founding stories of engineering entrepreneurship programs: research to inform practice helen l....
TRANSCRIPT
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Founding stories of engineering entrepreneurship programs: Research to inform practiceHelen L. Chen, Carolyn Estrada, Shannon Gilmartin, Angela Shartrand, Sheri Sheppard epicenter.stanford.edu
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You have two index cards in front of you…
What is your burning question about…
1. how to create an entrepreneurship program?
2. how to grow an entrepreneurship program?
Please put your name on the back of each card.
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Organization of the session
• Welcome and introduction to Epicenter research• A closer look at our study of entrepreneurship
programs for undergraduate engineers– Methods– Findings related to program creation and growth
• Q&A with the audience• Panel discussion with three engineers/leaders
engaged in entrepreneurship program development• Q&A with the audience
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Our approach to framing Epicenter Research:Building knowledge, communities and connections
epicenter.stanford.edu
Those currently conductingresearch in entrepreneurship education: • Literature Review• May 2012 Research WorkshopEntrepreneurship
education research community
Faculty,practitionersand students
Participantsand users,collaborators
Co-framers, collaboratorsand users
Epicentercommunity andpartners
WorkshopsConferences
CollaborationsMaterials
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RQ1: What are current models of educating engineers for entrepreneurship/entrepreneurial thinking?
RQ2: What are undergraduate engineering students’ entrepreneurial interests, abilities, and achievements? How do these interests, abilities, and achievements change over time? Which educational and workplace environments/experiences influence the development of their entrepreneurial interests, abilities, and achievements?
RQ3: How can fundamental engineering curricula be reframed to stimulate integrative thinking, especially entrepreneurial thinking?
Epicenter Research Questions
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My Founding Story
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•Mechanical engineering at Texas A&M
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Carolyn Estrada, USRG 2010 Poster
•Mechanical engineering at Texas A&M
•Controls research
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•Mechanical engineering at Texas A&M
•Controls research
•Graduate school at Stanford
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•What do I want to do?
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•What do I want to do?
•Engineering entrepreneurship education
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•What do I want to do?
•Engineering entrepreneurship education
•What’s next?
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RQ1 Research Methods
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RQ1: What are current models of educating engineers for entrepreneurship/entrepreneurial thinking?
• Quantitative program data were collected from 18
entrepreneurship programs at 17 U.S. colleges and
universities
• In-depth interviews were conducted with
entrepreneurship program directors/coordinators at
12 of these 18 programs; these 12 programs
compose the primary sample for analysis
• Interviews averaged about 60 minutes in length
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RQ1: What are current models of educating engineers for entrepreneurship/entrepreneurial thinking?
*Drawing from Duval-Couetil, Shartrand, and Reed (forthcoming)
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10
Program housed outside of engineering school
Cross-disciplinary program
Programs housed within
engineering schools
The 12 we studied*…
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RQ1 interview data analysis plan
Program
historiesReasons for
starting, growth
and change over
time
Program
frameworks
Program
pedagogies
Program contexts
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Findings from our research
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Findings from our research
Program Creation• Various conditions support program creation
– Impart business skills, perceived needs, leader with vision, critical do-ers, catalytic funding
Program Growth• Student interest can drive program growth• Ongoing and resolved “growing pains”
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Program Creation
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Various conditions support program creation
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Conditions behind
program creation
2. Perceived needs related to entrepreneurship
3. Leader with vision
4. Critical
“do-ers”
1. Imparting business skills
5. Catalytic funding
INTENTPROCESS
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[Students] need to have some idea of what business is about if they are going to successfully compete against their peers from other schools.
Condition 1: Imparting Business Skills
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Conditions behind
program creation
2. Perceived needs related to entrepreneurship
3. Leader with vision
4. Critical
“do-ers”
1. Imparting business skills
5. Catalytic funding
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[Engineering students] just had very few ways to learn about [entrepreneurship] … That meant that they had to go try and fight their way into a business school class, which was pretty tough.
Condition 2: Perceived Needs
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Conditions behind
program creation
2. Perceived needs related to entrepreneurship
3. Leader with vision
4. Critical
“do-ers”
1. Imparting business skills
5. Catalytic funding
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That’s how we got started, because [the dean] helped to press the development officers to go get the endowment to fund the beginning of the program.
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Condition 3: Leader with Vision
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Conditions behind
program creation
2. Perceived needs related to entrepreneurship
3. Leader with vision
4. Critical
“do-ers”
1. Imparting business skills
5. Catalytic funding
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I came out of industry, having done some entrepreneurial things, and a lot of business and just commercial experience, and began to try to form an entrepreneurship certificate program in the College of Engineering.
Condition 4: Critical Do-ers from Industry
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[The program director] got together with [business faculty] and … put together a proposal basically to introduce an … engineering entrepreneurship minor.
Condition 4: Critical Do-ers from University
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Conditions behind
program creation
2. Perceived needs related to entrepreneurship
3. Leader with vision
4. Critical
“do-ers”
1. Imparting business skills
5. Catalytic funding
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We started raising significant money from foundations and individuals and [two years later] was more or less officially the kick off of [our program].
