Pub Date : 2021-07-18DOI: 10.1177/25151274211033162
Lauri Union, C. Suen, Rubén Mancha
On March 15, 2020, in response to the Covid-19 pandemic, the Honduran government unexpectedly announced a state of emergency and mandated immediate closure of all businesses. Diunsa closed its six stores. The family-owned retailer had anticipated supply chain disruptions, stocked from alternative suppliers, and formed a crisis management team. Now, to keep the business afloat during the unexpected closure and retain all its employees on the payroll, the company had to move sales from the brick-and-mortar stores to an incomplete online retail site. The third generation in the family business—the Faraj siblings, all in their 20’s—led the critical transition online and response to setbacks. As digital-native millennials, they helped improve the website, customer service, operations, and delivery in a short amount of time and using external resources and various technologies. As the situation stabilized, Diunsa’s leadership asked: How will Diunsa build on the momentum for digital transformation and turn its tactical actions into a digital strategy? How can we continue to tap into the leadership of our up-and-coming generation to achieve these goals?
{"title":"Diunsa: An Entrepreneurial Family’s Digital Response to COVID-19","authors":"Lauri Union, C. Suen, Rubén Mancha","doi":"10.1177/25151274211033162","DOIUrl":"https://doi.org/10.1177/25151274211033162","url":null,"abstract":"On March 15, 2020, in response to the Covid-19 pandemic, the Honduran government unexpectedly announced a state of emergency and mandated immediate closure of all businesses. Diunsa closed its six stores. The family-owned retailer had anticipated supply chain disruptions, stocked from alternative suppliers, and formed a crisis management team. Now, to keep the business afloat during the unexpected closure and retain all its employees on the payroll, the company had to move sales from the brick-and-mortar stores to an incomplete online retail site. The third generation in the family business—the Faraj siblings, all in their 20’s—led the critical transition online and response to setbacks. As digital-native millennials, they helped improve the website, customer service, operations, and delivery in a short amount of time and using external resources and various technologies. As the situation stabilized, Diunsa’s leadership asked: How will Diunsa build on the momentum for digital transformation and turn its tactical actions into a digital strategy? How can we continue to tap into the leadership of our up-and-coming generation to achieve these goals?","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128100181","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 : 2021-07-18DOI: 10.1177/25151274211029207
D. Riley, Hayley M. Shuster, Courtney A. LeMasney, Carla E. Silvestri, K. Mallouk
This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.
{"title":"First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset","authors":"D. Riley, Hayley M. Shuster, Courtney A. LeMasney, Carla E. Silvestri, K. Mallouk","doi":"10.1177/25151274211029207","DOIUrl":"https://doi.org/10.1177/25151274211029207","url":null,"abstract":"This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247247","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 : 2021-07-15DOI: 10.1177/25151274211029204
B. Stenard
This research seeks to understand which skills entrepreneurs in the different STEAM disciplines are using in their careers and if these skills differ from those being used by workers who major in STEAM fields but do not become entrepreneurs. The empirical analysis uses a large sample of more than 99,000 people from the restricted use National Science Foundation’s (NSF) Scientists and Engineers Statistical Data System (SESTAT). This work investigates the skills actually being used by entrepreneurs with undergraduate degrees in the STEAM disciplines to better inform what is being taught in the undergraduate classroom and to make sure learning objectives are in line with student career goals. This paper argues the need for more interdisciplinary skills to be taught in STEAM entrepreneurship curriculums.
