Entrepreneurship education and training programs are attracting significant student followers in colleges and universities in the US and countries across the globe. The strong correlation between entrepreneurship and economic development has informed policymakers at various levels of government to enact policies and legislations supporting entrepreneurship that is further fueling demand for entrepreneurship education. This has notably increased the call to improve entrepreneurship education in general, and a need for greater numbers of qualified faculty to teach entrepreneurship. The limited availability of entrepreneurship faculty, however, coupled with rapid growth of entrepreneurship course offerings in colleges offers multiple opportunities for improvement. We believe the current entrepreneurship education can be transformed using the application of new technologies, such as the Internet of Things (IoT). In this article, we examine the transformative power of the IoT and related technologies and its current and potential impact on entrepreneurship education. The application of IoT is already disrupting many industries, transforming consumers’ lives, and changing business operations. Institutions of higher education can benefit through the application of IoT. The application of IoT can specially benefit entrepreneurship education and training programs leading to more startups by graduates. We argue that IoT allows faculty and universities to customize entrepreneurship course content for each individual student. The application of IoT empowers faculty to offer an enriching experiential learning, leverage resources, integrate various stakeholders, and engage and support students in a post-graduate phase.
Raj V. Mahto, William McDowell, Sandipen Sen and Saurabh Ahluwalia
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.
Our understanding of history is shaped not only by our knowledge of the factual events of the past but also our perceptions of those events. It is our perceptions that help us make sense of what has happened and allow us to apply what we have learned from the past in the present. The following discussion is intended as an interpretive history of a remarkable organization, the United States Association for Small Business and Entrepreneurship. The purpose is not to provide a treatise but rather a selective view of the perceptions of a number of individuals privileged to hold leadership positions in the organization. The discussion begins with an overview of a number of strategic pivots taken by the leadership of the organization during particularly challenging times since just before and following the national economic crisis of 2008. The discussion is augmented by the personal recollections of three United States Association for Small Business and Entrepreneurship (USASBE) presidents who led the organization during particularly eventful periods. Jeffrey Alves, President in 2008, provides a broad perspective regarding what he views as the key strategic pivot points leading up to and following his time both as President and as a long-serving board member. Jeff Cornwall, President in 2010, presents a personal recollection of the events leading up to his decision to accept the nomination as President and the challenges the organization faced in the aftermath of the U.S. economic crisis. Finally, Heidi Neck, President in 2017, reviews a more recent period of the organization’s history. She details a significant strategic pivot made by the organization, not in response to a financial crisis, but rather in response to a crisis of strategic identity.
Edited by Charles H. Matthews and Eric W. Liguori
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.
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.
There is no common way to implement entrepreneurship education in higher education, and a lack of research underpinning how it practically can be done. An increasing number of students undergo entrepreneurship education, and several studies highlight a need to develop new pedagogical methods. This paper examines how visual research methods can contribute as didactic tools in entrepreneurship education. A visual-based exercise, conducted with 394 students from different disciplines, is presented and analysed, showing that images create interactive and reflective ways to see and talk about entrepreneurship, thus making students’ perceptions visible and helping educators to better student-customize their education.
Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush and Sharon Alpi
One of the most commented on and, arguably, acclaimed, contributions of the last volume of USASBE’s Annals of Entrepreneurship Education and Pedagogy was the entry titled “What I’ve Learned About Teaching Entrepreneurship: Perspectives of Five Master Educators” authored by Jerome Engel, Minet Schindehutte, Heidi Neck, Ray Smilor, and Bill Rossi. Engel and colleagues took time to practice deep reflection on their experiences teaching entrepreneurship and then translated their learnings into deeply meaningful insights for the field to draw from. In planning this volume, the editors believed it was important to build upon this work, so we invited five new entrepreneurship educators to share what they have learned about teaching entrepreneurship. Again, we reached out to faculty members acknowledged by their peers, leading academic organizations, their institutions, and their students to be among the very best in entrepreneurship education. And again, each of these individuals has over a decade of experience in the entrepreneurship classroom and has witnessed the rapid evolution of a very dynamic discipline. In the pages that follow Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush, and Sharon Alpi share their reflections on decades of cumulative experience both inside and outside the classroom.