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Edited by Michael H. Morris

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Edited by Michael H. Morris

A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding of how to best approach the teaching and learning of entrepreneurship. To help close this gap, the United States Association for Small Business and Entrepreneurship (USASBE) has identified some of the most important and provocative work on entrepreneurship education over the years, and worked with the authors of this work to produce updated perspectives. The intent is to capture the richest insights and best practices in teaching entrepreneurship, building entrepreneurship curricula, and developing educational programs.
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Michael H. Morris

When student teams consult to emerging or small enterprises as part of a course or field project, few tools exist to guide their efforts, particularly tools tailored to the early stage context. Based on years of working with emerging ventures, the author describes the Supporting Emerging Enterprises or SEE model as a framework for use in capturing the essence of the business, establishing priorities in terms of business needs, and determining which issues the consulting intervention will be able to address. The model is proposed for use at the front end of a student consulting engagement. The SEE model has the students move through three levels of business analysis, termed the core, internal operations and resources, and the external interface. Key issues to explore are identified for each of these three layers of analysis. A number of analytical tools are provided for capturing key processes within the business.

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Michael H. Morris

Hundreds of entrepreneurship education programs have been established within universities over the past 30 years responding to awareness and the accompanying demand among students, among other stakeholders. However, as Morris points out, challenges regarding how to best design and deliver entrepreneurship education persist. In particular, educators—including scholars and practitioners—must balance the need to instill within students the notion that entrepreneurship is disruptive and requires creativity, while simultaneously emphasizing discipline, logic and rigor.
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Michael H. Morris and Minet Schindehutte

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Edited by Michael H. Morris and Eric Liguori

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Michael H. Morris and Eric Liguori

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Minet Schindehutte and Michael H. Morris

The critical role of experiential and co-curricular programming within an overall entrepreneurship education is explored. Categories of experiences, including a number of novel experiential tools, are identified. The concept of an experience portfolio is introduced as a tool for managing and enhancing a student’s exposure to applied elements of entrepreneurship. Core properties of the experience portfolio are reviewed, with attention devoted to the concept of balance, particularly as it relates to the different learning styles of students.