Pub Date : 2021-01-21DOI: 10.1177/2515127420988516
Alexandra Jackson, Cara Mawson, C. Bodnar
Entrepreneurial mindset (EM) has recently been adapted and integrated into various engineering classes and programs globally. Studies have shown that this integration can be effective and lead to beneficial student outcomes. To ensure broader integration of EM, faculty need to be trained on this construct and how it can be implemented within class-based environments. This study examines faculty motivation to attend professional development opportunities focused on EM offered by the Kern Entrepreneurial Engineering Network (KEEN). Through this mixed methods study it was found that faculty are often motivated by the value the workshop holds for them personally and for their career, and its usefulness in their courses. They are also motivated by their personal interests and enjoyment of professional development opportunities. The faculty in our study indicated being enabled by the workshop content's relevance to their teaching, especially in terms of course development, and its effectiveness in helping them become better instructors. Depending on the circumstances, faculty were either enabled or dissuaded by the timing of the workshop and the available funding for them to attend. The results of this study can help future workshop designers tailor their workshops to meet the needs of engineering faculty both nationwide and globally.
{"title":"Faculty Motivation for Pursuit of Entrepreneurial Mindset Professional Development","authors":"Alexandra Jackson, Cara Mawson, C. Bodnar","doi":"10.1177/2515127420988516","DOIUrl":"https://doi.org/10.1177/2515127420988516","url":null,"abstract":"Entrepreneurial mindset (EM) has recently been adapted and integrated into various engineering classes and programs globally. Studies have shown that this integration can be effective and lead to beneficial student outcomes. To ensure broader integration of EM, faculty need to be trained on this construct and how it can be implemented within class-based environments. This study examines faculty motivation to attend professional development opportunities focused on EM offered by the Kern Entrepreneurial Engineering Network (KEEN). Through this mixed methods study it was found that faculty are often motivated by the value the workshop holds for them personally and for their career, and its usefulness in their courses. They are also motivated by their personal interests and enjoyment of professional development opportunities. The faculty in our study indicated being enabled by the workshop content's relevance to their teaching, especially in terms of course development, and its effectiveness in helping them become better instructors. Depending on the circumstances, faculty were either enabled or dissuaded by the timing of the workshop and the available funding for them to attend. The results of this study can help future workshop designers tailor their workshops to meet the needs of engineering faculty both nationwide and globally.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131546424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127419860307
B. Lavelle
This study is the first to examine the impact of entrepreneurship education (EE) on entrepreneurial intention (EI) among vocational college students in China. Using the Theory of Planned Behavior and the EI Questionnaire the study investigates the relationships between EI, its antecedents and EE. The data were collected by surveying 383 vocational college students in Wuxi, Jiangsu, in the People's Republic of China. The researcher used Least-Squares Regression modeling to find significant positive relationships between personal attitude, perceived behavioral control, and EE with EI. Mediation analysis found personal attitude to partially mediate the EE–EI relationship. The results suggest EE is effective in stimulating EI in China. This study provides implications to policy-makers, vocational institutions, and scholars given the current state of China's economy, recent government policies, and the ongoing debate surrounding the EE–EI relationship.
{"title":"Entrepreneurship Education's Impact on Entrepreneurial Intention Using the Theory of Planned Behavior: Evidence From Chinese Vocational College Students","authors":"B. Lavelle","doi":"10.1177/2515127419860307","DOIUrl":"https://doi.org/10.1177/2515127419860307","url":null,"abstract":"This study is the first to examine the impact of entrepreneurship education (EE) on entrepreneurial intention (EI) among vocational college students in China. Using the Theory of Planned Behavior and the EI Questionnaire the study investigates the relationships between EI, its antecedents and EE. The data were collected by surveying 383 vocational college students in Wuxi, Jiangsu, in the People's Republic of China. The researcher used Least-Squares Regression modeling to find significant positive relationships between personal attitude, perceived behavioral control, and EE with EI. Mediation analysis found personal attitude to partially mediate the EE–EI relationship. The results suggest EE is effective in stimulating EI in China. This study provides implications to policy-makers, vocational institutions, and scholars given the current state of China's economy, recent government policies, and the ongoing debate surrounding the EE–EI relationship.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115463123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127420979195
Soohyun Yi, Nathalie Duval-Couetil
Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys (n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.
