Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach 3030790495, 9783030790493

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Lisa Bosman Stephanie Fernhaber

Teaching the Entrepreneurial Mindset Across the University An Integrative Approach

Teaching the Entrepreneurial Mindset Across the University

Lisa Bosman • Stephanie Fernhaber

Teaching the Entrepreneurial Mindset Across the University An Integrative Approach

Dr. Lisa Bosman Purdue University West Lafayette, IN, USA

Dr. Stephanie Fernhaber Butler University Indianapolis, IN, USA

ISBN 978-3-030-79049-3    ISBN 978-3-030-79050-9 (eBook) https://doi.org/10.1007/978-3-030-79050-9 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Foreword I

As business leaders charged with the sustained growth and vitality of our organizations, we see the development of skill sets and mindset as being equal partners. The need for an entrepreneurial mindset is not just central to this development, but is critical across the entire company, including disciplines from HR to Sales Management to Supply Chain and Fulfillment. We all have the natural ability to create. Yet only through guided instruction can we unleash this potential in a manner which leads us to solving problems and truly innovating. The work of Bosman and Fernhaber insightfully guides educators and leaders to an understanding of the entrepreneurial mindset that forms the foundation for the growth we are seeking. Of all the avenues we can take as leaders in bringing health and vitality to our companies, an entrepreneurial mindset forms the foundation. Preparing educators to facilitate and transfer this mindset across a broad student population provides us with the opportunity to bring problem-solving and innovations to the entire organization and all disciplines. Exceptional work by Bosman and Fernhaber. Jamie Gallagher President and CEO of Faber-Castell USA Cleveland, OH, USA

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Foreword II

Opportunity is not shared equally  in many urban and rural communities.  Those trapped in poverty live in places with little investment, low financial services, and almost no ownership. In other words, we do not have poor neighborhoods as much as  broken  economies.  There are two leading causes of the lack of adequate and promising jobs. First,  we  have a labor pool that is not ready to fill positions in the knowledge economy. And second, there are not enough jobs where low-income citizens live. Minority entrepreneurs can solve the second half of this problem set because they create jobs in high-poverty neighborhoods. To accelerate economic development and create upward mobility, entrepreneurship and the foundations/ infrastructures that support start-up, growth, and sustainability of black businesses need to be established. The entrepreneurial mindset, defined as the inclination to discover, evaluate, and exploit opportunities, has to be unleashed in Black communities after centuries of systemic oppression. Emil Ekiyor Founder and CEO of INNOPOWER Indianapolis, IN, USA

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Foreword III

Finally, a book that provides a step-by-step practical implementation of the entrepreneurial mindset in existing courses! As an educator in the biomedical field, I am very aware that one of the most important competencies employers are looking for in future employees is the entrepreneurial mindset. If you are an educator with a limited entrepreneurial education background, this book will provide you with the tools to transform your courses and prepare your students for real professional environments. Dr. Wendy Westbroek Instructor and Researcher Life Sciences Department Salish Kootenai College Pablo, MT, USA

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Preface

All members of the workforce have the potential to play a critical role in the economy by addressing pressing problems and creating solutions that are new and innovative. This role is not played in isolation, but rather requires collaboration and leadership. It is a role that involves technical skills but also requires curiosity, an ability to connect pieces of knowledge to discover solutions, and a focus on value creation—which are all characteristics of the entrepreneurial mindset. In this book, we dispel the myth that the entrepreneurial mindset (defined as the inclination to discover, evaluate, and exploit opportunities) is limited in importance to business students and/or people who want to start their own business; instead, we argue for the relevancy of the entrepreneurial mindset to all students regardless of disciplinary focus. Despite the relevancy of the entrepreneurial mindset to all disciplines, only a small percentage of the student population in higher education are being reached. This is likely due to two reasons: First, there is limited room in the existing curriculum to add new courses. Second, the majority of educators across the university have not been trained in entrepreneurship and thus do not have the tools to do so. Using an “across the curriculum approach,” this book introduces the Entrepreneurial Mindset Teaching Blueprint and in doing so overcomes those challenges by providing higher education faculty with the motivation, curriculum design, and example applications for integrating the entrepreneurial mindset into existing courses across the university. Dr. Lisa Bosman West Lafayette, IN, USA Dr. Stephanie Fernhaber Indianapolis, IN, USA 

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Advance Praise for Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach

Bosman and Fernhaber wisely recast the entrepreneurial mindset as the ability to find, assess, and exploit opportunities to solve problems. We know this is what the world needs now, but how do we teach it? The authors lay out an impeccably organized blueprint for cultivating this mindset by integrating powerful pedagogical tools and online resources into just about any course and any program or curriculum. The overall strategy includes helping students set long-term goals and develop self-efficacy, both of which enhance their motivation to learn. Dr. Linda Nilson Author, Teaching at Its Best Founding Director, Clemson University Office of Teaching Effectiveness & Innovation Clemson, SC, USA Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach is a much-needed book that will help teachers in every discipline instill the ways of thinking students will need to be successful in the years to come. Lisa Bosman and Stephanie Fernhaber take a practical approach with lots of useful ideas that can be infused throughout the curriculum. The volume is a ‘must-read’ for individual faculty members and an excellent book to spark discussion in departments and communities of practice. Dr. Rebecca Brent Author, Teaching and Learning STEM: A Practical Guide President, Education Designs, Inc. Chapel Hill, NC, USA Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach by Dr. Lisa Bosman and Dr. Stephanie Fernhaber introduces a hands-­on approach to inculcating the entrepreneurial mindset. Being in both the territories, teaching as an academic and learning as a PhD student with over a decade of work experience, maintaining a growth mindset has played a vital role in better facing challenges and enhancing myself in my life-long learning journey. Moreover, it has been crucial for my doctoral studies, that I adopt an evolving approach to problem-solving in order to xiii

xiv Advance Praise for Teaching the Entrepreneurial Mindset Across the University...

arrive at practical solutions, not to forget that I equip myself with the necessary skills as well. Thus, cultivating an entrepreneurial mindset comes handy for my PhD journey, where a blueprint to embrace an entrepreneurial mindset can bring greater perspective and clarity. This is one of the jewels this book by Dr. Bosman and Dr. Fernhaber features with the Entrepreneurial Mindset Teaching Blueprint. This holistic model introduced by the blueprint paints that big picture in exploration, identifying the multitude of skills that need to be developed, and finally putting into practice. This book being a successor following the book Teaching the Entrepreneurial Mindset to Engineers, another milestone in the coauthors’ track record of Learning & Development research, I wish every success to Dr. Bosman and Dr. Fernhaber in this venture taking this entrepreneurial mindset teaching game to the next level! Chathura Sooriya-Arachchi PhD student Queen Mary University of London London, UK

Acknowledgments

The authors would like to acknowledge the following individuals and organizations for their inspiration, support, ideas, thought-provoking questions, and constructive feedback. • Dr. Karen Burg • Dr. Kelli Chelberg • Dr. Arnold Chen • Dr. Nathalie Duval-Couetil • Prof. Todd Fernandez • Dr. Jose Garcia-Bravo • Dr. Jay Goldberg • Dr. Karoline Jarr • Dr. Meagan Kendall • Dr. Sunghwan Lee • Dr. Jessica Leeker • Dr. Walter D. Leon-Salas • Dr. Matthew Lynall • Dr. Kaela Martin • Dr. Sorin Matei • Dr. Andrew Maxwell • Dr. Erin McCave • Dr. Elif Miskioglu • Dr. Usman Naeem • Dr. Jason Ostanek • Dr. Donna Riley • Dr. Katey Shirey • Dr. Noe Vargas-Hernandez • Dr. Chris Venters • Dr. Ebisa Wollega • Dr. Landon Young • Experiential Classroom • Stanford d.school • Kern Entrepreneurial Engineering Network (KEEN)

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Contents

Part I Motivation 1 All Students Need an Entrepreneurial Mindset��������������������������������������   3 1.1 Learning Objectives����������������������������������������������������������������������������   4 1.2 Defining the Entrepreneurial Mindset������������������������������������������������   4 1.3 Four Ways Students Can Leverage an Entrepreneurial Mindset��������   5 1.3.1 Leveraging an Entrepreneurial Mindset to Start a New Business����������������������������������������������������������   5 1.3.2 Leveraging an Entrepreneurial Mindset in Your Job��������������   5 1.3.3 Leveraging an Entrepreneurial Mindset to Address Societal Grand Challenges������������������������������������   7 1.3.4 Leveraging an Entrepreneurial Mindset in Your Personal Life��������������������������������������������������������������   8 References����������������������������������������������������������������������������������������������������   9 2 Current Approaches for Cultivating the Entrepreneurial Mindset������  11 2.1 Learning Objectives����������������������������������������������������������������������������  12 2.2 The Responsibility of Universities������������������������������������������������������  12 2.3 Curricular Offerings����������������������������������������������������������������������������  12 2.3.1 Within the Business School����������������������������������������������������  13 2.3.2 Outside the Business School: Discipline-Specific Curricular Offerings����������������������������������������������������������������  14 2.3.3 Outside the Business School: University-Wide Curricular Offerings����������������������������������������������������������������  17 2.4 Cocurricular Offerings������������������������������������������������������������������������  17 2.5 The Challenge ������������������������������������������������������������������������������������  18 References����������������������������������������������������������������������������������������������������  18 3 The Gap Within Entrepreneurial Mindset Education���������������������������  21 3.1 Learning Objectives����������������������������������������������������������������������������  22 3.2 The Gap: The Vast Majority of Students Are Left Behind������������������  22 3.3 Why Are Students Being Left Behind?����������������������������������������������  23 3.4 Toward an “Across the Curriculum” Approach in Teaching the Entrepreneurial Mindset����������������������������������������������������������������  23 References����������������������������������������������������������������������������������������������������  24

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Contents

Part II Design 4 Introduction to the Entrepreneurial Mindset Teaching Blueprint��������  29 4.1 Learning Objectives����������������������������������������������������������������������������  30 4.2 The Blueprint��������������������������������������������������������������������������������������  30 4.2.1 Curriculum Design for Entrepreneurial Integration����������������  30 4.2.2 Curriculum Design for Professional Skill Development��������  32 4.2.3 Curriculum Design for Mindset Cultivation ��������������������������  32 4.2.4 Curriculum Design for Teaching with Intention ��������������������  33 References����������������������������������������������������������������������������������������������������  33 5 Design Essential #1: Entrepreneurial Integration����������������������������������  35 5.1 Learning Objectives����������������������������������������������������������������������������  36 5.2 Overview and Motivation��������������������������������������������������������������������  36 5.3 Theoretical Backing����������������������������������������������������������������������������  37 5.3.1 Entrepreneurial Process����������������������������������������������������������  37 5.3.2 Characteristics of Most Valuable Design��������������������������������  40 5.3.3 Creative Problem-Solving������������������������������������������������������  41 5.4 Pedagogical Toolbox: Entrepreneurial Integration ����������������������������  44 5.4.1 Entrepreneurial Process����������������������������������������������������������  44 5.4.2 Characteristics of Most Valuable Design��������������������������������  46 5.4.3 Creative Problem-Solving������������������������������������������������������  49 5.4.4 Additional Considerations������������������������������������������������������  52 References����������������������������������������������������������������������������������������������������  53 6 Design Essential #2: Professional Skill Development ����������������������������  55 6.1 Learning Objectives����������������������������������������������������������������������������  56 6.2 Overview and Motivation��������������������������������������������������������������������  56 6.3 Theoretical Backing����������������������������������������������������������������������������  57 6.3.1 Communication����������������������������������������������������������������������  57 6.3.2 Collaboration��������������������������������������������������������������������������  59 6.4 Pedagogical Toolbox: Professional Skills������������������������������������������  60 6.4.1 Collaboration��������������������������������������������������������������������������  60 6.4.2 Communication����������������������������������������������������������������������  61 6.4.3 Additional Considerations������������������������������������������������������  61 References����������������������������������������������������������������������������������������������������  62 7 Design Essential #3: Mindset Cultivation������������������������������������������������  65 7.1 Learning Objectives����������������������������������������������������������������������������  66 7.2 Overview and Motivation��������������������������������������������������������������������  66 7.3 Theoretical Backing����������������������������������������������������������������������������  67 7.3.1 Practice and Learning Curve Efficiency ��������������������������������  67 7.3.2 Formative and Summative Feedback��������������������������������������  68 7.3.3 Reflection and the Cycle of Self-Regulated Learning������������  70

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7.4 Pedagogical Toolbox: Mindset Cultivation����������������������������������������  71 7.4.1 Practice������������������������������������������������������������������������������������  71 7.4.2 Feedback ��������������������������������������������������������������������������������  71 7.4.3 Reflection��������������������������������������������������������������������������������  72 7.4.4 Additional Considerations������������������������������������������������������  72 References����������������������������������������������������������������������������������������������������  72 8 Design Essential #4: Teaching with Intention������������������������������������������  75 8.1 Learning Objectives����������������������������������������������������������������������������  76 8.2 Overview and Motivation��������������������������������������������������������������������  76 8.3 Theoretical Backing����������������������������������������������������������������������������  77 8.3.1 Motivation to Learn����������������������������������������������������������������  77 8.3.2 Backward Course Design��������������������������������������������������������  78 8.4 Pedagogical Toolbox: Best Teaching Practices����������������������������������  79 8.4.1 Motivation to Learn����������������������������������������������������������������  79 8.4.2 Backward Course Design��������������������������������������������������������  80 8.4.3 Additional Considerations������������������������������������������������������  81 References����������������������������������������������������������������������������������������������������  82 Part III Application 9 The Blueprint Applied ������������������������������������������������������������������������������  85 9.1 Learning Objectives����������������������������������������������������������������������������  86 9.2 Overview��������������������������������������������������������������������������������������������  86 9.3 The Blueprint Applied: Online Discussions and Statistics ����������������  87 References����������������������������������������������������������������������������������������������������  89 10 Example Curriculum ��������������������������������������������������������������������������������  91 10.1 Learning Objectives��������������������������������������������������������������������������  92 10.2 Overview and Motivation������������������������������������������������������������������  92 10.2.1 Hypothesis Testing and Communications����������������������������  93 10.2.2 Design Thinking Projects and Food Science������������������������  95 10.2.3 Online Discussions and Statistics ����������������������������������������  95 10.2.4 Shorties and Tourism, Hospitality, and Event Management��������������������������������������������������������  97 10.2.5 Funnel-Down Project and Sociology������������������������������������  97 10.2.6 Stage-Up Project and Teacher Education�����������������������������  99 10.2.7 Journal Prompts and Computer Programming���������������������� 102 10.2.8 Strategic Planning and Gen Ed Course�������������������������������� 105 Reference ���������������������������������������������������������������������������������������������������� 120 11 Continuing the Conversation�������������������������������������������������������������������� 121 11.1 Learning Objectives�������������������������������������������������������������������������� 122 11.2 Overview and Motivation������������������������������������������������������������������ 122

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11.3 Disseminating Teaching Interventions���������������������������������������������� 122 11.3.1 Scholarship of Teaching and Learning (SOTL)�������������������� 123 11.3.2 Obtaining Feedback Through a Virtual Writing Group�������� 125 11.4 Dissemination Outlets and Additional Resources���������������������������� 127 11.4.1 Journals �������������������������������������������������������������������������������� 127 11.4.2 Conferences�������������������������������������������������������������������������� 128 11.4.3 Websites�������������������������������������������������������������������������������� 129 11.4.4 Books������������������������������������������������������������������������������������ 130 References���������������������������������������������������������������������������������������������������� 131 Index�������������������������������������������������������������������������������������������������������������������� 133

About the Authors

Dr. Lisa Bosman,  Assistant Professor in the Department of Technology Leadership and Innovation at Purdue University, is an educator, researcher, innovator, and author. Her education research interests include the entrepreneurial mindset, interdisciplinary education, and faculty professional development. Dr. Bosman’s desire to increase STEM (science, technology, engineering, mathematics) education accessibility and attainment has resulted in her founding of the Purdue University iAGREE Labs (www.iagree.org). She has authored over 50 publications in international and national journals and conferences and in 2018 coauthored the text Teaching the Entrepreneurial Mindset to Engineers. As a principal investigator, Dr. Bosman has obtained over $2M in education research funding from agencies including the National Science Foundation, Environmental Protection Agency, National Aeronautics and Space Administration, and Agency for International Development. Dr. Bosman has been an invited speaker and workshop facilitator for numerous education-­related engagements. She serves as a division officer for the American Society for Engineering Education and engineering councilor for the Council for Undergraduate Research. Dr.  Stephanie  Fernhaber,  Professor of Entrepreneurship at Butler University, teaches a variety of courses within the Entrepreneurship & Innovation program at the undergraduate and graduate levels, including The Entrepreneurial Mindset, First-Year Business Experience, and Social Entrepreneurship.  In addition to teaching, Dr. Fernhaber conducts research in the areas of international entrepreneurship, grassroots innovation, and entrepreneurship pedagogy. Her research has been published in various academic journals, including the Journal of International Business Studies, Strategic Management Journal, Journal of Business Venturing, Strategic

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About the Authors

Entrepreneurship Journal, Entrepreneurship, Theory & Practice, and Entrepreneurship, Education & Pedagogy. She has also published three books. At the community level, Dr. Fernhaber has a passion for spurring innovation with an emphasis on social entrepreneurship.

Part I Motivation

1

All Students Need an Entrepreneurial Mindset

Quite a few young people who come and take our course say they want to be more entrepreneurial in their career or their outlook but decide that starting a business isn’t for them. If we can encourage a more entrepreneurial approach to work, I’d say we’ve done our job. Employers love an entrepreneurial mindset. This is someone who looks at a problem and comes up with a potential solution. They don’t see issues, they see opportunities to solve. Emma Jones, 2019, Founder of Enterprise Nation in the United Kingdom

Abstract

This chapter provides motivation and urgency for why the development of an entrepreneurial mindset is important for all students, regardless of educational disciplinary focus area or career functional area. As a mindset is a mental attitude or inclination, an entrepreneurial mindset is thus defined as “the inclination to discover, evaluate, and exploit opportunities” (Bosman and Fernhaber, Teaching the entrepreneurial mindset to engineers. Springer, 2018, p. 13). While an entrepreneurial mindset can be used to start a business, it can also be applied to acting strategically within an organization. The purpose of this chapter is to define the entrepreneurial mindset and explain the four primary ways students can leverage the entrepreneurial mindset are highlighted including starting a business, acting strategically within an organization, addressing societal grand challenges, and improving one’s personal life. Whether it be large or small undertakings, an entrepreneurial mindset is relevant and needed for all students—regardless of major or career path.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_1

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1  All Students Need an Entrepreneurial Mindset

Keywords

Entrepreneurial mindset · Entrepreneurship · Starting a business · Students · Grand challenges · Problem · Challenge · Career · Personal life · Undergraduate · Higher education

1.1

Learning Objectives

By the end of this chapter, you will be able to: 1 . Define the entrepreneurial mindset [Sect. 1.2]. 2. Explain the four primary ways students can leverage the entrepreneurial mindset within their everyday lives [Sect. 1.3].

1.2

Defining the Entrepreneurial Mindset

Anthony is studying to be a nurse. Rosa wants to be an engineer. Janeth’s dream is to be a teacher. Marcus wants to go into politics. What do they have in common? They will all need to leverage an entrepreneurial mindset. But wait, does this mean they all want to start their own business? No. While an entrepreneurial mindset can be used to start a business, it can also be applied to acting strategically within an organization. The word entrepreneur is derived from two Latin words entre, which means to swim out, and prendes, which means to grasp, take hold of, understand, or capture. The French word entreprendre translates to one who undertakes or begins something. It was coined by French economist Jean Baptiste Say in 1800 to describe a person who shifts resources from an area of lower productivity to an area of higher productivity. While the definition has evolved over the years, this focus on the creation of value has remained. Today, entrepreneurship is most commonly defined as the discovery, evaluation, and exploitation of opportunities (Shane & Venkataraman, 2000). As a mindset is a mental attitude or inclination, an entrepreneurial mindset is thus defined as “the inclination to discover, evaluate, and exploit opportunities” (Bosman & Fernhaber, 2018, p. 13). This is consistent with De Carolis and Litzky (2019), who refer to the entrepreneurial mindset as “an innovative approach to thinking and doing” (p. 60), which involves both an attitude and skill set related to resilience, calculated daring, and initiative. Lichtenstein and Zappe (2017) suggest that the entrepreneurial mindset is a multifaceted concept and that there is not necessarily a single right definition or set of core attributes. Rather, they advocate for a customized application and use the analogy of the same ABET (formerly called the Accreditation Board of Engineering and Technology) accreditation requirements for engineering being applied in different ways at different institutions. This is in line with a report from the Kauffman

1.3  Four Ways Students Can Leverage an Entrepreneurial Mindset

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Foundation (2019), which posits that “entrepreneurship cannot be a ‘one-size fits all’ discipline” (p. 9). De Carolis and Litzky (2019) similarly argue that there are a multitude of ways to practice other academic areas, such as medicine, writing, teaching, or law, and the same is true with entrepreneurship.

1.3

 our Ways Students Can Leverage F an Entrepreneurial Mindset

We next outline four ways in which the entrepreneurial mindset can be applied and where, we argue, it is increasingly becoming a necessity for all students regardless of major.

1.3.1 L  everaging an Entrepreneurial Mindset to Start a New Business For some, the entrepreneurial mindset can indeed be leveraged to start and operate a new business. It is important to acknowledge that there are multiple motivations to starting your own business. Within the media, the conscious choice to start a business is romanticized with stories such as those of Steve Jobs, Elon Musk, or Sara Blakely. Yet for many throughout the world, businesses are started more out of necessity. As part of the Global Entrepreneurship Monitor’s 2019 survey (Bosma et al., 2019), respondents throughout 50 countries were asked about their motivation for starting a business. Over half of the respondents agreed with the statement that they were motivated to start a business in order to earn a living because jobs were scarce. This was even higher among countries in Latin America and the Caribbean. There has also been a surge of contract employment and the emergence of the gig economy. In the United States, one of six workers in an organization is a gig worker (Yildirmaz et al., 2020). Thus there is a need and responsibility to help prepare students to be entrepreneurial as they manage their career and variety of jobs pursued throughout their lives. Or, as put by Dodgson and Gann (2020), “a university education typically prepared students for careers defined by others. More than ever in the unpredictable post-pandemic world, universities need to prepare them for careers that they define themselves” (p. 1). Regardless of motivation, the start of new businesses—whether it be to build a world-class company or simply to employ yourself and/or others—is vital to job creation and economic growth.

1.3.2 Leveraging an Entrepreneurial Mindset in Your Job The reality is that the majority of students will work as an employee within an organization, rather than for themselves, at some point during their career or throughout all of it. An entrepreneurial mindset is needed because change and problem-solving

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1  All Students Need an Entrepreneurial Mindset

are constants across all industries. If organizations do not adapt and respond to the changing world around them, they will not survive. This can only happen through the employees of an organization. This is perhaps best exemplified by the COVID-19 pandemic beginning in 2020. During the pandemic, the rate of change sped up, and as a result created many unmet—and quite urgent—needs. If we break it down, there were three types of needs that emerged. First, there were new, unmet needs that related directly to the pandemic. Innovation was needed when it came to vaccines, antibodies, and testing mechanisms. Moreover, there was a need to subsequently innovate in developing the necessary personal, protective equipment and health-care systems that could handle the influx of patients. Second, there were new, unmet needs that developed as a by-product of the pandemic. Given the shift for many individuals to work from home, support was needed to be able to do so efficiently. As educational systems went virtual, educators at all levels were forced to innovate and find new ways to connect with their students and help them learn. Businesses similarly had to adapt to operating in the new normal. The third category of unmet needs that surfaced during the pandemic was not necessarily new. Rather, they were existing needs that simply become more visible. Consider, for example, the digital divide, whereby a large subset of the population does not have access to computers or the Internet. This isn’t anything new, but with the shift of learning to the home, there was increased awareness about the magnitude of this gap. Going back to Anthony (the student from the beginning who is studying to be a nurse), the need for an entrepreneurial mindset in the health-care field is evident not only in the need for researchers to develop vaccines and antibodies but also within nursing. It is the nurses who helped prototype and test a low-cost protective face shield, a virtual rounding tool to allow families to check in with patients, touchless check-in procedures, and improved access to health care (Johnson & Johnson, 2020). Rosa plans on going into engineering, which is an area that has also played a key role in the pandemic. Engineers have designed lower-cost ventilators, devices that more quickly produce personal protective equipment, and temporary care facilities. As the economy shifts into recovery mode, engineers continue to play a role in improving problems relating to global supply chains and supporting businesses adapting to changing needs. Within the education sector, Janeth likely experienced firsthand her professors leveraging their entrepreneurial mindset as they shifted to virtual learning. This meant finding new ways to engage with students, assess learning, and leverage technology. Around the world, K–12 educators also made the switch to virtual learning, and we’ve seen a variety of innovations in the form of virtual band or choir performances, buses serving as WiFi hot spots, the development of shared e-learning curriculum, and innovative ways to encourage social distancing when returning to the classroom. And what about Marcus (the future politician)? There is a need to be creative and entrepreneurial, especially when it comes to politics—not just for campaigning but also in developing policies. Some of the many policy examples during the COVID-19

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pandemic include the Paycheck Protection Program rolled out by the US Small Business Administration, the Economic Stabilization Plan in Germany, and the simplification of various administrative procedures in Korea. There was also a need to create policies related to the use of personal protective equipment such as masks and how and when to reopen the economy. Moving beyond the pandemic, Dodgson and Gann (2020) argue that fostering an entrepreneurial mindset is necessary to prepare students for the uncertain and unpredictable world they will contribute to (what the World Economic Forum refers to as the Great Reset). We could go through each and every academic major, thinking about the different ways in which an entrepreneurial mindset was needed in each career path during and in response to the COVID-19 pandemic. While change speeds up during a pandemic—making it easier to see the many ways in which an entrepreneurial mindset is relied upon—it is important to remember that change happens all the time. Thus there is a need for employees to be able to have an entrepreneurial mindset to add value to their organizations. Udemy’s 2020 Workplace Learning Trends Report (2019) provides a list of the ten most in-demand soft skills if you want a raise, promotion, or new job. At the top of this list is the growth mindset, which involves one’s ability to continuously learn and to have a willingness to adapt to change. Being able to adapt to change requires thinking entrepreneurially. Creativity and innovation also came in at number two and four, respectively. This further supports the need to leverage an entrepreneurial mindset—not just in a pandemic—in any career pursued.

1.3.3 L  everaging an Entrepreneurial Mindset to Address Societal Grand Challenges Research suggests that young people, especially, want to play a role in creating an impact in the world, whether it be in their purchasing choices (Certus Insights 2019; Deloitte 2019), the companies they work for (Cone Communications 2016), or being able to work with others to cocreate solutions. Leveraging an entrepreneurial mindset will allow people, young or old, to address societal grand challenges. Poverty, gender equality, and clean water are just a few of the societal grand challenges being faced in the world today. Adopted by 193 countries in 2015, the United Nations outlined 17 Sustainable Development Goals (Fig.  1.1). These goals are argued to be relevant to both developed and developing countries. There have similarly been numerous calls for innovative responses to grand challenges on a regional level and/or specific topic, such as efforts by the Bill and Melinda Gates Foundation that focus on global health inequity, Grand Challenge Canada, and even efforts related to the COVID-19 pandemic. These societal grand challenges share a few commonalities. Foremost, they all are highly complex, wicked problems (Rittel & Webber, 1973) in that there are multiple interactions and various associations that make the problems hard to fully understand. Second, grand challenges tend to focus on social, environmental, or

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1  All Students Need an Entrepreneurial Mindset

Fig. 1.1  U.N. Sustainable Development Goals

economic issues that affect a massive number of people globally. Thus there is a sense of urgency. Third, due to the inherent complexity, grand challenges require bold, innovative solutions (Markman et al., 2019)—which requires an entrepreneurial mindset. Le Blanc (2015) conducted a network analysis of the targets for each of the U.N.  Sustainable Development Goals and found that the targets are highly connected with each other. For example, targets related to the goal of good health are linked to targets associated with the goal of zero hunger. Thus, there is a need for “integration of thinking across sectors” (p.  186). Indeed, the need for collective efforts in addressing the goals has frequently been highlighted (e.g., Doh et  al., 2019). Each discipline has the ability to contribute to solving these grand challenges, and students need to be prepared to do so in the cultivation of their entrepreneurial mindsets.

1.3.4 L  everaging an Entrepreneurial Mindset in Your Personal Life A fourth way in which all students can leverage an entrepreneurial mindset is in their personal life. While entrepreneurship can apply to larger undertakings, De Carolis (2018) also points out that there are many smaller moments when we think and behave like an entrepreneur. She refers to these as “small acts of entrepreneurship” and suggests that they take place throughout our normal lives whenever we embrace uncertainty and undertake a new opportunity. This could involve, for example, relocating to a new city, changing jobs or careers, or creatively responding

References

9

to a personal crisis. In this way, applying an entrepreneurial mindset involves being creative, embracing failure, effecting change, and being resilient (De Carolis & Litzky, 2019). This is consistent with Kuratko and Morris (2018), who conceptualize the entrepreneurial mindset as a set of attitudes and behaviors that can lead to entrepreneurial approaches within a chosen profession as well as in one’s life. An entrepreneurial perspective is argued to be applicable to one’s personal goals, relationships, family, church activities, community involvement, and personal finances, as well as to crises and setbacks. Indeed, any situation that is characterized as complex, dynamic, or involving uncertainty can benefit from creative solutions. Whether it be large or small undertakings, an entrepreneurial mindset is relevant and needed for all students—regardless of major or career path.