{"title":"Interdisciplinary Skills for STEAM Entrepreneurship Education","authors":"B. Stenard","doi":"10.1177/25151274211029204","DOIUrl":"https://doi.org/10.1177/25151274211029204","url":null,"abstract":"This research seeks to understand which skills entrepreneurs in the different STEAM disciplines are using in their careers and if these skills differ from those being used by workers who major in STEAM fields but do not become entrepreneurs. The empirical analysis uses a large sample of more than 99,000 people from the restricted use National Science Foundation’s (NSF) Scientists and Engineers Statistical Data System (SESTAT). This work investigates the skills actually being used by entrepreneurs with undergraduate degrees in the STEAM disciplines to better inform what is being taught in the undergraduate classroom and to make sure learning objectives are in line with student career goals. This paper argues the need for more interdisciplinary skills to be taught in STEAM entrepreneurship curriculums.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"306 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127410103","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 : 2021-07-15DOI: 10.1177/25151274211029209
Alexandra Jackson, S. Resnick, Rebecca Hansson, Kenyon Burgess, C. Bodnar
The overall purpose of this research is to be able to understand how engineering students believe they are developing EM throughout their higher education experiences. Is EM development attributed to the inclusion of EM based projects and activities within their engineering course work? Perhaps, EM development occurs more readily through engineering students’ participation in extracurricular or co-curricular activities? Alternatively, maybe EM development is not tied to the higher education ecosystem at all, and engineering students develop EM as a result of job or volunteer experiences. As such, this research study seeks to answer the following research questions: (1) Which types of experiences contribute to engineering students' EM development? And (2) What types of attributes of EM do engineering students perceive are developed through these experiences? The study involves a qualitative analysis of engineering student interviews to determine the experiences that have contributed to student EM development as well as EM traits that were specifically focused upon within these experiences. Through understanding engineering students’ perceptions of how they developed an EM, it will provide the necessary information to determine best practices for EM student development in the future.
{"title":"Exploration of the Experiences That Shape Engineering Students’ Entrepreneurial Mindset Development","authors":"Alexandra Jackson, S. Resnick, Rebecca Hansson, Kenyon Burgess, C. Bodnar","doi":"10.1177/25151274211029209","DOIUrl":"https://doi.org/10.1177/25151274211029209","url":null,"abstract":"The overall purpose of this research is to be able to understand how engineering students believe they are developing EM throughout their higher education experiences. Is EM development attributed to the inclusion of EM based projects and activities within their engineering course work? Perhaps, EM development occurs more readily through engineering students’ participation in extracurricular or co-curricular activities? Alternatively, maybe EM development is not tied to the higher education ecosystem at all, and engineering students develop EM as a result of job or volunteer experiences. As such, this research study seeks to answer the following research questions: (1) Which types of experiences contribute to engineering students' EM development? And (2) What types of attributes of EM do engineering students perceive are developed through these experiences? The study involves a qualitative analysis of engineering student interviews to determine the experiences that have contributed to student EM development as well as EM traits that were specifically focused upon within these experiences. Through understanding engineering students’ perceptions of how they developed an EM, it will provide the necessary information to determine best practices for EM student development in the future.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116539085","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 : 2021-07-15DOI: 10.1177/25151274211029012
Josh Bendickson, Curtis Matherne, Keith R. Credo, Mary Catherine O. Franques, Lewis Sheats
Students should clearly understand that different types of entrepreneurship exist. It is effective to connect the diversity of entrepreneurial form with students from a multidisciplinary scope of knowledge in the form of engaged learning. This learning innovation exercise helps diverse student bodies such as science, technology, engineering, arts, and math students (STEAM), to apply their knowledge of entrepreneurship basics and each entrepreneurship type and to be prepared to verbally defend their decisions in the presence of other future entrepreneurs. Although this exercise follows Steve Blank’s categorization of entrepreneurship types (i.e., small business entrepreneurship, scalable startup entrepreneurship, large company entrepreneurship, and social entrepreneurship), educators adopting this exercise can readily replace or add other entrepreneurship types that are more relevant to a specific course or that (s)he wishes for students to more fully understand. This learning innovation is intended for implementation at the undergraduate level in medium sized introduction to entrepreneurship courses that includes students from STEAM. Students will gain experience in analyzing and problem solving related to the different types of entrepreneurship. Students will also be provided the space for group discussion and personal decision making thus fostering the development of crucial entrepreneurial skills necessary after graduation.