{"title":"Interdisciplinary Entrepreneurship Education: Exploring 10-Year Trends in Student Enrollment, Interest and Motivation","authors":"Soohyun Yi, Nathalie Duval-Couetil","doi":"10.1177/2515127420979195","DOIUrl":"https://doi.org/10.1177/2515127420979195","url":null,"abstract":"Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys (n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127419890331
M. Mars
This article describes a novel visual art-based exercise (VAE) that was developed and conducted as part of an introductory-level, project-based entrepreneurial leadership course. The VAE engages students in reflective explorations of paintings and analogical and metaphorical thinking and analysis in support of two learning outcomes. The first outcome is for students to gain greater awareness of their emergent entrepreneurial identities. The second outcome is for students to enhance their capacities to effectively integrate analogies and metaphors with entrepreneurial narratives. Participatory inquiry guides the structure and delivery of the VAE with its application being focused on opportunity identification and conceptualization, solution development, and entrepreneurial narrative development and delivery. The three stages of the exercise (i.e., Staging, Transfer, and Integration) are described in detail, and its effectiveness is qualitatively assessed specific to the intended outcomes in order to facilitate and support adoption.
{"title":"Analogical and Metaphorical Thinking, Storytelling, and Entrepreneurial Identity and Narrative Development: A Visual Art-Based Learning Innovation","authors":"M. Mars","doi":"10.1177/2515127419890331","DOIUrl":"https://doi.org/10.1177/2515127419890331","url":null,"abstract":"This article describes a novel visual art-based exercise (VAE) that was developed and conducted as part of an introductory-level, project-based entrepreneurial leadership course. The VAE engages students in reflective explorations of paintings and analogical and metaphorical thinking and analysis in support of two learning outcomes. The first outcome is for students to gain greater awareness of their emergent entrepreneurial identities. The second outcome is for students to enhance their capacities to effectively integrate analogies and metaphors with entrepreneurial narratives. Participatory inquiry guides the structure and delivery of the VAE with its application being focused on opportunity identification and conceptualization, solution development, and entrepreneurial narrative development and delivery. The three stages of the exercise (i.e., Staging, Transfer, and Integration) are described in detail, and its effectiveness is qualitatively assessed specific to the intended outcomes in order to facilitate and support adoption.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130965175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127421992519
Christoph Winkler, Doan Winkel, J. Shields, Dennis Barber, Donna Levin, Lee J. Zane
A group of six colleges and universities (East Carolina University, Iona College, John Carroll University, Millikin University, Rowan University, Worcester Polytechnic Institute) partnered up to co-host the January 2020 USASBE Conference in New Orleans, LA, with the theme Interdisciplinary & Experiential Entrepreneurship Education. The conference thematically aligned its overall program with this special issue, which features scholars and programs representing the arts, design, engineering, liberal arts, physical sciences, STEM, and – yes – business. This editorial further discusses the importance of interdisciplinary entrepreneurship education as an inherent feature of itself to truly evolve as a discipline.
{"title":"Editorial: Special Issue on Interdisciplinary and Experiential Entrepreneurship Education","authors":"Christoph Winkler, Doan Winkel, J. Shields, Dennis Barber, Donna Levin, Lee J. Zane","doi":"10.1177/2515127421992519","DOIUrl":"https://doi.org/10.1177/2515127421992519","url":null,"abstract":"A group of six colleges and universities (East Carolina University, Iona College, John Carroll University, Millikin University, Rowan University, Worcester Polytechnic Institute) partnered up to co-host the January 2020 USASBE Conference in New Orleans, LA, with the theme Interdisciplinary & Experiential Entrepreneurship Education. The conference thematically aligned its overall program with this special issue, which features scholars and programs representing the arts, design, engineering, liberal arts, physical sciences, STEM, and – yes – business. This editorial further discusses the importance of interdisciplinary entrepreneurship education as an inherent feature of itself to truly evolve as a discipline.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"6 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133293218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127420912503
Emma Fleck, Jennifer Asmuth
This article delivers a series of activities which help participants to examine and stimulate their capacity for creativity to support entrepreneurial problem-solving. It provides a series of tools which enable entrepreneurship educators to support their students in a review, immersion and reflection of their creative capacity using the concept of childhood play, and specifically the superhero, to stimulate their imagination. Inspired by the creative mindset often found in young children, these activities help to build creative self-efficacy, challenging participants to exercise curiosity to go beyond their current resource limitations to solve problems by immersing them within a positive childhood experience. While students explore the concept of creativity and its fundamental role for entrepreneurial problem-solving, the workshop activity helps them to embody their own “superhero” and revisit their unconstrained, imaginative 5 year old selves through the use of pictures, costumes, masks, and icons. Finally, in reflecting upon the activities and acknowledging their own personal capacity for developing a creative process, participants are encouraged to use these skills for problem-solving both within the exercises of the class and throughout their entrepreneurial journey.
