The document discusses the growth of entrepreneurship education programs in universities in the United States from the 1980s to 2005. While the number of programs and courses increased significantly in this period, the academic legitimacy of entrepreneurship education has not been fully attained. It then outlines seven lessons learned for developing successful entrepreneurship programs at both small and large institutions, including securing institutional champions, integrating programs with student support services, offering diverse hands-on learning opportunities, designing dynamic for-credit courses, facilitating faculty partnerships, establishing advisory boards, and teaching bootstrapping skills.
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Learn how we make our students job-ready before graduating. Hear from professionals and academic staff about the importance of embedding in workplace skills and industry experience into a degree.
Keynote presentation for HEA employability conference: 'Enhancing employability through enterprise education' held at Kings College London on 29th May 2014.
Based on think piece document of the same name by Colin Mason, University of Glasgow. Found at:
http://www.enhancementthemes.ac.uk/flexible-learning/enterprise-and-entrepreneurship
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
Learn how we make our students job-ready before graduating. Hear from professionals and academic staff about the importance of embedding in workplace skills and industry experience into a degree.
Keynote presentation for HEA employability conference: 'Enhancing employability through enterprise education' held at Kings College London on 29th May 2014.
Based on think piece document of the same name by Colin Mason, University of Glasgow. Found at:
http://www.enhancementthemes.ac.uk/flexible-learning/enterprise-and-entrepreneurship
Economic Gardening through Entrepreneurship Education
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
Teaching Business Students the Art and Science of Innovation.docxerlindaw
Teaching Business Students the Art and Science of Innovation
Dr. Uma G. Gupta, State University of New York at Buffalo State, NY, USA
ABSTRACT
Today the ability to innovate has become a core and sought after business competency. While innovation is often
taught in capstone business courses as a topic, this paper argues that the time is right to make innovation the central
theme in teaching strategic management. The McKinsey &Company framework is used to teach students the eight
essential ingredients of innovation and its execution. The opportunities to integrate previous knowledge about other
business functions into the teaching of innovation is outlined. The critical business lessons that can be imparted to
business students through the McKinsey framework is discussed.
Keywords: Strategic management curriculum, innovation, innovation framework, business competencies.
INTRODUCTION:
Strategic management is a capstone course in most undergraduate business degree programs in U.S. institutions. The
strategic management course integrates fundamental business concepts from accounting, finance, production, human
resources, marketing, and leadership and challenges students to apply these integrated concepts in order to leam how
to run a business. This gives students a deeper understanding of the many challenges that CEOs face in ensuring the
success and sustainability of their company in the face of rapid changes. They realize that while hindsight is easy,
consistent and high-quality execution is not.
One of the key factors today in ensuring the long-term success and sustainability of any business is the art and
science of innovation. The rise of the new economy, characterized by intense global competition, advanced
information technologies, a virtual 24x7 workforce, and an almost ubiquitous world of online business transactions
free of geographical boundaries, has made information, knowledge, and innovation integral and invaluable in
creating and managing sustainable competitive advantage. In other words, it is not enough if our students understand
the fundamental concepts of business and how to apply them to a business setting. Instead, today they should know
how to apply core business concepts through the lens of speed, innovation, and customer service. This paper focuses
on how to integrate the fundamentals of innovation into the strategic management curriculum.
There are at least three challenges in teaching innovation to undergraduate students.
1- What does it mean? Not only students, but business owners and leaders too, sometimes struggle to define
innovation in meaningful, concrete and operational terms, although many understand it intuitively. Words
such as creative, unique, transformation, revolution, etc. come to mind, but how can we teach students to
translate this into operational concepts that can be executed for the long-range success of a company?