References Bosma, N., Hill, S., Ionescu-Somers, A., Kelley, D., Levie, J., & Tarnawa, A. (2019). Global entrepreneurship monitor: 2019/220 global report. Global Entrepreneurship Monitor Research Association. Bosman, L., & Fernhaber, S.  A. (2018). Teaching the entrepreneurial mindset to engineers. Springer. Certus Insights. (2019). Consumers expect the brands they support to be socially responsible. Retrieved from https://markstein.co/wp-­content/uploads/2019/10/CSR-­Survey-­deck-­for-­ website-­20190930.pdf Cone Communications. (2016). Millennial Employee Engagement Study. Retrieved from https://www. conecomm.com/2016-­cone-­communications-­millennial-­employee-­engagement-­study-­pdf De Carolis, D.  M. (2018). Small acts of entrepreneurship transcend the business realm. Entrepreneurship & Innovation Exchange. Retrieved from EIX.org De Carolis, D. M., & Litzky, B. E. (2019). Unleashing the potential of university entrepreneurship education: A mandate for a broader perspective. New England Journal of Entrepreneurship, 22(1), 58–66. Deloitte. 2019. The Deloitte Global Millennial Survey 2019. Retrieved from https://www2.deloitte. com/content/dam/Deloitte/global/Documents/About-­D eloitte/deloitte-­2 019-­m illennial-­ survey.pdf Dodgson, M., & Gann, D. (2020). Universities should support more students entrepreneurs. Here’s why—and how. World Economic Forum. Retrieved from https://www.weforum.org/ agenda/2020/10/universities-­should-­support-­more-­student-­entrepreneurs Doh, J. P., Tashman, P., & Benischke, M. H. (2019). Adapting to grand environmental challenges through collective entrepreneurship. Academy of Management Perspectives, 33(4), 450–468. Johnson & Johnson. (2020). Meet 10 nurses pioneering innovative COVID-19 solutions. Retrieved from https://nursing.jnj.com/nursing-­news-­events/nurses-­leading-­innovation/ meet-­10-­nurses-­pioneering-­innovative-­covid-­19-­solutions Kauffman Foundation. (2019). Entrepreneurship in American higher education: A report from the Kauffman Panel on Entrepreneurial Curriculum in Higher Education. Retrieved from https:// www.kauffman.org/wp-­content/uploads/2019/12/entrep_high_ed_report.pdf Kuratko, D.  F., & Morris, M.  H. (2018). Examining the future trajectory of entrepreneurship. Journal of Small Business Management, 56(1), 11–23. Le Blanc, D. (2015). Towards integration at last? The sustainable development goals as a network of targets. Sustainable Development, 23(3), 176–187.

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Lichtenstein, G., & Zappe, S. (2017). Defining and assessing entrepreneurial mindset: Ingredients for success. VentureWell. Retrieved from https://venturewell.org/ assessing-­entrepreneurial-­mindset Markman, G. D., Waldron, T. L., Gianiodis, P. T., & Espina, M. I. (2019). E pluribus unum: Impact entrepreneurship as a solution to grand challenges. Academy of Management Perspectives, 33(4), 371–382. Rittel, W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. Shane, S., & Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217–226. SmallBusiness.co.uk. (2019). Q&A: Emma Jones MBE, founder of Enterprise Nation. Retrieved from https://smallbusiness.co.uk/emma-­jones-­mbe-­founder-­enterprise-­nation-­2547245/ Udemy. (2019). 2020 workplace learning trends reports: The skills of the future. Retrieved from: https://business.udemy.com/resources/5-­workplace-­learning-­trends-­2020 Yildirmaz, A., Goldar, M., & Klein, S. (2020). Illuminating the shadow workforce: Insights into the gig workforce in business. ADP Research. Retrieved from https://www.adp.com/-­/media/ adp/resourcehub/pdf/adpri/illuminating-­the-­shadow-­workforce-­by-­adp-­research-­institute.ashx

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Current Approaches for Cultivating the Entrepreneurial Mindset

Innovators and entrepreneurs are not born with all the necessary competencies. Rather, underlying attitudes, skills and knowledge are developed over time in society and through education. Organization for Economic Co-operation and Development/ European Union (2018)

Abstract

Universities have a responsibility to educate and prepare students to be productive and responsible global citizens. This means preparing them for the workforce, to contribute to the grand challenges of our time, and to thrive in their personal lives. Cultivating their entrepreneurial mindsets is a key component for doing so. This chapter acknowledges and explains the efforts already offered within the university setting, as a means to instill the entrepreneurial mindset into students from across campus. The chapter starts by describing the role of universities in preparing graduates to enter the workforce by identifying curricular, cocurricular, and non-curricular approaches for integrating entrepreneurial education into the university setting. The chapter concludes by explaining challenges that remain with current entrepreneurial initiatives, in particular, whether or not we are doing enough to reach enough students and the right students in an attempt to prepare students to be productive and responsible global citizens. Keywords

Entrepreneurial mindset · Entrepreneurship · University · Business · Programs · Arts · Pharmacy · Engineering · Minor · Major · Curricular

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_2

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2.1

2  Current Approaches for Cultivating the Entrepreneurial Mindset

Learning Objectives

By the end of this chapter, you will be able to: 1. Describe the role of universities in preparing graduates to enter the workforce [Sect. 2.2]. 2. Identify current curricular approaches for integrating entrepreneurial education into the university setting [Sect. 2.3]. 3. Identify current cocurricular approaches for integrating entrepreneurial education into the university setting [Sect. 2.4]. 4. Explain challenges that remain with current entrepreneurial initiatives [Sect. 2.5].

2.2

The Responsibility of Universities

Universities have a responsibility to educate and prepare students to be productive and responsible global citizens. This means preparing them for the workforce, to contribute to the grand challenges of our time, and to thrive in their personal lives. Cultivating their entrepreneurial mindsets is a key component for doing so. So how is the entrepreneurial mindset currently being cultivated in students within higher education institutions? We first explore the curricular approaches both within and outside the business school. Then we turn to the cocurricular approaches that take place beyond of the university classroom.

2.3

Curricular Offerings

There is some debate as to when the first entrepreneurship course was developed, with some attributing it to Kobe University in Japan in 1938 and others to Harvard University in 1947. Nonetheless, as summarized by Katz (2003), the real growth began in the 1970s. By 2000, more than half of the North American colleges with business schools had courses in place. The trend was slower worldwide, with most notable growth observed in European universities. Today, more than 3000 universities around the world have courses related to entrepreneurship (Morris et al., 2013). Morris et al. (2013) recognize that most entrepreneurship programs go through a series of development stages. A class or two on entrepreneurship is first offered in the business school, followed by the development of a center and an initial business curriculum build-out. After a more comprehensive curriculum is established in the business school, there is a shift toward an infusion throughout the campus and other areas. While not all programs follow these steps, this is traditionally the pattern that has been observed. One of the challenges and critiques of entrepreneurship curriculum offered outside the business school is that the “cohesive integration and connectivity to base discipline programs is not always clear” (Turner & Gianiodis, 2018, p. 132). If a business school’s curriculum has a heavier reliance on start-ups than the

2.3  Curricular Offerings

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entrepreneurial mindset as a whole, it can be particularly challenging to infuse or expand across campus.

2.3.1 Within the Business School Entrepreneurial curriculum is commonly housed within a department of entrepreneurship or department of management within the business school. In some instances, an entire school or college is created to focus on entrepreneurship. This is the case for Drexel University’s Charles D. Close School of Entrepreneurship and the University of St. Thomas Schultz School of Entrepreneurship. Within the business school, there are a variety of entrepreneurship degrees being offered. A sampling of undergraduate programs is profiled in Table 2.1. Interestingly, the title of the major differs slightly based on the focus—whether it simply be Entrepreneurship (DePaul University), Entrepreneurship and Corporate Innovation (Baylor University), Digital Entrepreneurship (GBSB Global), Social Entrepreneurship (Belmont University), or Entrepreneurial Management (Ball State University). This seems to reflect the emerging view that the entrepreneurial mindset can be applied both to start-ups and within the corporate realm and beyond. There is also a variety of undergraduate minors, tracks, and concentrations available through the business school, which commonly require a smaller number of courses to attain. These tend to be open to both business and non-business students.

Table 2.1  Examples of curricular offerings within the business school Type Major

Minor

Certificate

Example Entrepreneurial Management Carlson School of Management, University of Minneapolis “This major is designed for students who are interested in starting a new business (entrepreneurship), helping existing organizations to develop new business opportunities (intrapreneurship), or creating positive social impact through the development of new ventures (social entrepreneurship)” Sample coursework: Introduction to Entrepreneurship, Entrepreneurial Management, Managing Innovation and Change, New Business Feasibility and Planning Entrepreneurship and Emerging Enterprises Earl N. Phillips School of Business, High Point University The minor “offers students a unique combination of courses that provides students with an understanding of small business development and management” Sample coursework: Ideation and Creativity, Business Modeling and Feasibility, Entrepreneurial Finance, Innovation Management Entrepreneurial Mindset Offutt School of Business, Concordia University “In today’s changing world, an entrepreneurial mindset is essential to adapt and thrive in any career field, whether you start something new or work in an existing organization” Sample coursework: Entrepreneurial Mindset I, Entrepreneurial Mindset II, Design Thinking, Entrepreneurial Marketing I

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2  Current Approaches for Cultivating the Entrepreneurial Mindset

According to the National Survey of Entrepreneurship Education conducted by the George Washington University Center for Entrepreneurial Excellence in 2014, entrepreneurship appears to have the greatest presence within undergraduate programs, in comparison to graduate-level or higher programs. That being said, there does appear to be a trend toward creating MBA, MS, and PhD programs in entrepreneurship. One of the criticisms of entrepreneurship curriculum within the business school is that not all programs holistically embrace the entrepreneurial mindset. Rather, as noted by De Carolis and Litzky (2019), many tend to more narrowly revolve around the notion of starting a business and measure success by the number of new ventures created. The authors put forth a “mandate for a broader perspective” (p. 58) that embraces the mindset. This is consistent with Kuratko and Morris (2018), who categorize the content of entrepreneurship education into three groups: business basics in a new-venture management context (e.g., financial statements, market analysis, pricing), entrepreneurship basics (e.g., the entrepreneurial process, innovative business models, lean start-up, contexts for entrepreneurship), and the entrepreneurial mindset (e.g., opportunity alertness, risk mitigation, learning from failure, resilience). The authors call for educators to focus more on developing content for the entrepreneurship basics, and especially, the entrepreneurial mindset.

2.3.2 O  utside the Business School: Discipline-Specific Curricular Offerings Despite the origins of entrepreneurial curriculum in the business school, there is increasing interest and steam picking up across the university. This has resulted in the development of curricular offerings specific to a variety of different disciplines, in addition to university-wide efforts (addressed in Sect. 2.3.3). For students in pharmacy programs, the entrepreneurial mindset is argued to be applicable not just to the continuous improvement of community pharmacy and business management but also to the development of health services in both the community and hospital sectors (Martin, 2011). Pharmacy and health-care professionals may be defined as social entrepreneurs given their expected innate responsibility for the health and well-being of the population (Laverty et al., 2015). From a curricular standpoint, pharmacy programs offer classes, concentrations, and/or tracks in pharmacy entrepreneurship. For example, the School of Pharmacy at the University of Southern California offers a concentration in Pharmacy Entrepreneurship. Other programs, such as Mercer University’s Entrepreneurial-­ Focused Track, involve a combination of courses offered within the pharmacy and business schools. As noted by Pollard and Wilson (2014), creative and performing arts schools increasingly face pressure to develop curricula that address employability. Arts graduates have high levels of self-employment and frequently undertake short-term projects and gigs to make a living. With respect to infusing entrepreneurship

2.3  Curricular Offerings

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education into the creative and performing arts, there have been two approaches. The first focuses on new venture creation, and the second focuses more generally on transitioning to a professional career working for an organization. Pollard and Wilson conclude that an arts entrepreneurial mindset involves the following five elements: (1) capacity to think creatively, strategically, analytically, and reflectively; (2) confidence in one’s abilities; (3) collaborative abilities; (4) communication skills; and (5) an understanding of the current artistic context. Many universities, include Southern Methodist University, have begun to offer a minor in arts entrepreneurship. Interestingly, the University of Iowa’s Division of Performing Arts has partnered with the John Pappajohn Entrepreneurial Center within the Tippie College of Business to offer a Certificate in Arts Entrepreneurship. The entrepreneurial mindset is similarly deemed relevant to students studying art and design, given the frequent reliance on design thinking to cocreate entrepreneurial solutions to problems (Sarooghi et al., 2020). In this way, entrepreneurship can be viewed as a problem-solving process. The Minneapolis College of Art and Design offers a major in Entrepreneurial Studies, which equips students to “succeed in a constantly evolving economy through real-world, client-based projects that connect business, advertising, art, design, and sustainable development” (mcad. edu). The College of Art and Design at Otis College takes a more traditional approach, advocating for its Entrepreneurship minor to help students establish and operate creative arts organizations. Within the engineering arena, the Kern Family Foundation established KEEN (Kern Entrepreneurial Engineering Network) to bring together like-minded institutions to further entrepreneurial engineering pedagogy. The entrepreneurial mindset is posed to be essential for all engineers to contribute to a flourishing society. Duval-­ Couetil et al. (2016) note that the increase in entrepreneurial coursework in engineering is due to changes in accreditation, the expanded role of engineers within organizations, and overall growth in interest. In addition to KEEN, notable support in the United States has been received from the National Center for Engineering Pathways to Innovation at Stanford University, the National Science Foundation Innovation Corps program, and various foundations. A variety of courses and undergraduate degrees, such as the Engineering Entrepreneurship Minor at the University of Colorado, Boulder, are now available. In addition, the University of Illinois-­ Urbana Champaign offers a PhD in Systems in Entrepreneurial Engineering. There has similarly been increased interest in coupling entrepreneurship within the liberal arts. Within the College of Liberal Arts at the University of Minnesota, Duluth, a major in Cultural Entrepreneurship is offered. This major is built on three pillars: business administration or leadership development, creative industries and entrepreneurship, and cultural sufficiency. As noted on the Wake Forest website, the university’s interdisciplinary entrepreneurship minor can be coupled with any liberal arts major and “gives students valuable skills for their future careers, including risk and uncertainty management, interpersonal and networking management, innovation and product development, and opportunity recognition.” Another emerging area focusing on the entrepreneurial mindset is education, although primarily at the graduate level. The University of Pennsylvania was one of

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2  Current Approaches for Cultivating the Entrepreneurial Mindset

the first to offer a masters-level program focusing on entrepreneurship education, with a focus on acquiring the “knowledge, skills, and networks you need to create new schools, launch ed tech ventures, and drive innovation in educational organizations and corporations around the world” (gse.upenn.edu). Other universities, including the Oulu University of Applied Science in Finland, appear to be following this trend. Table 2.2 summarizes the examples mentioned above. While this is not an exhaustive list of the discipline-specific application of the entrepreneurial mindset, it is apparent that there are pockets of entrepreneurial initiatives throughout the university as select institutions are indeed embracing entrepreneurship. Table 2.2  Examples of discipline-specific curricular offerings Area Pharmacy

Relevancy Establishment of community pharmacy and business management; development of health services; research and innovation

Creative and Performing Arts

Increase ability to create and make a living; employability

Art and Design

Entrepreneurship as problem-solving through design thinking; form and run a studio or creative arts organization

Engineering

Engineers can benefit by combining design skills with a focus on opportunities and impact. Necessary for both new venture creation and working within existing businesses

Curricular offerings Concentration in Pharmacy Entrepreneurship School of Pharmacy, University of Southern California Entrepreneurial-Focused Track College of Pharmacy, Mercer University Minor in Arts Entrepreneurship School of the Arts, Southern Methodist University Certificate in Arts Entrepreneurship Division of Performing Arts, Iowa State University Major in Entrepreneurial Studies Minneapolis College of Art and Design Minor in Entrepreneurship College of Art and Design, Otis College Minor in Engineering Entrepreneurship College of Engineering and Applied Science, University of Colorado, Boulder PhD in Systems and Entrepreneurial Engineering Grainer College of Engineering, University of Illinois-Urbana Champaign (continued)

2.4  Cocurricular Offerings

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Table 2.2 (continued) Area Liberal Arts

Relevancy Develop business, entrepreneurship, and creativity skills necessary to participate in and define the creative economy; acquire valuable skills for future careers

Education

Create new schools, launch ed tech ventures, and drive education-related innovation

Curricular offerings Major in Cultural Entrepreneurship College of Liberal Arts, University of Minnesota, Duluth Interdisciplinary Minor in Entrepreneurship Wake Forest University Master of Science in Education: Entrepreneurship Education Graduate School of Education, University of Pennsylvania Master’s Degree in Entrepreneurship Education Oulu University of Applied Science, Finland

2.3.3 O  utside the Business School: University-Wide Curricular Offerings While interdisciplinary minors are commonly available through the business school, there are also opportunities developing outside of the business school that take a university-wide approach. A key example is Purdue University’s Certificate in Entrepreneurship and Innovation, which is administered through the Office of the Provost and designed to complement any major. This certificate requires five classes: two introductory classes, two classes that are industry- or discipline-specific, and a capstone (www.purdue.edu/entr).

2.4

Cocurricular Offerings

Kuratko and Morris (2018) predict a shift toward more than half of students’ total entrepreneurial skill development tied to cocurricular approaches. Cocurricular “refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school” (Glossary of Education Reform, 2013). While connected to learning, these offerings tend to be ungraded, do not involve earning credit, and are voluntary in nature. In many universities, entrepreneurship centers serve as the main repository for cultivating the entrepreneurial mindset through cocurricular offerings. A sampling of cocurricular offerings that help cultivate the entrepreneurial mindset is offered in Table 2.3. Based on an analysis of 105 activities offered by ten entrepreneurship centers in European universities across seven countries, Ndou et  al. (2018) developed a

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2  Current Approaches for Cultivating the Entrepreneurial Mindset

Table 2.3  Examples of cocurricular offerings that cultivate the entrepreneurial mindset • Entrepreneur-in-residence •  Student-run ventures •  Seed funding •  Guest speakers • Mentors •  Co-working space •  Design sprints •  Accelerator and incubators • Consultation and technical assistance

• Business plan, business model, and pitch competitions • Conferences • Coaching • Internships • Networking • Makerspace •  Training and workshops •  Community partnerships

process-­based framework for entrepreneurial mindset creation. This involves four steps: (1) inspire and create awareness, (2) idea generation and design, (3) turn idea into business, and (4) grow and sustain. The target audience, learning objective, entrepreneurial contents, learning pedagogy, and stakeholder engagement differ based on these four areas. While some of these entrepreneurship centers are located within the business school, other universities are purposeful in creating an entrepreneurship center as a separate entity that serves the entire student body. One example is the Skandalaris Center for Interdisciplinary Innovation and Entrepreneurship at Washington University in St. Louis. Interestingly, the university offer an honors recognition program for students who accumulate a certain number of points through a combination of curricular and cocurricular activities. In addition to entrepreneurship centers, cocurricular initiatives are offered through research institutes, hosting local support resources such as a small business development center, and, in some cases, directly through departments or colleges.

2.5

The Challenge

While significant progress has been made in curricular and cocurricular approaches to cultivate the entrepreneurial mindset in our students, the challenge faced by universities is whether or not we are doing enough to prepare students to be productive and responsible global citizens. Are we reaching enough students? Are we reaching the right students? In the next chapter, we address these questions and highlight both the gaps in the current approach and a potential solution.

References De Carolis, D. M., & Litzky, B. E. (2019). Unleashing the potential of university entrepreneurship education: A mandate for a broader perspective. New England Journal of Entrepreneurship, 22(1), 58–66. Duval-Couetil, N., Shartrand, A., & Reed, T. (2016). The role of entrepreneurship program models and experiential activities on engineering student outcomes. Advances in Engineering Education, Winter, 1–20.

References

19

George Washington University Center for Entrepreneurial Excellence. (2014). The National Survey of Entrepreneurship Education: An overview of 2012–2014 survey data. Retrieved from http://www.nationalsurvey.org Glossary of Education Reform. (2013). Co-curricular. Retrieved from https://www.edglossary.org/ co-­curricular Katz, J. A. (2003). The chronology and intellectual trajectory of American entrepreneurship education 1876–1999. Journal of Business Venturing, 18(2), 382–300. Kuratko, D.  F., & Morris, M.  H. (2018). Examining the future trajectory of entrepreneurship. Journal of Small Business Management, 56(1), 11–23. Laverty, G., Hanna, L.-A., Haughey, S., & Hughes, C. (2015). Developing entrepreneurial skills in pharmacy students. American Journal of Pharmaceutical Education, 79(7), 1–9. Martin, C. M. (2011). Entrepreneurs: Leading the way to pharmacy’s future. Consultant Pharmacy, 26(12), 903–906. Morris, M.  H., Kuratko, D.  F., & Cornwall, J.  R. (2013). Entrepreneurship programs and the modern university. Edward Elgar. Ndou, V., Secundo, G., Schiuma, G., & Passiante, G. (2018). Insights for shaping entrepreneurship education: Evidence from the European entrepreneurship centers. Sustainability, 10, 1–19. OECD/European Union. (2018). Supporting entrepreneurship and innovation in higher education in The Netherlands, OECD Skills Studies. OECD Publishing. https://doi.org/10.178 7/9789264292048-­en. Pollard, V., & Wilson, E. (2014). The “entrepreneurial mindset” in creative and performing arts higher education in Australia. Artivate, 3(1), 3–22. Sarooghi, H., Sunny, S., Hornsby, J., & Fernhaber, S. A. (2020). Design thinking and entrepreneurship education: Where are we, and what are the possibilities? Journal of Small Business Management, 57(sup1), 78–93. Turner, T., & Gianiodis, P. (2018). Entrepreneurship unleashed: Understanding entrepreneurial education outside of the business school. Journal of Small Business Management, 56(1), 131–149.

3

The Gap Within Entrepreneurial Mindset Education

Entrepreneurship and fostering the entrepreneurial mindset are something that should be integrated into teaching, regardless of the subject we teach. Anna-Greta Nyström, senior lecturer at the School of Business & Economics at Åbo Akademi University in Finland (2018)

Abstract

While the current approaches in higher education to teaching the entrepreneurial mindset provide an excellent foundation, there is a notable gap: Only a small percentage of the student population is being reached. In most universities, entrepreneurial education is positioned as a choice. Students can choose to pursue a major, minor, certificate, or some other academic degree related to entrepreneurship. Likewise, students can choose to take advantage of cocurricular opportunities held within entrepreneurship centers or other areas of the university. For those students who partake in these choices, there are remarkable opportunities, and we often hear success stories being shared on social media or university web pages. The purpose of this chapter is to explain how limited access is the major gap in current entrepreneurial mindset education, recognize the reasons why there is limited access to entrepreneurial mindset education, and describe how an “across the curriculum” approach can increase student access to entrepreneurial mindset education. Keywords

Entrepreneurial mindset · Entrepreneurship · Teaching across the curriculum · Curriculum · University · Education · Integration · Practice · Develop · Diversity

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_3

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3.1

3  The Gap Within Entrepreneurial Mindset Education

Learning Objectives

By the end of this chapter, you will be able to: 1. Explain how limited access is the major gap in current entrepreneurial mindset education [Sect. 3.2]. 2. Recognize the reasons why there is limited access to entrepreneurial mindset education [Sect. 3.3]. 3. Describe how an “across the curriculum” approach can increase student access to entrepreneurial mindset education [Sect. 3.4].

3.2

The Gap: The Vast Majority of Students Are Left Behind

While the current approaches in higher education to teaching the entrepreneurial mindset provide an excellent foundation, there is a notable gap: Only a small percentage of the student population is being reached. In most universities, entrepreneurial education is positioned as a choice. Students can choose to pursue a major, minor, certificate, or some other academic degree related to entrepreneurship. Likewise, students can choose to take advantage of cocurricular opportunities held within entrepreneurship centers or other areas of the university. For those students who partake in these choices, there are remarkable opportunities, and we often hear success stories being shared on social media or university web pages. Yet only a small portion of students opt in and are able to take advantage of these opportunities. Consider, for example, Syracuse University in New York, which has a reputable Entrepreneurship and Emerging Enterprises program that was established in 1992. The program has received many accolades, including the United States Association of Small Business and Entrepreneurship (USASBE) Model Program award in 2018. Within the 2016–2017 academic year, that program reported teaching 3,020 students, or 13% of the total student population. While this is quite notable, this also means that 87% of the students were not being reached. Grove City College in Pennsylvania was also awarded the USASBE Emerging Program award in 2018. Of the 2,500 undergraduate student population, 180 students from 28 different majors participated in the program’s pitch event. Again, this is a notable accomplishment with a 7% participation rate—but with 93% of students remaining. It is also important to remember that multiple experiences are needed to truly cultivate a mindset. The School of Management within the Technical University of Munich is rated the top entrepreneurship school in Germany and boasts 4,000 students in entrepreneurship courses along with an array of start-up consultants. This equates to nearly 75% of the school’s business students, but less than 9% of the total student body at the university. Moreover, Liñán et al. (2018) find that there is a self-selection bias in most entrepreneurial courses. Drawing on a sample of Italian students, they find that students

3.4  Toward an “Across the Curriculum” Approach in Teaching the Entrepreneurial…

23

who developed an entrepreneurial self-identity during adolescence had a higher entrepreneurial intention and perceived a greater usefulness for entrepreneurial education, which in turn led to a greater interest in enrolling in entrepreneurial courses. While the entrepreneurial coursework helps further cultivate their entrepreneurial identity, those students who never enroll are likely to fall further behind if the courses are seen as optional. Put quite simply, there is a significant proportion of students being left behind when it comes to cultivating their entrepreneurial mindset.

3.3

Why Are Students Being Left Behind?

If we acknowledge that more students need to develop their entrepreneurial mindset, what is holding universities back? First, there is not always a lot of room to add required core courses. If a new course is added, that leads to a different course requirement or elective being taken away. While increasingly there are examples of required entrepreneurship classes within the business school, such as Butler University’s Entrepreneurial Mindset course, Babson University’s Foundation of Management and Entrepreneurship core experience, or Harvard Business School’s The Entrepreneurial Manager course, having a required entrepreneurship course is less common outside of the business school. Even if a core course requirement can be created, adding one required course is likely not sufficient to develop an entrepreneurial mindset in our students. Practice is needed to cultivate a mindset and make it a habit. The more entrepreneurship is practiced on a small scale, the more comfortable one gets with being able to utilize this mindset on a larger scale and in other facets of life. The second challenge is that most of us, as educators across many different disciplines within the university, have not been trained in entrepreneurship. Thus, anecdotal evidence suggests there is limited confidence in being able to develop entrepreneurship courses outside of entrepreneurship academic programs. Indeed, even within the business school, there is a high reliance on instructors who bring a wealth of experience but have not been formally trained in entrepreneurship or teaching.

3.4

 oward an “Across the Curriculum” Approach T in Teaching the Entrepreneurial Mindset

To broaden participation within entrepreneurial mindset education to more students throughout the university, we advocate for a “practicing across the curriculum” approach to teaching the entrepreneurial mindset. In addition to general core course requirements, many universities currently leverage an “across the curriculum” approach in which key content is infused within existing courses across multiple disciplines. One of the more common examples is

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3  The Gap Within Entrepreneurial Mindset Education

Writing Across the Curriculum (WAC). As summarized by Harper and Orr Vered (2017), “writing development is situated as a critical part of disciplinary curricula; rather than displacing content teaching, or being taught as a generic add-on, writing is employed as a means for learning disciplinary content and developing discourse competency within a field of study” (p. 690). Other areas that frequently fall within this “across the curriculum” approach involve speaking (Morello, 2000) and more recently, social justice and diversity (West & Sandoval, 2020). One of the benefits of a “across the curriculum” approach is that the required content can be paired with a wide variety of discipline-specific classes. Take, for example, an art history instructor who recognizes and values the importance of WAC. In this case, the students get to practice writing within the context of art history (meeting multiple learning objectives within one course or assignment). Thus students are able to understand how writing is applied within the context (e.g., major) of interest to them. In addressing the need to cultivate the entrepreneurial mindset in all of our students, we advocate for what we call a “practicing across the curriculum” approach for teaching the entrepreneurial mindset, similar to the WAC approach. Yet rather than limit it to one or two designated courses within each discipline, we advocate for the integration into a larger number of courses. This allows students to see both how the entrepreneurial mindset is applied in a wide diversity of topical areas while also allowing for the opportunity to practice and cultivate their entrepreneurial mindset. It is important to acknowledge that we are not arguing against the existing curricular and cocurricular entrepreneurial offerings that are growing within the university. Rather, we are advocating for the complementary addition of a “practicing across the curriculum” approach to help ensure there are sufficient opportunities to develop an entrepreneurial mindset and that no student is left behind. We also fully acknowledge the challenge that most of us, as educators across many different disciplines within the university, have not been trained in entrepreneurship. While we realize that entrepreneurship is important, we need help. This is exactly the purpose of this book—to offer a framework, set of tools, and examples that support the integration of the entrepreneurial mindset into curriculum. In the next section, we introduce an Entrepreneurial Mindset Teaching BluePrint to guide educators across the many different disciplines. In this way, we can collectively nurture our students to be responsible global citizens who are better prepared to handle the uncertainty in the world through the inclination to discover, evaluate, and exploit opportunities.

References Harper, R., & Orr Vered, K. (2017). Developing communication as a graduate outcome: Using ‘writing across the curriculum’ as a whole-of-institution approach to curriculum and pedagogy. Higher Education Research & Development, 36(4), 688–701.

References

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Liñán, F., Ceresia, F., & Bernal, A. (2018). Who intends to enroll in entrepreneurship education? Entrepreneurial self-identity as a precursor. Entrepreneurship Education and Pedagogy, 1(3), 222–242. Morello, J. T. (2000). Comparing speaking across the curriculum and writing across the curriculum programs. Communication Education, 49(1), 99–113. Nyström, A.  G. (2018). The entrepreneurial mindset in higher education— what is it? Retrieved from https://www.startupabo.fi/single-­post/2018/03/19/ the-­entrepreneurial-­mindset-­in-­higher-­education-­what-­is-­it West, C. L., & Sandoval, C. L. (2020). Humanizing learning outcomes for diversity requirement courses: Advocating for and supporting social justice education. In E. Sengupta, P. Blessinger, & M. S. Makhanya (Eds.), Developing and supporting multiculturalism and leadership development: International perspectives on humanizing higher education (Innovations in higher education teaching and learning) (Vol. 30, pp. 15–31). Emerald Publishing.