{"title":"Assessing Entrepreneurial Types and Goals With Diverse Student Groups","authors":"Josh Bendickson, Curtis Matherne, Keith R. Credo, Mary Catherine O. Franques, Lewis Sheats","doi":"10.1177/25151274211029012","DOIUrl":"https://doi.org/10.1177/25151274211029012","url":null,"abstract":"Students should clearly understand that different types of entrepreneurship exist. It is effective to connect the diversity of entrepreneurial form with students from a multidisciplinary scope of knowledge in the form of engaged learning. This learning innovation exercise helps diverse student bodies such as science, technology, engineering, arts, and math students (STEAM), to apply their knowledge of entrepreneurship basics and each entrepreneurship type and to be prepared to verbally defend their decisions in the presence of other future entrepreneurs. Although this exercise follows Steve Blank’s categorization of entrepreneurship types (i.e., small business entrepreneurship, scalable startup entrepreneurship, large company entrepreneurship, and social entrepreneurship), educators adopting this exercise can readily replace or add other entrepreneurship types that are more relevant to a specific course or that (s)he wishes for students to more fully understand. This learning innovation is intended for implementation at the undergraduate level in medium sized introduction to entrepreneurship courses that includes students from STEAM. Students will gain experience in analyzing and problem solving related to the different types of entrepreneurship. Students will also be provided the space for group discussion and personal decision making thus fostering the development of crucial entrepreneurial skills necessary after graduation.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115180242","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 : 2021-07-15DOI: 10.1177/25151274211029010
S. Bakrania
Most engineering design projects focus primarily on the engineering fundamentals. Studying the business case or manufacturability of a design is often left for other courses, if at all. To address this gap, an existing mechanical engineering course project was modified by embedding the interdependent entrepreneurial dimensions. In the past, junior engineering students developed a reciprocating air engines over two semesters. The modified project extended the engineering fundamentals into an entrepreneurial venture. To accomplish this, students were asked to propose an air engine toy for middle schoolers. The proposed toy had to be assembled, provide a learning opportunity, and demonstrate utility. The students had to ensure the product appealed to those interested in the STEM fields. The students, working in groups, created renders of the final product, assembly instructions, and a guided worksheet for the kids to explore the underlying engineering concept. The groups produced a website with a video pitching their toy concepts. This case study exemplifies how any engineering endeavor can be modified to capture a more holistic simulation of the profession.
{"title":"Toying With Engineering: Teaching Engineers to Be Entrepreneurial by Developing a Toy","authors":"S. Bakrania","doi":"10.1177/25151274211029010","DOIUrl":"https://doi.org/10.1177/25151274211029010","url":null,"abstract":"Most engineering design projects focus primarily on the engineering fundamentals. Studying the business case or manufacturability of a design is often left for other courses, if at all. To address this gap, an existing mechanical engineering course project was modified by embedding the interdependent entrepreneurial dimensions. In the past, junior engineering students developed a reciprocating air engines over two semesters. The modified project extended the engineering fundamentals into an entrepreneurial venture. To accomplish this, students were asked to propose an air engine toy for middle schoolers. The proposed toy had to be assembled, provide a learning opportunity, and demonstrate utility. The students had to ensure the product appealed to those interested in the STEM fields. The students, working in groups, created renders of the final product, assembly instructions, and a guided worksheet for the kids to explore the underlying engineering concept. The groups produced a website with a video pitching their toy concepts. This case study exemplifies how any engineering endeavor can be modified to capture a more holistic simulation of the profession.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121050516","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 : 2021-06-22DOI: 10.1177/25151274211022282
Craig A. Talmage, T. Gassert
Entrepreneurship, even social entrepreneurship, is not unequivocally good despite perceptions otherwise. This article puts forth a case for incorporating dark side theory into entrepreneurship education as a means of challenging this narrative. This article draws on Dart et al.’s ethical frames for social enterprise to supply students with a rubric to define, frame, and legitimize social enterprises. This article leverages Talmage et al.’s dark social enterprise typology and Talmage and Gassert’s exercise to critically analyze the social and economic intentions, processes, and impacts of various enterprises. Examples are provided throughout the article to illuminate how entrepreneurial intentions are linked to enterprise processes and impacts. The article aims to both broaden and deepen students’ critical perspectives on social enterprises, so that aspiring entrepreneurs are deterred from going dark side. This article concludes with essential questions concerning dark side theory’s role in entrepreneurship and social entrepreneurship education.