{"title":"Building Capacity for Creativity: Rediscovering the Inner “Superhero” as a Mechanism for Developing a Creative Mindset for Entrepreneurial Problem-Solving","authors":"Emma Fleck, Jennifer Asmuth","doi":"10.1177/2515127420912503","DOIUrl":"https://doi.org/10.1177/2515127420912503","url":null,"abstract":"This article delivers a series of activities which help participants to examine and stimulate their capacity for creativity to support entrepreneurial problem-solving. It provides a series of tools which enable entrepreneurship educators to support their students in a review, immersion and reflection of their creative capacity using the concept of childhood play, and specifically the superhero, to stimulate their imagination. Inspired by the creative mindset often found in young children, these activities help to build creative self-efficacy, challenging participants to exercise curiosity to go beyond their current resource limitations to solve problems by immersing them within a positive childhood experience. While students explore the concept of creativity and its fundamental role for entrepreneurial problem-solving, the workshop activity helps them to embody their own “superhero” and revisit their unconstrained, imaginative 5 year old selves through the use of pictures, costumes, masks, and icons. Finally, in reflecting upon the activities and acknowledging their own personal capacity for developing a creative process, participants are encouraged to use these skills for problem-solving both within the exercises of the class and throughout their entrepreneurial journey.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130196374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/2515127420910673
Amber Davidson, Gregory Berka, Cami Meador
Keith Lang, a then college senior, and his mother, Lori, launched Global Logistics & Shipping Partners (GLS) overnight when an opportunity presented itself to secure a number of clients. From Week 1, they were focused on exceptional client support and service without any infrastructure in place. Holly Primrose, Keith’s long-time girlfriend, who still had a year left in college, jumped in to help. Now 15 years later, the business grew to 22 employees, while experiencing many revenue challenges. Keith and Holly worked tirelessly for 15 years straight with an equal focus on clients, ethics, and GLS’s employees. After having a family and investing in other endeavors, Keith and Holly found themselves in a position where they needed to make decisions regarding the future vision for GLS and themselves. They desired to remain engaged with GLS but also to spend as much time as possible with family and personal interests. The case provides information that allows students to apply Carlock and Ward's family business parellel planning process to evaluate a family business' goals, evaluate the owners' personal goals, and find synergies across professional and personal goals and visions.
{"title":"“How Do We Stop Trying to Do It All?” Application of the Family Business Parallel Planning Process","authors":"Amber Davidson, Gregory Berka, Cami Meador","doi":"10.1177/2515127420910673","DOIUrl":"https://doi.org/10.1177/2515127420910673","url":null,"abstract":"Keith Lang, a then college senior, and his mother, Lori, launched Global Logistics & Shipping Partners (GLS) overnight when an opportunity presented itself to secure a number of clients. From Week 1, they were focused on exceptional client support and service without any infrastructure in place. Holly Primrose, Keith’s long-time girlfriend, who still had a year left in college, jumped in to help. Now 15 years later, the business grew to 22 employees, while experiencing many revenue challenges. Keith and Holly worked tirelessly for 15 years straight with an equal focus on clients, ethics, and GLS’s employees. After having a family and investing in other endeavors, Keith and Holly found themselves in a position where they needed to make decisions regarding the future vision for GLS and themselves. They desired to remain engaged with GLS but also to spend as much time as possible with family and personal interests. The case provides information that allows students to apply Carlock and Ward's family business parellel planning process to evaluate a family business' goals, evaluate the owners' personal goals, and find synergies across professional and personal goals and visions.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125909822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-25DOI: 10.1177/2515127420982511
Ezra Pugh, E. A. Drost
This case takes place during Los Angeles Apparel’s second full year of operation. Manufacturing fashion basics such as tee shirts and leggings, the company’s operations are located entirely in Los Angeles, eschewing the typical international apparel supply chains. The central figure in the case is founder and CEO Dov Charney. A nationally known figure, Charney was previously the founder and CEO of American Apparel, an apparel manufacturer and retailer, which at its peak reached annual sales in excess of $600 million and operated almost 300 stores across 20 countries. Charney’s controversial management style made him both famous and infamous and his tenure as CEO came to an end in 2014 when he was ousted by the company’s board. In 2016, Charney founded Los Angeles Apparel with a desire to recreate what he saw as the best aspects of American Apparel – local and ‘sweatshop free’ manufacturing. Following the same trajectory as the earlier company, Charney began by focusing on wholesale B2B channels. He had recently added a B2C ecommerce channel and was considering opening brick-and-mortar stores in the near future. But much had changed in the two decades since American Apparel’s initial success. Which path forward was best for Los Angeles Apparel in current environment?