Part II Design

4

Introduction to the Entrepreneurial Mindset Teaching Blueprint

If you’re only working on the plans and are already feeling like walking away, that in itself is telling. At least take the time to test the offering with your target audience and let them speak. They will tell you whether it’s worth walking away from or pushing forward. But before you even get there, consider whether it’s meaningful for you. Always start with why you’re doing it, and then for whom. Dhru Beeharilal, Nayan Leadership, LLC (2021)

Abstract

Within higher education, educators across disciplines are increasingly focusing on cultivating this much-needed entrepreneurial mindset in their students but currently lack access to resources. In response to this challenge, the purpose of this chapter is to introduce the Entrepreneurial Mindset Teaching Blueprint (and its four curriculum design essentials) as a standardized approach for integrating the entrepreneurial mindset into any course. Integrating the entrepreneurial mindset into the classroom has many benefits. It equips students with critical-­ thinking skills, promotes the recognition of opportunities, and includes a focus on evaluation and execution. Development of students’ entrepreneurial mindset promotes continuous exploration of value propositions grounded in customer needs, optimizing return on investment, and paying close attention to feasibility considerations. From an individual perspective, growing the entrepreneurial mindset results in one’s ability to regularly and in many cases instinctively offer greater value to an employer or other stakeholders within the personal circle of relevance. Collectively, entrepreneurially minded individuals have the power to transform organizations, creating value within and beyond. The entrepreneurial mindset is a critical characteristic for solving complex social issues. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_4

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4  Introduction to the Entrepreneurial Mindset Teaching Blueprint

Keywords

Entrepreneurial mindset · Entrepreneurship · Learning · Design Essential · Value · Interdisciplinary · Process · Practice · Teaching · Blueprint · Assessment

4.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Express why the Entrepreneurial Mindset Teaching Blueprint is needed [Sect. 4.2]. 2. Explain the four curriculum design attributes of the Entrepreneurial Mindset Teaching Blueprint [Sects. 4.2.1–4.2.4].

4.2

The Blueprint

Integrating the entrepreneurial mindset into the classroom has many benefits. It equips students with critical-thinking skills, promotes the recognition of opportunities, and includes a focus on evaluation and execution. Development of students’ entrepreneurial mindset promotes continuous exploration of value propositions grounded in customer needs, optimizing return on investment, designing for manufacturability, and paying close attention to feasibility considerations. From an individual perspective, growing the entrepreneurial mindset results in one’s ability to regularly and in many cases instinctively offer greater value to an employer or other stakeholders within the personal circle of relevance. Collectively, entrepreneurially minded individuals have the power to transform organizations, creating value within and beyond. The entrepreneurial mindset is a critical characteristic for solving complex social issues. Within higher education, educators across disciplines are increasingly focusing on cultivating this much-needed entrepreneurial mindset in their students but currently lack access to resources. The Entrepreneurial Mindset Teaching Blueprint (Fig. 4.1) offers a standardized approach for integrating the entrepreneurial mindset into any course. The blueprint applies a “mad-libs” approach, allowing the faculty member to fill in the blanks where noted. Of particular significance is the bottom half of the blueprint, which calls attention to the four curriculum design essentials. A short overview of each of these essential design components is provided within this section, with a more elaborate overview and set of tools detailed in subsequent chapters.

4.2.1 Curriculum Design for Entrepreneurial Integration From a macro perspective, the learning experience should provide the ability to discover, evaluate, and/or exploit opportunities. From a design perspective, opportunities that create the most value should be aimed at customer desirability,

__________________________________ [Select a Bloom’s Taxonomy verb]

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Most Valuable Design: Desirability, Feasibility, or Viability

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Communication

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Alignment of Learning Goal, Objective, Activity, and Assessment

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

LEARNING ASSESSMENT __________________________________________

_____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 4.1  Entrepreneurial Mindset Teaching Blueprint

CURRICULUM DESIGN ESSENTIALS

LEARNING ACTIVITY __________________________________________

1.

By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

ENTREPRENEURIAL MINDSET TEACHING BLUEPRINT A Framework for Integrating the Entrepreneurial Mindset into Curriculum of All Disciplines

4.2  The Blueprint 31

32

4  Introduction to the Entrepreneurial Mindset Teaching Blueprint

technology feasibility, and business viability. From a theoretical lens, these notions are grounded within the definition of the entrepreneurial mindset as “the inclination to discover, evaluate, and exploit opportunities” (Bosman & Fernhaber, 2018, p. 13) and the most valuable design considerations to achieve desirability–viability–feasibility as delineated by Tim Brown of IDEO (Brown, 2009). Together, the macro perspective (e.g., entrepreneurship), micro perspective (e.g., problem solving), and most valuable design perspective combine to create the entrepreneurial component. In the blueprint, design for the entrepreneurial component integration is encouraged in two locations. First, the learning objectives call for clear and observable learning expectations at the intersection of the course content area and the entrepreneurial component. Second, the canvas requires inclusion of the entrepreneurial component within the learning activity and learning assessment area. The purpose of designing for the entrepreneurial component is to ensure that instead of simply offering a stand-alone learning experience isolated by the entrepreneurial component, the entrepreneurial component is considered with respect to the course content area. In other words, if teaching a course on food science, it’s important for students to develop the entrepreneurial mindset within the context of food science instead of on its own without regard for the class topic area. Chapter 5 offers a more detailed overview of what is needed for entrepreneurial integration, along with suggested mechanisms in which entrepreneurial and class topics can be linked.

4.2.2 Curriculum Design for Professional Skill Development The learning experience should provide an opportunity to develop entrepreneurial professional skills. Industry and practitioner articles often remind higher education institutions of the need for graduates who excel in a team environment and are effective in the exchange of information; these are frequently described as “soft skills.” In the blueprint, the canvas draws attention to both collaboration and communication when designing the learning activity and learning assessment. It is important for the professional skills, including collaboration and communication, to be intentionally integrated into the learning activities and/or learning assessment. Group projects and project reports/presentations are relatively easy ways to gain professional skills. Additional options and details pertaining to entrepreneurial professional skill development are included in Chap. 6.

4.2.3 Curriculum Design for Mindset Cultivation The learning experience should provide occasions for continued practice, reflection, and feedback. It’s important to remember that the entrepreneurial mindset focuses on one’s mental attitude and belief system, which is acquired and nurtured over time with continued practice, reflection, and feedback. As explained by Carol S. Dweck, a change in mindset requires effort, practice, and challenging tasks (Dweck, 2006). Regardless of whether it’s the entrepreneurial mindset or the growth mindset,

References

33

practice and more practice can change one’s beliefs and attitudes, which in return can instill the entrepreneurial mindset. In the blueprint, the canvas draws attention to the mindset through the requirement of practice, reflection, and feedback. As further elaborated upon in Chap. 7, common methods for integrating practice, reflection, and feedback into the curriculum can be through semester-long scaffold projects, journaling, and peer feedback.

4.2.4 Curriculum Design for Teaching with Intention The learning experience should intentionally incorporate best teaching practices, including backwards course design (aligning the learning goals and objectives with the learning activities and assessment) and general pedagogical approaches supporting the learning experience. In the blueprint, the canvas focuses on these elements: one related to backwards course design and one titled “other” to allow flexibility in utilizing general pedagogical approaches deemed supportive by the instructor. Other general pedagogical approaches supporting the learning experience are at the discretion of the instructor. Yet an example of theoretical framing is provided here to give instructors a starting point. Ambrose et al. (2010) provide compelling justification that motivation to learn is driven in large part by a combination of three factors: self-efficacy, seeing value, and a supportive environment. Self-efficacy refers to confidence in one’s ability to successfully complete a task. Self-efficacy can manifest itself as confidence in current knowledge, confidence in gaining access to knowledge (e.g., resourcefulness), or confidence in learning new knowledge (e.g., growth mindset). Research suggests that as self-efficacy increases, so too will motivation to learn (Bandura, 1997). Seeing value relates to a goal’s perceived importance; as seeing value increases, motivation to learn increases. Value can manifest itself via attainment value (e.g., satisfaction gained from mastery), intrinsic value (e.g., satisfaction gained from completing a task), or instrumental value (e.g., satisfaction gained from extrinsic awards) (Eccles & Wigfield, 2002). Finally, a supportive environment encapsulates classroom dynamics and relates to one’s feeling of belonging within the classroom. Research tells us that the more the environment is perceived to be supportive, the more motivation to learn increases (Ford, 1992). Thus, the “Other” box could include considerations related to the areas of self-­ efficacy, seeing value, and a supportive environment. Chapter 8 provides additional resources and support for the criticality of best teaching practices.

References Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works. Jossey-Bass. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. Beeharilal, D. (2021). Keep planning or cut losses? 15 questions for startup entrepreneurs. Retrieved April 24, 2021, from www.forbes.com, https://www.forbes.com/sites/forbescoaches-

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council/2021/02/19/keep-­planning-­or-­cut-­losses-­15-­questions-­for-­startup-­entrepreneurs/?sh= 723bc6387959 Bosman, L., & Fernhaber, S. A. (2018). Teaching the entrepreneurial mindset to engineers. Springer. Brown, T. (2009). Change by design: how design thinking transforms organizations and inspires innovation. Harper Collins. Dweck, C. (2006). Mindset: The new psychology of success. Random House. Eccles, J.  S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. Ford, M.  E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage Publications.

5

Design Essential #1: Entrepreneurial Integration

Global crises such as the coronavirus pandemic and climate change illustrate the urgency to create a more diverse, flexible, innovative and entrepreneurial work-force. Doug Wilson, Angelic Young, and Alex Pascal; contributors for Just Security (2020)

Abstract

When incorporating the entrepreneurial mindset into existing courses throughout the university, there are four curriculum design essentials. The purpose of this chapter is to provide an overview of the first design essential: Entrepreneurial Integration. This chapter expresses how the key entrepreneurial components (entrepreneurial process, most valuable design, problem solving) connect to and support development of the entrepreneurial mindset. Specifically, this chapter will explain the rationale and attributes of the entrepreneurship process in teaching the entrepreneurial mindset, illustrate the logic behind and features of the most valuable opportunity design, and describe the objective of design thinking as it pertains to problem-solving frameworks throughout the disciplines. Multiple pedagogical approaches for integrating these three entrepreneurial components into the classroom and provided with a focus on each component: entrepreneurial process (discovery, evaluation, exploitation), most valuable design (customer desirability, business viability, technology feasibility), and design thinking (empathize, define, ideate, prototype, test).

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_5

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5  Design Essential #1: Entrepreneurial Integration

Keywords

Customer desirability · Technology feasibility · Business viability · Design thinking · Opportunity · Discover · Evaluate · Exploit · Value proposition · Entrepreneur · Integration · Problem solving

5.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Express how the three entrepreneurial components connect to and support development of the entrepreneurial mindset [Sect. 5.2]. 2. Explain the rationale and attributes of entrepreneurship in teaching the entrepreneurial mindset [Sect. 5.3.1]. 3. Illustrate the logic behind and features of the most valuable opportunity design [Sect. 5.3.2]. 4. Describe the objective of design thinking as it pertains to problem-solving frameworks throughout the disciplines [Sect. 5.3.3]. 5. Identify multiple pedagogical approaches for integrating these three entrepreneurial components into the classroom [Sect. 5.4].

5.2

Overview and Motivation

When incorporating the entrepreneurial mindset into existing courses throughout the university, there are four curriculum design essentials (Fig. 5.1). Entrepreneurial Integration, which serves as the first design essential, involves the creation of learning objectives, activities, and assessment at the intersection of the course content area and entrepreneurship. It is important that entrepreneurship not only be taught, but be connected to class content in order for students to be able to apply and understand the value of the entrepreneurial mindset.

Entreprenuerial Integration

Professional Skill Development

Mindset Cultivation

Teaching with Intention

Fig. 5.1  Curriculum design essentials for incorporating the entrepreneurial mindset across the curriculum

5.3  Theoretical Backing

37

The entrepreneurial mindset is defined as the “inclination to discover, evaluate, and exploit opportunities” (Bosman & Fernhaber, 2018, p. 18). In this chapter, you will learn about three core entrepreneurial components that can be used to help integrate the entrepreneurial aspect of the entrepreneurial mindset into existing course content. The first, often considered from a macro perspective, is the entrepreneurial process consisting of the discovery, evaluation, and exploitation of opportunities. Here it is important to note that the exploitation of an opportunity can be achieved through organizations or as individuals. In either case, the opportunity must have an association of value. The most valuable design exists at the intersection of desirability, feasibility, and viability. From the micro perspective, people (of all disciplinary backgrounds and all job titles) can intrinsically or extrinsically play a role in achieving the most valuable opportunity design. People play a role by engaging in projects and tasks focused on human-centered and value-driven problem-­solving. The integration of these three core entrepreneurial components (entrepreneurial process, most valuable opportunity design, and problem-solving) is graphically summarized in Fig. 5.2.

5.3

Theoretical Backing

5.3.1 Entrepreneurial Process Regardless of whether you start a business, work at a startup or work at an established company, entrepreneurship skills will differentiate you from your peers and help you land your first and subsequent jobs. They demonstrate perseverance and resilience as they ­overcome obstacles on their journey to achieve success. These are the skills and responsibilities of all business leaders. (Stan Silverman, Former President and CEO of PQ Corporation, 2019)

Early definitions of entrepreneurship focused on the characteristics of individuals. Yet, as keenly pointed out by Gartner (1988), it is not necessarily the characteristic or traits of an individual that distinguish entrepreneurs from non-entrepreneurs, but rather the behaviors or activities undertaken by these individuals. Shane and Venkataraman (2000) further note that entrepreneurship occurs at the nexus of individuals and opportunities. Thus, entrepreneurship involves the “processes of discovery, evaluation, and exploitation of opportunities; and the set of individuals who discover, evaluate and exploit them” (p. 218). This section offers an overview of the three subprocesses of the entrepreneurial process, starting with opportunity discovery. We’ve all experienced it—that “aha” moment of epiphany when the proverbial light bulb turns on in our head. How does it happen, and why do some people discover opportunities while others do not? There are several contributing factors. Foremost, everyone has a unique “knowledge corridor” based on prior experiences (Venkataraman, 1997). Knowledge can be attained and built up through a variety of ways. Formal education experiences can include K–12 or college coursework, certifications, workplace trainings, and military experience. Informal education can occur through intentionally reading,

Fig. 5.2  Relationships among entrepreneurial components

38 5  Design Essential #1: Entrepreneurial Integration

5.3  Theoretical Backing

39

writing, listening, and observing. Knowledge is also accumulated through our dayto-day experiences. The differences in the accumulated knowledge explain, in part, why some individuals are able to recognize certain opportunity more than others. While knowledge is important, it is not enough. There must be an ability to organize and leverage the knowledge. Knowledge organization refers to how we as human beings organize our domain knowledge (information relevant to a specific topic or activity) around meaningful features and abstract principles (Ambrose et al., 2010). Superficial knowledge structures will likely result in the loss of knowledge, while rich and meaningful knowledge structures will likely result in the mind documenting and filing away the newly obtained knowledge. Tang et al. (2012) offer a three-­ prong model of entrepreneurial alertness, which they argue helps explain the cognitive differences in the ability to recognize opportunities: scan and search, association and connection, and evaluation and judgment. Most important is the notion that the alertness to entrepreneurial opportunities can be cultivated and learned through practice. Opportunity evaluation helps determine if a discovery is worth pursuing. Here it is important to consider not only the nature of the entrepreneurial opportunity but also the fit for the person(s) pursuing the opportunity (Shane & Venkataraman, 2000). Evaluating the nature of the entrepreneurial opportunity takes into consideration the most valuable design characteristics (further discussed in the next section), including customer desirability, business viability, and technology feasibility. While both secondary and primary research can be helpful in assessing the value of the opportunity, it may also require experiments or pilots. It is similarly important to evaluate personal fit, as the desire to take on or pursue a given opportunity will likely vary depending upon one’s opportunity cost, skill sets, access to resources, comfort with risk taking, and entrepreneurial self-efficacy. The concept of opportunity exploitation moves beyond simply discovering and evaluating an opportunity to actually taking action to pursue it. The implementation of an opportunity can take place through a variety of mechanisms, such as established organizations, new organizations, societal groups, government entities, and individuals. For example, an organization like Ford Motor Company may exploit an entrepreneurial opportunity through rolling out a new type of vehicle, redesigning its assembly process through the integration of robots to handle heavy parts, or creating new wellness initiatives to keep employees healthy. Every day new start-ups are raising millions of dollars to commercialize new products and services. Recent examples include Bird (scooter start-up known as the fastest privately held company to be valued at $1 billion), Ritual (a subscription-based vitamins start-up that raised $25 million in Series B funding), and Classy.org (a nonprofit all-in-one fundraising platform for social-good organizations). We similarly see smaller start-ups launching on Etsy, especially those focusing on face masks throughout the COVID-19 pandemic. Individuals can also play a role in exploiting, opportunities within their personal lives, such as launching a new career or parenting method. Although discovery, evaluation, and exploitation are the key subprocesses of the entrepreneurial process, they are not necessarily “rationale, planned, strategic, or even temporally ordered” (Shane, 2012, p.  14). In other words, the pursuit of

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opportunities does not always happen in an ordered or strategic manner. Rather, it can be a messy process of co-creation. This is perhaps best exemplified with the lean start-­up approach introduced by Eric Reis in 2008, which advocates for continuous hypothesis testing (e.g., we think people have this problem) and validation (e.g., people have this problem) of an opportunity. In this way, individuals constantly cycle between discovery, evaluation, and exploitation. The entrepreneurial process can be undertaken by a single individual or collectively with multiple individuals each playing a role. From an individual perspective, it is important to note that entrepreneurial behavior is transitory (Carroll and Mosakowski, 1987) and not a permanent or stable characteristic. Rather than determining whether or not an individual is an entrepreneur, this suggests the need to consider an individual’s tendency to respond to situational cues in an entrepreneurial manner.

5.3.2 Characteristics of Most Valuable Design A successful idea is one which meets the often conflicting demands of customer desirability, technical feasibility, and business viability. While most entrepreneurs base their ventures on customer desirability and even scavenge to meet technical feasibility, they mostly miss out on business viability. (Pavan Soni, Founder of Inflexion Point Consulting and Author of Design Your Thinking, 2020)

For an entrepreneurial opportunity to be pursued, it must have value. The most valuable opportunity design exists at the intersection of customer desirability, business viability, and technology feasibility (Brown & Katz, 2019), as shown in Fig. 5.3. A focus on desirability ensures that people actually want the product or service that is

Fig. 5.3  Most valuable design

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being created. Does it make sense for them? What is the value proposition? A focus on viability confirms that it makes business sense to move forward with the solution. What are the costs, and how will it be paid for? Is it sustainable? What is the return? And a focus on feasibility confirms that product or service can actually be created. Is the technology available? How long will it take? Do we have the operational capabilities? Too much focus on one area and not the others will lead to a solution with limited value. For example, Google Glass was launched as eyeglasses with smartphone capabilities. It was technologically feasible, but not largely accepted by customers due to existing smartphone alternatives and/or price point that seemed attractive. Another example relates to the many food deserts in urban cities where residents have limited access to grocery stores. There is high desirability for grocery stores, and it would be technologically feasible to place stores in these settings. Yet, national chain grocery stores comment that it does not make business sense to do so. Thus, there is a need to adjust the business model or identify other creative solutions. It is recognized that different disciplines throughout the university have a natural tendency to lean more towards one area over others. For example, the business school tends to have a higher focus on business viability while engineering is already structured in a way to specialize in technological feasibility. Different disciplines have greater insights into customer desirability (i.e., education majors would have greater insight into the needs of K–12 students). As instructors, our role is to helping students not only nurture our strengths, but to understand and embrace the overlap of desirability, viability, and feasibility.

5.3.3 Creative Problem-Solving What has become evident is that the businesses and brands surviving, adapting and growing in the pandemic have done so by adopting the practices of design thinking. Whether knowingly or not, companies have gone through the specific stages of design thinking—identifying the problem, prototyping, testing, learning and iterating—to help them navigate through the challenges that 2020 has thrown their way. (Andrew Barraclough, Vice-President of Global Design at GSK, 2020)

The ability to create value through the pursuit of entrepreneurial opportunities requires the use of problem-solving. Employees of every organization are paid to be problem-solvers and value creators in an effort to meet the organizational mission. This is why higher education exists—to teach future graduates how to be effective problem-solvers and value creators through lifelong learning. One of the most common approaches to problem-solving currently used in teaching entrepreneurship is design thinking. Design thinking encapsulates an iterative, human-centered, and value-driven problem-solving process (Brown & Katz, 2019). In the early 2000s, a small cohort of faculty, designers, and educators at Stanford University formed what is known today as the d.School. The intentions of the d.School was to demystify the design process and to increase access to all disciplines (not just entrepreneurship and engineering). As a result, the d.School is one

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of the most well-known experts on the design thinking process (Fig.  5.4). Their design thinking process includes five steps: (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test. In the first step of the process, there is a need to empathize to better understand the problem you are trying to solve. This involves talking with and observing and immersing yourself with people. The information gathered in the empathize stage is then used to better define the problem. Once a more refined problem statement is established, this can be framed as a “How might we …” question leading into the ideate stage. Upon brainstorming and identifying a potential solution, there is a need to prototype the solution. The final step in the process of to test out, or pilot, the prototyped solution. As learning takes place, this kick-starts the cycle or sends you back to an earlier phase in a cyclical manner of co-creation. While design thinking is currently one of the most well-known approaches to creative problem-solving and the development of entrepreneurial solutions, we would be remiss if we did not acknowledge the other approaches to problem-­solving found across the disciplines. Let’s start with the sciences. Nearly all students who have taken a science course (e.g., physics, chemistry, biology, environmental systems) have used the scientific method. Some argue the history of the scientific method dates back to the ancient Egyptians, while others give credit to Aristotle. Although much debate exists relative to the history and first use of the scientific method, science educators wouldn’t think of teaching a class without using the scientific method. The scientific method, known as an empirical method for acquiring science-based knowledge, encapsulates steps including (1) observation/research question, (2) research/background, (3) hypothesis, (4) experiment, (5) data collection, (6) data analysis, and (7) conclusion. One of the greatest benefits of the scientific method is that it employs empirical data collection, commonly through experiments and/or direct observation. In this sense, claims or hypotheses can be tested to validate or disprove a theory.

Fig. 5.4  Design thinking process

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Moving along to the humanities, two examples of critical-thinking frameworks are provided. The Paul-Elder Framework for Critical Thinking transitions through three main stages (observe, ask questions, evaluate) by following six steps: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluate. This is conceptually similar to Facione’s Critical Thinking Framework, which also includes six steps: (1) analysis, (2) inference, (3) explanation, (4) evaluation, (5) self-regulation, and (6) interpretation. The goal of these frameworks is to promote rational inductive and deductive reasoning, while at the same time minimizing bias and distractions that can adversely influence judgments and decision-making. At the intersection of political science and marketing is the Marketing Transformation Framework, including five steps: (1) enquire, (2) envision, (3) elaborate, (4) enable, and (5) execute. This framework takes into consideration transformation drivers (i.e., micro trends, competitive dynamics, technology advances, and internal challenges) and stakeholder value streams. The main advantage of this framework is its holistic perspective that assesses change management from a strategy, structure, and systems perspective. As such, it considers all stakeholder groups, such as government entities, policies and incentives programs, advocacy agencies, and corporations. In business classes, students are often introduced to Steve Blank’s Lean Start-up Methodology, which goes through three steps: (1) build, (2) measure, and (3) learn. The Lean Start-up Methodology is considered a cheaper, quicker, and less risky approach to starting a company or bringing a product/service to market. Similar to the scientific method and design thinking, the Lean Start-up Methodology encourages continuous hypothesis testing (e.g., we think people have this problem) and validation (e.g., people have this problem). Within engineering courses, students get introduced to the engineering design process usually during the first-year experience and the senior year capstone course. Although there are many different models of the engineering design process, they commonly include these steps: (1) state the problem, (2) generate ideas, (3) select a solution, (4) build the item, (5) evaluate, and (6) present results. Moreover, manufacturing-­focused engineering courses will often guide the students through the many continuous improvement frameworks associated with Six Sigma and the Toyota Production System. One example is Deming’s PDCA: (1) plan, (2) do, (3) check, and (4) act. Another example provided by Deming is the DMAIC process: (1) define, (2) measure, (3) analyze, (4) improve, and (5) control. Both are data-­ driven processes used to validate the improvement of processes. Specific to education courses, students (e.g., pre-service teachers) learn early on about the 5E Instructional Model: (1) engage, (2) explore, (3) explain, (4) elaborate, and (5) evaluate. This model helps teachers encourage student participation through building a strong knowledge foundation. Essentially, it’s an inquiry-based strategy of using prior knowledge to constructively build and connect new knowledge. The purpose of showcasing a wide variety of different problem-solving and value creation frameworks is not to focus on the differences, but to highlight the commonality among the various frameworks. Ultimately, the goal of these

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frameworks is to provide users with a model for thinking about things with a greater focus on scope and making an impact toward problem-solving and value creation. Given the multitude of paradigms that exist in academia, it is common for disciplines to use language contextualized to their specific discipline. But at the end of the day, all disciplines are teaching students to be problem-solvers and value creators. Thus, regardless of the framework used to solve problems and create value, all disciplines (and all people) can play a role in the entrepreneurial process. For the purpose of visually communicating the role of problem-solving in the entrepreneurial process (Fig. 5.2), the design thinking process (Fig. 5.4) was used due given its wide acceptance within the entrepreneurship arena. However, from a conceptual standpoint, the design thinking process can potentially be swapped out with any of the frameworks previously mentioned, or other frameworks focused on problem-solving and value creation not mentioned here.

5.4

Pedagogical Toolbox: Entrepreneurial Integration

In integrating entrepreneurship into existing course content, there are a wide variety of tools available. While we next highlight tools according to the entrepreneurial process, most valuable design, and creative problem-solving, in reality, the applicability of the tools overlaps considerably. As an instructor, the key is identifying which perspective and tools best align with your course content.

5.4.1 Entrepreneurial Process Analyzing the Entrepreneurial Process Students can learn by analyzing the entrepreneurial process as it pertains to the course content. • Reflection and journaling are intellectual and/or emotional reactions to a prompt that can be used in the context of the entrepreneurial process. The prompt could have students consider past, current, or future experiences. In addition, the prompt could have students respond to entrepreneurial information obtained through lectures, academic readings, recent news, guest speakers, and even pop culture, to name a few. • Online discussions (used to complement either in-person or online classes) promote information literacy and synthesis. Students can use online discussions to construct knowledge, share their perspectives, and learn from their peers in an attempt to analyze the discovery, evaluation, and exploitation of opportunities. • Strategic planning is an approach to goal setting which can be used for both personal and business reasons. Strategic planning can be accomplished using tools such as a SWOT analysis (strengths, weaknesses, opportunities, threats), development of mission and vision statements, and through a gap analysis. Students can use these tools to analyze business (or individual) sustainability and discover new opportunities for value creation.

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• Concept maps are visualization tools used to categorize knowledge and connect ideas, theories, and topics. Students can use concept maps to establish relationships, identify clusters of information, and pinpoint gaps in an attempt to analyze and discover new opportunities for value creation in a given industry or context. Experiencing the Entrepreneurial Process Sometimes the best way to learn is by doing. There are a variety of experiential ways to explore and apply the entrepreneurial process. • New venture creation exercises that connect with course content can be used to provide students with a real-life experiential learning activity focused on the entrepreneurial process. It is important to note that value creation does not necessarily imply economic value; it can also include social value and environmental value, among others. Although placing a scope on value and the type of business can be beneficial for students, the options are endless and can include something as simple as niche subscription boxes or as complex as a technology start-up holding its own patents and intellectual property. • Hosting a fundraising event can be a beneficial experience, especially for students considering working for a nonprofit organization. In comparison to business creation, the process of hosting a fundraising event d­ evelops many of the same skills. Yet in an academic setting, it may be viewed as more socially acceptable (especially if the incoming revenue is actually donated to a good cause). • Multisided markets are used to bring together two different types of customers, commonly a seller and a buyer. Examples include eBay, YouTube, Uber, Airbnb, Amazon, and newspapers. In an academic setting, examples relatable to students could include meal cooking services (one side of the market cooks, the other side eats), tutoring services (one side provides the tutoring, the other side receives the tutoring), airport ride share services (one side provides the ride, the other side takes the ride), and housing services (one side has an apartment lease, the other side is looking to join an apartment lease). Students could partner with local multisided initiatives to help with the discovery, evaluation, and/or exploit the opportunity. • Continuous improvement project implementation can be used to solve problems (where little follow-up is required after the fact) and work out well for semester-long projects. Several types of process improvement frameworks are available, such as Kaizen, Poka-Yokes, 5S, and the Plan-­Do-­Check-Act (PDCA) Cycle. In an academic setting, examples could include reorganizing the equipment storage and checkout process for the campus recreational center, conducting a service learning project at a local nonprofit, and working with campus dining to integrate more healthy food options throughout the campus. • The Stanford d.school (https://dschool.stanford.edu) offers many resources for integrating design thinking into the classroom. Some of the resources are step specific; however, there are several fast-paced lesson plans that take students through all five steps of the emphasize–define–ideate–prototype–test process, including the Gift-Giving Project (redesigning the gift giving experience) and Wallet Project (redesigning the ideal wallet). In both projects, students are

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separated into pairs where the students interview one another, establish their partner’s point of view, and prototype their partner’s solution via a drawing. These projects are beneficial as an introduction to design thinking, as they allow users to understand each step of the process before engaging in a more authentic design challenge. In addition, the design challenge topic (e.g., gifts and wallets) can be easily updated to incorporate a topic specific to the class being taught. • The Designing Your Life book and associated workbook by Burnett and Evans (https://designingyour.life/) offer a set of tools to apply the entrepreneurial process to one’s self through designing a life that is meaningful and fulfilling. Through this mechanism, students can both learn the design thinking process and create tangible solutions to be applied to themselves. Assessing Ones’ Individual Role in the Entrepreneurial Process Psychometric instruments can be used to assist students in evaluating their own personal characteristics and traits with respect to their role in the entrepreneurial process. • Entrepreneurial Mindset Profile: Developed in 2010 by researchers at Eckerd College, in St. Petersburg, Florida, the assessment considers personality characteristics and cognitive or behavioral skills (https://www.emindsetprofile.com) • Builder Profile 10 Index: Gallup, also known for developing the Clifton StrengthsFinder assessment, developed the Builder Profile 10 Index in 2009. The assessment takes into consideration ten talents required to start or grow a business: confidence, delegator, determination, disruptor, independent, knowledge, profitability, relationship, risk, and selling (https://www.gallup.com/ builder/225332/builder-­profile-­10.aspx). • FourSight Thinking Profile: This 10-minute assessment is based on the creative problem-solving process. Scores are given based on one’s preference to clarify, ideate, develop, and implement. The data enhances team collaboration, innovation, and problem-solving skills (https://foursightonline.com/). • MyCreativeType: A free online tool useful for offering students insight into their personality as it relates to creativity is MyCreativeType. Based on answers to a series of questions, students are classified as being more closely related to one of eight personality types: the artist, thinker, adventurer, maker, producer, dreamer, innovator, and visionary (https://mycreativetype.com/).