2. Company size: Most students are familiar with the big br.
Journal of Instructional Pedagogies Transfer of learning,.docxpriestmanmable
Journal of Instructional Pedagogies
Transfer of learning, Page 1
Transfer of learning across courses in an MBA curriculum:
a managerial finance case study
Robert Stretcher
Sam Houston State University
Geraldine E. Hynes
Sam Houston State University
Bala Maniam
Sam Houston State University
Abstract
Business degree programs typically include a variety of required courses targeting
analytical skills, general knowledge, and communication competencies. Integration of these
learning outcomes is crucial for students’ effective professional activities, yet little is known
about cross-disciplinary transfer of specific knowledge, skills, and attitudes (KSAs). This study
examined the extent to which graduate students applied oral and written communication skills
and strategies learned in a Managerial Communication course to assignments in a Managerial
Finance course. Principles of organization were the most frequently applied communication
strategies. Additionally, quality levels of the Finance course deliverables seemed relatively
unaffected by students' prior Managerial Communication course experience.
Keywords: MBA curriculum, communication skills, managerial finance, cross-disciplinary
learning
Journal of Instructional Pedagogies
Transfer of learning, Page 2
PURPOSE
Business schools typically are comprised of departments, each of which promotes its
subject matter as a crucial element for business success. Some departments house more than one
discipline, such as Management and Marketing, Finance and Economics, or Accounting and
Information Systems. In this College of Business Administration, for example, the Business
Communication faculty are in the same department as the Business Law and the Finance faculty.
But even within these cross-disciplinary units there often is little true understanding – among
faculty as well as students -- of how the subject areas are integrated. This research suggests that a
much-ignored synergy across disciplines, particularly between Business Communication and
analytical subjects, would be beneficial to students as they prepare for professional life.
One topic that seems logical for such cooperation is the reporting of financial and
statistical analyses. In Finance courses students are often required to produce and explain their
analyses of a firm’s condition and performance as well as financial justifications for management
decisions. A challenge is to make these analyses understandable, not just to the professor who
assigned the project but also to potential investors, managers, and other audiences. At this
juncture, students could apply Business Communication competencies such as organizing their
ideas, composing coherent messages, and presenting data in a format that is understandable to
non-specialists in the finance field.
In this experience, however, students rarely see the substantive application of ...
International Conference on "Next Generation Education for Entrepreneurial Engineers" March 10-11, 2014 conducted by SR engineering college, Warangal in association with IEEE, IETE, NET, TIE
Business Schools Post-Covid-19: A Blueprint for SurvivalAndreas Kaplan
It all began when the world’s first business school, the European School of Commerce Paris (ESCP), was established in 1819. Criticism notwithstanding, business schools have since continued their path in higher education without facing existential metamorphoses.
Covid-19, however, has accelerated business schools’ digital transformation, calling into question the concept of business school itself. Business schools are in a new competitive landscape and profound structural changes seem inevitable. This concise text offers insights into how business schools should rethink their approach to management education, differentiate themselves from new players in the higher education market, and find innovative ways of doing things.
The book is a survival toolkit for leadership teams across the world. It examines the rationale of business school and how it has evolved. The purpose of research is explained, and the teaching of management is explored. Kaplan analyses the current business model in the digital environment. He looks at the business of accreditations and rankings and branding and community-building as strategies to address competition.
The book concludes by looking at change leadership at business schools. It will interest both leaders of established academic institutions and alternative educational providers from edtech and bigtech planning to enter the management education market.
Open 2013: An Insider's Perspective on Entrepreneurial Program Development at a Small and a Large Institution
1.
2. Exponential growth of entrepreneurship courses…
300 universities in the 1980s
over 1,050 institutions in the 1990s
(Solomon et al. 1994)
by 2005, over 2,200 courses in entrepreneurship
at over 1,600 universities throughout the United
States (Kuratko 2005; Katz
2003)
Concomitant increase in the number of academic
institution-based entrepreneurship centers
(Kuratko 2005)
3. Despite this growth, Katz (2008) and Kuratko
(2005) maintain that complete academic
legitimacy of entrepreneurship has not yet
been reached.
While funds continue to flow to develop and
promote entrepreneurship education,
outcome objectives for the use of these
dollars are often poorly defined (Cope et al.
2005).
4. Opportunity for new entrepreneurial
programs to paint a clear picture from their
inception.
