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Innovative Ways of Teaching Entrepreneurship

in Credit and Credit-Free Environments

DONNA DUFFEY

JOHNSON COUNTY COMMUNITY COLLEGE

OVERLAND PARK, KANSAS

in Credit and Credit-Free Environments

INNOVATIVE WAYS OF TEACHING ENTREPRENEURSHIP

� Topics for today’s presentation:Topics for today’s presentation:Topics for today’s presentation:Topics for today’s presentation:

� Why entrepreneurship education at America’s Community Colleges?

� Who are today’s entrepreneurship students?

June 23, 2008NACCE Symposium for Community College

Entrepreneurship Educators (S-CCEE #2)

� JCCC’s mission regarding entrepreneurship education

� JCCC’s history in entrepreneurship education

� Courses, programs, and certificates

� Replicable models

� JCCC’s future in entrepreneurship education

2


� Why entrepreneurship education at America’s Community Why entrepreneurship education at America’s Community Why entrepreneurship education at America’s Community Why entrepreneurship education at America’s Community

Colleges?Colleges?Colleges?Colleges?

�� Era of entrepreneurshipEra of entrepreneurship



�� Students are demanding more entrepreneurship coursesStudents are demanding more entrepreneurship courses

�� Community Colleges and twoCommunity Colleges and two--year institutions of higher year institutions of higher

education are uniquely positionededucation are uniquely positioned

3

INNOVATIVE WAYS OF TEACHING ENTREPRENEURSHIP –

WHY TEACH ENTREPRENEURSHIP IN AMERICA’S COMMUNITY COLLEGES?

� Entrepreneurs are crucial to a community’s economic vitality because successful entrepreneurs develop innovative, growth, sustainable enterprises that create jobs and wealth.

Community colleges are clearly viewed as agents of local



� Community colleges are clearly viewed as agents of local economic development.

� Community colleges support their communities – the logical bi-product of an educated society is an economically successful society/community.

� 90% of community college students stay in their community.

4

INNOVATIVE WAYS OF TEACHING ENTREPRENEURSHIP–

WHO ARE THESE STUDENTS?

� Just out of high school – the aspiring entrepreneur (‘Be My Own Boss’ wannabe)

� Dual enrollees (high school and college or multiple colleges)



colleges)

� Completers of Associates, Bachelors and/or graduate degrees but not finding acceptable employment opportunities

� Employed in the corporate world but not finding self-gratification

� Employed in the corporate world as an intrapreneur but not finding adequate recognition

5


WHO ARE THESE STUDENTS?

� Skill master but no business acumen

� Business master but no skill acumen

� Family member living in the same household as an



� Family member living in the same household as an entrepreneur

� Displaced worker

� Retiree

� Returning Veteran

� Immigrant Population

6


ALIGNMENT WITH JCCC’S MISSION STATEMENT

� Learning comes first at JCCC. The college: Learning comes first at JCCC. The college: Learning comes first at JCCC. The college: Learning comes first at JCCC. The college:

� delivers lifelong educational programs and services that are convenient and accessible

� provides professional training opportunities



� provides professional training opportunities

� provides opportunities for personal growth and cultural enrichment

� maintains a caring, supportive environment

� stimulates economic development

� is accountable to its stakeholders

7


CURRICULUM ALIGNMENT WITH JCCC’S MISSION STATEMENT

JCCC’s Entrepreneurship Programming Mission StatementJCCC’s Entrepreneurship Programming Mission StatementJCCC’s Entrepreneurship Programming Mission StatementJCCC’s Entrepreneurship Programming Mission Statement

� To support entrepreneurship education in credit and non-credit formats

� To continuously seek quality improvement in curriculum, programming and delivery formats



To continuously seek quality improvement in curriculum, programming and delivery formats

� To continuously explore and implement initiatives that weave entrepreneurship education throughout the college

� To be a metropolitan, state, and national example of successful entrepreneurship education at community colleges

� To share our learning experiences in entrepreneurship education with other community colleges in order to expand and enhance their role in entrepreneurship education via the development and delivery of quality programming

8


CENTER ALIGNMENT WITH JCCC’S MISSION STATEMENT

JCCC’s Entrepreneurship Center Mission StatementJCCC’s Entrepreneurship Center Mission StatementJCCC’s Entrepreneurship Center Mission StatementJCCC’s Entrepreneurship Center Mission Statement

The mission of the Center for Entrepreneurship at JCCC is to increase economic prosperity in Kansas by training aspiring and existing entrepreneurs to research, plan, start and grow their businesses



by training aspiring and existing entrepreneurs to research, plan, start and grow their businesses through classroom instruction, professional consulting and management training workshops.