5.4.2 Characteristics of Most Valuable Design In considering the most valuable design as one that centers on desirability, viability, and feasibility, instructors can create learning activities that allow for an in-depth focus and understanding of one area or attempt to balance all three. Most Valuable Design (As a Whole) • The Business Model Canvas serves as a visualization tool that takes into consideration the most valuable design as a whole. Available to download for free on

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Strategyzer’s website (https://www.strategyzer.com), the Business The Business Model Canvas focuses on nine components: the three boxes on the left (key resources, key partners, key activities) focus on feasibility; the four boxes on the right (value proposition, customer segments, channels, customer relationships) focus on desirability; and the remaining two boxes on the bottom of the canvas (cost structure, revenue streams) consider the business viability. The canvas is meant to provide a visual way of communicating a hypothesis (e.g., educated guess). As a rule of thumb, the canvas should continue to be tested until the most valuable design is achieved. Customer Desirability • The Value Proposition Canvas, also available via Strategyzer’s website (https:// www.strategyzer.com), focuses on just two dimensions of the Business Model Canvas: customer needs/desires and product/service features. Thus, it allows for a more in-depth analysis and exploration of the value proposition for the customer. • Market analysis is helpful for summarizing customer segments, target markets, and the various customer archetypes. Customer segments can include divisions based on any number of factors such as gender, age, income, business type, and location. Target market analysis then quantifies the segments according to the total addressable market and provides a further breakdown to focus on submarkets where the proposed innovation has the highest likelihood of initial success. Finally, customer archetypes describe the personality type or characteristics most likely to be associated with the target market. For example, the customer archetype of a person purchasing a minivan is likely associated with family orientation, whereas the customer archetype of a person purchasing a sports car is likely associated with lowered family obligations. • A competitive analysis matrix is beneficial for identifying existing products and services comparable to the proposed innovation and pinpointing the gaps. A table can be used where the existing products/services are listed in the first column, in addition to the proposed innovation. The first row will list the features and values associated with all the products/services. The proposed innovation should be meeting many of the features and values unmet by current products/ services. In this way, it can be easy to showcase the benefits and advantages, and in some cases limitations, of the proposed innovation. • Data collection can be used to respond to the customer desirability question, “Do they want this?” Many types of data collection methods can be used, such as interviews, observation, surveys, and experimental design. Yet interviews are believed to be the best method, especially when starting out, as it allows for asking follow-up questions and obtaining rich responses. When doing data collection, it is important to first focus on the problem. In other words, it’s important to validate that the problem exists and then ask questions concerning features of the proposed innovation. This aids in establishing the “why” before the “what.”

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Business Viability • Channel review takes into consideration how a company will communicate with and reach its customers to deliver the proposed innovation. Five areas of customer interaction should be considered: awareness (How do you let customers know the proposed innovation exists?), evaluation (How do you let customers compare and contrast your proposed innovation to the competition?), purchase (How do customers pay for the proposed innovation?), delivery (How do customers obtain the proposed innovation once it’s p­ urchased?), and after sales (How do customers contact you if there is a problem with the proposed innovation?). • Cost–benefit analysis takes into consideration cost structures vs. revenue streams. The cost structure includes costs required to run a business. These include fixed costs (e.g., salaries, rent, physical facilities) and variable costs (e.g., costs that change depending upon volume). Also, analyzing the cost structure requires students to decide if they prefer to represent the proposed innovation as a low-cost, acceptable-quality product/service (e.g., Spirit Airlines) or a high-cost, value-driven product/service (e.g., luxury hotels). Finally, it’s important to consider if economics of scale (e.g., cost advantages for increased purchase quantities) or economics of scope (e.g., cost advantages for increase scope of operations) can help the bottom line. Revenue streams then include the methods for revenue generation and pricing. The methods for revenue generation could include advertising, asset sales, subscription fees, brokerage fees, and/or usage fees. The pricing can be determined via fixed pricing (e.g., list price, product feature dependent, volume dependent) or dynamic pricing (e.g., real-time market, auctions, negotiation). In simpler terms, the cost–benefit analysis can also simply highlight the cost to produce a product/service in comparison to the price paid by the customer. • Customer acquisition cost is the cost of getting a customer to purchase the proposed innovation. It is an economic unit that includes both the acquisition cost and the retention cost. It is commonly calculated when also considering the lifetime value of a customer. Acquisition costs commonly include marketing expenses related to awareness and evaluation, which can be done via websites, advertising, billboards, referrals and word-of-mouth, door-to-­door solicitation, mailings, and others. • Intellectual property searches can be done through the United States Patent and Trademark Office (https://www.uspto.gov/patents/search). Conducting an intellectual property (IP) search lets students know if the proposed innovation has already been filed or if there is a patent, copyright, or trademark filing similar to the proposed innovation. Conducting the IP search can be time-consuming and resource intensive upfront, but it will save time and money on legal fees by ensuring there are no infringements. As a bonus, conducting an IP search also assists in completing a gap analysis.

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Technology Feasibility • A feasibility study is a comprehensive analysis of many factors, with the purpose of estimating the likelihood of successful project implementation. Common feasibility study factors include economic, technical, legal, operational, and scheduling feasibility. The goal of the feasibility study is to determine if implementing the project is doable. This is different from a viability study, which evaluates the likelihood of successful project implementation with respect to profitability. • Failure modes and effects analysis (FMEA) is an iterative approach to pinpointing all possible failures due to product/service design, manufacturability or serviceability, or delivery. This analysis allows students to not only identify the potential for failure but also analyze the potential for failure by considering the likelihood of failure, ability to detect the failure, and the consequences of failure. The end goal of the FMEA is to implement actions to reduce or fully eliminate the potential failures. • Compliance and regulation analysis is important for proposed innovations that require conforming to rules, regulations, laws, and industry established standards. The compliance and regulation analysis, although very much product/service context specific, also considers corporate governance, privacy, taxes, and other regulations required to run a business.

5.4.3 Creative Problem-Solving There are a growing number of resources and repositories of resources and tools related to design thinking, which is the most widely used creative problem-solving process used in entrepreneurship. Examples include the Stanford d.School (https:// dschool.stanford.edu) and IDEO’s DesignKit (https://www.designkit.org/). In the space below, we highlight specific tools associated with each of the design thinking steps. Empathize • Ethnographic research is a qualitative data collection method where researchers embed themselves in the real-life environment being studied, and experience, observe, and interact with the culture firsthand. The goal of ethnographic research, with respect to design thinking, is to acquire a greater depth and understanding of a phenomenon or problem to gain empathy with the end users. • Empathy maps are a visualization tool teams collaboratively use to establish what is known about a particular customer segment and to gain deeper insights into that customer segment during the interview process. The map is divided into four quadrants—says, does, thinks, and feels—and the customer segment is placed at the center. The “says” quadrant contains direct quotes obtained from interviewing or surveying a user. The “does” quadrant comprises the physical actions the user takes during the interview. The “thinks” quadrant encompasses what the researchers believe the user is thinking (but not directly vocalizing).

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Finally, the “feels” quadrant contains the user’s emotional state and what the researchers believe the user is feeling. The purpose of the empathy map is to gain an understanding of the user, not necessarily the chronological processes they are undertaking. • Journey maps (also called user journey, customer journey, experience journey) are a visualization of the journey (or process) a person follows to complete a task. The tasks are placed into a chronological timeline, and then user thoughts and positive/negative emotions are added to create a rich narrative summarizing the experience. Journey maps promote empathy sharing through understanding the user perspective. Define • Problem framing is used to realize, clearly define, scope, and prioritize problems. The main goal of problem framing is to produce a problem statement that is narrow enough in scope to allow concentration of efforts, yet broad enough to allow creativity and ingenuity. Problem framing can be accomplished using a number of tools, one of which is how might we (HMW) questioning. For example, “How might we improve the virtual education experience?” HMW questions have the capacity to transform problems, barriers, and challenges into opportunities. This change in perspective can aid in invigorating team members and motivating action. In order to get to the HMW questions, five whys can be used to better encapsulate the root cause associated with the problem. The five whys is an iterative probing technique used to investigate the cause-and-effect connections triggering a problem. The goal of this probing technique is to identify the root cause of a problem by repeating the question “Why?” until the root cause is identified. • Design specifications are provided in a detailed document or spreadsheet and highlight criteria, constraints, and preferences required in the new product/service development process. Essentially, design specifications describe what is necessary, or what should be excluded, for a new design to be successful. Design specifications can be categorized as performance, descriptive, reference standard, and proprietary. Design specifications can include factors related to cost, timeline, environment, ergonomics, aesthetics, size, manufacturability, and functionality. Establishing a clear and accurate list of design specifications upfront can expedite the design thinking process due to increased clarity in understanding stakeholder needs. Ideate • Idea generation is one of the main goals of the ideation phase (the other being idea evaluation, which is considered in the next bullet). There are several approaches that can be applied to generate ideas, three of which are shared here. It is important to note that all three approaches should be considered in response to the agreed-upon HMW questions. In addition, the approaches can be enhanced

5.4  Pedagogical Toolbox: Entrepreneurial Integration

•

•

•

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by encouraging participants to think outside the box to include rational vs. irrational ideas, amusing and surprising ideas, and bold and daring ideas. Braindumping is where participants individually and silently write down all the ideas in response to a HMW question. The ideas can be written down within a student’s notebook or using sticky notes to later place on a wall (or using an electronic version, such as Google’s Jamboard). Then they can be shared with the group for idea evaluation. Brainstorming can be done on its own or extending the braindumping technique to expand upon ideas presented by individuals. Here, students work collaboratively in a group to leverage their peers’ ideas to come up with different, enlarged, and more comprehensive ideas. Then the ideas can be evaluated. Brainwriting is a collaborative ideation technique where participants first write down what they believe is the best idea (in response to the HMW question). Then the idea is passed to the next participant to expand upon the idea. This is done several times until all ideas are exhausted. Then they can be shared with the group for idea evaluation. Idea evaluation is necessary as idea generation will result in a large quantity of solutions. There are many approaches to idea evaluation, two of which are shared here. Voting, using a democratic approach, helps facilitate the process of narrowing down potential solutions and provides group members with a sense of ownership in deciding upon the solution. Voting can be done anonymously using technology, or done using identifiable methods such as hand raising or placing a sticker on the best idea. Design specification rating is a different approach, which requires the team (or the team leader) to assess the solutions with respect to the design specification. This can be done using a matrix where the design specifications (which can be weighted according to importance) are assessed for each solution. The assessment can be done via a color scheme (e.g., red, yellow, green) or some other objective measurement schema that describes to what extent the individual solution meets the design specification in comparison to the other solutions.

Prototype • Storyboards offer an effective method for prototyping a new service innovation by visually communicating the user experience. Storyboards incorporate both images and narrative to tell a compelling story focusing on the customer’s interactions and engagement with the new service. Storyboards are a low-cost (and in many cases no-cost) alternative to gaining potential customer feedback in comparison to investing large quantities of time and money into getting a new service business up and running. In addition, the visual aspect of storyboards is great for introducing something new and unfamiliar to potential customers, in particular because a “picture speaks a thousand words.” Free online resources to create storyboards include Canva.com and Boords.com. • App and website development offers an effective method for creating a digital prototype of a new software app and website innovations. Although a low-fidel-

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ity option can be as simple as drawing the app or website content on paper, advances in technology now allow creating apps and websites in a comparable amount of time with a more realistic-looking result. The benefit of a digital prototype is it allows users to interact with the app or website prior to investing money into hiring developers to make the actual product. Free online resources to create apps and websites include GlideApps.com and Sites.Google.com. • Models offer an effective method for prototyping a new product innovation. Models can be constructed via paper and inexpensive craft materials, computer-­ aided design software, and physical demos. In this way, models can meet the needs of students with various types of technical abilities. Models are beneficial in that they can provide designers with the potential to gain customer insights by seeing them directly interact with the product, identify design flaws or usability issues, and make better informed design decisions, especially when comparing and contrasting features. Similar to the other prototypes, models offer a low-cost alternative to investing lots of time, energy, and resources into building the actual product. Test • Testing can be done throughout the design thinking process; however, it is most commonly done in conjunction with the prototype phase. Testing can be done with users and in the lab environment (e.g., for testing product performance features). The ultimate goal of testing is to gain feedback on the prototype and then go back and make improvements. There are three main types of testing. Concept testing allows for evaluation of problem–solution fit to ensure the solution actually solves the problem. It also allows users to give feedback on developing a minimally viable product (MVP), which is a product with the minimum number of features users need to solve the problem. A/B testing allows for comparing multiple prototypes. It allows users to select which prototype (or features of the prototype) they like best. Usability testing allows the designers to observe the innovation in action. In this way, designers can observe how easy or difficult the product is to use, which is an efficient method for identifying design flaws and other bottlenecks in using the solution.

5.4.4 Additional Considerations As previously shown, there are many different pedagogical approaches for integrating the entrepreneurial component into the higher education classroom. Chapter 8 will provide an overview of best teaching practices for teaching with intention, including a focus on the backward course design process (which is essentially applied to promote alignment between the learning objectives, learning activities, and learning assessment). Although greater details will be offered in Chap. 8 related to assessment, here we highlight a few things to consider with respect to assessment of the entrepreneurial component.

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There are many different learning outcomes that can be assessed in these types of projects. First is the ability to demonstrate understanding of entrepreneurship, the design thinking process (or other problem-solving process), and characteristics of the most valuable design. With respect to Bloom’s taxonomy, this relates to lower-level knowledge retention surrounding the process and framework itself and is less concerned with the quality of the design. Second is the ability to effectively communicate the design concept. This is commonly showcased through reporting writing, presentations, and in some cases a final pitch and/or prototype development. Third is the ability to improve teamwork skills during the design project. Typically this is assessed and validated through self-evaluations, peer evaluations, and instructor evaluations. Fourth is the ability to integrate disciplinary knowledge into design. In this case, the instructor may leverage design requirements and a criteria document to ensure the design is grounded in program-related or course-related principles. Last is the ability to create a good design. Although many university instructors might include industry judges, a campus-wide pitch competition, or their own personal judgment, the intricacies related to the success of design are extremely complex. We agree that the most valuable design is at the center of customer desirability, business viability, and technology feasibility, yet many other factors can influence the design success such as access to funding and resources, design implementation leadership, environmental variables like COVID-19, and government regulations. Stated another way, it is extremely difficult to assess whether or not a design is good without actually implementing it and letting the market decide for itself.

References Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works. Jossey-Bass. Barraclough, A. (2020). How design thinking has helped in tackling 2020’s problems. WARC an Ascential Company. Retrieved April 24, 2021, from https://www.warc.com/newsandopinion/ opinion/how-­design-­thinking-­has-­helped-­in-­tackling-­2020s-­problems/3997 Bosman, L., & Fernhaber, S. (2018). Teaching the entrepreneurial mindset to engineers. Springer. Brown, T., & Katz, B. (2019). Change by design: How design thinking transforms organizations and inspires innovation (Vol. 20091). Harper Business. Carroll, G. R., & Mosakowski, E. (1987). The career dynamics of self employment. Administrative Science Quarterly, 32(4), 570–589. Gartner, W. B. (1988). “Who is an entrepreneur?” is the wrong question. American journal of small business, 12(4), 11–32. Silverman, S. (2019). Want to differentiate yourself from your peers? Learn entrepreneurship skills. Philadelphia Business Journal. Retrieved April 24, 2021, from https://www.bizjournals. com/philadelphia/news/2019/12/02/want-­to-­differentiate-­yourself-­from-­your-­peers.html Soni, P. (2020). Why startups going out of business is not necessarily a bad thing. Retrieved April 24, 2021, from www.inc42.com, https://inc42.com/resources/ why-­startups-­going-­out-­of-­business-­is-­not-­necessarily-­a-­bad-­thing/ Shane, S. (2012). Reflections on the 2010 AMR decade award: Delivering on the promise of entrepreneurship as a field of research. Academy of Management Review, 37(1), 10–20.

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Shane, S., & Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217–226. Tang, J., Kacmar, K. M., & Busenitz, L. (2012). Entrepreneurial alertness in the pursuit of new opportunities. Journal of Business Venturing, 27(1), 77–94. Venkataraman, S. (1997). The distinctive domain of entrepreneurship research. In J. Katz (Ed.), Advances in entrepreneurship, firm emergence and growth (Vol. 3, pp. 119–138). JAI Press. Wilson, D., Young, A., & Pascal, A. (2020). The need for more Chris Stevenses. Retrieved April 24, 2021, from www.justsecurity.org, https://www.justsecurity.org/73625/ the-­need-­for-­more-­chris-­stevenses/

6

Design Essential #2: Professional Skill Development

Being transparent at work might seem daunting at first, but when you consider its wide range of benefits, it’s clear why it’s important. An open workplace encourages clear communication, collaboration and understanding of others without the presence of fear. It’s easier to get to know your colleagues and perform your tasks efficiently when you feel supported and cared for by your company. Jared Atchison, co-founder of WPForms, 2021

Abstract

When incorporating the entrepreneurial mindset into existing courses throughout the university, there are four curriculum design essentials. The previous chapter discussed Entrepreneurial Integration as the foundational design element. While it is necessary to link entrepreneurship to existing course content, this in itself is not enough. In this chapter, we introduce the additional importance of Professional Skill Development. Entrepreneurship is very rarely done in isolation, which is why professional skills—and especially communication and collaboration—are critical components of the entrepreneurial mindset. Practicing communication provides students with the opportunity to convey problems and solutions in a variety of terms such as economic, manufacturing, and environmental, ultimately developing the ability to logically substantiate claims using data and analysis. Collaboration provides an opportunity for deeper learning, allowing students to engage in high-level tasks, discussion and debate, and shared decision-making. The purpose of this chapter is to express how professional skills of communication and collaboration connect to and support development of the entrepreneurial mindset, explain the communication process and common challenges to communication, and describe the five stages of team development and common chal© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_6

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lenges to teamwork. This chapter concludes with pedagogical recommendations for integrating professional skill development within the classroom. Keywords

Communication · Collaboration · Teams · Teamwork · Professional · Industry · Ability · Development · Environment · Face-to-face · Virtual · Entrepreneur

6.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Express how professional skills connect to and support development of the entrepreneurial mindset [Sect. 6.2]. 2. Explain the communication process and common challenges to communication [Sect. 6.3.1]. 3. Describe the five stages of team development and common challenges to teamwork [Sect. 6.3.2]. 4. Identify multiple pedagogical approaches for integrating professional skill development within the classroom [Sect. 6.4].

6.2

Overview and Motivation

In incorporating the entrepreneurial mindset into existing courses across the curriculum, there are four curriculum design essentials (Fig. 6.1). In the previous chapter, we discussed entrepreneurial integration as the foundational design element. While it is necessary to link entrepreneurship to existing course content, this in itself is not enough. In this chapter, we introduce the additional importance of entrepreneurial professional skills. Entrepreneurship is very rarely done in isolation, which is why professional skills—and especially communication and collaboration—are critical components

Entrepreneurial Integration

Professional Skill Development

Mindset Cultivation

Teaching with Intention

Fig. 6.1  Curriculum design essentials for incorporating the entrepreneurial mindset across the curriculum

6.3  Theoretical Backing

57

of the entrepreneurial mindset. Practicing communication provides students with the opportunity to convey problems and solutions in a variety of terms such as economic, manufacturing, and environmental, ultimately developing the ability to logically substantiate claims using data and analysis. Communication and information exchange can occur in many different forms, including oral, written, and visual. Collaboration provides an opportunity for deeper learning, allowing students to engage in high-level tasks, discussion and debate, and shared decision-making. Collaboration provides students with the opportunity to form and work in teams, ultimately developing the ability to understand other team members’ motivations and perspectives. This is of particular importance when working within a diverse team, as team diversity helps further promote the benefits of collaboration. Diverse design teams (with varying backgrounds, interests, and cultures) will produce better scientific, technological, and innovative results. So why are communication and collaboration highlighted here (instead of other professional skills)? And how do communication and collaboration support development of the entrepreneurial mindset across different disciplines? According to researchers, “collaboration and knowledge sharing are fundamental aspects of problem solving, decision making and innovation, and are therefore vital for success” (Evans, 2012, p. 175). Moreover, the COVID-19 pandemic has brought about the need and ability to conduct a greater quantity of communication and collaboration within the online environment (Gilson et al., 2015). The ability for teams to collaborate effectively is greatly associated with a team’s ability to communicate effectively (Darics & Gatti, 2019). As such, communication can be conceptualized as the critical foundation for successful collaborations. A 2020 study conducted by Rios and colleagues was conducted to identify and rank-order the twenty-first-century skills for workplace success by means of job advertisement content analysis; the findings showed the top three demanded skills were oral and written communication, collaboration, and problem-solving skills (Rios et al., 2020). Thus, communication and collaboration (together) can be thought of as a critical foundation for the entrepreneurial mindset.

6.3

Theoretical Backing

6.3.1 Communication The finest leaders understand that by putting others first and adopting a service mindset, they can improve their communication and connection, establish trust, deepen relationships, and build business. (Amy Blaschka, Forbes Contributor and Author of Illuminate Me, 2021)

Communication can be defined as the process of creating and negotiating meanings which takes into consideration culture, politics, and social situations (Schirato & Yell, 2000). Organizations exist due to the communication that occurs among a variety of current and potential stakeholder groups, including employees,

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customers, suppliers, and regulators (Keyton, 2010). Here, researchers suggest communication occurs due to four main reasons: (1) membership negotiation, whereby employees and organizational representatives establish an identity and self-­positioning, and participate in socialization activities; (2) organization self-­ structuring, whereby [most commonly] managers delegate tasks and instill control within the project management process; (3) activity coordination, whereby employees interact and collaborate to complete the activities; and (4) institutional positioning, whereby external communication exists to gain recognition and win customers (McPhee & Zaug, 2001). Communication, although a requirement for organizations to survive, is associated with many challenges and barriers, including process, physical, semantic, and psychosocial barriers (Lunenburg, 2010). First, process barriers can be understood by addressing the components of the communication process itself. Sender and receiver barriers occur when either party chooses not to participate or cannot participate in the process. For example, the sender might have a great new idea for a market campaign but fail to share the ideas for fear of criticism. As another example, the sender might email new product development information to share with the receiver but have the wrong email address so the receiver does not obtain the information. Next, encoding and decoding barriers occur when there is a misunderstanding of the message shared between sender and receiver. For example, if a Spanish-speaking message is shared with an English-speaking person, encoding and decoding barriers will exist. Medium barriers exist when the choice of medium (e.g., face-to-face, written, visual) does not adequately support the encoding and decoding process. For example, emotionally charged messages may do better in a face-to-face format so visual facial cues can be integrated within the message. Finally, feedback barriers happen when there is a lack of confirmation that the message has been received and understood. For example, during presentations, the speaker will often ask the audience if there are any questions as a means to ensure the message was effectively communicated. The second communication barrier is physical barriers. Sometimes physical barriers can be removed, and in other cases they need to be dealt with or accommodated for. Examples of physical barriers can include distance, walls or doors within an office, and distractions (e.g., background noises, telephone calls, or unexpected visitors). The third communication barrier is semantic barriers. In other words, the same choice of word can be interpreted differently by two different people. Semantic barriers commonly occur due to differences in cultural backgrounds, dialects and pronunciation differences, body language, visual cues, and even grammatical errors. The fourth communication barrier is psychosocial barriers. These barriers typically occur due to difference in the sender and receiver’s field of experience, hierarchical distance, and filtering. Field of experience relates to one’s prior knowledge (e.g., obtained from education, employment, and life experiences), values and beliefs, and perceptions. If the sender’s field of experience is very different from the receiver’s field of experience, then psychosocial barriers to communication are prevalent. In this case, code-switching (a process of altering language elements to

6.3  Theoretical Backing

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contextualize the message) can be used to overcome the psychosocial disconnect (Gardner-Chloros, 2009). Hierarchical distance is present when there is a perceived psychological distance in status between the sender and receiver. For example, a new employee at a company may become intimidated by talking with the company president, thus preventing an opportunity to conduct effective communication between the two parties. Although communication may involve barriers, the effective application of communication in the workplace can result in many benefits. Effective workplace communication goes beyond the formal ability to master presentation skills, as often required in academic environments (Crosling & Ward, 2002). Communication is integral to knowledge management in that it minimizes “silos of knowledge” in an attempt for employees to make greater informed decisions throughout the problem-­ solving process (Guo & Sanchez, 2005). Effective workplace communication promotes job satisfaction, lessens and resolves conflicts, increases productivity, encourages the formation of relationships, and efficiently utilizes resources (Adu-­ Oppong & Agyin-Birikorang, 2014).

6.3.2 Collaboration In 2021, HR will take a more proactive role in encouraging teamwork and collaboration. Ability to work with colleagues will become a more central factor in employee assessment and appraisal. Similarly, when a project fails the wider team will be assessed to understand where and why the breakdown occurred. (Paul Burrin, Vice President of Sage People, 2021)

Collaboration can be defined as the practice of working towards a common goal by establishing trust, consensus, and ownership (Marshall, 1995). Although collaboration and teamwork are not the same, in that collaboration can be viewed as interpersonal cooperation that can occur within a team environment or outside a team environment, it is commonly associated with teams (Clements et al., 2007); as such, the terms will be used interchangeably within this section. Teams can be defined as a small quantity of people dedicated to a common objective; typically the members have complementary skill sets themselves or have access to complementary skill sets (Lerner et  al., 2009). Kozlowski and Ilgen (2006) note, “Teams of people working together for a common purpose have been a centerpiece of human social organization ever since our ancient ancestors first banded together to hunt game, raise families, and defend their communities” (p. 77). Thus it is not surprising that collaboration is a critical component of organizational success (Brock et al., 2017). There are several factors that drive team success, including goal setting, access to the right talent and competencies, defined roles and leadership, agreed-­ upon procedures and processes, interpersonal relationship management, performance appraisal, and external relations and reporting with respect to the organization (Berge Zane, 1998). Yet workplace collaboration can be associated with many challenges and barriers. One challenge is the difficulties of imposing self-regulation within the team

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6  Design Essential #2: Professional Skill Development

structure. Given the typical egalitarian nature of teams, team dynamics and synergy often take precedence over formality and sticking to rigid procedures (Minssen, 2006); as a result team performance can suffer. Another challenge, very much associated with team self-regulation, is related to diverse teams, including people with differences; specifically, this can result in stereotyping, exclusion, discrimination, and even bullying (Green et al., 2002). One more challenge related to collaboration, which has been exacerbated during the COVID-19 pandemic, is availability and capabilities (or lack thereof) of technology for teams working at a distance and/or simply to complement face-to-face meetings (Salas et al., 2008). A final challenge relates to the uncertain effort of individual team members. Because “there is no I in team,” monitoring the efforts of any one person is far more difficult than showcasing the outputs of the team as a whole; as a result, energy and efforts are not equivalent, which could result in lowered individual efficiency (Heywood et al., 2008). Although collaboration has many barriers, the effective use of teams in the workplace can result in many benefits. Effective collaboration and teamwork lead to decentralized responsibilities and thus to greater workplace productivity (Gallie et al., 2012). It can also lead to greater job satisfaction (Griffin et al., 2001), additional commitment and trust (Park et al., 2005), a sense of belonging (West, 2012), optimized decision-making and problem-solving (Taylor et  al., 2013), enhanced creative thinking and intellectual rigor (Barry et  al., 1999), and fast-tracking of change management (Mickan & Rodger, 2000).

6.4

Pedagogical Toolbox: Professional Skills

Given the acknowledged importance of professional skills, many courses use learning outcomes associated with the professional skills of collaboration or communication as primary assessment products. Thus this section includes several diverse options for assessing both collaboration and communication.

6.4.1 Collaboration • Collaboration tools offer student teams the ability to effectively and efficiently work together both inside and outside the classroom environment. There are a number of free technology-based tools that students can use to either complement face-to-face meetings or strictly work in a virtual environment. Examples include these: (1) project management (Google Suite (Drive, Docs, Sheets, Slides), DropBox, Slack, Trello), (2) virtual meeting platforms (Zoom, Google Meet, Discord, Join.me), (3) innovation-based collaborative platforms (SprintBase, LaunchPad Central), and (4) other collaborative platforms (Jamboard, Mural, Mendeley, MindMeister). • Collaboration assessment is an important component for evaluating teamwork and leadership skills within student group projects. There are a number of technology-­ based tools that can aid in expediting the assessment process:

6.4  Pedagogical Toolbox: Professional Skills

61

CATME (comprehensive assessment of team member effectiveness), WebPA (web peer assessment), Team-Q, PEAR (peer evaluation, assessment, and review), SPARK, SATT (self-assessment teamwork tool), and e-TAT (electronic teamwork assessment tool).

