepreneurship at the College of Idaho we created a Social Entrepreneurship Education Program (SEEP). SEEP includes a new social entrepreneurship concentration for business majors, a suite of six SE courses, local service-learning projects, an international education trip, and a recognized Enactus student chapter on campus. Implementation of SEEP resulted in Enactus membership increasing from 4 students the previous year to more than 26 actively engaged members. Enactus serves as the prime platform at the C of I to engage students outside of the classroom resulting in stronger student–faculty relationships, and greater interest in the SEEP overall.
Michael Dominik and Brandon Graham
The introduction of an entrepreneurship education makerspace at Rowan University supports the evolution of a cross-campus and interdisciplinary culture of innovation and entrepreneurship. Developed as an extension of the Rowan Center for Innovation and Entrepreneurship, the Studio 231 makerspace supports core, co-curricular and extracurricular efforts in design, prototyping, and entrepreneurship education, promoting an entrepreneurial mindset throughout the University. Configured as an experiential learning lab to demonstrate, teach, and conduct low- and high-resolution prototyping, Studio 231 has become a communal workspace to provoke and accelerate entrepreneurial collaborations among students and faculty from the University’s 12 colleges and schools. Outfitted with a diverse set of tools and materials, including staff delivering experiential learning instructional modules and themed sessions, the makerspace enables entrepreneurs to turn their ideas into reality.