{"title":"Enhancing Social Entrepreneurship Education With Dark Side Theory to Frame Social Enterprises","authors":"Craig A. Talmage, T. Gassert","doi":"10.1177/25151274211022282","DOIUrl":"https://doi.org/10.1177/25151274211022282","url":null,"abstract":"Entrepreneurship, even social entrepreneurship, is not unequivocally good despite perceptions otherwise. This article puts forth a case for incorporating dark side theory into entrepreneurship education as a means of challenging this narrative. This article draws on Dart et al.’s ethical frames for social enterprise to supply students with a rubric to define, frame, and legitimize social enterprises. This article leverages Talmage et al.’s dark social enterprise typology and Talmage and Gassert’s exercise to critically analyze the social and economic intentions, processes, and impacts of various enterprises. Examples are provided throughout the article to illuminate how entrepreneurial intentions are linked to enterprise processes and impacts. The article aims to both broaden and deepen students’ critical perspectives on social enterprises, so that aspiring entrepreneurs are deterred from going dark side. This article concludes with essential questions concerning dark side theory’s role in entrepreneurship and social entrepreneurship education.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122384751","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 : 2021-06-18DOI: 10.1177/25151274211014082
Nelson Pizarro, Geoffrey M. Graybeal
This learning innovation offers the framework for a three-day extracurricular “Social Innovation Jam” workshop aimed at teaching design thinking to address sustainable development. As entrepreneurship educators incorporate the United Nations Sustainable Development Goals into their programs, the Social Innovation Jam can be replicated to provide local solutions to global problems using design thinking and “learning by teaching” pedagogy both in and out of the classroom.
{"title":"Learning Design Thinking: A Social Innovation Jam","authors":"Nelson Pizarro, Geoffrey M. Graybeal","doi":"10.1177/25151274211014082","DOIUrl":"https://doi.org/10.1177/25151274211014082","url":null,"abstract":"This learning innovation offers the framework for a three-day extracurricular “Social Innovation Jam” workshop aimed at teaching design thinking to address sustainable development. As entrepreneurship educators incorporate the United Nations Sustainable Development Goals into their programs, the Social Innovation Jam can be replicated to provide local solutions to global problems using design thinking and “learning by teaching” pedagogy both in and out of the classroom.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127872027","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 : 2021-06-16DOI: 10.1177/25151274211021999
Angela E. Addae, Cheryl Ellenwood
As boundaries between the business and social sectors dissolve, social entrepreneurship has emerged as a phenomenon that bridges two worlds previously divided. Now, social entrepreneurs embrace market-based tools to address society’s greatest challenges. Coinciding with the growth of the sector, students and researchers have sought to understand development, growth strategies, and the practical challenges related to social entrepreneurship. In turn, universities have bolstered social entrepreneurship education by creating academic offerings that emphasize business, social impact, and innovation. Still, social entrepreneurship education remains in its infancy. Courses are as varied as the field itself, and instructors routinely rely on their professional backgrounds and networks to develop curricula that explore the field’s multifaceted character. Thus, social entrepreneurship courses are diverse across disciplines, and the academic literature theorizing the phenomenon is similarly emergent. As social entrepreneurship courses combine theoretical insights with experiential learning in a myriad of ways, aligning theoretical insights with necessary core competencies presents a challenge. To address this dilemma, we highlight the importance of employing theory-driven concepts to develop core competencies in social entrepreneurship students. In doing so, we review key threshold concepts in the social entrepreneurship literature and suggest how instructors might link theoretical insights to practical skill sets.