The Center for Entrepreneurship houses the offices of both the entrepreneurship credit program faculty, the regional offices for the Kansas Small Business Development Center (SBDC) consultants, the Collegiate Entrepreneurs Organization (CEO) and a Resource Center.

9


PROGRAM OUTCOMES ALIGNMENT WITH JCCC

Student success in the Entrepreneurship program is defined in the Student success in the Entrepreneurship program is defined in the Student success in the Entrepreneurship program is defined in the Student success in the Entrepreneurship program is defined in the following ways:following ways:following ways:following ways:

� Did the student complete a business plan and learn the process of business planning.

� Ultimately, did the student open the business developed in the business plan.



Ultimately, did the student open the business developed in the business plan.

� Based on what the student learned in their ENTR coursework, the student could be contributing meaningfully as an intrapreneur –demonstrating the concepts of entrepreneurial thinking within their business unit in a corporate setting.

� Based on what the student learned in their ENTR coursework, the student could determine that their near future would be best spent in a corporate environment to further their learning experience before embarking on an entrepreneurial venture.

� Additionally, an acceptable outcome would be for that student to realize that they should not become an entrepreneur.

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JCCC’S HISTORY



19921983 1994 2003 2005 2006 2007

11

Small Business

Development

Center (SBDC)

established at

JCCC

AAS Entre-

preneurship

degree (64

credit hours)

Entrepreneur-

ship Certificate

(29 credit

hours) and

Business Plan

Mini-Certificate

(5 credit hours)

Developed

Model 1: joint

effort between

credit/ non-

credit divisions

Developed

Model 2:

Program-

Specific Entre-

preneurship

certificates

Total = 9Total = 9Total = 9Total = 9

Added 2 new

credit courses;

ENTR credit

courses = 12courses = 12courses = 12courses = 12

Added 7 new

Program-

Specific Entre-

preneurship

Certificates


Added 6

additional

Program-

Specific

Entrepre-

neurship

Certifi-

cates



JCCC’S HISTORY

� 1983: Small Business Development Center (SBDC) located at JCCC

� 1992: AAS Entrepreneurship degree (64 cr.hr)

� 1994: Entrepreneurship Certificate (29 cr.hr.)



� 1994: Business Plan Mini-Certificate (now 7 cr.hr.)

� 2003: Developed 1st Model: an internal linkage/partnership between credit and noncredit divisions

� 2005-2008: developed 2nd Model: an internal linkage/partnership presenting program-specific entrepreneurship certificates (current total=25 program-specific entrepreneurship certificates)

� 2007: Opened Center for Entrepreneurship

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JCCC’S HISTORY: COURSES

JCCC’s 12 Credit Courses in Entrepreneurship (ENTR) JCCC’s 12 Credit Courses in Entrepreneurship (ENTR) JCCC’s 12 Credit Courses in Entrepreneurship (ENTR) JCCC’s 12 Credit Courses in Entrepreneurship (ENTR) (totaling 25 credit hours)(totaling 25 credit hours)(totaling 25 credit hours)(totaling 25 credit hours)

� Introduction to Entrepreneurship (2)Introduction to Entrepreneurship (2)Introduction to Entrepreneurship (2)Introduction to Entrepreneurship (2)

� Opportunity Analysis (2)Opportunity Analysis (2)Opportunity Analysis (2)Opportunity Analysis (2)

� FastTrac™ Business Plan (3)FastTrac™ Business Plan (3)FastTrac™ Business Plan (3)FastTrac™ Business Plan (3)

Legal Issues for Small Business (2)Legal Issues for Small Business (2)Legal Issues for Small Business (2)Legal Issues for Small Business (2)



� Legal Issues for Small Business (2)Legal Issues for Small Business (2)Legal Issues for Small Business (2)Legal Issues for Small Business (2)

� Financial Management for Small Business (2)Financial Management for Small Business (2)Financial Management for Small Business (2)Financial Management for Small Business (2)

� Franchising (3)Franchising (3)Franchising (3)Franchising (3)

� Entrepreneurial Marketing (2)Entrepreneurial Marketing (2)Entrepreneurial Marketing (2)Entrepreneurial Marketing (2)

� Family Business (3)Family Business (3)Family Business (3)Family Business (3)

� Funding Acquisition (2)Funding Acquisition (2)Funding Acquisition (2)Funding Acquisition (2)

� Capstone (2)Capstone (2)Capstone (2)Capstone (2)