这个案例发生在Los Angeles Apparel运营的第二年。该公司生产t恤和打底裤等时尚基础产品，其业务完全位于洛杉矶，避开了典型的国际服装供应链。本案的核心人物是该公司创始人兼首席执行官多夫•查尼。查尼是一位全国知名的人物，曾是服装制造商和零售商American Apparel的创始人兼首席执行官，该公司在其鼎盛时期的年销售额超过6亿美元，在20个国家经营着近300家门店。查尼颇具争议的管理风格让他声名鹊起，也让他声名狼藉。2014年，他被公司董事会罢免，结束了首席执行官的任期。2016年，查尼创立了Los Angeles Apparel，希望重现他所认为的美国服装的最佳方面——本地和“无血汗工厂”制造。遵循与早期公司相同的轨迹，Charney开始专注于批发B2B渠道。他最近增加了一个B2C电子商务渠道，并考虑在不久的将来开设实体店。但在美国服饰最初取得成功后的20年里，情况发生了很大变化。在当前的环境下，哪条路对洛杉矶服装公司来说是最好的?
{"title":"Los Angeles Apparel: Locally Made in a Global Market","authors":"Ezra Pugh, E. A. Drost","doi":"10.1177/2515127420982511","DOIUrl":"https://doi.org/10.1177/2515127420982511","url":null,"abstract":"This case takes place during Los Angeles Apparel’s second full year of operation. Manufacturing fashion basics such as tee shirts and leggings, the company’s operations are located entirely in Los Angeles, eschewing the typical international apparel supply chains. The central figure in the case is founder and CEO Dov Charney. A nationally known figure, Charney was previously the founder and CEO of American Apparel, an apparel manufacturer and retailer, which at its peak reached annual sales in excess of $600 million and operated almost 300 stores across 20 countries. Charney’s controversial management style made him both famous and infamous and his tenure as CEO came to an end in 2014 when he was ousted by the company’s board. In 2016, Charney founded Los Angeles Apparel with a desire to recreate what he saw as the best aspects of American Apparel – local and ‘sweatshop free’ manufacturing. Following the same trajectory as the earlier company, Charney began by focusing on wholesale B2B channels. He had recently added a B2C ecommerce channel and was considering opening brick-and-mortar stores in the near future. But much had changed in the two decades since American Apparel’s initial success. Which path forward was best for Los Angeles Apparel in current environment?","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121653590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.1177/2515127420979662
Birgitte Wraae, C. Brush, Shahrokh Nikou
Significant research explores effectiveness of entrepreneurial curriculum, teaching innovations and programs, but less often studied is the role of entrepreneurship educators. The way that the educator sees his or her role relative to the students is of critical importance because this directly influences pedagogy choices, expectations for students and learning outcomes, as well as job satisfaction. While recent studies propose typologies characterizing pedagogical approaches of educators, few of these are based on the data from entrepreneurship educators. Framed within role identity theory, we conducted 13 in–depth interviews to examine how entrepreneurship educators perceive their role. Using the qualitative data analysis tool (NVivo), we analyzed how the relationship between their perceptions of their role and core value orientation is connected to teaching approaches. Results show that these educators view their roles as teacher-focused, network-focused, or student-focused and that these perspectives are associated with different perceptions of students’ role and learning objectives. Further, we find different levels of emphasis on roles and that personal core values are differentially linked to these roles. Implications and future research directions are discussed.