6.4.2 Communication • Communication tools offer students the ability to showcase their work and demonstrate the attainment of learning objectives. There are a number of free technology-based tools that students can use, which make communicating more effective and efficient. Examples are these: (1) blogs (WordPress’s Edublogs, Weebly for Education); (2) presentation (PowerPoint, Slides, Prezi, Keynote); (3) website portfolio (Google Sites, SquareSpace, Wix); (4) infographics and visualizations (Canva, Piktochart, Power BI Desktop); (5) video (narrated PowerPoint, Adobe Spark Video, Animaker, iMovie, MovieMaker); (6) poster (PowerPoint, Adobe Illustrator, Adobe InDesign); (7) report (Word—general report, grant proposal, executive memo); (8) book (Kindle Direct, Barnes and Noble Press, Apple Books); (9) online article (general outlets: Medium, Ghost, Quora, Embedded); and (10) undergraduate research journal article (e.g., Journal of Purdue Undergraduate Research, Butler Journal of Undergraduate Research, American Journal of Undergraduate Research, Crossing Borders: A Multidisciplinary Journal of Undergraduate Scholarship, Journal of Student Research). • Communication assessment is an important component for evaluating communication within student projects, online discussion, small-group discussions, and think–pair–share assignments. Communication is most commonly assessed using a rubric. Depending upon the learning objectives, the rubric can focus on the student’s ability to demonstrate appropriate visual graphic usage, speaking skills, logical flow of information, audience engagement, and effective use of evidence, to name a few. Assessment can be completed by the student (as a self-­ assessment), peers, faculty, and/or by third-party judges (e.g., industry representatives, community members, other faculty, mentors).

6.4.3 Additional Considerations Diversity in teams is great; however, it is important to keep in mind legal statutes that prevent faculty from assigning students to teams on the basis of race, color, religion, creed, sex, sexual orientation, gender identity, national origin, ancestry, age, veteran status, disability unrelated to job requirements, genetic information, military service, or other protected status. An alternative is self-selection or randomly assigning students to teams, each of which has its own benefits. With self-­ selection, teams tend to stabilize quickly and efficiently and perform more productively when students are empowered to choose with whom they work.

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Second, self-selected teams tend to be happiest when working with people they choose to be around. Random assignment is much more representative of a workplace project in that employees typically do not get to choose their collaborators. Second, random assignment forces students to acquire and build additional professional skills such as developing trust in others and going through the steps of team development (e.g., forming, storming, norming, and performing). Going through this process will better prepare students for working with new people in a real-world context.

References Adu-Oppong, A. A., & Agyin-Birikorang, E. (2014). Communication in the workplace: Guidelines for improving effectiveness. Global Journal of Commerce & Management Perspective, 3(5), 208–213. Atchison, J. (2021). Four ways to create transparency in the workplace. www.forces. com Retrieved April 24, 2021, from https://www.forbes.com/sites/theyec/2021/01/08/ four-­ways-­to-­create-­transparency-­in-­the-­workplace/?sh=29ac6c9d7ff6 Barry, C. A., Britten, N., Barber, N., Bradley, C., & Stevenson, F. (1999). Using reflexivity to optimize teamwork in qualitative research. Qualitative Health Research, 9(1), 26–44. Berge Zane, L. (1998). Differences in teamwork between post-secondary classrooms and the workplace. Education + Training, 40(5), 194–201. https://doi.org/10.1108/00400919810220761. Blaschka, A. (2021). 21 ways to immediately kickstart your year. www. forbes.com Retrieved April 24, 2021, from https://www.forbes.com/sites/ amyblaschka/2021/01/09/21-­ways-­to-­immediately-­kickstart-­your-­year/?sh=70767c2528b1 Brock, S. E., McAliney, P. J., Ma, C. H., & Sen, A. (2017). Toward more practical measurement of teamwork skills. Journal of Workplace Learning, 29(2), 124–133. Burrin, P. (2021). Technology unlocks the potential of a hybridised workforce as digital transformation accelerates. FE News Retrieved April 24, 2021, from https://www.fenews.co.uk/ featured-­a rticle/61242-­t echnology-­u nlocks-­t he-­p otential-­o f-­a -­hybridised-­workforce-­a s-­ digital-­transformation-­accelerates Clements, D., Dault, M., & Priest, A. (2007). Effective teamwork in healthcare: Research and reality. HealthcarePapers, 7, 26. Crosling, G., & Ward, I. (2002). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41–57. https://doi.org/10.1016/ S0889-­4906(00)00031-­4. Darics, E., & Gatti, M. C. (2019). Talking a team into being in online workplace collaborations: The discourse of virtual work. Discourse Studies, 21(3), 237–257. Evans, N. (2012). Destroying collaboration and knowledge sharing in the workplace: A reverse brainstorming approach. Knowledge Management Research & Practice, 10(2), 175–187. Gallie, D., Zhou, Y., Felstead, A., & Green, F. (2012). Teamwork, skill development and employee welfare. British Journal of Industrial Relations, 50(1), 23–46. Gardner-Chloros, P. (2009). Code-switching. Cambridge University Press. Gilson, L. L., Maynard, M. T., Jones Young, N. C., Vartiainen, M., & Hakonen, M. (2015). Virtual teams research: 10 years, 10 themes, and 10 opportunities. Journal of Management, 41(5), 1313–1337. Green, K. A., López, M., Wysocki, A., & Kepner, K. (2002). Diversity in the workplace: Benefits, challenges, and the required managerial tools. University of Florida, 1(4), 1–3. Griffin, M. A., Patterson, M. G., & West, M. A. (2001). Job satisfaction and teamwork: The role of supervisor support. Journal of Organizational Behavior, 22(5), 537–550.

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Guo, L. C., & Sanchez, Y. (2005). Workplace communication. Organizational Behavior in Health Care, 4, 77–110. Heywood, J.  S., Jirjahn, U., & Wei, X. (2008). Teamwork, monitoring and absence. Journal of Economic Behavior & Organization, 68(3), 676–690. https://doi.org/10.1016/j. jebo.2008.09.004. Keyton, J. (2010). Communication and organizational culture: A key to understanding work experiences. Sage Publications. Kozlowski, S. W., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77–124. Lerner, S., Magrane, D., & Friedman, E. (2009). Teaching teamwork in medical education. Mount Sinai Journal of Medicine, 76(4), 318–329. Lunenburg, F.  C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1–10. Marshall, E. M. (1995). Transforming the way we work: The power of the collaborative workplace. Amacom. McPhee, R. D., & Zaug, P. (2001). Organizational theory, organizational communication, organizational knowledge, and problematic integration. Journal of Communication, 51(3), 574–591. Mickan, S., & Rodger, S. (2000). The organisational context for teamwork: Comparing health care and business literature. Australian Health Review, 23(1), 179–192. Minssen, H. (2006). Challenges of teamwork in production: Demands of communication. Organization Studies, 27(1), 103–124. Park, S., Henkin, A.  B., & Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43(5), 462–479. Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80–89. Salas, E., Cooke, N.  J., & Rosen, M.  A. (2008). On teams, teamwork, and team performance: Discoveries and developments. Human Factors, 50(3), 540–547. Schirato, T., & Yell, S. M. (2000). Communication and cultural literacy. Allen & Unwin. Taylor, C., Shewbridge, A., Harris, J., & Green, J. S. (2013). Benefits of multidisciplinary teamwork in the management of breast cancer. Breast Cancer: Targets and Therapy, 5, 79. West, M. A. (2012). Effective teamwork: Practical lessons from organizational research. John Wiley & Sons.

7

Design Essential #3: Mindset Cultivation

Desired skill sets will likely evolve and change as technology progresses, and we as individuals must become champions of our own personal growth. Workers and students will need to overcome the idea that learning concludes after formal education. They will need to adapt to the changing demands of the market to secure their future and manage the transitions they can expect throughout their careers. Elliot Gowans, Senior Vice President, International at D2L, (2020)

Abstract

When incorporating the entrepreneurial mindset into existing courses throughout the university, there are four curriculum design essentials. The previous two chapters introduced Entrepreneurial Integration and Professional Skill Development. Yet while both are necessary, they still are not sufficient on their own. The purpose of this chapter is to provide an overview of the third design essential, Mindset Cultivation. The entrepreneurial mindset focuses on one’s mental attitude and belief system, which is acquired and nurtured over time with continued practice, feedback, and reflection. Practice, also known as repetition, is a key component within the learning process. Lessons and concepts learned in the classroom become much more effective when backed up by repetition. Feedback can be obtained by acquiring knowledge from a learning experience or through information provided by an instructor, peer, or even artificial intelligence. Feedback is beneficial in that it allows the learner to confirm or modify his/her knowledge structure and organization related to existing knowledge and beliefs. Reflection helps students convert learning into meaningful knowledge. During the reflection process, learners engage critical senses and become © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_7

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empowered to create a greater understanding of the topic areas and cultivate connections. This chapter expresses how mindset cultivation connects to and supports development of the entrepreneurial mindset, explain the three major considerations for optimizing learning curve efficiency, differentiate between formative feedback and summative feedback, and describe the cycle of self-­ regulated learning. This chapter concludes with pedagogical recommendations for applying mindset cultivation within the classroom. Keywords

Learning · Feedback · Formative · Summative · Assessment · Self-regulated · Efficiency · Knowledge · Performance · Practice · Reflection · Entrepreneur

7.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Express how mindset cultivation connects to and supports development of the entrepreneurial mindset [Sect. 7.2]. 2. Explain the three major considerations for optimizing learning curve efficiency [Sect. 7.3.1]. 3. Differentiate between formative feedback and summative feedback [Sect. 7.3.2]. 4. Describe the cycle of self-regulated learning [Sect. 7.3.3]. 5. Identify multiple pedagogical approaches for applying mindset cultivation within the classroom [Sect. 7.4].

7.2

Overview and Motivation

When incorporating the entrepreneurial mindset into an existing course, we have thus far discussed the importance of entrepreneurial integration with the course topic as well as professional skills. Yet while both are necessary, they still are not sufficient on their own. In this chapter, we introduce the third essential design component of mindset cultivation (Fig. 7.1). It’s important to remember that the entrepreneurial mindset focuses on one’s mental attitude and belief system, which is acquired and nurtured over time with continued practice, feedback, and reflection. Practice, also known as repetition, is a key component within the learning process. Integrating practice into the classroom allows students to apply the content knowledge in multiple ways including theoretical, practical, and real world. Lessons and concepts learned in the classroom become much more effective when backed up by repetition. Feedback can be obtained by acquiring knowledge from a learning experience or through information provided by an instructor, peer, or even artificial intelligence (through a computer program). Feedback is beneficial in that it allows the learner to confirm or

7.3  Theoretical Backing

Entrepreneurial Integration

67

Professional Skill Development

Mindset Cultivation

Teaching with Intention

Fig. 7.1  Curriculum design essentials for incorporating the entrepreneurial mindset across the curriculum

modify his/her knowledge structure and organization related to existing knowledge and beliefs. Reflection helps students convert learning into meaningful knowledge. During the reflection process, learners engage critical senses and become empowered to create a greater understanding of the topic areas and cultivate connections. This allows the learner to develop a larger appreciation and perspective of the world, which showcases the power of reflection with respect to learning and growing.

7.3

Theoretical Backing

7.3.1 Practice and Learning Curve Efficiency Ultimately, remote working and hybrid models are uncharted territory for most, and there will always be a learning curve for these new situations and roles. However, employees who can adapt and quickly pivot towards the demands of a hybrid workforce will come out on top. (Alicia Seager, Director of People and Culture at OutMatch HCM, 2020)

Cognitive learning theory posits that students must have multiple opportunities for exposure, reflection, and engagement in order to learn (Kay & Kibble, 2016), promoting continued practice in the classroom as the potential to optimize the learning curve efficiency. Here the learning curve can be defined as a mathematical function of performance gains related to repetitive tasks of Anzanello and Fogliatto (2011). Learning curves help document the phenomenon, initially published by Wright (1936), in that repetition and practice increase worker efficiency and productivity. Although Wright’s initial study focused on airplane manufacturing and assembly, the implications for learning cross over into other industries, in particular education. Ritter and Schooler (2001) found that practicing a task will always enhance performance, and more importantly, the most remarkable performance enhancements happen first. Learning curves include three core recognizable features: (1) a starting level, establishing where the performance ability begins; (2) the learning rate, which specifies the efficiency of mastering the task; and (3) the asymptote, which indicates the performance mastery has plateaued or stabilized (Cook et al., 2007). Recent studies have shown that blended learning (a combination

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of face-to-face learning and asynchronous online learning) is an appropriate method for improving the effectiveness, efficiency, and risk aversion of higher education learning experiences (Garrison & Kanuka, 2004), primarily because it allows for a greater amount of practice and accountability in between face-to-face class meetings. Learning curve efficiency and optimization have many challenges. One of those challenges is in establishing labor standards and expectations, as this is where the application of the learning curve is most widely used (Yelle, 1979). It is commonly accepted that when new workers perform a task, they will require extra time to gain familiarity with the task in order to increase the speed. Thus, the challenge is in the lack of standardization and/or uniformity in predicting the learning curve when considering the diversity of worker prior knowledge gained on other jobs. This inconsistency in expectations of new workers (or new students, for that matter) can leave employers and teachers alike with frustrations related to task performance and efficiency expectations. Another challenge is in determining the optimal type of practice, breadth, or depth, which will lead to performance improvements (Schilling et al., 2003). Some bodies of research suggest specialized practice (e.g., depth) will result in the highest learning curve efficiency (Abernathy & Wayne, 1974; Von Hippel, 1998), yet other bodies of research imply that varied practice and application (e.g., breadth) drive the greatest improvements in learning curve optimization (Fisher & Ittner, 1999; Levinthal & March, 1993). Thus, as an instructor, it is difficult to know which types of practice are best for overall student learning and mastery. This brings us to another challenge—type of learning and implications for learning curve efficiency (Lapré et al., 2000). Operational learning (also known as “know-how” learning) is different from conceptual learning (also known as “know-­ why” learning). In other words, knowing how to use a tool has a different learning curve from knowing when, why, and where to use a tool. In the academic environment, both types of learning are important, yet little literature has established when one type of learning should be prioritized over the other, and the student expectations associated with each type of learning across various disciplinary contexts. It is important to keep in mind that many of these challenges fix themselves over time as the instructor gains experience and gets more comfortable with teaching.

7.3.2 Formative and Summative Feedback At ZinePak, we’ve found both internal and external feedback on projects to be more candid when it’s submitted anonymously. Now, before every project debrief, we collect anonymous survey responses in Google Forms. This feedback helps us shape our regroup meetings to make sure all problems are being addressed so future projects can run more smoothly. (Brittany Hodak, ZinePak, 2014)

Feedback can be defined as “information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way” (Ramaprasad, 1983, p. 4). The significance of providing feedback in the teaching and learning process is well recognized, thereby making student feedback a

7.3  Theoretical Backing

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critical component of academic development, yet common practices, definitions, and feedback frameworks are limited (Heron, 2010). For the purpose of this book, the definitions of formative feedback and summative feedback provided by Bloom et al. (1971) will be used. Summative feedback is defined as evaluating, grading, and verifying what a student has learned at the end of a learning experience (e.g., course, noncredit seminar, degree program, etc.) (Bloom et al., 1971). On the other hand, formative feedback is meant to support the teaching and learning process, whereby the teacher is able to intervene during the construction of knowledge (Bloom et al., 1971). Here it is important to acknowledge the often misunderstood relationship between feedback and assessment. Assessment, often referred to when discussing the summative feedback process, provides students a measure of grade awarding and justification, whereas the intention behind formative feedback is to influence the student’s future learning endeavors and achievements (Winstone & Boud 2020). In general, either type of effective feedback requires empathizing with the student perspective, employing scaffolding pedagogical strategies, and correctly diagnosing the student’s academic and social desires (Evans, 2013). One of the biggest challenges related to formative and summative feedback is the instructor’s lack of understanding and awareness related to the definitions, theoretical underpinning, and purpose of these two pedagogical approaches in higher education (Taras, 2008). The lack of understanding and awareness can be attributed to the limited exposure to these pedagogical terms by faculty outside of the college of education; unfortunately, the vast majority of doctorate-holding professors receive limited training on how to teach (as the doctoral training tends to focus on academic research instead of academic teaching). Another challenge related to formative and summative feedback is deciding the optimal timing of feedback—immediate or delayed (Hamilton, 2009). Immediate feedback is provided right after the student has answered or responded to a problem or assignment. Delayed feedback is provided at a later point in time, such as minutes to hours to days or longer after the completion of a learning activity. Some studies argue and provide evidence that immediate feedback is better, positing that the quicker students can establish corrective action the better (Dihoff et al., 2004; Reid & Parsons, 1996). Yet other studies claim and justify that delayed feedback is better, hypothesizing that the spacing of information allows for greater memory retention (Kogler et  al., 2016; Metcalfe et al., 2009). Another challenge arises when considering large class sizes; providing feedback to large class sizes has the potential to undermine the quality of learning for a variety of reasons. Large class sizes can result in a reduction of face time and inability to get to know students one-on-one. Instructors typically rely on support staff (e.g., tutors or student teaching assistants) to accommodate and lower the teacher-to-student ratio, causing difficulty in establishing opportunities for high quality and individualized feedback and often causing a misbalance in providing a higher quantity of formative feedback experiences prior to deploying the final summative assessment (Broadbent et al., 2018). Similar to the feedback section, it is important to keep in mind that many of these challenges fix themselves over time as the instructor gains experience and gets more comfortable with teaching.

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7.3.3 Reflection and the Cycle of Self-Regulated Learning It’s true that hindsight is always 20/20. However, few people take advantage of this wisdom systematically. Many people don’t do a debrief session because they are already busy working on the next project. The purpose of the debrief is to find better ways of doing things the next time by identifying mistakes and clarifying efficiencies. Two important outcomes of this process are: (1) To learn and hold onto what works and (2) To share and teach best practices. (Jason Womack, Cofounder at www.GetMomentum.com, 2012)

Self-regulated learning can be defined as “the processes whereby learners personally activate the sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011, p. 1). Self-regulated learners are adept at reflecting upon and monitoring their own learning process and knowledge gained (Isaacson & Fujita, 2006). Reflecting involves looking back on one’s own problem-solving and learning process to identify learning strategies and resources, improve time management skills, and optimize efforts in an attempt to maximize learning outcomes (Masui & De Corte, 2005). Thus the cycle of self-regulated learning can be broken into three main steps: (1) planning, as conceived by selecting an appropriate approach to completing a task, (2) intentional monitoring of task performance, and (3) evaluating and reflecting upon the quality and efficiency of learning progression (Schraw, 1998). Although self-regulated learning is applicable to learners throughout the various levels of education and is discipline-agnostic, one of the biggest challenges with reflection and self-regulated learning is that the vast majority of students fail to deploy the behaviors depicted in theoretical models (Nückles et  al., 2009). Instructors see this time and time again as students wait until the last minute to work on a project and then those same students are surprised to repeatedly be awarded a low grade. Albert Einstein’s famous quote, “Insanity is doing the same thing over and over again and expecting different results,” has yet to motivate or incentivize the larger student population to reflect upon the learning process and implement new learning strategies for doing things differently in the future. On the other side of the spectrum, another challenge exists when teaching students with extremely high self-­ regulated learning. These individuals have the potential to ask many questions and high-level questions that often go beyond the scope of the course and established learning goals (Mikroyannidis et al., 2014). One last challenge that should be mentioned is the inconsistency in researching and measuring self-regulated learning. This is primarily due to the contextualized and customized nature of self-regulated learning, in that what works for one student in a specific learning context may not necessarily work for another student in the same or different learning context (Roll & Winne, 2015). Moreover, research has shown there are a variety of factors that influence one’s self-regulated learning, such as learning environment (Sha et  al., 2012), social interactions (Hadwin et al., 2011), prior knowledge (McCardle et al., 2019), teacher support (Jossberger et al., 2010), and student learning goals (Winne & Perry, 2000). Similar to the previous two sections, it is important to keep in mind that many of these challenges fix themselves over time as the instructor gains experience and gets more comfortable with teaching.

7.4  Pedagogical Toolbox: Mindset Cultivation

7.4

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Pedagogical Toolbox: Mindset Cultivation

7.4.1 Practice • Scaffolding is one approach that employs a systematic, iterative, and progressive approach to obtain learning outcome mastery. Scaffolding leverages student prior knowledge and experiences to build upon and connect to new knowledge. Scaffolding can be done within a single class period, across several classes, and even throughout the semester-long course. • Repetition is another approach, which primarily focuses on problem-solving efficiency and effectiveness. Repetition is often used in math classes to optimize the learning curve efficiency for applying theorems, using formulas, and solving equations. Repetition is also used to improve writing skills, critical thinking, and information literacy. Example writing activities that can be used to promote practice through repetition include free-writes, one-minute paper, one-sentence summaries, directed paraphrasing, learning logs, and 3-2-1 bridge.

7.4.2 Feedback • Learning-by-assessment feedback gives students the opportunity to learn by receiving feedback. This type of feedback can be supported through interviews with mentors or industry representatives, gaining empathy from a design perspective, writing lab tutoring, and instructor assessment. This type of feedback is primarily used for both formative and summative assessment purposes. • Learning-by-evaluation feedback gives students the opportunity to learn by both giving and receiving feedback. This type of feedback can be implemented in a number of ways. It can be done as a peer review for team projects (e.g., using the CATME Peer Evaluation online tool). Learning by evaluation can also be used for peer review of writing projects and design prototypes. In the latter case, a helpful tool is CompareAssess.com, which integrates adaptive comparative judgment (e.g., pairwise comparative ranking) to provide students with a holistic evaluation based on a group of peer and instructor judges. This type of feedback is primarily completed for formative assessment purposes. • Self-assessment feedback allows students to gain insights by evaluating their individual performance, goals, skill sets, and learning. Examples of self-­ assessment tools include rubrics, surveys, checklists, fill-in-the-blank exercises, writing prompts, and sharing verbally. This type of feedback is primarily completed for formative assessment purposes. • Third-party feedback allows students to gain unbiased feedback related to personal attributes and characteristics. Examples of third-party feedback tools include industry certifications, EM Profiles, personality tests, Gallup’s StrengthsFinder, implicit bias tests, informal mentoring, and Intercultural Development Inventory (ID). This type of feedback is primarily completed for formative assessment purposes.

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7.4.3 Reflection • Collaborative reflection allows students to learn from each other in a group environment. Common approaches to collaborative reflection include face-to-­ face discussions, online discussions, think–pair–share activities, photovoice and photo-elicitation, and applying the Six Thinking Hats. Here the focus could be reflecting on current trends, gaining insights from popular media (e.g., news articles and YouTube videos), and other activities to connect the real world to classroom topics. • Individual reflection allows students to establish their own opinion and perspective without (or prior to) sharing with a group. Common approaches to individual reflection include journaling, learning logs, mind mapping, mentoring maps, KWL charts, information literacy assignments, your future self-­ assessments, teaching philosophy assignments, and metacognitive assignments.

7.4.4 Additional Considerations Practice, reflection, and feedback can help mold the entrepreneurial mindset, but only when offered regularly so as to develop a new behavioral pattern or habit. Moreover, it is helpful to explain to students the pedagogical reasoning behind conducting practice, reflection, and feedback activities so they see the value in fully participating and engaging in the course learning objectives. Also, when giving feedback it is important to keep in mind that information overload has the potential to overwhelm students. The concept behind SMART goals can also be applied to feedback. In this sense, SMART feedback should be specific (e.g., referencing learning objectives), measurable (e.g., accurate and trustworthy based on understanding between student and instructor), achievable (e.g., promote actionable steps that can be taken), relevant (e.g., focus on correct versus incorrect answers), and timely (e.g., immediate or delayed depending upon the learning objective).

References Abernathy, W., & Wayne, K. (1974). The limits of the learning curve. Harvard Business Review, 109, 109–119. Anzanello, M. J., & Fogliatto, F. S. (2011). Learning curve models and applications: Literature review and research directions. International Journal of Industrial Ergonomics, 41(5), 573–583. https://doi.org/10.1016/j.ergon.2011.05.001. Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. McGraw-Hill. Broadbent, J., Panadero, E., & Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education, 43(2), 307–322. Cook, J. A., Ramsay, C. R., & Fayers, P. (2007). Using the literature to quantify the learning curve: A case study. International Journal of Technology Assessment in Health Care, 23(2), 255–260.

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Dihoff, R. E., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004). Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback. The Psychological Record, 54(2), 207–231. Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. Fisher, M. L., & Ittner, C. D. (1999). The impact of product variety on automobile assembly operations: Empirical evidence and simulation analysis. Management Science, 45(6), 771–786. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j. iheduc.2004.02.001. Gowans, E. (2020). Education 4.0: Future of skills and the credential economy. FE News Retrieved April 24, 2021, from https://www.fenews.co.uk/ featured-­article/45718-­education-­4-­0-­future-­of-­skills-­and-­the-­credential-­economy Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. Handbook of Self-regulation of Learning and Performance, 30, 65–84. Hamilton, I. R. (2009). Automating formative and summative feedback for individualised assignments. In: Campus-Wide Information Systems. Heron, G. (2010). Examining principles of formative and summative feedback. The British Journal of Social Work, 41(2), 276–295. Hodak, B. (2014). 10 things to include in a project post-mortem. Business 2 Community Retrieved April 24, 2021, from https://www.business2community.com/ strategy/10-­things-­include-­project-­post-­mortem-­0968906 Isaacson, R., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55. Jossberger, H., Brand-Gruwel, S., Boshuizen, H., & Van de Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training, 62(4), 415–440. Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advances in Physiology Education, 40(1), 17–25. Kogler, C., Mittone, L., & Kirchler, E. (2016). Delayed feedback on tax audits affects compliance and fairness perceptions. Journal of Economic Behavior & Organization, 124, 81–87. https:// doi.org/10.1016/j.jebo.2015.10.014. Lapré, M.  A., Mukherjee, A.  S., & Van Wassenhove, L.  N. (2000). Behind the learning curve: Linking learning activities to waste reduction. Management Science, 46(5), 597–611. Levinthal, D. A., & March, J. G. (1993). The myopia of learning. Strategic Management Journal, 14(S2), 95–112. Masui, C., & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75(3), 351–372. McCardle, L., Young, B. W., & Baker, J. (2019). Self-regulated learning and expertise development in sport: Current status, challenges, and future opportunities. International Review of Sport and Exercise Psychology, 12(1), 112–138. Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition, 37(8), 1077–1087. Mikroyannidis, A., Connolly, T., Law, E. L. C., Schmitz, H. C., Vieritz, H., Nussbaumer, A., … Dhir, A. (2014). Self-regulated learning in formal education: Perceptions, challenges and opportunities. International Journal of Technology Enhanced Learning, 6(2), 145–163. Nückles, M., Hübner, S., & Renkl, A. (2009). Enhancing self-regulated learning by writing learning protocols. Learning and Instruction, 19(3), 259–271. https://doi.org/10.1016/j. learninstruc.2008.05.002. Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13. Reid, D. H., & Parsons, M. B. (1996). A comparison of staff acceptability of immediate versus delayed verbal feedback in staff training. Journal of Organizational Behavior Management, 16(2), 35–47.

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Ritter, F. E., & Schooler, L. J. (2001). The learning curve. International Encyclopedia of the Social and Behavioral Sciences, 13, 8602–8605. Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7–12. Seager, A. (2020). The hybrid workforce: 4 steps to get it right—transitioning to a hybrid model will require ongoing investment to successfully rethink how we work and communicate. Benefits Pro Retrieved April 24, 2021, from https://www.benefitspro.com/2020/09/18/ the-­hybrid-­workforce-­4-­steps-­to-­get-­it-­right/ Schilling, M. A., Vidal, P., Ployhart, R. E., & Marangoni, A. (2003). Learning by doing something else: Variation, relatedness, and the learning curve. Management Science, 49(1), 39–56. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1–2), 113–125. Sha, L., Looi, C.-K., Chen, W., Seow, P., & Wong, L.-H. (2012). Recognizing and measuring self-­ regulated learning in a mobile learning environment. Computers in Human Behavior, 28(2), 718–728. Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172–192. Von Hippel, E. (1998). Economics of product development by users: The impact of “sticky” local information. Management Science, 44(5), 629–644. Winne, P.  H., & Perry, N.  E. (2000). Chapter 16—Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego: Academic Press. Winstone, N. E. & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in Higher Education, 1–12. Womack, J. (2012). Three tips for boosting productivity with project debriefing. Entrepreneur Retrieved April 24, 2021, from https://www.entrepreneur.com/article/222546 Wright, T. P. (1936). Factors affecting the cost of airplanes. Journal of the Aeronautical Sciences, 3(4), 122–128. Yelle, L.  E. (1979). The learning curve: Historical review and comprehensive survey. Decision Sciences, 10(2), 302–328. Zimmerman, B. J. & Schunk, D. H. (2011). Self-regulated learning and performance. Handbook of self-regulation of learning and performance, 1-12.

8

Design Essential #4: Teaching with Intention

We’re at a critical juncture and it is crucial that the curriculum is reviewed in order to educate and train young people with the skills that will be relevant in tomorrow’s economy. James O’Dowd, Founder of the Patrick Morgan Foundation, (2020)

Abstract

When incorporating the entrepreneurial mindset into existing courses throughout the university, there are four curriculum design essentials. The purpose of this chapter is to provide an overview of the fourth and final design essential: Teaching with Intention. Best practices for teaching with intention should be grounded within student motivation to learn. The three key factors influencing student motivation to learn are self-efficacy, seeing value, and a supportive environment. Self-efficacy refers to a student’s belief they will be successful. Seeing value— connecting the theoretical topics to the real world—can be obtained through integration of intrinsic value, attainment value, and instrumental value. A supportive environment can be achieved through differentiated learning with a focus on readiness, interest, and learning profile. Backward course design promotes an objective approach to student learning, which uses intentionally designed assessments to offer evidence that the course goals have been obtained by the student. The first step is to identify the final course outcomes (e.g., goals) and then articulate the learning objectives, activities, and assessments used to support the intended course outcomes. This chapter expresses how best teaching practices connect to and support development of the entrepreneurial mindset, explains the three primary factors influencing student motivation to learn, describes the backward course design approach to curriculum development, and highlights multi-

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_8

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ple pedagogical approaches for applying best teaching practices within the classroom. Keywords

Learning · Course · Motivation · Goals · Objective · Backward course design · Teaching · Best practices · Resources · Self-efficacy · Environment · Entrepreneur

8.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Express how best teaching practices connect to and support development of the entrepreneurial mindset [Sect. 8.2]. 2. Explain the three primary factors influencing student motivation to learn [Sect. 8.3.1]. 3. Describe the backward course design approach to curriculum development [Sect. 8.3.2]. 4. Identify multiple pedagogical approaches for applying best teaching practices within the classroom [Sect. 8.4].