� Internship I (1)Internship I (1)Internship I (1)Internship I (1)

� Internship II (1)Internship II (1)Internship II (1)Internship II (1)

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JCCC’S HISTORY: PROGRAMS AND CERTIFICATES

� Current Entrepreneurship Programs and Certificates include:Current Entrepreneurship Programs and Certificates include:Current Entrepreneurship Programs and Certificates include:Current Entrepreneurship Programs and Certificates include:

� Entrepreneurship AAS Degree Program - 64 credit hours

� Entrepreneurship Vocational Certificate Program -29 credit hours (designed for students with existing degree)



Entrepreneurship Vocational Certificate Program -29 credit hours (designed for students with existing degree)

� Entrepreneurship Mini-Certificate Program – 7 credit hours (designed to add-on to any degree program)

� Entrepreneurship Program-Certificate Programs – Currently 25 certificates have been developed averaging 34 credit hours each (developed in collaboration with existing career programs on campus)

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JCCC’S HISTORY: PROGRAM-SPECIFIC ENTREPRENEURSHIP CERTIFICATES

1. Automotive Technology2. Bed & Breakfast3. Bookkeeping4. Business Administrative Assistant5. Catering6. Digital Music Production



6. Digital Music Production7. Fashion Garment Alteration8. Fashion Design9. Fashion Merchandising10. Floral Design11. Game Design12. Healthcare Interpreting13. Horticulture

15


JCCC’S HISTORY: PROGRAM-SPECIFIC ENTREPRENEURSHIP CERTIFICATES

14. Hospitality15. Interior Design and Merchandising16. Landscape Technician17. Legal Nurse Consultant18. Marketing Specialist



18. Marketing Specialist19. Medical Administrative Assistant20. Multimedia Design21. Pastry/Baking22. Sustainable Agriculture23. Tax Preparation24. Visual Merchandising25. Web Design

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JCCC’S HISTORY: REPLICABLE MODELS – MODEL #1

� A joint effort between JCCC’s credit and

� A cross-marketing

initiative connecting

both divisions in an

Beginning 2003: 1st Model for Weaving Entrepreneurship throughout an Institution: Bridging

the Gap Between Credit and Non-Credit



credit and noncredit divisions (ENTR credit programming and SBDC programming).

both divisions in an

effort to maximize

the service level

offering to Johnson

County aspiring and

existing

entrepreneurs.

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� Why address “bridging the gap” between credit and nonWhy address “bridging the gap” between credit and nonWhy address “bridging the gap” between credit and nonWhy address “bridging the gap” between credit and non----credit initiatives for your credit initiatives for your credit initiatives for your credit initiatives for your community’s entrepreneurs?community’s entrepreneurs?community’s entrepreneurs?community’s entrepreneurs?

� Entrepreneurship training programming/initiatives have typically been born in non-credit programming venues

� The addition of credit programming adds credibility to your institution’s programming initiatives



� The addition of credit programming adds credibility to your institution’s programming initiatives

� A synergistic strategy provides entrepreneurs in your community entrepreneurship education for both the aspiring entrepreneurs (credit programming) and existing entrepreneurs (non-credit programming).

� A synergistic approach provides entrepreneurs in your community the opportunity for lifelong learning – an opportunity to develop, grow and sustain their entrepreneurial venture adding economic vitality to your community.

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CREATING THE FUTURE: ENTREPRENEURSHIP EDUCATION –


“Bridging the gap” strategies between credit and non“Bridging the gap” strategies between credit and non“Bridging the gap” strategies between credit and non“Bridging the gap” strategies between credit and non----credit (or ENTR credit programming and SBDCcredit (or ENTR credit programming and SBDCcredit (or ENTR credit programming and SBDCcredit (or ENTR credit programming and SBDCprogramming) :programming) :programming) :programming) :

• Recognize common goals and strategies between credit



• Recognize common goals and strategies between credit and non-credit entrepreneurship programming

• Students/clients• Courses/workshops• Resource materials• Financial responsibility in program operation

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“Bridging the gap” strategies“Bridging the gap” strategies“Bridging the gap” strategies“Bridging the gap” strategies–––– (continued):(continued):(continued):(continued):

• Develop a cross-marketing initiative connecting both divisions to maximize service to aspiring and existing entrepreneurs



• Offer specific credit courses to non-credit students, thus reducing perceived overlap between credit/noncredit offerings; reduced confusion and complaints

• Direct credit graduates to the Small Business Development Center for ongoing assistance (workshops and one-to-one counseling)

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“3 Steps to Entrepreneurial “3 Steps to Entrepreneurial “3 Steps to Entrepreneurial “3 Steps to Entrepreneurial

Success at JCCCSuccess at JCCCSuccess at JCCCSuccess at JCCC””””

Step 1: Master the skill and knowledge you need for your chosen field.