Opportunity to learn from entrepreneurship
programs, both at small colleges and large
universities, that have already sprouted up
and experienced growth, challenges, failures
and ultimate successes.
5. An
Insider’s
Perspec.ve
on
Entrepreneurial
Program
Development
at
a
Small
and
a
Large
Ins.tu.on
Michael
S.
Lehman,
MD,
MBA
Published
in:
Annals
of
Biomedical
Engineering
The
Journal
of
the
Biomedical
Engineering
Society
ISSN
0090-‐6964
Ann
Biomed
Eng
DOI
10.1007/s10439-‐013-‐0778-‐6
hRp://www.springerlink.com/openurl.asp?genre=ar.cle&id=doi:10.1007/s10439-‐013-‐0778-‐6
12. When change in higher education is not the
result of a major crisis or outside pressure, a
vigorous and farsighted leader not only gets the
ball rolling, but also helps to provide momentum
as the team is built (Rosser and Penrod 1991).
The champion considers the resource pipeline to
pay for any new programs or programmatic
changes (Rowley et al. 1997).
13. Faculty champions appear to be more successful
when resources are stable or expanding and
issues are seated in one department with little
connection across other academic units or
outside the university setting.
Administrative champions are key when resource
building is in the growth phase and issues cut
across departments or are not related to one
primary unit. (Shmidtlein 1990)
17. A key part of implanting the new
entrepreneurship program on campus is
integration with the ‘student supply chain’.
18. A key part of implanting the new
entrepreneurship program on campus is
integration with the ‘student supply chain’.
?
19. A key part of implanting the new
entrepreneurship program on campus is
integration with the ‘student supply chain’.
Supply chain…set of three or more entities
directly involved in flows of services to a
customer (Mentzer et al. 2001).
The management of this supply chain should
include integrated behavior (Bowersox and Closs
1996) and cooperation among its members,
mutually sharing information (Mentzer et al.
2001).
21. The findings of Petersen et al. (2005) suggest the
value of seeking and utilizing input from select
suppliers during the development of new
products; the result is not only a better final
product design but also improved financial
performance.
Supply chain members should work together on
new product development (Drozdowski 1986),
recognizing that a “supply chain succeeds if all
the members of the supply chain have the same
goal and the same focus on serving
customers.” (LaLonde and Masters 1994, in
Mentzer et al. 2001, p.9).
22. Develop a formal organizational structure or
mechanism for communication with
enrollment, advising, career services and
alumni development.
Involve key members in the supply chain
during the planning and implementation
phases when looking to create new
programs, or even refine existing ones.
23. Develop a formal organizational structure or
mechanism for communication with
enrollment, advising, career services and
alumni development.
Involve key members in the supply chain
during the planning and implementation
phases when looking to create new
programs, or even refine existing ones.
24. III
Diverse
Non-Credit,
Experience-Based
Opportunities
25. Participation in experience-based activities has a
low barrier to entry, affording students with
opportunities to sample the entrepreneurial
culture.
These activities increase awareness of
entrepreneurial career opportunities through
practical, real-life scenarios, provide an
opportunity to facilitate interdisciplinary teams,
and often increases confidence and interest in
starting a business (Collins and Robertson 2003).
Finally, these activities serve as an entrée to
deciding to enroll in a more formal course of
entrepreneurial study.
26. Leverage the excitement generated by
students participating in these non-credit,
experience-based activities
Schedule interviews upon the
completion of these activities for print or
strong,
video pieces can capture
powerful messaging for use
along the supply chain.
27. Exposure of students to entrepreneurship
stimulates a desire to start one’s own business,
according to Peterman and Kennedy (2003), this
exposure does not necessarily impact the
participants’ perceptions of the feasibility of
starting a business.
This supports the model of launching experience-
based opportunities to stimulate initial interest,
while offering for-credit courses to provide the
rigorous academic exercises necessary to
evaluate feasibility as the next step in the
process.
29. Entrepreneurs relish independence, flexibility and
innovative ways of doing things.
Students in entrepreneurial classes are no
different.
They thrive on learning followed by immediate
application to either their own ventures or a live
case study.