8.2

Overview and Motivation

The fourth and final essential design element when integrating the entrepreneurial mindset into existing curriculum across the university is teaching with intention (Fig. 8.1). Collectively, these four design elements ensure not only that the entrepreneurial mindset is integrated, but that it is taught effectively. Best practices for teaching and learning should be grounded within student motivation to learn. The three key factors influencing student motivation to learn are self-efficacy, seeing value, and a supportive environment. Self-efficacy refers to a student’s belief they will be successful. Seeing value—connecting the theoretical

Entrepreneurial Integration

Professional Skill Development

Mindset Cultivation

Teaching with Intention

Fig. 8.1  Curriculum design essentials for incorporating the entrepreneurial mindset across the curriculum

8.3  Theoretical Backing

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topics to the real world—can be obtained through integration of intrinsic value, attainment value, and instrumental value. A supportive environment can be achieved through differentiated learning with a focus on readiness, interest, and learning profile. Backward course design promotes an objective approach to student learning, which uses intentionally designed assessments to offer evidence that the course goals have been obtained by the student. The first step is to identify the final course outcomes (e.g., goals) and then articulate the learning objectives, activities, and assessments used to support the intended course outcomes.

8.3

Theoretical Backing

8.3.1 Motivation to Learn While in higher education, students are often intrinsically motivated, having chosen their course of study based on their own self-interest. But sometimes university students still need help and encouragement to find their motivation, especially when they are faced with incorporating new technology and methods into their learning. (Eduflow, Contributor of Medium Content Focused on Documenting Incredible Learning Experiences and Editor of Peergrade, 2016)

Motivation has been defined as the practice of activating and sustaining goal-­ directed tasks (Schunk et al., 2014). This definition emphasizes that motivation is process-oriented, goal-driven, activated, and maintained (Cook & Artino Jr, 2016). There are many theories that attempt to explain motivation. Expectancy-value theory explains motivation as it intersects success expectation and perceptions of value (Eccles & Wigfield, 2002). Attribution theory posits that reflecting upon past performance will spur motivation toward similar future tasks (Weiner, 1972). Social-­ cognitive theory views self-efficacy as the primary instigator of motivation, taking into consideration that self-efficacy beliefs result from a combination of environmental, behavioral, and individual factors (Bandura, 1986). Goal-orientation theory hypothesizes that there are three types of goals (mastery, performance-approach, and performance-avoidance goals). Mastery goals are more associated with the growth mindset, where the goal is derived from an internal quest to become smarter or get better; performance-approach goals are externally focused, whereby the goal is to “appear smarter” or “appear better”; and performance-avoidance goals (also externally motivated) focus on avoiding an undesirable outcome (Dweck, 2006). Finally, self-determination theory introduces the role of autonomy (e.g., ability to control one’s actions) in powering one’s motivation to learn (Ryan & Deci, 2000). It is important to be cognizant of one of the biggest challenges behind motivation to learn (from a teacher’s perspective) in that students have varying levels of agreement with respect to their capacity for learning. In other words, some students have a fixed mindset, implying that either you have knowledge or you don’t, and there is nothing that can be done about it; these types of students typically avoid challenges, obstacles, effort, and criticism (all of which help support the learning process). On the other hand, some students have a growth mindset, suggesting that the intellect is

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Fig. 8.2  Motivation to learn framework: effects of value, self-efficacy, and environment on motivation (Ambrose et al., 2010)

malleable and can be developed; these types of students seek out challenges, overcome obstacles, revel in effort as a means to ascertain mastery, and view criticism as an opportunity to learn from mistakes. Thus, having a mixture of fixed-mindset and growth-mindset students within the classroom can lead to unequal participation, especially during group discussions and group projects. Another challenge is that the vast majority of higher education instructors (outside of the typical college of education) have not received formal training on how to teach. Fortunately, hope is not all lost. In their book, How Learning Works, Ambrose et  al. (2010) summarize the previously mentioned theories of motivation into a visual framework highlighting the interactions among value-expectancy, self-­ efficacy, and learning environment (Fig.  8.2). Value takes into consideration the question “Why should I do this task?”; self-efficacy explores the question “Can I do this task?”; and environment refers to situational factors responding to the question “Will the conditions and setting support this task?” The optimal motivation to learn occurs when learners see value, have high self-efficacy, and have a supportive environment.

8.3.2 Backward Course Design Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results.… [I]n short, the best designs derive backward from the learnings sought. (Ryan Bowen, Consultant for Vanderbilt University Center for Teaching, 2017)

A major challenge associated with curriculum design exists in the relatively high subjectivity associated with teaching effectiveness as ascertained through course

8.4  Pedagogical Toolbox: Best Teaching Practices

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evaluations, peer teacher observations, and/or instructional designer feedback. One’s ability to learn can be influenced by many variables, such as the teacher, office hours and tutoring availability, choice of textbook and learning activities, health and wellness of the student, student prior knowledge, and the list goes on and on. Moreover, evidence of learning varies substantially between disciplines. For example, showing evidence that a nursing student can demonstrably take blood samples or that a professional flight student can land an aircraft safely are quite straightforward. Yet showing evidence that an engineering student can create good prototypes or that a medical student can adequately diagnose a medical condition is a bit trickier and debatable as to the authenticity of the assessment. The backward course design philosophy aims to overcome these challenges by starting with the learning goal and objectives and then designing learning activities and assessments to support demonstration of said goals and objectives. Backward course design comprises three steps: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instructional approaches. This is justified via this practitioner-focused quote: “Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable” (Wiggins & McTighe, 2005). There are three questions instructors should consider when creating and/or updating a course: (1) What should the learning goal be (in other words, at the end of the learning experience, what should be expected of students)? (2) How will students justify or show evidence that the desired learning has occurred? (3) What learning activities (such as texts, assignments, and pedagogical approaches) should be established to increase the likelihood of students meeting the learning goal? (Daugherty, 2006). One of the benefits associated with backward course design is its adaptability to fit the unit of analysis and time period associated with the learning experience; thus, the process works the same whether an instructor is designing a 10-minute activity, single lecture, module, or semester-long course (Reynolds & Kearns, 2017).

8.4

Pedagogical Toolbox: Best Teaching Practices

This section provides a broad overview of best teaching practices, as it relates to motivation to learn and backward course design. These can be especially helpful in ensuring that the entrepreneurial mindset is effectively being integrated into existing courses across the curriculum.

8.4.1 Motivation to Learn • Increasing self-efficacy through experiential learning. Some experiential learning opportunities include field trips, co-ops and internships, project-based learning, problem-based learning, authentic learning, industry-sponsored design

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8  Design Essential #4: Teaching with Intention

projects, applied research projects, case studies, service learning, simulations, lab experiments and demonstrations, and competency-based learning. • Improving value identification through personal assessments. Value identification varies greatly from student to student, and it is very much influenced by a student’s upbringing, culture, and beliefs. There are several pedagogical techniques that can be used to better understand what students value: the Values Card Sort, Holland’s Codes, What Color Is Your Parachute exercise, and Career Explorer assessment tests. Once students have identified their career intentions, the next step is to connect the classroom theory to practice based on the careers most relevant to the student and/or give students autonomy in completing projects by allowing them to select a career, industry, or focus area of their choosing. • Cultivating a supportive environment through leveraging institutional resources and career readiness activities. Cultivating a supporting environment can be facilitated by the instructor, but it is not solely the instructor’s responsibility. There are many institution-sponsored resources available to students, such as a career resource center, tutors, student organizations, IT helpdesk, and more. Sometimes the students just need to be reminded of these resources. As for instructor-facilitated approaches for the classroom, a few ideas are provided here: creating a mentor map, interviewing someone in the workplace, attending a career fair, drafting a résumé and obtaining feedback, and/or visiting a coworking space.

8.4.2 Backward Course Design • Strategic planning is beneficial prior to the start of a course. A heavy focus on preparation upfront, to ensure alignment between learning objectives and deliverables, will save lots of time and energy during the course. A major part of strategic planning is to establish learning goals and objectives. These goals and objectives can go beyond the ones traditionally approved by a curriculum committee, to also include program- and accreditation-level learning outcomes, and/ or campuswide competency initiatives (e.g., “writing across the curriculum”). • Curriculum mapping, via aligning the established goals and objectives with assessment deliverables, helps ensure the goals and objectives are being met and also that the goals and objectives are evenly spread throughout the semester. Curriculum mapping can be completed using a spreadsheet or matrix and using color coding to specify the intensity or level of goal and objective integration. • Course evaluation, which can be conducted throughout the course or simply at the end of a course, can aid in identifying teaching and learning challenges so the course can be improved for future students. Opportunities for course assessment that go beyond the traditional end-of-semester evaluation include a midsemester review (using photos and narrative to better describe the issue), request for student feedback using open-ended questions throughout the semester (perhaps every 2–3 weeks), and/or peer observation by a fellow instructor.

8.4  Pedagogical Toolbox: Best Teaching Practices

81

• Low-stakes assessment is the frequent use (e.g., high quantity) of assessments with the intention that doing poorly or missing one or two assessments will have limited impact on the student’s final course grade. This is different from high-­ stakes assessment, which includes a small quantity of assessments each weighted with a high value such that doing poorly or missing one assignment will result in the student failing the course. It is recommended that courses rely more on low stakes than on high stakes, as it is more representative of the real world and gives students the benefit of the doubt if they are simply having a bad day.

8.4.3 Additional Considerations Instructor resources for best teaching practices are abundant and can be found via peers, textbook publishers, books, conferences, journals, and websites. Some of the free online resources we found especially helpful are summarized here: Entrepreneurship Teaching Resources • Teaching Entrepreneurship: https://www.teachingentrepreneurship.org • Stanford d.School: https://dschool.stanford.edu/resources • Engineering Unleashed: https://engineeringunleashed.com General Teaching Resources • Course Hero: https://www.coursehero.com • Google for Education: https://edu.google.com • Microsoft Educator Center: https://education.microsoft.com/en-­us • Multimedia Educational Resource for Leaning and Online Training (MERLOT): https://www.merlot.org • Instructional Design: https://www.instructionaldesign.org • ERIC Institute of Education Sciences: https://eric.ed.gov Student resources, aimed to enhance and enrich the learning experience, are also abundant. Some of the free online resources we found especially helpful are summarized here: • Virtual Student Federal Service (VSFS) Internship Program: https://vsfs. state.gov • Mendeley Reference Manager: https://www.mendeley.com • Grammarly Writing Assistant: https://www.grammarly.com • Purdue Online Writing Lab: https://owl.purdue.edu • Khan Academy: https://www.khanacademy.org • Elsevier Researcher Academy: https://researcheracademy.elsevier.com • Evernote: https://evernote.com • Canva Resume Builder: https://www.canva.com • Todoist Scheduler: https://todoist.com

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References Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-­ Hall, Inc.. Bowen, R. (2017). Understanding by design. Vanderbilt University Center for Teaching Retrieved April 24, 2021, from https://cft.vanderbilt.edu/guides-­sub-­pages/understanding-­by-­design/ Cook, D. A., & Artino, A. R., Jr. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997–1014. Daugherty, K.  K. (2006). Backward course design: Making the end the beginning. American Journal of Pharmaceutical Education, 70(6). Dweck, C. (2006). Mindset: The new psychology of success. Random House. Eccles, J.  S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. Eduflow. (2016). Student Motivation. Medium Retrieved April 24, 2021, from https://medium. com/peergrade-­io/student-­motivation-­ed03afa0753a O’Dowd, J. (2020). It’s time we prepare our future workforce with the digital skills needed to meet employer demand. FE News Retrieved April 24, 2021, from https://www.fenews.co.uk/ featured-­article/60380-­it-­s-­time-­we-­prepare-­our-­future-­workforce-­with-­the-­digital-­skills-­ needed-­to-­meet-­employer-­demand Reynolds, H. L., & Kearns, K. D. (2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65(1), 17–27. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson Higher Ed. Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42(2), 203–215. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD Publications.

Part III Application

9

The Blueprint Applied

Today’s challenges demand purpose-driven leaders. From an emphasis on Sustainable Development Goals to the breakneck speed of technological developments, the international business environment is rapidly changing, and a different market reality is emerging. As a student of today and manager of the future, adapting and adopting flexible patterns of thinking and behaviour to succeed as a global leader of tomorrow is crucial. Study International, An Online Resource for Postgraduates to Study Abroad, 2021

Abstract

The Entrepreneurial Mindset Teaching Blueprint offers a standardized approach for integrating the entrepreneurial mindset into existing curriculum across campus. The blueprint comprises four essential curriculum design aspects: the first three design attributes (entrepreneurial integration, professional skill development, and mindset cultivation) are central to the vision, as they directly relate to the entrepreneurial mindset, and the last design attribute (teaching with intention) directly connects to the teaching and learning, playing more of a supporting role but important nonetheless. As the blueprint is a curriculum planning tool for instructors to make the course design or redesign more efficient and effective, it is one of many tools and resources that can be placed in the entrepreneurial educator’s toolbox. The blueprint offers a wealth of autonomy. The user-friendly and flexible format can be adapted and used across many content areas, from general education to computer science to political science courses. Moreover, the blueprint can be used across age levels; although this book highlights the use of the blueprint in higher education, where instructors have a bit more freedom to modify the curriculum, the blueprint can be just as useful in the K–12 space. The © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_9

85

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9  The Blueprint Applied

purpose of this chapter is to describe how the Entrepreneurial Mindset Teaching Blueprint can be used and understand how the blueprint is applied using an example of introduction statistics. Keywords

Teaching · Blueprint · Curriculum · Statistics · Online · Discussions · Entrepreneur · Integration · Soft skills · Mindset cultivation · Learning · Real world

9.1

Learning Objectives

By the end of this chapter, you will be able to: 1. Describe how the Entrepreneurial Mindset Teaching Blueprint can be used [Sect. 9.2]. 2. Understand how the blueprint is applied with an example [Sect. 9.3].

9.2

Overview

The Entrepreneurial Mindset Teaching Blueprint offers a standardized approach for integrating the entrepreneurial mindset into existing curriculum across campus. The blueprint comprises four essential curriculum design aspects: the first three design attributes (entrepreneurial integration, professional skill development, and mindset cultivation) are central to the vision, as they directly relate to the entrepreneurial mindset, and the last design attribute (teaching with intention) directly connects to the teaching and learning, playing more of a supporting role but important nonetheless. As the blueprint is a curriculum planning tool for instructors to make the course design or redesign more efficient and effective, it is one of many tools and resources that can be placed in the entrepreneurial educator’s toolbox. The blueprint offers a wealth of autonomy. The user-friendly and flexible format can be adapted and used across many content areas, from general education to computer science to political science courses. Moreover, the blueprint can be used across age levels; although this book highlights the use of the blueprint in higher education, where instructors have a bit more freedom to modify the curriculum, the blueprint can be just as useful in the K–12 space. It is important to note that the blueprint can be especially useful for instructors with limited teaching experience, as it draws attention to curriculum design basics including backwards course design and best teaching practices. Furthermore, the tool can be particularly helpful for education institutions that have limited access to

9.3  The Blueprint Applied: Online Discussions and Statistics

87

a center for teaching and learning (or instructional designers) who could typically be available to assist educators with course redesign. Moreover, the straightforward and intuitive layout of the blueprint can lay the foundation for educators interested in forming their own community of practice aimed to integrate the entrepreneurial mindset into curriculum.

9.3

The Blueprint Applied: Online Discussions and Statistics

Figure 9.1 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for an introductory statistics course. Thus the unit name is Introduction to Statistics. Within the learning objectives, the unit of analysis is the course level (since this particular set of learning activities and assessment will be conducted throughout the semester). If it were a one-time project, the unit of analysis could be an assignment or project. The learning objective aims to demonstrate knowledge of innovative real-world commercial applications that use statistics. This accounts for #1: Curriculum Design for Entrepreneurial Integration, as the focus is on commercial applications that have already been exploited. In addition, the online discussions will require students to evaluate customer desirability, business viability, and technology feasibility (Brown & Wyatt, 2010). Next, the learning activity and learning assessment are summarized. This accounts for #2: Curriculum Design for Professional Skill Development in that the learning activity is online discussions, where students need to communicate with each other. It also accounts for #3: Curriculum Design for Mindset Cultivation in that the learning activity allows for practice, reflection, and feedback given that it requires students to participate in weekly online discussions (Dweck, 2006). Item #4: Curriculum Design for Teaching with Intention shows its relevance in two places. First, within the learning activity and learning assessment, motivation to learn is offered through self-efficacy, seeing value, and having a supportive environment (Ambrose et al., 2010). Specifically, best teaching and learning practices are applied through student empowerment to find and synthesize information (promoting self-efficacy), focus on real-world issues (identify real-world values), and practice in leading discussions (leverage supportive environment). Second, this design component helps to validate alignment among the learning goal, learning objectives, learning activity, and learning assessment (Wiggins & McTighe, 2005). See Fig.  9.2 for an example online discussion assignment for the introductory statistics course.

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Most Valuable Design: Desirability, Feasibility, or Viability

Prompts focus on exploitation of opportunities.

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students will apply written communication skills to respond to prompts.

Communication

Students will work together in the process of responding to peer posts.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

The online discussions will be completed weekly (promotes practice). For the initial prompt, students will be empowered to search the web and synthesize information (reflection). Feedback will be provided by peers and the instructor via the response prompt.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - open ended questions; Value identification - real-world applications; Supportive environment - ground rules for positive course climate.

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

(6 pts - initial post; 4 pts - response post LEARNING ASSESSMENT rubric __________________________________________

knowledge of innovative real-world commercial applications which use statistical analysis _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 9.1  Blueprint example for introductory statistics course

CURRICULUM DESIGN ESSENTIALS

12 online discussion sessions LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Introduction to Statistics The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

ENTREPRENEURIAL MINDSET TEACHING BLUEPRINT A Framework for Integrating the Entrepreneurial Mindset into Curriculum of All Disciplines

88 9  The Blueprint Applied

References

89 Hook: Regression is one of the most important and broadly used machine learning and statistics tools out there. It allows you to make predictions from data by learning the relationship between features of your data and some observed, continuous-valued response. Watch this video (https://www.youtube.com/watch?v=ukzFI9rgwfU ) to gain a better understanding of machine learning applications in the real world. Initial Prompt: Use the Internet to find an innovative real-world commercial application which uses machine learning. Summarize the innovation with respect to customer desirability, business viability, and technology feasibility. Be sure to cite your sources. Response Prompt: Select two peer posts with the fewest number of responses. How does your target consumer/user compare? How does the cost of the application compare? How does the delivery of the application compare? Assessment: The online discussion assignment is worth 10 points. Six points are allotted to the initial prompt and four points are allotted to the response prompt based on quality.

Fig. 9.2  Example, online discussion assignment for introductory statistics course

References Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works. Jossey-Bass. Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Development Outreach, 12(1), 29–43. Dweck, C. (2006). Mindset: The new psychology of success. Random House. Study International. (2021). Sustainable business leadership begins with these career-transforming MBAs in Europe. Study International Retrieved April 24, 2021, from https://www.studyinternational.com/news/sustainable-­business-­leadership-­begins-­with-­these-­career-­transforming-­ mbas-­in-­europe/ Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD Publications.

Example Curriculum

10

There are many technical skills that cannot be picked up anywhere other than in a college or university. For instance, many universities have business curricula that allow students to review financial statements and create pricing strategies. Some proficiencies perhaps cannot be gained through informal experiences. Hence, individuals must consider such academic experiences that will support their entrepreneurial journey while acquiring licenses or other certifications. Dr. Vikas Nand Kumar Batheja, Co-Founder and Director of Capital College in Dubai, (2021)

Abstract

Given the relevancy of the entrepreneurial mindset to all students across the university, the Entrepreneurial Mindset Teaching Blueprint serves as a way to guide educators regardless of discipline. The purpose of this chapter is to demonstrate eight opportunities for integrating the entrepreneurial mindset across the curriculum using examples from the following disciplinary areas: statistics, teacher education, pharmacy, technical communication, food science, tourism management, sociology, computer science, and general education courses. The examples include both high-stakes assessment and low-stakes assessment opportunities. The high-stakes assessment employs fewer assignments each, with higher weight toward the final grade, and the low-stakes assessment utilizes more assignments each, with lower weight toward the final grade. In addition, the examples include a series of both repetition-based assessment and scaffold assessment. The repetition-­based assessment focuses more on practice to obtain mastery, and the scaffold assessment focuses more on intentional connection of sub-assessments

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_10

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10  Example Curriculum

to obtain mastery. The choice in design curriculum with low-stakes versus high-­ stakes assessments, or repetitive versus scaffold, comes down to instructor familiarity with the content (e.g., course content and entrepreneurial-minded learning content), time availability within the course schedule, and learning goals (as a function of curriculum-approved learning objectives, college- and/or university-­ wide initiatives, and accreditation requirements). Keywords

Teaching · Blueprint · Entrepreneur · Statistics · Education · Pharmacy · Communication · Science · Management · Sociology · Computer · General education

10.1 Learning Objectives By the end of this chapter, you will be able to: 1. Explain the trade-offs of curriculum design with respect to using high-stakes versus low-stakes assessment, and repetitive versus scaffold assessment [Sect. 10.2]. 2. Demonstrate eight opportunities for integrating the entrepreneurial mindset across the curriculum [Sects. 10.2.1–10.2.8].

10.2 Overview and Motivation Given the relevancy of the entrepreneurial mindset to all students across the university, the Entrepreneurial Mindset Teaching Blueprint serves as a way to guide educators regardless of discipline. Table 10.1 provides an overview of example

Table 10.1  Overview of example curriculum integrating the entrepreneurial mindset Example curriculum 1.  Hypothesis Testing and Communications 2.  Design Thinking Projects and Food Science 3.  Online Discussions and Statistics 4. Shorties and Tourism, Hospitality, and Event Management 5.  Funnel-Down Project and Sociology 6.  Stage-Up Project and Teacher Education 7.  Journal Prompts and Computer Programming 8.  Strategic Planning and Gen Ed

Assessment description High stakes and repetitive High stakes and repetitive Low stakes and repetitive Low stakes and repetitive High stakes and scaffold High stakes and scaffold Low stakes and scaffold Low stakes and scaffold

10.2  Overview and Motivation

93

curriculum integrating the entrepreneurial mindset. The examples include both high-stakes assessment and low-stakes assessment opportunities. The highstakes assessment employs fewer assignments each, with higher weight toward the final grade, and the low-stakes assessment utilizes more assignments each, with lower weight toward the final grade. In addition, the examples include a series of both repetition-based assessment and scaffold assessment. The repetition-based assessment focuses more on practice to obtain mastery, and the scaffold assessment focuses more on intentional connection of sub-assessments to obtain mastery. The choice in design curriculum with low-stakes versus high-stakes assessments, or repetitive versus scaffold, comes down to instructor familiarity with the content (e.g., course content and entrepreneurial-minded learning content), time availability within the course schedule, and learning goals (as a function of curriculum approved learning objectives, college- and/or university-wide initiatives, and accreditation requirements). High-stakes assessments are fewer in number, and thus easier to plan. Low-stakes assessments are beneficial in that they limit anxiety, promote accountability on a regular basis, and result in less complaining from students (as missing one assignment has little impact on the overall grade). Repetitive assignments require limited connection between assignments, focusing more on providing opportunity to practice and master similar assessment exercises. Scaffold assignments allow for structuring individual assignments so they build upon each other, incrementally increasing in cognitive complexity. The examples provided here are grounded within a course context; however, they can easily be transformed to fit most any disciplinary context across the university. Moreover, the examples are all for a full-semester course yet can be easily separated to focus on a specific module or unit.

10.2.1 Hypothesis Testing and Communications Figure 10.1 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a communications course that uses a series of hypothesis testing and data collection projects to integrate the entrepreneurial mindset. The learning assessment involves creating an A3 and executive memo for each project (as shown in Table 10.2). The learning activity includes three data analysis projects to promote practice, reflection, and obtaining feedback. See Fig. 10.2 for an example of hypothesis testing projects for the communications course.

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

Prototype and test

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Data collection is related to customer desirability

Most Valuable Design: Desirability, Feasibility, or Viability

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Visual and written communication used for projects and assessment

Communication

Students work in teams of 2-3 for each project.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Inclusion of three projects allows students to practice. All three projects require students to obtain feedback from survey participants on preferences. Assessment requires students to reflect upon process and summarize.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - structured approach to develop skills; Value identification - choice in safety campaign focus; Supportive environment team-based projects

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

A3 and Executive Memo LEARNING ASSESSMENT __________________________________________

use of hypothesis testing for visually communicating graphics, websites, and apps _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.1  Blueprint example: hypothesis testing and communications

CURRICULUM DESIGN ESSENTIALS

3 hypothesis testing projects LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Technical Communication The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

ENTREPRENEURIAL MINDSET TEACHING BLUEPRINT A Framework for Integrating the Entrepreneurial Mindset into Curriculum of All Disciplines

94 10  Example Curriculum

10.2  Overview and Motivation

95

Table 10.2  Example assessments for hypothesis testing projects For each project, students submit A3 and executive memo 1.  A3 Guidelines    • A3 reports, originally developed by the Toyota Production System, use A3-sized printer paper (11″ × 17″) to visually summarize a project proposal, provide a status update, or showcase results of a problem-solving process. A Google image search will provide plenty of templates and filled in examples. Typical reports address the following: problem identification, background information, goal statement, root cause analysis, ideating countermeasures, implementation plan, results, and next steps 2.  Executive memo guidelines    •  Greeting: Address memo to a manager or supervisor (to whom the update and call-to-­action is being targeted)    • Paragraph 1 (Hook/Introduction): Start with a personal story to “hook” the addressee into reading the entire memo. Make it personal. Provide a compelling case for the individual to continue reading    • Paragraph 2 (Key Message): Provide multiple key takeaways, each one with a reference to the hypothesis testing and findings. What is the message you are trying to communicate to the manager/supervisor?    • Paragraph 3 (Conclusion): End with a call-to-action. Are you looking for funding to scale up the safety campaign? Are you looking for volunteers to assist with implementing the safety campaign? Are you looking for approval to implement the safety campaign?    •  Salutation: State name(s) and affiliation

10.2.2 Design Thinking Projects and Food Science Figure 10.3 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a communications course that uses a series of design thinking projects to integrate the entrepreneurial mindset. The learning assessment includes résumé-­ worthy assessments (which can add a line item to the student’s résumé), including a research poster, research paper, and research presentation (Table 10.3). The learning activity includes three design thinking projects to promote practice, reflection, and obtaining feedback. See Fig. 10.4 for an example of design thinking projects for the food science course.

10.2.3 Online Discussions and Statistics Figure 10.5 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for an introductory statistics course that uses a series of online discussions to integrate the entrepreneurial mindset. The learning assessment involves evaluating the initial prompt and response prompts according to the rubric shown in Table 10.4. The learning activity includes 12 online discussion sessions to promote practice, reflection, and feedback. Online discussions offer a natural method to practice collaboration and communication. See Fig. 10.6 for an example of online discussion assignments for the introductory statistics course. To promote engagement by students, it is recommended that the prompt reference recent news media, integrate controversy/debate (if possible), and promote autonomy by allowing choice in responding to alternative prompts.

96

10  Example Curriculum

Overview of Three Projects · Directions: Students will work in teams of two or three on a safety communication campaign of their choosing. Example safety campaigns could include vehicle safety (e.g., wearing your seatbelt in a car or wearing proper personal protective equipment on a motorcycle), stopping sexual assault on campus, wearing face masks and social distancing during a pandemic, preventing substance abuse, avoiding drinking and driving, and promoting self-defense classes. Each project can allow for focusing on a different safety campaign. · Supplemental Materials: The instructor should download free printouts of the Test Card, Learning Card, and Value Proposition Canvas from the Strategyzer website (https://www.strategyzer.com). Project #1: Visual Graphic Evaluation for Safety Campaign Part 1: Create two visual graphics. · In response to the HMW question (How might we best communicate campus safety campaign XYZ using visual graphics?), students will collaboratively work to develop two different visual graphics to support safety campaign XYZ. Part 2: Test Card - Fill in the printout from Strategyzer. · Establish Hypothesis: For example, “We believe that the majority of college students will prefer Graphic A over Graphic B and the majority of faculty and staff will prefer Graphic B over Graphic A.” · Test: For example, “To verify that, we will survey an equivalent group of students and faculty/staff.” · Metric: For example, “And measure the participant preference for Graphic A or Graphic B.” · Criteria: For example, “We are right if students prefer Graphic A and faculty/staff prefer Graphic B. This provides confidence in targeting the respective demographics with the respective safety campaign XYZ graphics.” Part 3: Learning Card - Fill in the printout from Strategyzer. · Similar to the test card, the learning card provides a fill-in-the-blank approach that can be used to clearly articulate the findings. Part 4: Value Proposition Canvas - Fill in the printout from Strategyzer. · Similar to the test card and learning card, the value proposition canvas provides a fill-in-the-blank approach that can be used to clearly articulate the features of the safety campaign found to be most compelling by the various demographics. Continue iterating with the test card and learning until a value proposition is formed. Project #2: Website Evaluation for Safety Campaign Part 1: Create two websites. · In response to the HMW question (How might we best communicate campus safety campaign XYZ using visual graphics?), students will collaboratively work to develop two different websites to support safety campaign XYZ. There are a number of free website development platforms; we recommend Google Sites. Part 2: Test Card - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Part 3: Learning Card - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Part 4: Value Proposition Canvas - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Fig. 10.2  Example, hypothesis testing projects for communications course

10.2  Overview and Motivation

97

Project #3: Glide App Evaluation for Safety Campaign Part 1: Create two Glide apps. · In response to the HMW question (How might we best communicate campus safety campaign XYZ using visual graphics?), students will collaboratively work to develop two different Glide Apps (https://www.glideapps.com) to support safety campaign XYZ. Part 2: Test Card - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Part 3: Learning Card - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Part 4: Value Proposition Canvas - Fill in the printout from Strategyzer. · Repeat directions explained in Project 1. Fig. 10.2 (continued)

10.2.4 Shorties and Tourism, Hospitality, and Event Management Figure 10.7 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for an ethics course that uses a series of shorties to integrate the entrepreneurial mindset. A shorty is a learning activity that is quick and easy to comprehend and complete in less than 15 minutes. Shorties are great to include at the beginning of class as a way to “hook” students into the class content, and they are also great to include at the end of class as a means to fill extra time. The use of lots of shorties throughout the semester promotes practice through repetition. The learning assessment is a simple pass/fail completion, assigning 0 points for lack of participation and 1 point for participation (Table  10.5). Figure  10.8 showcases many shorties, allowing the instructor to pick and choose which options may be best considering the course context and class climate. It is at the instructor’s discretion to mix up the shorties or repeat using a small quantity of shorties throughout the semester. In addition, most of the shorties can be extended to a full class period by allowing students to present and share findings.