Step 2: Take entrepreneurship credit classes so you are ready to launch your own business … successfully!

Step 3: Enhance your business skills through ongoing noncredit workshops, plus FREE one-on-one assistance from a SBDC business consultant.

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Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit workshops. Topics include:workshops. Topics include:workshops. Topics include:workshops. Topics include:

� How to Start and Manage a Home-Based Business

� Clean Up Your Credit Rating

� Success Right from the Start

Meet the Tax Man: Your Tax Responsibility in the State of



� Meet the Tax Man: Your Tax Responsibility in the State of Kansas

� Sales and Use Tax Information for Construction Contractors

� Strategic Business Planning for Profitable Growth

� IRS Small Business Tax Workshop

� Financing Options for Your Business

� Business Valuation

22



Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit Step 3: Enhance your business skills through ongoing noncredit workshops. Topics include (continued):workshops. Topics include (continued):workshops. Topics include (continued):workshops. Topics include (continued):

� The Process of Raising Capital

� Bootstrapping Your Business Workshop

� Family Business Series:



� Family Business Series:

� Family Business as a System

� Family Business Succession and Estate Planning

� Family Business Strategic Planning

� QuickBooks Pro/Premier for Contractors

� Intermediate QuickBooks Pro Workshop

� Introduction to QuickBooks Point of Sale

� Introduction to QuickBooks Payroll

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22

21

20

19

18 6

5

4

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1.1.1.1. Automotive TechnologyAutomotive TechnologyAutomotive TechnologyAutomotive Technology

2.2.2.2. Bed and BreakfastBed and BreakfastBed and BreakfastBed and Breakfast

3.3.3.3. BookkeepingBookkeepingBookkeepingBookkeeping

4.4.4.4. Business Administrative Business Administrative Business Administrative Business Administrative

AssistantAssistantAssistantAssistant

315151515.... Interior DesignInterior DesignInterior DesignInterior Design

16. Landscape 16. Landscape 16. Landscape 16. Landscape TechnicianTechnicianTechnicianTechnician

17.17.17.17. Legal Legal Legal Legal Nurse Nurse Nurse Nurse

ConsultantConsultantConsultantConsultant

18.18.18.18. Marketing SpecialistMarketing SpecialistMarketing SpecialistMarketing Specialist





18

17

16

15

14

1312

11

10

9

8

7

6

ENTREPRENEURSHIP

5.5.5.5. CateringCateringCateringCatering

6.6.6.6. Digital Music ProductionDigital Music ProductionDigital Music ProductionDigital Music Production

7.7.7.7. Fashion AlterationFashion AlterationFashion AlterationFashion Alteration

8.8.8.8. Fashion DesignFashion DesignFashion DesignFashion Design

9.9.9.9. Fashion MerchandisingFashion MerchandisingFashion MerchandisingFashion Merchandising

10.10.10.10. Floral DesignFloral DesignFloral DesignFloral Design

11.11.11.11. Game DesignGame DesignGame DesignGame Design

12.12.12.12. Health Care InterpretingHealth Care InterpretingHealth Care InterpretingHealth Care Interpreting

13.13.13.13. HorticultureHorticultureHorticultureHorticulture

14.14.14.14. HospitalityHospitalityHospitalityHospitality

19.19.19.19. Medical Medical Medical Medical

Administrative Administrative Administrative Administrative

AssistantAssistantAssistantAssistant

20.20.20.20. Multimedia DesignMultimedia DesignMultimedia DesignMultimedia Design

21.21.21.21. Pastry/BakingPastry/BakingPastry/BakingPastry/Baking

22.22.22.22. Sustainable Sustainable Sustainable Sustainable

AgricultureAgricultureAgricultureAgriculture

23.23.23.23. Tax PreparationTax PreparationTax PreparationTax Preparation

24.24.24.24. Visual MerchandisingVisual MerchandisingVisual MerchandisingVisual Merchandising

25.25.25.25. Web DesignWeb DesignWeb DesignWeb Design

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JCCC’S HISTORY: REPLICABLE MODELS – MODEL #22005200520052005----2008: 2nd Model for Weaving Entrepreneurship 2008: 2nd Model for Weaving Entrepreneurship 2008: 2nd Model for Weaving Entrepreneurship 2008: 2nd Model for Weaving Entrepreneurship

throughout an Institution: throughout an Institution: throughout an Institution: throughout an Institution: ProgramProgramProgramProgram----specific Entrepreneurship Certificatesspecific Entrepreneurship Certificatesspecific Entrepreneurship Certificatesspecific Entrepreneurship Certificates

