There is general agreement that the well-documented and debated U.S. technology skills gap needs to be addressed (Beach, 2013). There is less agreement, however, about the best way to go about narrowing that gap. Similarly, while there is consensus surrounding the importance of Science, Technology, Engineering, and Mathematics (STEM) education at all levels in general and higher education in particular, there is little agreement surrounding best practices on implementation in the classroom. This paper provides: 1) a brief overview structure and goals of the UC NSF S-STEM program, with a focus on recruiting underrepresented students to the STEM fields; 2) an overview of the critical introductory Engineering Education Foundation course (ENED 1020); 3) an outline of the specific curricula design for the dual BS in Engineering plus MBA with a Graduate Certificate in Entrepreneurship and BS in Engineering with a minor in Entrepreneurship tracks; and 4) a summary and future directions.
Charles H. Matthews, Anant Kukreti and Stephen W. Thiel
Eric W. Liguori, Giles T. Hertz and Nelson Sebra
In 2013, two of the authors attended the International Franchise Association’s Franchise Expo held in Anaheim, California. The expo brings together over 200 franchisors, each vying to both build brand awareness and expand their reach via acquisition of new franchisees. We walked the showroom floor, spoke with many of the franchisors, and tried to resist arguing with the lucky few who proudly claimed they had no competition. Our motive in attending this expo was simple: franchising is an often-overlooked opportunity for students to engage in entrepreneurship and we wanted to gather franchise opportunity information to share with our students. We walked away with the information we sought, content we had gathered enough data to inform a few lectures and give students some collateral to consider. As we made the five-hour drive home we reflected back on what we had observed. We had seen thousands of people being pitched business opportunities, some successfully so and others not, by hundreds of franchisors (effectively, the IFA had succeeded in the deliberate facilitation of individual-opportunity nexus; Shane, 2003). As we reflected back we couldn’t help but think “wouldn’t this be a great way for our students to practice entrepreneurship?” After all, completing customer discovery, crafting compelling narratives, building brand identity, and learning to sell are core components of contemporary entrepreneurship education (cf., Ladd, 2016; Liguori, Cowden, & Hertz, 2016). It was then we decided Fresno State’s entrepreneurship capstone course (ENT 157) needed revamping.
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.
In macro-business classes, we often try to help our students recognize how abstract concepts from class unfold in many different contexts. If students are able to recognize concepts across contexts and levels of analysis, then they may have the opportunity to develop their entrepreneurial and strategic skills on routine basis. Movies can be a useful and engaging tool for helping students cultivate their ability to transfer class concepts into other contexts. In particular, the movie Night of the Living Dead can be used as a type of Rorschach ink blot test for challenging students to see abstract business metaphors.
Cheryl Bodnar, Kimble Byrd and Linda Ross
Faculty development programs allow faculty to learn new content and gain insights from like-minded faculty. This article describes an Innovation and Entrepreneurship Faculty Certificate program that leverages a community of practice model to allow faculty members to integrate content related to entrepreneurial mindset into their classes. The certificate program takes place during the academic year and covers topics including creativity, ideation, business model canvas, innovation canvas, and teaching resources. Through a partnership with the Faculty Center this certificate program has been able to provide recognition to faculty members that is valuable as part of their tenure and recontracting process.