{"title":"The Entrepreneurship Educator: Understanding Role Identity","authors":"Birgitte Wraae, C. Brush, Shahrokh Nikou","doi":"10.1177/2515127420979662","DOIUrl":"https://doi.org/10.1177/2515127420979662","url":null,"abstract":"Significant research explores effectiveness of entrepreneurial curriculum, teaching innovations and programs, but less often studied is the role of entrepreneurship educators. The way that the educator sees his or her role relative to the students is of critical importance because this directly influences pedagogy choices, expectations for students and learning outcomes, as well as job satisfaction. While recent studies propose typologies characterizing pedagogical approaches of educators, few of these are based on the data from entrepreneurship educators. Framed within role identity theory, we conducted 13 in–depth interviews to examine how entrepreneurship educators perceive their role. Using the qualitative data analysis tool (NVivo), we analyzed how the relationship between their perceptions of their role and core value orientation is connected to teaching approaches. Results show that these educators view their roles as teacher-focused, network-focused, or student-focused and that these perspectives are associated with different perceptions of students’ role and learning objectives. Further, we find different levels of emphasis on roles and that personal core values are differentially linked to these roles. Implications and future research directions are discussed.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129507222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.1177/2515127420979197
Maria Ballesteros-Sola, Loretta Davidson, E. Farrell, Crystal Hermida
The Refill Shoppe, located in Ventura (California), is a certified B Corp zero-waste social enterprise selling personal care and cleaning supplies in refillable containers. The founder, Michelle Stevens, grew up on a boat and became aware, at an early age, of how plastic pollution impacted the oceans and marine life. In 2010, her love for the Earth motivated her to start this social enterprise, The Refill Shoppe, to reduce plastic consumption and bring awareness to this environmental issue. Eight years later, her original vision had turned into a successful business selling not only in her Ventura storefront but also online. However, in late 2018, Stevens wrestled with the idea of growth and expansion to scale her impact. The case introduces students to the plastic pollution issue and the common dilemma for social entrepreneurs of impact scaling and growth. Through Stevens’ experience, students learn about the advantages and disadvantages of different growth approaches. The case is based on both secondary and primary data (in-depth interviews with the protagonist and observations). The case can be used in both social and commercial entrepreneurship courses at the undergraduate level.
位于加州文图拉(Ventura)的The fill Shoppe是一家经过认证的B公司零浪费社会企业，销售装在可再填充容器中的个人护理和清洁用品。创始人米歇尔·史蒂文斯(Michelle Stevens)在船上长大，很小的时候就意识到塑料污染对海洋和海洋生物的影响。2010年，她对地球的热爱促使她创办了这家社会企业，the fill Shoppe，以减少塑料的消耗，并引起人们对环境问题的关注。八年后，她最初的愿景变成了一个成功的企业，不仅在她的文图拉店面销售，而且在网上销售。然而，在2018年底，史蒂文斯纠结于增长和扩张的想法，以扩大她的影响力。本案例向学生介绍了塑料污染问题，以及社会企业家在影响规模和增长方面的共同困境。通过史蒂文斯的经历，学生们了解了不同成长方法的优缺点。该案例基于二手和原始数据(对主人公的深度访谈和观察)。本案例可用于本科阶段的社会和商业创业课程。
{"title":"The Refill Shoppe: A Certified B Corp on the Quest for Growth to End Plastic Pollution","authors":"Maria Ballesteros-Sola, Loretta Davidson, E. Farrell, Crystal Hermida","doi":"10.1177/2515127420979197","DOIUrl":"https://doi.org/10.1177/2515127420979197","url":null,"abstract":"The Refill Shoppe, located in Ventura (California), is a certified B Corp zero-waste social enterprise selling personal care and cleaning supplies in refillable containers. The founder, Michelle Stevens, grew up on a boat and became aware, at an early age, of how plastic pollution impacted the oceans and marine life. In 2010, her love for the Earth motivated her to start this social enterprise, The Refill Shoppe, to reduce plastic consumption and bring awareness to this environmental issue. Eight years later, her original vision had turned into a successful business selling not only in her Ventura storefront but also online. However, in late 2018, Stevens wrestled with the idea of growth and expansion to scale her impact. The case introduces students to the plastic pollution issue and the common dilemma for social entrepreneurs of impact scaling and growth. Through Stevens’ experience, students learn about the advantages and disadvantages of different growth approaches. The case is based on both secondary and primary data (in-depth interviews with the protagonist and observations). The case can be used in both social and commercial entrepreneurship courses at the undergraduate level.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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