10.2.5 Funnel-Down Project and Sociology Figure 10.9 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a sociology course that uses design projects to integrate the entrepreneurial mindset. The learning assessment involves evaluating the reflection according to the requirements shown in Table 10.6. A rubric similar to Fig. 10.6 can be used for assessment of student learning and grading purposes. The learning activity includes four design and innovation-based frameworks, and associated customer

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

All!

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Most Valuable Design: Desirability, Feasibility, or Viability

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Research poster, paper, and presentation allow for both visual and oral communication.

Communication

Students work in teams of 2-3 for each project.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Inclusion of three projects allows students to practice. All three projects allow for feedback from peers, instructor, and community members (if showcased outside the course).

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - structured approach to develop skills; Value identification autonomy in project focus; Supportive environment team-based projects

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Research poster, paper, and presentation LEARNING ASSESSMENT __________________________________________

use of design thinking processes within the food technology area _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.3  Blueprint example: design thinking projects and food science

CURRICULUM DESIGN ESSENTIALS

3 hypothesis testing projects LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Food Science The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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10.2  Overview and Motivation

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Table 10.3  Example assessments for design thinking projects 1.  Research poster    • Research poster examples and templates can be found online. To promote résumé-­ worthy products, the poster can be presented at an undergraduate research symposium (allowing the students to add a line item to their résumé) 2.  Research paper    • Research paper examples and templates can be found online. To promote résuméworthy products, the paper can be submitted to an undergraduate research journal or as a conference proceeding (allowing the students to add a line item to their résumé) 3.  Research presentation    • Research presentation examples and templates can be found online. The presentation can be delivered in person or by recording (potentially following the Three- Minute Thesis format founded by the University of Queensland). To promote résumé-worthy products, the presentation can be delivered at an undergraduate research symposium or academic conference (allowing the students to add a line item to their résumé) Regardless of communication format (poster, paper, or presentation), the product should aim to hook the audience and provide motivation for conducting the design thinking research project. It is important that all three documents respond to the following questions: (a) What is the problem that needs to be solved? (b) What are current solutions to the problem? (c) What gaps remain with the current solutions? (d) What is the proposed solution (e.g., your intervention and research question)?

discovery interviews, to encourage students to think outside the box while also obtaining feedback on customer desirability. See Fig. 10.10 for an example of projects. To promote engagement, it is recommended that the “how might we design” challenge prompt be as open-ended as possible. Example design challenges are as follows: • How might we prevent substance abuse with middle and high school age students? • How might we increase access to health care in rural areas? • How might we improve access to quality education during emergency situations (e.g., war-torn areas, pandemic, weather-related events)?

10.2.6 Stage-Up Project and Teacher Education Figure 10.11 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a teacher education course that uses a stage-up (e.g., semester-long and scaffold) design project to integrate the entrepreneurial mindset. The learning assessment involves evaluating the written reports and final grant proposal as shown in Table 10.7. The learning activities require students to complete a design thinking

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Overview · Each project results in the creation of a technology-integrated artifact. The learning approach included guest lectures from other departments, field trips, and discussions of assigned readings. Project 1: Food Evolution · For the first project, students are introduced to the evolution of food science and technology. Content includes the science behind cooking, genetically modified organisms (GMOs), and innovations in kitchen equipment. Students read Taste by Barb Stucky and 101 Things I Learned in Culinary School by Louis Eguaras. Guest lectures could include faculty with expertise in prototyping. Field trips could provide students with the opportunity to participate in sensory tests and cooking experiments at labs on and off campus. At the end of the module, students are required to design and prototype a piece of cooking equipment by using computer-aided design (CAD). Project 2: Food Supply Chain · The second project focuses on how the supply chain of the food industry works on the distribution of products. Guest lectures could include faculty with expertise in supply chain management and/or entomology. Field trips could provide students with the opportunity to visit a local farm. Students actively engage in the “beer game” integrated with machine learning and artificial intelligence for reinforcement learning (a Google search will result in many free options for the beer game). During this simulation, student teams finalize and revise the stock of the beer (taking into consideration transportation time) in an attempt to maximize profit. At the end of the module, students are required to create an algorithm for ordering more inventory, which is then assessed for validity against the machine learning and artificial intelligence model. Project 3: Food Waste · The third project focuses on food insecurity in the context of consumption and waste. Case studies are beneficial to provide background information. Guest lectures from campus dining can provide insights into consumption and waste. Students can engage in multiple reading discussions based on books including American Wasteland by Jonathan Bloom and Word of Mouth by Andy Sernovitz. As a final project, students are required to prototype an “assistive planter,” a small-scale technology-integrated ecosystem that utilizes the efficiency of plant growth and conservation. Fig. 10.4  Example of design thinking projects for food science course

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Most Valuable Design: Desirability, Feasibility, or Viability

Prompts focus on exploitation of opportunities.

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students will apply written communication skills to respond to prompts.

Communication

Students will work together in the process of responding to peer posts.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

The online discussions will be completed weekly (promotes practice). For the initial prompt, students will be empowered to search the web and synthesize information (reflection). Feedback will be provided by peers and the instructor via the response prompt.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - open ended questions; Value identification - real-world applications; Supportive environment - ground rules for positive course climate.

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

rubric (6 pts - initial post; 4 pts - response post LEARNING ASSESSMENT __________________________________________

knowledge of innovative real-world commercial applications which use statistical analysis _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.5  Blueprint example: online discussions and statistics

CURRICULUM DESIGN ESSENTIALS

12 online discussion sessions LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Introduction to Statistics The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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Table 10.4  Example grading rubric for online discussions Initial post

Response post

Meets expectations 6 pts.: The initial post demonstrates the student read and understood the initial discussion post expectations. The posting meets the word count requirement of 150–250 words. No grammatical errors are identified 4 pts.: The response post demonstrates the student read and understood the response discussion post expectations. The content is substantive and moves the conversation forward

Below expectations 0–5 pts.: The initial post did NOT completely respond to the assignment instructions, and/or word count and grammatical expectations were not met 0–3 pts.: The response post did NOT completely respond to the assignment instructions, and/or did not completely move the conversation forward

project and convert the findings into a grant proposal. Requiring students to draft a grant proposal offers a win–win for both the student and the instructor. First, the teacher education students are likely to end up working for a nonprofit (e.g., school district), and grant writing is an important skill within the nonprofit world. Second, the instructor can benefit by seeing student ideas for writing grant proposals. This is beneficial for instructors who are evaluated based on their ability to bring in grant funding. See Fig. 10.12 for an example approach to the teacher education design thinking project and grant proposal development.

10.2.7 Journal Prompts and Computer Programming Figure 10.13 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a computer programming course that uses journal prompts. The use of weekly journal prompts throughout the semester promotes practice through repetition. The learning assessment uses a rubric where a total of nine points can be earned based on focus, content, and mechanics (Table 10.8). The journal prompts will include three different assessments (self, peer, and instructor assessments) to promote feedback. Figure  10.14 showcases a general approach to the journal prompts. It is intentional for the journal prompt to be vague and open-ended, so that most any related article can fit the context.

10.2  Overview and Motivation

Example Discussion Post #1 · Hook: What is statistics? What do statisticians do? Unfortunately, statisticians haven’t done a good job in getting the word out about what they really do (perhaps because they are too busy doing it!). As a result, a lot of misconceptions exist about what statistics is and what statisticians do. Read this article (https://www.usnews.com/education/best-graduateschools/articles/what-statistics-is-and-how-to-become-a-statistician) to gain insights into statistics and what statisticians do. · Initial Prompt: Albert Einstein is quoted as saying, “If you can’t explain it simply, you don’t understand it well enough.” Here’s your opportunity to demonstrate you know the role of statisticians well enough. How would you explain the role statistics and statisticians play in the global economy to an adult? To a child? · Response Prompt: Select two peer posts with the fewest number of responses. Compare and contrast your initial posts. Example Discussion Post #2 · Hook: Regression is one of the most important and broadly used machine learning and statistics tools out there. It allows you to make predictions from data by learning the relationship between features of your data and some observed, continuous-valued response. Watch this video (https://www.youtube.com/watch?v=ukzFI9rgwfU) to gain a better understanding of machine learning applications in the real world. · Initial Prompt: Use the Internet to find an innovative real-world commercial application that uses machine learning. Create a 3-minute video summarizing the innovation with respect to customer desirability, business viability, and technology feasibility, and upload as your post. · Response Prompt: Select two peer posts with the fewest number of responses. How does your target consumer/user compare? How does the cost of the application compare? How does the delivery of the application compare? Example Discussion Post #3 · Hook: Infographics and visual representations are often used to summarize statistical information as a means to promote the validity and value proposition offered through a commercialized product. In some cases, the graphics include misleading or exaggerated claims. Check out this article (https://www.usatoday.com/story/money/2020/06/09/39-mostoutrageous-false-product-claims-of-all-time/111913486/) to learn more. · Initial Prompt: Use the Internet to find one example of where statistical graphics are used in an ethical way and one example of where statistical graphics are used in an unethical way. Provide an explanation for each. Summarize the information via storyboards (e.g., graphical representation using illustrations and narrative) and upload as initial post. · Response Prompt: Select two peer posts with the fewest number of responses. With respect to the “ethical” graphic, play the devil’s advocate and provide a line of questioning you might assert to evaluate the graphic’s ethics. With respect to the “nonethical” graphic, provide an alternative and compelling marketing approach the organization could have taken to market the product in an ethical way. Fig. 10.6  Example online discussion assignments for introductory statistics course

103

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

All!

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

All!

Most Valuable Design: Desirability, Feasibility, or Viability

All!

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students need to write and/or share information with peers.

Communication

Students work in teams or work individually (then share with the group).

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Many shorties spread throughout the semester allows for practice.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy – incremental opportunites to develop skills; Value identification - use of open-ended assignments; Supportive environment positive course climate.

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Pass/fail rubric assessment LEARNING ASSESSMENT __________________________________________

Use of entrepreneurial components/implications within tourism, hospitality, and event mgmt . _____________________________________________________________________________________________________________ [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.7  Blueprint example: shorties and tourism, hospitality, and event mgmt

CURRICULUM DESIGN ESSENTIALS

many shorties spread throughout semester LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Tourism, Hospitality, and Event Management The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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10.2  Overview and Motivation

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Table 10.5  Example grading rubric for shorties Criteria

0 pt The student did NOT show up to class, engage in the content, and/or participate in the shorty

1 pt The student did show up to class, engage in the content, and participate in the shorty

10.2.8 Strategic Planning and Gen Ed Course Figure 10.15 provides an example of a completed Entrepreneurial Mindset Teaching Blueprint for a computer programming course that uses journal prompts. The use of weekly journal prompts throughout the semester promotes practice through repetition. The learning assessment uses a rubric where a total of nine points can be earned based on focus, content, and mechanics (Table 10.9). The journal prompts will include three different assessments (self, peer, and instructor assessments) to promote feedback. Figure  10.16 showcases a general approach to the journal prompts. It is intentional for the journal prompt to be vague and open-ended, so that most any related article can fit the context.

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10  Example Curriculum

1. Process Documentation and Opportunity Assessment · Motivation: Documenting a process allows participants to better understand all the little steps it takes to implement an experience (including planning, experiencing, and reflecting). Moreover, identifying pain points within the process allows students to recognize opportunities for design and innovation to overcome the pain point. · Directions: Have students work in small groups to document all those little steps required to travel somewhere or host an event. Then have students identify pain points and opportunities for improving the experience. · Key Words: customer desirability, empathy, discovery 2. K–W–L Charts · Motivation: K–W–L charts require students to document the following: (1) what I know, (2) what I want to know, and (3) what I learned. K–W–L charts can be helpful at the beginning of class to engage students with a topic and at the end of class to help students reflect upon the learning. · Directions: Have students complete the K–W–L chart during a lecture that integrates some entrepreneurial component (e.g., entrepreneurship, most valuable design characteristics, and problem-solving using design thinking). · Key Words: discovery, empathy 3. Value Proposition Canvas · Motivation: Working with the value proposition canvas requires acknowledgement of customer segments (and their needs) and recognition of the design features (used to respond to the customer needs). · Directions: Select an organization that excels in tourism, hospitality, and event management. Fill in the value proposition canvas printout (https://www.strategyzer.com). · Key Words: discovery, empathy, customer desirability 4. Business Model Canvas · Motivation: Working with the business model canvas requires acknowledgement of the nine core considerations for sustaining a business: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. This forces students to consider both the front-end, customer-facing attributes of a business and the back-end, operational strategies required of a business. · Directions: Select an organization that excels in tourism, hospitality, and event management. Fill in the business model canvas printout (https://www.strategyzer.com). · Key Words: exploitation, customer desirability, business viability, technology feasibility, empathy 5. Question Formulation Technique (QFT) · Motivation: QFT is a pedagogical approach that drives curiosity and discovery by giving students practice with asking better, more inquisitive questions. Teaching resources are available through the Right Question Institution. · Directions: Use the QFT worksheets (https://rightquestion.org) to establish a focus area. The focus area could relate to trends, challenges, and/or opportunities within the tourism, hospitality, and event management industry. Then have students follow the QFT process to brainstorm Fig. 10.8  Example shorties for a tourism, hospitality, and event management course

10.2  Overview and Motivation

questions, evaluate questions, and reflect upon the process. The evaluation criteria to narrow down the questions could include identifying the top three questions … you consider most important, will help you with your research, can be used for an experiment, will guide your writing, can be answered as you read, will help you solve the problem, etc. Reflection encourages students to think about what they learned through the process. · Key Words: discovery, empathy, ideation 6. Concept Maps · Motivation: Concept maps can be used to connect disparate concepts and topics, showcasing students’ prior/current knowledge of a subject. They can also be used to recognize challenges, bottlenecks, and opportunities for innovation. · Directions: Have students select an organization that excels in tourism, hospitality, and event management. Then create a concept map, identifying and categorizing how the organization creates value for its stakeholders (e.g., consumers, employees, government, society, the environment). Completing this exercise will make students aware that value is not limited to consumers, and that value extends beyond monetary transactions. · Key Words: discovery, empathy, ideation 7. Freewrite · Motivation: Freewrites require students to write for a specific number of minutes (3–5), writing as fast as possible, disregarding spelling and grammar, in an attempt to simply put words and thoughts to paper. Freewrites can be used to activate prior knowledge, generate ideas, and encourage formulation of an opinion with respect to a topic prompt. · Directions: Have students freewrite in response to a topic prompt. Example topic prompts are provided here: (1) The most valuable design exists at the intersection of customer desirability, business viability, and technology feasibility. Put yourself in the shoes of a customer, describing what you like most and least about the hotel experience. (2) The most valuable design exists at the intersection of customer desirability, business viability, and technology feasibility. Put yourself in the shoes of a hotel manager, describing what you like most and least about the hotel management experience. (3) The most valuable design exists at the intersection of customer desirability, business viability, and technology feasibility. Put yourself in the shoes of a consumer, describing what you like most and least about the technology innovations offered through hotels. · Key Words: discovery, empathy, customer desirability, business viability, technology feasibility 8. 6 Thinking Hats · Motivation: The 6 Thinking Hats, initially published by Edward de Bono, promotes the use of organized and structured group thinking by focusing on one color of the hat at a time. As an example, the white hat represents facts, the yellow hat presents optimism, and the red hat represents emotions and feelings. · Directions: Using one hat at a time, ask students to work individually or in pairs to respond to proposed business model sustainability associated with an established organization, new start-up, or technology disrupting the tourism, hospitality, and event management industry. Fig. 10.8 (continued)

107

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· Key Words: discovery, evaluation, exploitation, empathy, customer desirability, business viability, technology feasibility 9. Everyday Poka Yokes · Motivation: Poka yoke, a Japanese term, means “mistake proofing” and “error prevention.” Poka yokes can be seen as a form of innovation that promotes quality, productivity, safety, and cost savings through intentional design to avoid mistakes and errors within a process. Examples of poka yokes many of us use in our everyday lives include the following: placing your keys in your shoes (to not forget your keys when going out), a car diagnostic system (helpful between checkups to signal low tire pressure or need for oil/gas/wiper fluid), and smart thermostats and lights (automatically turning off or on as needed, and producing energy savings). · Directions: Have students use the Internet to identify poka yokes used within the tourism, hospitality, and events management industry. Then have students report on what they’ve found, classifying the poka yoke as an innovation to support quality, productivity, safety, and/or cost savings. · Key Words: customer desirability, business viability, technology feasibility 10. SWOT Analysis · Motivation: SWOT analyses are commonly used in the business context to identify strengths, weaknesses, opportunities, and threats associated with an organization. Completing a SWOT analysis is beneficial for understanding the current status of an organization, as well as considering strategic initiatives that would increase the likelihood of continued sustainability and organizational success. · Directions: Select multiple organizations within the tourism, hospitality, and event management industry (a mixture of high-performing, lowperforming, and start-up organizations is ideal to compare and contrast findings). Create a template and share with students. Have students work individually or in a group to fill in the SWOT template. · Key Words: customer desirability, business viability, technology feasibility Fig. 10.8 (continued)

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

Several problem-solving frameworks used

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

Projects require customer interviews for feedback

Most Valuable Design: Desirability, Feasibility, or Viability

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Visual communication used for project summary. Written communication used for reflection prompts.

Communication

Students work in teams of two for each project.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

All four projects require students to interview others and/or obtain feedback. Metacognitive reflections are used at the end of each project.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - structured approach to develop skills; Value identification - open ended HMW question; Supportive environment – teamwork, extra office hours

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Reflection prompts LEARNING ASSESSMENT __________________________________________

use of design and innovation frameworks within a social and public wellbeing context _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.9  Blueprint example: funnel-down project and sociology

CURRICULUM DESIGN ESSENTIALS

4 design and innovation projects LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Sociology The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

ENTREPRENEURIAL MINDSET TEACHING BLUEPRINT A Framework for Integrating the Entrepreneurial Mindset into Curriculum of All Disciplines

10.2  Overview and Motivation 109

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10  Example Curriculum

Table 10.6  Example metacognitive reflection assignment 1.  Executive summary (1-page minimum)    • Provide a summary of the competency, including the definition (with citation) and a half-page Google image (with citation). Citations should be inserted at the end as a reference (not included in the page length). Provide a paragraph explaining the benefits of the competency within the workplace, supported by three citations 2.  Assignment summary (1-page minimum)    • Provide a summary of the assignment, explaining the artifact requirements and how the assignment was assessed. Insert an infographic PowerPoint slide summarizing the artifact 3.  Assignment pre-assessment (half-page minimum)    • Prior to starting the assignment, identify your strengths and weaknesses with respect to your perceived ability to complete the assignment. Provide evidence and justification to support the initially identified strengths and weaknesses. Based on the assignment directions, identify at least five concepts, skills, or prior knowledge required to effectively complete the assignment. Rate your abilities (e.g., strengths and weaknesses) with respect to each concept, skills, or prior knowledge. Provide justification for your ratings and explain how this rating has changed over time 4.  Assignment mid-assessment (half-page minimum)    • While completing the assignment, state observations you noticed that support or hinder your initial assessment of your strengths and weaknesses with respect to completing the assignment. Describe observations you recognized while completing the assignment that support or hinder your initial assessment rating (e.g., strengths and weaknesses) of your skills, abilities, and prior knowledge 5.  Assignment post-assessment (1-page minimum)    • After completing the assignment, identify what you learned and insights you gained. (1) Self-assessment: Explain whether or not your initial ratings changed. Explain whether or not you obtained deeper skill development in areas you did not initially identify (i.e., areas other than the 5 you listed in the pre-assessment) when you began the assignment. (2) Context: What was the context or topic area for the assignment? Did your knowledge increase? (3) Learning Objective: What was the main learning objective(s) of the assignment? Explain the extent to which you believe you met the learning objective of the assignment. (4) Peer insights: How was your peer’s approach to the assignment different from your approach? Based on the findings, how might you approach an assignment like this in the future. (5) Time and effort: When did you start working on the assignment? How much time did you dedicate to the assignment? Do you think this is adequate? Why or why not? In the future, how might you approach an assignment like this again? 6.  Summary of why this matters (half-page minimum):    • Identify what type of job or career you might like to have in the future. Why is this competency important for this type of job? Why are assignments like these important in preparing you for entering the workforce? Why are the concepts, skills, and prior knowledge required for assignments like these important to future employers? 7.  Lifelong learning (half-page minimum)    • In the future, how might you extend your knowledge related to this competency area? Be specific in identifying a minimum of five diverse resources (e.g., people, books, movies, government agencies, MOOCs, magazines, websites, educational institutions, courses, museums, conferences)

10.2  Overview and Motivation

Overview · At the beginning of the semester, provide students with a design challenge or allow them to pick a challenge from several options. Then the students will participate in a series of four scaffold modules throughout the semester: (1) systems thinking, (2) design thinking, (3) value proposition canvas, and (4) business model canvas. This funnel approach to design and innovation is intentionally applied to guide students from a (1) big picture, endless problems, systems-level perspective to (2) problem–solution fit exploration to (3) problem–solution fit identification to (4) commercializing a solution. · Each module includes a human-based design activity incorporating a new framework and information obtained from interviewing other potential customers. In addition, each module requires students to submit a five-page reflection responding to a standard set of self-regulated learning prompts. Project 1: Systems Thinking · Introduction: Systems thinking is based on a philosophy that everything is interconnected and that a problem/opportunity must be examined within the context of a larger configuration. There are many parts of a problem/opportunity, and all the parts interrelate and create a system. Systems thinking is a tool that provides an understanding of the interconnectedness of all things. · Directions: 1. Take notes during the lecture on systems thinking and review the presentation slides available through the learning management system. 2. Use PowerPoint (or other visualization software) to draw the system from an inputs–processing–outputs perspective. 3. Find at least three articles online that provide motivation for this challenge. Use the articles (URL footnotes at the bottom of the document) as support to justify and identify opportunities for improvement within each area of the system. 4. Place your name at the top of the document and submit as a PDF to Blackboard. 5. Complete the reflection prompts. Module 2: Design Thinking · Introduction: Design thinking is a solution-focused method incorporating different perspectives and is often used by interdisciplinary teams. The iterative approach promotes a focus on innovation through experimentation. In addition, the human-centered nature of the process integrates continuous sharing of knowledge, feedback, and collaboration, as exemplified in this empathy-based assignment. · Directions: 1. Take notes during the lecture on design thinking and review the presentation slides available through the learning management system. 2. Use the worksheets and your notes to provide an overview of the design thinking process and your key findings using the results of the systems thinking module as a starting point. The information should be limited to one 8.5 x 11 document and developed using software. 3. Place your name at the top of the document and submit as a PDF to Blackboard. 4. Complete the reflection prompts. Fig. 10.10  Example funnel-down project for sociology

111

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Module 3: Value Proposition Canvas · Part 1 Introduction: The value proposition describes how value is created for the customer, visually displayed by a Value Proposition Canvas. It ensures that the gains and pains of the customer jobs (customer needs) are identified and solved by a specific product or service that relieves pain or creates gain (demonstrated by design features), while taking into consideration current solutions (competitive quantitative performance), and clearly explaining the value proposition summary (key differentiators distinguishing your product or service from current solutions). A tool for developing the Value Proposition Canvas, as shown below, is provided as an attached template. · Directions: 1. Take notes during the lecture on the Value Proposition Canvas and review the presentation slides available through the learning management system. 2. Fill in the Value Proposition Canvas template based on your findings from the design thinking empathy assignment. 3. Place your name at the top of the document and submit as a PDF to Blackboard. · Part 2 Introduction: Good customer interviews are a cheap and fast way to kick off the search and design of your value proposition. Here are a few hints for conducting interviews: adopt a beginner’s mindset; listen more than you talk; ask “why” to get real motivations; remember that the goal is to learn, not sell; always open doors at the end (provide a means of followup as needed). · Directions: 1. Identify your archetype. Interview five people who fit the archetype. Ask questions to obtain qualitative feedback related to the value proposition. 2. Update the draft Value Proposition Canvas to account for the new findings. Use colors, shapes, or other methods to clearly differentiate the new findings. 3. Place your name at the top of the document and submit as a PDF to Blackboard. 4. Complete the reflection prompts. Module 4: Business Model Canvas · Part 1 Introduction: The Business Model Canvas is a visual strategic management and lean start-up template for developing new or documenting existing business models. It is a visual chart with elements describing a firm’s or product’s value proposition, infrastructure, customers, and finances. It assists firms in aligning their activities by illustrating potential trade-offs. · Directions: 1. Take notes during the lecture on the Value Proposition Canvas and review the presentation slides available through the learning management system. 2. Fill in the Business Model Canvas based on your findings from the value proposition assignment. 3. Place your name at the top of the document and submit as a PDF to Blackboard. · Part 2 Introduction: Good customer interviews are a cheap and fast way to kick off the search and design of your business model. Here are a few hints for conducting interviews: adopt a beginner’s mindset; listen more than you Fig. 10.10 (continued)

10.2  Overview and Motivation

talk; ask “why” to get real motivations; remember that the goal is to learn, not sell; always open doors at the end (provide a means of follow-up as needed). · Directions: 1. Identify your archetype. Interview five people who fit the archetype. Ask questions to obtain qualitative feedback related to the business model. 2. Update the draft Business Model Canvas to account for the new findings. Use colors, shapes, or other methods to clearly differentiate the new findings. 3. Place your name at the top of the document and submit as a PDF to Blackboard. 4. Complete the reflection prompts. Fig. 10.10 (continued)

113

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

All!

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

All!

Most Valuable Design: Desirability, Feasibility, or Viability

All!

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students will use written communication skills to draft reports and grant proposal.

Communication

Students will work in project teams.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Students will interview educators and administrators to receive feedback. Practice is promoted through the semester long project.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - structured milestones; Value identification - students choose focus area; Supportive environment - team-based projects

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Writing rubric LEARNING ASSESSMENT __________________________________________

application of the design thinking process and value proposition identification in education _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.11  Blueprint example: stage-up project and teacher education

CURRICULUM DESIGN ESSENTIALS

design thinking + grant proposal writing LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Teacher Education The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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Table 10.7  Example stage-up assessments Module 1: Design Thinking Project  • The purpose of the design thinking project is twofold: it provides a learning experience for students to apply the design thinking process and provides background information for drafting a grant proposal. Since a typical federal grant proposal is around 15 pages, it is beneficial to get students to practice their writing skills. As such, it is recommended that students submit a written report (two to three pages) at the end of each phase. Then the content can be easily copied/pasted when drafting the actual grant proposal. For report writing and written content, there are many example rubrics available online Module 2: Grant Proposal Writing  • One of the benefits of using grant proposal writing as a pedagogical approach is that the guidelines for the proposal submission document and evaluation are already clearly established within the solicitation document. Thus, instructors can simply have students follow the standard 15-page proposal guidelines and transform the evaluation criteria into a grading rubric

Module 1: Design Thinking Project (each phase = 2 weeks) · Empathize: The empathy stage includes three primary steps. First, students will review “20 Invention Opportunities in Learning & Development” (https://www.gettingsmart.com/wpcontent/uploads/2021/02/GS_InventionOpportunities_FINAL.pdf). This will provide students with a background and foundation for understanding trends and opportunities within the education ecosystem. Second, students will review National Science Foundation (NSF) funding education-focused solicitation opportunities (likely through the Education and Human Resource Directorate: https://www.nsf.gov/dir/index.jsp?org=EHR). Taking into consideration both resources, students will work in teams to identify a focus area for submitting a grant proposal. Third, students will interview and obtain feedback from 10–15 educators and administrators. The findings will be summarized in a report. · Define: During the design phase, students will establish a problem statement, current approaches to the problem, and gaps in the current approaches. Students will integrate data collected during the empathy stage and statistics to justify the problem. The findings will be summarized in a report. · Ideate: Using the NSF proposal guidelines and “20 Invention Opportunities in Learning & Development,” students will brainstorm solutions and evaluate. One innovative intervention idea will be selected to move forward. The findings will be summarized in a report including justification for how the intervention will meet the gaps identified in the define stage. · Prototype: Students will draft a summary of the proposal intervention and the budget necessary to deliver the proposed intervention. Findings will be summarized in a report. · Test: The proposal idea will be shared with 10–15 educators and administrators to obtain feedback. Module 2: Grant Proposal Writing (remaining 6 weeks) · Based on the findings in Module 1, students will draft a 15-page NSF grant proposal. To help keep the students on task, the remaining 6 weeks can require weekly or biweekly milestones (where student teams submit a portion of the grant proposal at each milestone). Fig. 10.12  Example stage-up project for teacher education course

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

All!

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

All!

Most Valuable Design: Desirability, Feasibility, or Viability

All!

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students need to write and/or share information.

Communication

Peer and instructor assessment promote collaboration.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Many journal prompts spread throughout the semester allows for practice. Peer assessment allows for feedback.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy – incremental opportunites to develop skills; Value identification - use of open-ended assignments; Supportive environment positive course climate.

