The document discusses assessment practices for entrepreneurship education programs. It notes a lack of research on assessment in this field. It then describes the assessment model used by the Center for Innovation (CFI) program, including their program outcomes, data collection methods, curriculum mapping, and process for continuous improvement. The CFI collects data through student surveys and evaluates if students are demonstrating the program learning outcomes. They aim to improve the program through ongoing assessment and faculty discussions.

1. Developing an Effective
Entrepreneurship Program Assessment:
Adapting a Model from the Creative
Disciplines
Kenneth R. Phillips
Dr. Mick Jackowski

2. Assessment in Entrepreneurial
Education
• The literature related to entrepreneurship education
indicates a lack of information regarding assessment
practice (Pittaway and Hannon, 2009).
• Pittaway and Cope (2007) conducted a systematic
literature review and identified assessment practice
as one of the many gaps in enterprise education
• Entrepreneurial training assessment has received
scant attention by researchers

3. Program Description- CFI Assessment
• Program Development- origins/collaboration
• Program Outcomes
• Data Collection
• Curriculum Mapping
• Data Analysis
• Process for Improvement

4. Center for Innovation Curriculum
Creative Problem-Solving
(Freshmen)
New Venture Feasibility
Business Planning
(Sophomore) Education
Internship—Minor Only
(Junior/Senior)
New Venture Creation I
(Junior/Senior) Implementation
Phase
New Venture Creation II
(Junior/Senior)

5. Center for Innovation Program Learning Outcomes
Students should demonstrate:
1) An ability to design a self-sustaining business model to meet desired needs within
realistic constraints, such as economic, environmental, social, political, ethical, and
regulatory.
2)An ability to function on and assume leadership roles in diverse, multidisciplinary teams.
3) An understanding of entrepreneurship and an ability to develop business plans.
4) An ability to use a problem-solving process to create appropriate solutions for business
success.
5) An ability to prepare and deliver verbal presentations demonstrating visual organizational
skills, proficiency in media technology and communicate effectively at the interpersonal
level.
6) An ability to apply basic knowledge of accounting, finance, legal, management, and
marketing, in relation to entrepreneurial ventures.

6. Figure 2
Center for Innovation Curriculum Map
Entrepreneurship Creative New New New Professional
Topics in Required Problem Venture Venture Venture Internship
Courses -Solving Feasibility Creation I Creation
II
Problem Defining I&R R R R R
Leadership I R R R R
Understanding I R R R R
Entrepreneurship
Design Business I R D D
Models
Communication I R R D R
Develop Business I R D
Plan
Accounting I
Marketing I R D
Finance I R D
Management I R
Legal I R
I= Introduced
R= Reviewed and reinforced
D= Demonstrates
application/integration in personal
business plans

8. Program Implementation
• Currently administered through Internship
only
• Exit survey of students
• New Venture Creation II
• Future- Online portfolio
• Faculty Retreat

9. Percentage of total points available
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0%
1. Ability to perform research relevant to given design …
2. Ability to organize and report research.
3. Written communication skills.
4. Ability to examine and apply research to design problems.
5. Ability to formulate multiple design concepts.
6. Ability to assess, debate, and select a final design.
7. Hand sketching.
8. Perspective rendering.
Pro Studio
9. Technical drawing.
10. Physical modeling/prototyping.
11. 3D computer modeling skills.
Internship
12. Knowledge of manufacturing material/processes.
13. Consumer safety issues.
14. Verbal presentation skills.
Student
on percentage basis for comparison
15. Visual organization/graphic communication.
16. Knowledge of communication technology.
17. Knowledge of design history.
2009-2010 Mean Evaluation Scores
18. Human factors knowledge.
19. Form semantics.
20. Cultural considerations.
21. Business practices.
22. Knowledge of Sustainable design concepts.

10. Percentage of Mean
65%
70%
75%
80%
85%
90%
1. Ability to perform research
86%
relevant to given design problems.
2. Ability to organize and report
83%
research.
3. Written communication skills.
4. Ability to examine and apply 81%
84%
research to design problems.
5. Ability to formulate multiple design
81%
concepts.
6. Ability to assess, debate, and select
83%
a final design.
7. Hand sketching.
76%
8. Perspective rendering.
76%
9. Technical drawing.
82%
10. Physical modeling/prototyping.
85%
11. 3D computer modeling skills.
85%
12. Knowledge of manufacturing
80%
material/processes.
13. Consumer safety issues.
77%
14. Verbal presentation skills.
82%
15. Visual organization/graphic
81%
communication.
16. Knowledge of communication
81%
technology.
2009-2010 Composite Mean Evaluation Scores
17. Knowledge of design history.
83%
18. Human factors knowledge.
79%
19. Form semantics.
80%
20. Cultural considerations.
80%
21. Business practices.
72%
22. Knowledge of Sustainable design
82%
concepts.

11. Process for Change based on
Assessment Data
Instructional and Curricular changes
Process is Faculty/Data Driven