30. Gartner and Vesper (1994) presented a summary
of successes and failures in entrepreneurship
courses (survey of entrepreneurship faculty
teaching 445 entrepreneurship courses at 177
institutions)
+ bringing to class former students and other
alumni with a proven track record in
entrepreneurship
- bringing in guest speakers without providing an
outline of assigned topics and goals for the
visit
31. + early feedback on a business plan to allow for
refocusing and refining
+ dynamic teaching methods, such as ‘living
cases’ followed by networking dinners
+ having students present their own
entrepreneurial experiences
+ creating in-class ‘right-brained’ exercises to
examine barriers to creativity
- simply using films, videos, and straight
lecturing by the instructor
(Gartner and Vesper
1994)
32. Include a guest lecture from an entrepreneur
whose business failed and a third party such as
an accountant or lawyer who witnessed the
entrepreneur’s distress (Shepherd 2004).
A contingency-based model for teaching
entrepreneurship is also useful, whereby
students either implement solutions from either
actual business activities they may be involved in
or assist firms they are consulting (Honig 2004).
33. Many smaller schools have one faculty member
teaching all of the entrepreneurship courses
+ coordination among the syllabi and course
content as the students progress through course
sequence
- limited perspective on the field
leverage a rich variety of coordinated live
case studies and guest lecturers
arrange for periodic external reviews by
entrepreneurial faculty from peer and aspirant
schools
34. At a large university a number of faculty members
may teach different entrepreneurship courses:
+ breadth of styles and research experience
- lacks a coordinated effort to provide progression
from course to course with little redundancy
identify a faculty member to lead the charge
in coordination of content, particularly
during periods of new course and curriculum
development
36. Leverage the liberal arts environment to
tailor and deliver mini-curricula on
entrepreneurship in non-business classes.
Cross-list courses across different schools.
Develop advisory boards for student
ventures with faculty experts from business
and non-business.
38. Inclusion of trustees, faculty, students
and a robust contingency of regional and
alumni entrepreneurs provides an
effective balance of theory and practice.
A focus on student entrepreneurship in the
context of regional economic
development provides specific financial
resources and connections for the
student entrepreneurs.
39. Tap into university-developed
technologies by faculty, even in the
absence of an office of technology
management.
Connect to alumni
with venture-
backed, scalable companies, even if it
appears that the local portfolio of companies is
adequate.
Encourage interdisciplinary team
formation.
41. Bootstrapping, a necessary process for most
start-ups, can bridge the gap until the
venture develops a market-valued product or
service (Auken 2004; Windborg and
Lanstrom 2000).
Much like the new business venture, new
entrepreneurship programs go through a
bootstrapping phase in the start-up and
growth stages.
42. Ensure accrued interest from seed
capital funds or capital project accounts is
reinvested back into the student
entrepreneurship program.
Designate gift and pledge payments
specifically to student entrepreneurship
activities.
43. Hills
(1988)
countered
an
argument
made
by
naysayers
that
entrepreneurship
educa4on
was
a
passing
fad;
this
‘fad’
not
only
has
become
a
mainstay
in
business
educa4on
but
also
a
driving
factor
for
job
crea4on
and
economic
growth.
44. I. Institutional Champions
II. Supply Chain
III. Diverse Non-Credit,
Experience-Based Opportunities
IV. Dynamic For-Credit Courses
V. Faculty Partnerships
VI. Designated Advisory Boards
VII. Bootstrapping Skills
46. An
Insider’s
Perspec.ve
on
Entrepreneurial
Program
Development
at
a
Small
and
a
Large
Ins.tu.on
Michael
S.
Lehman
Published
in:
Annals
of
Biomedical
Engineering
The
Journal
of
the
Biomedical
Engineering
Society
ISSN
0090-‐6964
Ann
Biomed
Eng
DOI
10.1007/s10439-‐013-‐0778-‐6
hRp://www.springerlink.com/openurl.asp?genre=ar.cle&id=doi:10.1007/s10439-‐013-‐0778-‐6