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Rubric based on focus, content, and mechanics LEARNING ASSESSMENT __________________________________________

Use of entrepreneurial components/implications within computer science _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.13  Blueprint example: journal prompts and computer programming

CURRICULUM DESIGN ESSENTIALS

Weekly journal prompts LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

Computer Programming The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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Table 10.8  Example assessment rubric for journal prompts Focus Content

Mechanics

3 Fully responds to all prompts Ideas are clear and supported by the article and class content Meets word count requirements and limited errors related to spelling, grammar, and punctuation

2 Somewhat responds to the prompts Some ideas are clear and supported by the article and class content Does not meet word count requirements and/ or some errors related to spelling, grammar, and punctuation

1 Limited response to prompts Ideas are not clear and/or ideas are not supported by the article or class content Does not meet word count requirements and/or many errors related to spelling, grammar, and punctuation

Each week, students need to find a news article applying the entrepreneurial component (e.g., entrepreneurship, most valuable design characteristics, problem-solving via design thinking) within the context of computer programming. Then the students need to write a journal narrative (~500 words) responding to the following questions. Students will complete this every week (assuming a typical 16-week semester) or twice a week (for an 8-week course). · What is the article about? · What are the top three things learned from reading the article? · What action will be taken because of the article? · What new questions have arisen because of the article? · What type of article will you seek out next week? Fig. 10.14  Example journal prompts for computer programming course

demonstrate __________________________________ [Select a Bloom’s Taxonomy verb]

Micro Perspective: Empathize, Define, Ideate, Prototype, Test

All!

Most Valuable Design: Desirability, Feasibility, or Viability

All!

Macro Perspective: Discovery, Evaluate, or Exploit

Select at least one…

#1: Entrepreneurial Integration

Students will use written communication skills to summarize findings and lessons learned.

Communication

For each assignment, 2-3 students will be randomly selected to share and obtain feedback from peers.

Collaboration

#2: Professional Skill Development

[Action(s) to create conditions for learning]

Practice is promoted through completing several assignments during the semester long project. Feedback is promoted by sharing with peers.

Practice, Reflection, and Feedback

#3: Mindset Cultivation

Yes!

Alignment of Learning Goal, Objective, Activity, and Assessment

Self-efficacy - structured milestones; Value identification - students get open ended prompts; Supportive environment – positive course climate

Cultivates Supportive Environment, Promotes Value Identification, Encourages Self-Efficacy Development

#4: Teaching with Intention

[Method(s) to determine learning objective mastery]

Writing rubric LEARNING ASSESSMENT __________________________________________

application of the entrepreneurial component to personal life _____________________________________________________________________________________________________________ . [State clear and observable learning expectations related to unit content area and entrepreneurial integration.]

Fig. 10.15  Blueprint example: strategic planning and general education

CURRICULUM DESIGN ESSENTIALS

design thinking + grant proposal writing LEARNING ACTIVITY __________________________________________

1.

course By the end of this _____________________________________________, the student will be able to: [Pick unit of analysis: course, module, assignment, etc…]

LEARNING OBJECTIVES (should be at the intersection of unit content area and entrepreneurial component)

General Education Course The LEARNING GOAL is to integrate the entrepreneurial mindset into _________________________________________________________________________________ . [State the unit name]

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10.2  Overview and Motivation

Module 1: Identify Values and Beliefs 1. Draft a personal mission statement. 2. Create a vision board and develop a future résumé. 3. Identify gaps in comparing current résumé to personal mission statement, vision board, and future résumé. Establish SMART goals to overcome the gaps. Module 2: Increase Capabilities 1. Self-efficacy (I know how): Complete one of the following and summarize lessons learned in one to two pages – (a) complete a MOOC, (b) listen to a podcast series, (c) read a book, (d) watch a Ted Talk series. 2. Resourcefulness (I can access how): Create a personal resource map. Identify gaps where increased resources should be identified. A Google image search will provide examples for a personal resource map. 3. Growth mindset (I can learn how): Complete the strengths finder or other profile assessment to identify one’s strengths and determine how to capitalize on those strengths. Provide a summary of lessons learned. Module 3: Build a Supportive Ecosystem 1. Mentors: Create a mentor map. Identify gaps where mentor access is limited. Establish SMART goals to fill in the gaps. 2. Events: Attend a seminar or workshop related to the entrepreneurial components (e.g., entrepreneurial, most valuable design characteristics, and problem-solving via design thinking). Provide a summary of lessons learned. 3. Spaces: Visit a co-working space and/or maker space. Provide a summary of the experience. Fig. 10.16  Example strategic planning assignments for general education

Table 10.9  Example assessment options for strategic planning Each module requires completing various types of written assignments. The instructor might consider using the pass/fail rubric (Table 10.2 Example grading rubric for shorties), point distribution rubric (Table 10.1 Example grading rubric for online discussions), metacognitive reflection (Table 10.3 Example metacognitive reflection assignment), or a writing rubric (Table 10.5 Example assessment rubric for journal prompts)

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Reference Batheja, V. N. K. (2021). Is a university education crucial for founders? Wamda Retrieved April 24, 2021, from https://www.wamda.com/2021/03/university-­education-­crucial-­founders

Continuing the Conversation

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To thrive in a world of frequent disruption, we must learn to embrace change, recognize new opportunities, and create solutions. In other words, we must all be more entrepreneurial. Jeff Reid, Founding Director of the Georgetown Entrepreneurship Initiative at Georgetown University, (2021)

Abstract

Instructors can develop their own entrepreneurial mindset by discovering, evaluating, and exploiting opportunities to continue the conversation. In continuing the conversation, there are many potential next steps for the readers’ journey, including updating or creating entrepreneurially minded curriculum (as demonstrated in the previous chapter), disseminating teaching interventions, and networking with like-minded individuals toward future cocreation and collaboration efforts. This final chapter highlights benefits to disseminating teaching interventions, provides a guide for publishing teaching interventions and how to facilitate a virtual writing group (to aid in the writing feedback process), and concludes with recommended dissemination outlets and additional resources. Given the applicability across disciplines, there is much we can learn from each other. The purpose of this chapter is to express the benefit behind disseminating teaching interventions, describe one approach to the scholarship of teaching and learning writing process, explain how to facilitate and receive feedback through a virtual writing group, identify multiple outlets for disseminating teaching interventions, and demonstrate awareness of additional teaching and technical writing resources.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9_11

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Keywords

Writing · Teaching · Dissemination · Journal · Conference · Resource · Book · Ethics · Publication · Networking · Community · Entrepreneur

11.1 Learning Objectives By the end of this chapter, you will be able to: 1 . Express the benefit behind disseminating teaching interventions [Sect. 11.3]. 2. Describe one approach to the scholarship of teaching and learning writing process [Sect. 11.3.1]. 3. Explain how to facilitate and receive feedback through a virtual writing group [Sect. 11.3.2]. 4. Identify multiple outlets for disseminating teaching interventions [Sect. 11.4]. 5. Demonstrate awareness of additional teaching and technical writing resources [Sect. 11.4].

11.2 Overview and Motivation As stated earlier in the book, the entrepreneurial mindset can be defined as the “inclination to discover, evaluate, and exploit opportunities” (Bosman & Fernhaber, 2018, p. 13). Instructors can develop their own entrepreneurial mindset by discovering, evaluating, and exploiting opportunities to continue the conversation. In continuing the conversation, there are many potential next steps for the readers’ journey, including updating or creating entrepreneurially minded curriculum (as demonstrated in the previous chapter), disseminating teaching interventions, and networking with like-minded individuals toward future cocreation and collaboration efforts. This final chapter highlights benefits to disseminating teaching interventions, provides a guide for publishing teaching interventions and how to facilitate a virtual writing group (to aid in the writing feedback process), and concludes with recommended dissemination outlets and additional resources. Given the applicability across disciplines, there is much we can learn from each other.

11.3 Disseminating Teaching Interventions There are many benefits to disseminating teaching interventions related to the entrepreneurial mindset. First, the process of compiling a document, including best practices and lessons learned, requires the instructor to reflect upon and critically assess the materials. This promotes continuous improvement within the curriculum and classroom environment. Second, once the intervention has been disseminated, it is

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very likely that other instructors will view the information. As a result, there is the potential to create a better learning experience for students in other classrooms, exponentially increasing the impact. This is especially important given the variety of ways in which the entrepreneurial mindset can be applied across the disciplines. Third, disseminating the document through presenting, publication, or posting to an online repository demonstrates value. In this way, the act of dissemination can be added to one’s curriculum vitae or résumé as a means to support promotion and tenure. Fourth, sharing the teaching intervention allows the opportunity for other educators to provide feedback. The feedback and sharing between instructors allow for the possibility of cocreating curriculum across institutions. Fifth, disseminating teaching interventions can be viewed as a form of branding and networking. This can stimulate side hustles (e.g., grant proposal reviewer, workshop facilitator, consulting) and/or lead to new job opportunities. Finally, depending upon the teaching intervention’s capacity to drive innovation and transformation, it could lay the foundation for a new education/outreach-focused grant proposal. This section will provide one approach to the scholarship of teaching and learning (SOTL) writing process and showcase a method for obtaining feedback by facilitating a virtual writing group.

11.3.1 Scholarship of Teaching and Learning (SOTL) As more and more academic institutions are starting to place greater value on teaching impact, the performance review process is trending away from teacher evaluations and toward the publication of innovative educational interventions in peer-reviewed literary outlets. The format of these interventions can take many different forms. In the Entrepreneurship, Education and Pedagogy Journal, for example, research articles, teaching cases, and learning innovations can be submitted. In this section, we provide a step-by-step overview on how to publish transformative teaching and learning approaches in as few as four easy steps. Step 1—Outline the research plan: This step is beneficial to complete prior to implementing the teaching intervention (or at least prior to writing up the teaching intervention). When considering the former, this outline is helpful because a large amount of time could go by (such as a semester or two) between the conceptualization, implementation, and dissemination. When considering the latter, this outline is helpful for ensuring logical flow between the core manuscript components. • Project title—Be intentional about using keywords valued by your department and/or organization. For example, if the institutional goals or campus culture emphasize active learning, competency-based learning, technology-focused learning, or student mentoring, to name a few, be sure to include those key words in the project title. • Research question(s)—The purpose of publishing educational interventions and disseminating best practices in teaching and learning is to extend the body of

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knowledge related to “X.” Be specific about what will be explored, discovered, and/or validated. Theory—The theory will be documented within the background and literature review portion of the publication. Common education-related theories include constructivism, Bloom’s taxonomy, Kolb’s experiential theory, and Maslow’s hierarchy of needs. Also, any critical evidence-based literature can be listed here. Methods—This is where the innovative educational intervention is outlined. Be sure to bullet point the intended participants (and course, if applicable), a summary of the intervention, and description of the data to be collected (as evidence of teaching effectiveness). Potential anticipated findings—The rationale behind predicting the potential outcome is not to bias the research, but instead it is a way of gauging the likely usefulness of completing the research project. If it is difficult to assess the efficacy of the project in advance, it is probable that the efficacy of the actual outcome will be limited. Potential outlet—Finally, it is important to consider the potential publication outlet. Common options include a journal, conference proceeding, or book chapter. However, there is also value in placing a shortened version of the research in a magazine, blogpost, or campus newsletter.

Step 2—Obtain IRB approval: Every educational institution that receives federal research money (which pretty much includes all institutions) must have an Institutional Review Board (IRB). In a nutshell, the IRB ensures the safety and well-­ being of human participants and ensures that the research adheres to ethical and scientific principles. If the research project will be done in the classroom setting, as part of normal classroom practices (e.g., it is required and counts toward the grade), it commonly falls under Exempt Category 1—Education Research. But don’t let the term “exempt” fool you. This still requires completing paperwork, just less paperwork than the other two options (expedited and full board). Fortunately, many of the items required for the paperwork can be found in the research plan outline (from Step 1). Step 3—Deliver the intervention and collect data: Once IRB approval is obtained, the intervention and data collection process can commence. Depending upon IRB requirements, participants may need to sign a document acknowledging participation in the study, or in some cases it is just necessary to simply notify the students that the results will be published anonymously and in aggregate for the purpose of sharing best practices related to teaching and learning. Step 4—Analyze the data and write up the results: The research plan outline (from Step 1) comes in very handy here. More often than not, several weeks, months, or even semesters might pass before time is available to work on the publication. Therefore, the research plan outline is a great tool for drafting the logical flow of the manuscript, without having to rely on one’s memory. Here are some “rules of thumb” for drafting a manuscript for submission to a journal, conference proceeding, or book chapter.

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• Introduction—This section should aim to hook the reader and provide motivation for conducting the study. It should respond to the following questions: (a) What is the problem that needs to be solved? (b) What are current solutions to the problem? (c) What gaps remain with the current solutions? (d) What is the proposed solution (e.g., your intervention and research question)? • Background—This section provides a summary of the foundational theories and evidence-based justification for the study. In addition, this section could include benefits and challenges associated with the theoretical approach. • Methods—This section typically includes four paragraphs that provide (a) an overview of the research design, (b) description and demographics of participants, (c) data collection methods, and (d) data analysis techniques applied (e.g., quantitative, qualitative, mixed methods). • Results and discussion—This section provides a summary of the data analysis, usually as it ties into the research question(s). The discussion portion should compare and contrast the results with the current literature. If there are any contradictions, be sure to highlight them and also include a plausible explanation of the differences. • Conclusion—This final section will restate the research questions and highlight the practical implications of the study. In addition, it should identify potential limitations and recommendations for future research.

11.3.2 Obtaining Feedback Through a Virtual Writing Group Given the applicability of the entrepreneurial mindset across disciplines, we encourage you to be intentional in leveraging these multiple perspectives in creating scholarship that infuses the entrepreneurial mindset into the curriculum. One way in which this can be done is through a peer writing community. Lacking access to a peer writing community? Then start your own virtual writing group! Writing groups have many different goals. However, the purpose of this section is to provide a facilitation guide for writing groups focused on critiquing each other’s writing projects. These types of feedback-focused writing groups offer a wealth of benefits including support, motivation, inspiration, constructive review, opportunity to assess other’s work, accountability, and networking. Next we offer seven easy steps to start your own virtual writing group. Step 1—Assemble the group: The ideal group size is four to six members. As the writing group facilitator, it’s important to be strategic about who you invite to join the group. Make sure you are somewhat familiar with their work ethic—you want group members who are accountable to show up every week and be prepared. Try to get a diverse group of people who can offer a variety of perspectives. Ideally, you want people who are nice and respectful, but also not afraid to share their opinion constructively. Step 2—Agree on meeting structure: Here are some best practices for the meeting structure. Feel free to pick and choose or modify as you see fit.

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• Per each meeting, one group member volunteers to share their writing project. • Writing projects should be sent to the group members 4 days in advance to allow them to review the writing project and prepare for the meeting. • When the writing project is sent, the author should also include specific questions about the type of feedback requested (e.g., grammar and editing, logical flow of information) and the purpose of the writing project and audience. • The meeting should be 1 h long (with the expectation that group members spend about 1–3 h reviewing and preparing). • Meetings should be weekly so group members can get into a routine. • The types of writing project can be anything—book proposal, book chapter, magazine article, journal article, grant proposal, paper outline, résumé, cover letter, application essay, poem, movie script, song lyrics, report, book review, or any other type of creative writing project. • As a rule of thumb, the writing project should be a maximum length of 20 pages. • Whoever is presenting during that meeting facilitates the conversation, taking notes, answering questions, and listening intently to the feedback. • During the meeting, the facilitator should lead the group through the following rounds of constructive feedback: (1) clarification round to answer questions and respond to points of confusion the group members may have, (2) positive feedback round to remind the facilitator there are many good points to the writing project, (3) round to specifically respond to the author’s requests, and (4) a final round for group members to share any other comments or suggestions. • In the last few minutes of the meeting, the next author will introduce the writing project which will be shared for the next meeting. Step 3—Establish a regular meeting day/time: Weekly one-hour meetings are ideal to help group members establish the habit, but the day and time should be decided by the group. I recommend avoiding the weekends (something always comes up) and avoiding Mondays/Fridays (as these can vanish due to long weekends). Lunchtime meetings can be a good option for group members who have limited schedule flexibility. But be sure to pick a day and time that works best for the group. Step 4—Place boundaries to start/end meeting commitments: It is important that there are limited changes to the writing group members. When members frequently come and go, this leads to conversations about fairness in receiving and giving feedback. The best way to ensure the members stay is to place starting and ending boundaries on the time commitment. For example, the group could be in place for a semester, 3–6 months, or even a year. For members who have frequent schedule changes or other priorities that come up (as they always do), short-term commitments are ideal. As a facilitator, this also gives you the option to make necessary changes or even pass the leadership baton to someone else. Step 5—Create sign-up sheet: Once the logistics and commitment boundaries are established, create a sign-up sheet for group members to schedule an ideal date for getting feedback. This promotes accountability and allows the author to schedule feedback taking into consideration their own goals and deadlines. An ideal

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document for the sign-up sheet is through Google Sheets (where group members can access and sign up at any time). Step 6—Decide on virtual meeting technology: There are many online meeting options. However, popular and free virtual meeting spaces include Zoom, Google Hangouts, and Skype. Pick one and go with it. The first session will likely be delayed due to technology issues, but after that, it should be smooth sailing. Step 7—Send calendar invites: The calendar invite should include a link to the sign-up sheet, a link to the virtual meeting online location, and a list of the meeting structure ground rules. This ensures all members have access to all required information.

11.4 Dissemination Outlets and Additional Resources This section lists dissemination outlets and additional resources, categorized by journals, conferences, websites, and books. Yet it is important to recognize that entrepreneurial-minded teaching innovations can also be disseminated through nontraditional routes made accessible through news media and social media (e.g., personal blogs, institutional outlets and marketing campaigns, Medium.com articles, podcasts).

11.4.1 Journals In addition to books, there are a number of journals that have emerged with a focus on providing educators with research and best practices toward teaching entrepreneurship and the entrepreneurial mindset in the classroom. The materials range from short, entrepreneurial exercises to course-wide projects and beyond. They serve as a useful database to peruse and also contribute to. Entrepreneurship Education Journals 1. Journal of Entrepreneurship Education (https://www.abacademies.org/journals/ journal-­of-­entrepreneurship-­education-­home.html) 2. Entrepreneurship Education and Pedagogy (https://journals.sagepub.com/ home/eex) 3. Entrepreneurship Education (https://www.springer.com/journal/41959) 4. Journal of Education and Entrepreneurship (https://www.zeetarz.com/Jee/) Specialty Entrepreneurship Education Journals 1. Journal of Arts Entrepreneurship Education (https://journalaee.org/index. php/jaee) 2. Artivate: A Journal of Entrepreneurship in the Arts 3. Journal of Women’s Entrepreneurship and Education (https://www.library.ien. bg.ac.rs/index.php/jwee)

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4 . Industry and Higher Education (https://journals.sagepub.com/home/ihe) 5. Academy of Management Learning and Education (https://journals.aom.org/ journal/amle) General Education Journals 1. College Teaching (https://www.tandfonline.com/toc/vcol20/current) 2. International Journal for the Scholarship of Teaching & Learning (https://digitalcommons.georgiasouthern.edu/ij-­sotl/about.html) 3. Journal of the Scholarship of Teaching and Learning (https://scholarworks. iu.edu/journals/index.php/josotl) 4. Journal on Excellence in College Teaching (http://celt.muohio.edu/ject) 5. Transformative Dialogues: Teaching and Learning Journal (https://journals.kpu. ca/index.php/td/index) 6. Active Learning in Higher Education (https://journals.sagepub.com/description/alh) 7. IEEE Transactions on Education (https://ieeexplore.ieee.org/xpl/RecentIssue. jsp?punumber=13) 8. International Journal for Lesson and Learning Studies (https://www.emerald. com/insight/publication/issn/2046-­8253)

11.4.2 Conferences In addition to networking, conferences offer a great way to preview and showcase the “latest and greatest” curriculum innovations and teaching interventions. In this way, participants can both consume information and contribute information to peers in both industry and academia. Entrepreneurship Education Conferences 1 . USASBE (United States Association for Small Business and Entrepreneurship) Conference: https://www.usasbe.org 2. VentureWell Open Conference: https://venturewell.org/open 3. Deshpande Symposium: https://deshpandesymposium.org 4. ENSPIRE Conference: https://www.youngentrepreneurinstitute.org/educator/ enspire-­conference 5. National Association for Community College Entrepreneurship (NACCE) Annual Conference: https://www.nacce.com/events 6. California Entrepreneurship Educator’s Conference: https://lavincenter.sdsu. edu/programs/entrepreneurship-­conference/2021-­conference 7. International Conference on Entrepreneurship Education and Pedagogy: https:// waset.org/entrepreneurship-­education-­and-­pedagogy-­conference

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8. International Conference on Enterprise, Entrepreneurship Education and Development: https://waset.org/enterprise-­entrepreneurship-­education-­and­development-­conference-­in-­july-­2021-­in-­vienna 9. North Carolina Entrepreneurship Educators’ Conference: https://uncw.edu/ eeconference Specialty Entrepreneurship Education Conferences 1 . Kern Entrepreneurial Engineering Network (KEEN) Conference: https://engineeringunleashed.com/keen-­national-­conference 2. 3E 2020: https://3e2020.org 3. Society for Arts Entrepreneurship Education Annual Conference: https://societyaee.org

11.4.3 Websites Listed here are websites that serve as lesson plan repositories and websites that aid in the writing process (for the purpose of dissemination). • Teaching Entrepreneurship (https://www.teachingentrepreneurship.org): This free website provides instructors with all-encompassing lesson plans, experiential learning activities, assessment tools, and example syllabi. Anyone can join and subscribe to the website. • Network for Teaching Entrepreneurship (https://www.nfte.com): This free website offers students (primarily K–12 and young adults) with programming and offers educators with a wide variety of resources for teaching entrepreneurship. Programming comes with a price tag; however, educational resources are available to anyone for free. • EntreEd (https://www.entre-­ed.org): This free website, created by the National Consortium for Entrepreneurship Educators, offers lesson plans for a variety of grade levels in K–12 and for a wide variety of subjects (including math, science, English as a second language, social studies, physical education, music, art, and engineering). Anyone can freely access the content. • Engineering Unleashed (https://engineeringunleashed.com): This free website gives educators the opportunity to collaborate with others, author and share content, join and create groups, and contribute to forums. Although this resource is engineering specific, there are many activities and lesson plans that can be applied to coursework outside of engineering (and even outside STEM). Anyone can join and subscribe to the website. • Course Hero (https://www.coursehero.com): This free website offers a repository for sharing and discovering curriculum for all types of disciplines. The website carefully vets educator members to ensure they are employed as an instructor

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at an established educational institution (as a means to prevent students from accessing the content). Only vetted instructors can join the website; instructors must first upload content before having the option to search and download content. • Shut Up and Write! (https://shutupwrite.com): This free website provides resources on writing, editing, and sharing. Most importantly, it utilizes the MeetUp platform to connect people around the world to promote community and accountability around writing initiatives. Anyone can join via the MeetUp platform.

11.4.4 Books If you search the Internet for books with titles including the phrase “entrepreneurial mindset,” options are limited. This in itself justified the need for this book. For the reader’s reference, relevant books are listed here (many of which were published within the past few years). 1. The Entrepreneurial Mindset: Preparing Our Next Generation for the Future of Work (2020); Kyle Garman 2. Entrepreneurial Mindset: It is a Way of Thinking that Enables You to Overcome Challenges, It Is What You Need to Propel Yourself Forward (2020); Brian Christopher 3. The Entrepreneurial Mindset (2020); Thom Stimpel 4. The Entrepreneurial Mindset: The 5 Entrepreneurial Mindsets (2019); Shanie Salmon-Godfrey 5. Cultivating an Entrepreneurial Mindset (2019); Tamiko L. Cuellar 6. Entrepreneurial Mindset (2019); Paul Coyle 7. Teaching the Entrepreneurial Mindset to Engineers (2018); Lisa Bosman, Stephanie Fernhaber 8. Getting Traction: The Subaru Story and Entrepreneurial Mindset (2011); Harvey Lamm and Syd Havely 9. The Entrepreneurial Mindset: Strategies for Continuously Creating Opportunity in an Age of Uncertainty (2000); Rita Gunther McGrath and Ian C. MacMillan Next we offer our “Top 10” books related to best teaching practices and/or teaching the entrepreneurial mindset. Entrepreneurship Education Books 1. Teaching the Entrepreneurial Mindset to Engineers (2018); Lisa Bosman, Stephanie Fernhaber 2. Teaching Entrepreneurship: A Practice-based Approach (2014); Heidi M. Neck, Patricia G. Greene, Candida G. Brush 3. Strategic Doing: Ten Skills for Agile Leadership (2019); Edward Morrison, Scott Hutcheson, Elizabeth Nilsen, Janyce Fadden, Nancy Franklin

References

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4. How to Teach Entrepreneurship (2019); Colin Jones 5. Value Proposition Design: How to Create Products and Services Customers Want (2014); Alexander Osterwalder, Yves Pigneur, Gregory Bernarda, Alan Smith, Trish Papadakos General Teaching Books 6. Robot-Proof: Higher Education in the Age of Artificial Intelligence (2018); Joseph Aoun 7. Teaching at Its Best: A Research-Based Resource for College Instructors (2010); Linda B. Nilson 8. Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research (2017); Linda B. Nilson and Ludwika A. Goodson 9. How Learning Works: Seven Research-Based Principles for Smart Teaching (2010); Susan A.  Ambrose, Michael W.  Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, Richard E. Mayer 10. Small Teaching: Everyday Lessons from the Science of Learning (2016); James M. Lang

References Bosman, L., & Fernhaber, S. (2018). Teaching the entrepreneurial mindset to engineers. Springer International Publishing. Reid, J. (2021). Disruption is here to stay so let’s be entrepreneurial. Washington Business Journal Retrieved April 24, 2021, from https://www.bizjournals.com/washington/news/2021/03/11/ disruption-­is-­here-­to-­stay-­so-­lets-­be.html

Index

A Art and design, 15 B Blueprint definition, 86 instructors, 86 online discussions, 89 statistics, 87 C Cognitive learning theory, 67 Computer-aided design (CAD), 100 COVID-19 pandemic, 6–7, 39, 57 Curricular offerings business school, 13, 14 challenges, 12, 18 cultivate, 17, 18 discipline-specific, business school, 14–17 entrepreneurial, 13 entrepreneurship course, 12 University-wide, business school, 17 Curriculum design thinking process/food science, 95, 99 examples, 92 funnel-down project/sociology, 97–99, 114 high-stakes assessment, 93 hypothesis testing and communications, 94, 95 journal prompts/computer programming, 102–105, 117 online discussions/statistics, 95–97, 102

repetition-based assessment, 93 shorties/tourism/hospitality/event management, 97 stage-up project/teacher education, 99–102 strategic planning/Gen Ed course, 105–120 D Design essentials entrepreneurial integration business viability, 39–41, 47, 48 curriculum, 36 customer desirability, 39, 47 definition, 37 evaluate, 37 exploit opportunities, 37 opportunity evaluation, 39 pedagogical toolbox, 44 problem-solving, creative, 41–43 process, 37 valuable design, 40, 41 value-driven problem-solving, 37 value proposition, 41, 47 Development Inventory (ID), 71 Disseminating teaching interventions benefits, 122 cocreating curriculum, 123 continuous improvement, 122 networking, 125 publication, 123 SOTL analyze data, 124 data collection process, 124 IRB approval, 124 research plan, 123, 124

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 L. Bosman, S. Fernhaber, Teaching the Entrepreneurial Mindset Across the University, https://doi.org/10.1007/978-3-030-79050-9

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Index

134 Disseminating teaching interventions (cont.) virtual writing group meeting, 126 peer assemble group, 125 peer writing community, 125 writing, 122 Dissemination outlets and additional resources books, 130 conferences, 128 journals, 127 websites, 129 E Education-related theories, 124 Engineering, 15 Entrepreneurial Mindset definition, 4 students, 5 Entrepreneurship, 5 F Failure modes and effects analysis (FMEA), 49 I Institutional Review Board (IRB), 124 L Liberal arts, 15 M Marketing Transformation Framework, 43 Mindset cultivation assessment, 69 curriculum design, 67 formative/summative feedback, 68, 69 learning curve efficiency, 67, 68 pedagogical toolbox feedback, 71 practice, 71 reflection, 72 practice, 66 reflection, 67 self-regulated learning, 70

N National Survey of Entrepreneurship Education, 14 P Paul-Elder Framework, 43 Pedagogical approaches, 33, 36 Pedagogical toolbox assessment, 52 creative problem-solving, 49–51 entrepreneurial process, 44–46 most valuable design, characteristics, 46–49 testing, 52 Pharmacy, 14 Professional skill development collaboration, 59 communication, 57, 58 curriculum design, 56 entrepreneurship, 56 face-to-face, 58 industry, 61 pedagogical toolbox assessment, 61 collaboration, 60 communication, 61 random assignment, 62 students ability, 61 teams, 59 virtual, 60 Psychometric instruments, 46 S Scholarship of teaching and learning (SOTL), 123 Self-regulated learning, 70 Steve Blank’s Lean Start-up Methodology, 43 Students adolescence, 23 business, 5 career, 5 challenges, 23, 24 core courses, 23 curriculum, 23 diversity, 24 entrepreneurial education, 22 entrepreneurship courses, 22 job, 5–7 personal life, 8

Index problems, 7 societal grant challenges, 7, 8 teaching, 24 university, 23 WAC, 24 T Teaching backward course design, 78–80 curriculum design essentials, 76 instructor resources, 81 motivation, 77, 78 pedagogical toolbox motivation, learn, 79 practices, 76 Teaching Blueprint assessment, 32, 33 critical-thinking skills, 30 curriculum design entrepreneurial integration, 30, 32 mindset cultivation, 32

135 professional skill development, 32 teaching, with intension, 33 curriculum design essentials, 30 learning, 30 practice, 32 value, 30 U United States Association of Small Business and Entrepreneurship (USASBE), 22 Universities, 12 V Value creation frameworks, 43 W Writing Across the Curriculum (WAC), 24