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Condition 5: Catalytic Funding
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Program Growth
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Student interest and demand often drive program growth
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We have many students interested in entrepreneurship, but [also] a lot of students interested in “how as an engineering major can I learn about business?”
Student Demand
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It was really eye-opening for our students to start talking about things like marketing strategies in the high tech space, to talk about venture capital, to talk about all these things they hear about.
Student Demand
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Programs reported both resolved and ongoing “growing pains”
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We’ve never done [the course] since [the original professor left]. Part of it is we’ve never found somebody who could [teach] it.
Ongoing Growing Pains
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We’ve retained that pedagogical approach [for our course], even though it’s not quite as we originally formulated it.
Resolved Growing Pains
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Summary
• Not all conditions presented are needed to start a program, but we found that all programs had at least one of these factors
• Industry is a resource• The presence (or absence) of a business school
plays a role in program development• Students play a big role in growing the program• Growing pains are present in multiple programs, but
there are solutions for these challenges– Leverage reality in your favor
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Questions?
• Not all conditions presented are needed to start a program, but we found that all programs had at least one of these factors
• Industry is a resource• The presence (or absence) of a business school
plays a role in program development• Students play a big role in growing the program• Growing pains are present in multiple programs, but
there are solutions for these challenges– Leverage reality in your favor
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Q&A about RQ1 findings
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U.S.-Based Entrepreneurship Programs for Undergraduate Engineers:
Scope, Development, Goals, and PedagogiesS. Gilmartin, A. Shartrand, H. Chen, C. Estrada, & S. Sheppard
EPICENTER TECHNICAL BRIEF 1, February 2014 44
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2014 Epicenter Research Summit
August 4-5, 2014
Stanford Universityepicenter.stanford.edu 45
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Panel Discussion
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Our Panelists
Aileen Y. Huang-Saad
Associate Director for Academic Programs, Center for Entrepreneurship
Lecturer IV, Biomedical Engineering
University of Michigan
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Our Panelists
Timothy L. Faley
Kiril Sokoloff Distinguished Professor of Entrepreneurship
Special Assistant to the President for Entrepreneurial Initiatives
University of the Virgin Islands
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Our Panelists
E. Daniel Hirleman
Dean, School of Engineering
University of California, Merced
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Guiding questions for our panelists
• How would you describe your (planned or actual) entrepreneurship program for undergraduate engineers? What are the goals for the program you are developing or have already developed? What was the major impetus for getting things started at your campus?
• What have you learned so far about the resources and roles needed for entrepreneurship program development? What have been the essential ingredients at your campus for getting things going?
• What are you currently aiming to accomplish in the short term? What is your ultimate vision for entrepreneurship education for engineers at your campus?
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Panel Discussion
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Developing the next generation of Serial Entrepreneurs and Venture Investors
www.uvi.edu
March 2014
UVI Entrepreneurship
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Innovative Business Formation has 2 Parts
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Business
• Assets (physical/Intellectual)• Know-how, Skills, Expertise• Relationships, Networks• Aspirations, Passions, and Interests
Operationalize Business
Resource / Due Diligence
Manage Growth
BusinessAssessment
Business Design
Capabilities
OpportunityIdentification
Discov
er Execute
The Entrepreneurial Arch
Copyright © 2014 Timothy L. FaleyBook to be published by Cambridge Press
September 2014
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Lo
w -
----
-- S
tud
ent
Imp
act
(Ski
ll D
evel
op
men
t) -
----
----
Hig
h
Low --------------------------- Number of Students --------------------------- High
Student Skill-building Impact Framework
Marquee ProgramQuadrant
Scalable Skill-development Programs
MotivationalProgram Quadrant
Developing Programs
• Highly visible, elite programs• Highly attractive to students• Least cost-effective• Must be able to move students that do not get into these programs to other skill-building programs
Ex: 13D B-Plan CompetitionNew: Business Investment Pitch (Involve Finance Students)
• Highly effective, scalable programs• “Work-horse” programs• Most cost-effective to build skills• Goal is to drive students into programs of this quadrant
NEW: Student Business Grant Programs
• Awareness-raising and motivational programs.• Low cost/student contact• Goal is to inspire students to move into skill-development program quadrant
Ex: UVI Entrepreneurship Club High School Entrepreneurship Programs
• Developing student skill-building programs• Assess programs of this quadrant to
move them to appropriate quadrants or eliminate them so they do not become resource distractions.
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$
$$$$$
Objective: Robust, complimentary programs; Investment per student matches outcome
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Panel Discussion
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Q&A with Panelists: Connecting Burning Questions to
Panelists’ Stories
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Epicenter Research
Thank you for coming today!
For questions about Epicenter Research, please contact Professor Sheri Sheppard, Epicenter Co-PI, at [email protected]
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Opportunities for Future Engagement
2014 Epicenter Research Summit
Please talk to any of today’s presenters: Sheri Sheppard, Carolyn Estrada, Helen Chen (Epicenter, Stanford) and Angela Shartrand (Epicenter, NCIIA)
Epicenter Pathways Initiatives
Please talk to Liz Nilsen (Epicenter, NCIIA) for more information
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Thank you!
@EpicenterUSA facebook.com/EpicenterUSA bit.ly/epi-email