{"title":"Integrating Social Entrepreneurship Literature Through Teaching","authors":"Angela E. Addae, Cheryl Ellenwood","doi":"10.1177/25151274211021999","DOIUrl":"https://doi.org/10.1177/25151274211021999","url":null,"abstract":"As boundaries between the business and social sectors dissolve, social entrepreneurship has emerged as a phenomenon that bridges two worlds previously divided. Now, social entrepreneurs embrace market-based tools to address society’s greatest challenges. Coinciding with the growth of the sector, students and researchers have sought to understand development, growth strategies, and the practical challenges related to social entrepreneurship. In turn, universities have bolstered social entrepreneurship education by creating academic offerings that emphasize business, social impact, and innovation. Still, social entrepreneurship education remains in its infancy. Courses are as varied as the field itself, and instructors routinely rely on their professional backgrounds and networks to develop curricula that explore the field’s multifaceted character. Thus, social entrepreneurship courses are diverse across disciplines, and the academic literature theorizing the phenomenon is similarly emergent. As social entrepreneurship courses combine theoretical insights with experiential learning in a myriad of ways, aligning theoretical insights with necessary core competencies presents a challenge. To address this dilemma, we highlight the importance of employing theory-driven concepts to develop core competencies in social entrepreneurship students. In doing so, we review key threshold concepts in the social entrepreneurship literature and suggest how instructors might link theoretical insights to practical skill sets.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123462536","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 : 2021-05-21DOI: 10.1177/25151274211017549
Daniel J. Griffin, W. Heinrich
The field of entrepreneurship education is growing in both size and complexity within colleges and universities, leading to needed organization level adjustments. This applied case study (not a teaching case) follows a merger of two educational entities focused on entrepreneurship at Michigan State University (MSU). In a pattern consistent with difficulties experienced by other academic programs, MSU’s programs evolved independently and led to duplicated efforts and confusion for students and staff members. Entrepreneurship program leaders were tasked with merging two units and aligning efforts to improve pedagogical and organizational quality. Scholar practitioner consultants supported a merger process by using organizational frames to analyze previous practices and theory-of-change (ToC) tools to synthesize new designs for a merged unit. Participation in efforts provided an opportunity for personnel in two organizations to co-create and redesign their own program while developing a shared organizational purpose and process. Follow-up surveys and cluster analysis showed that this approach was able to facilitate convergence in mental models of the program and the merger process was met with a high level of approval. Case findings demonstrated that organizational frames and ToC tools have the potential to effectively address challenges in structural, human resource, and pedagogical layers of mergers.
{"title":"Supporting a Merger of Entrepreneurship Curricula: Combining Organizational Frames and Theory of Change","authors":"Daniel J. Griffin, W. Heinrich","doi":"10.1177/25151274211017549","DOIUrl":"https://doi.org/10.1177/25151274211017549","url":null,"abstract":"The field of entrepreneurship education is growing in both size and complexity within colleges and universities, leading to needed organization level adjustments. This applied case study (not a teaching case) follows a merger of two educational entities focused on entrepreneurship at Michigan State University (MSU). In a pattern consistent with difficulties experienced by other academic programs, MSU’s programs evolved independently and led to duplicated efforts and confusion for students and staff members. Entrepreneurship program leaders were tasked with merging two units and aligning efforts to improve pedagogical and organizational quality. Scholar practitioner consultants supported a merger process by using organizational frames to analyze previous practices and theory-of-change (ToC) tools to synthesize new designs for a merged unit. Participation in efforts provided an opportunity for personnel in two organizations to co-create and redesign their own program while developing a shared organizational purpose and process. Follow-up surveys and cluster analysis showed that this approach was able to facilitate convergence in mental models of the program and the merger process was met with a high level of approval. Case findings demonstrated that organizational frames and ToC tools have the potential to effectively address challenges in structural, human resource, and pedagogical layers of mergers.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131493512","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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