ProgramProgramProgramProgram----specific Entrepreneurship Certificates specific Entrepreneurship Certificates specific Entrepreneurship Certificates specific Entrepreneurship Certificates defineddefineddefineddefined::::

� Each of the Program-specific Entrepreneurship Certificates average ~ 34 credit hours (or ½ of an Associate’s degree)



� Each certificate packages existing skill courses with existing Entrepreneurship credit courses

� Each certificate was developed in collaboration with the department chair of the skill program

� Each certificate contains ~ 2/3 of the credit hours in skill-based courses from the partnering department and ~1/3 of the credit hours in Entrepreneurship courses

� Certificates do not contain general education courses

25



WHY did we decide to pursue this initiative?WHY did we decide to pursue this initiative?WHY did we decide to pursue this initiative?WHY did we decide to pursue this initiative?

1. Not successful with Mini-Certificate program (had been our attempt to “weave” entrepreneurship throughout the institution)

Recognition that successful entrepreneurship programs in



2. Recognition that successful entrepreneurship programs in baccalaureate institutions had a mechanism to “weave” entrepreneurship throughout their institutions

3. Identified that our best target audience was existing JCCC students and, most specifically, career program students (an internal audience is less expensive to attract)

4. Growth of certificate programs on campus and identification of audiences served by certificates

5. Potential for increased graduation rates

26



� What partnerWhat partnerWhat partnerWhat partner----colleagues say about their entrepreneurship certificatescolleagues say about their entrepreneurship certificatescolleagues say about their entrepreneurship certificatescolleagues say about their entrepreneurship certificates

� They all recognize that many of their students desire to open their own

businesses,



� They view this new certificate within their program as another OPTION for

their students, NOT as a substitute for their AAS degree programs,

� They recognize that the entrepreneurial student “profile” doesn’t often

graduate from their AAS degree programs but rather “self-selects” from their

courses that which they think are important and then goes out and opens a

business (not always with success!),

27



What partnerWhat partnerWhat partnerWhat partner----colleagues say about their entrepreneurship colleagues say about their entrepreneurship colleagues say about their entrepreneurship colleagues say about their entrepreneurship certificates (continued):certificates (continued):certificates (continued):certificates (continued):

� They recognize that this option will much more likely insure the student’s entrepreneurial success than a collection of self-selected coursework,



entrepreneurial success than a collection of self-selected coursework,

� They recognize that lending institutions like collections of curriculum that have been developed by faculty members rather than by students, AND,

� Because this initiative has the potential of increasing our graduation rates because we have packaged curriculum that actually meets the customer’s educational objective.

28


JCCC’S HISTORY: REPLICABLE MODELS – MODELS #1 AND #2

My best advice to implement these models:

Learn to play well with others!



Learn to play well with others!

29


JCCC’S HISTORY: JCCC’S FUTURE IN ENTREPRENEURSHIP EDUCATION

The goals of the Entrepreneurship team at JCCC include:

� Continuous quality improvement of all entrepreneurship initiatives

� Increase our awareness of successful entrepreneurship education initiatives at our nation’s institutions of higher learning



� Enhance the branding and visibility of JCCC’s Center for Entrepreneurship

� Format expansion – all courses ultimately available with both face-to-face and online section offerings

� Expanded internal audience reach to include development of new general education course: Innovation and Creativity

� Develop and deliver additional coursework (credit and non-credit) relevant to the needs of our constituency

30


JCCC’S HISTORY: JCCC’S FUTURE IN ENTREPRENEURSHIP EDUCATION

� The goals of the Entrepreneurship team at JCCC include:

� Develop additional program-specific entrepreneurship certificates

� Student organization: CEO – Collegiate Entrepreneurs Organization



Organization

� Expand articulation agreements both above and below our level

� Develop and deliver high school faculty entrepreneurship training

� Develop and deliver youth entrepreneurship summer camps

� Expand communication of initiatives/models to interested community colleges

31


IN CREDIT AND CREDIT-FREE ENVIRONMENTS

Thank you!



Donna Duffey

Professor and Department Chair, Entrepreneurship

Johnson County Community College

12345 College Boulevard, Regnier Center (RC) 240, Box 69

Overland Park, Kansas 66210-1299

913-469-8500 Ext. 3475

[email protected]

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