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I n s t i t u t i o n a l l y
a p p r o v e d
r e s e a r c h :
a d d i n g
t o
e n t r e p r e n e u r s h i p
e d u c a t i o n a n d
v e n t u r e c r e a t i o n
value and dimension
Melanie Fedri and Khanjan Mehta
[email protected] . [email protected]
Humanitarian Engineering and
Social Entrepreneurship Program
Penn State University
What do we want?“”
innovative, entrepreneurial
students and ventures
R i g h t ?
We w a n t
innovative, entrepreneurial
students and ventures
Wh a t w e r e a l l y
w a n t a r e t h e mo s t
student engagement in
institutionally approved research
O n e w a y t o f o s t e r
g r e a t e r
e f f e c t i v e n e s s i s
What kind of institutionally
approved research are we
talking about?
“
”
T h e k i n d t h a t
is designed to
engage students
is approved by your institutional review
board, making it
ethical and publishable
meets multiple, creatively approached needs
and interests
Why institutionally
approved research?
“
”
‘‘
’
4 years
5 advising faculty
Papers--
30 published
9 in review
30+ in process
1 It can be done!
Adds rigor
Furthers research agenda
Builds and scales up advances in field
Creates brick-in-the-wall
2 From faculty perspective
3 From student perspective
Attunes to context
Relays lessons learned
Creates brick-in-the-wall
Builds resume
“I'm definitely excited about my
research because I want to see my
project completion, and I want to
see our venture to completion.”
“If we wouldn‟t have had to fill out
IRBs and think about our projects
beforehand, and really have to
apply what we learn, I don't think
that for me the take-home
message would have been as
strong.”
“Going through a process where
you're actually working a real world
application, for people who are
actually going to be using it, and
hearing their feedback, was a lot of
fun and definitely helpful.
You ask, „How do I design this to
meet my customer's needs, not just
to get a minimum grade?‟”
c o mmu n i t
i e s
f a c u
l t y
i n s t i t u t
i o n s
s t u d
e n t s
I A R
addresses
multiple interests321 + +
e n t r e p r e
n e u r s h i p
d e s i g nr e s e a r
c h
I A R
develops students‟
skills321 + +
What are some
examples?
“
”
E x a c t r e s e a r c h
d e p e n d s o n
practical needs of the venture
bigger questions that spark
intellectual curiosity
T H E O R E T I
C A L
P R A C T I C A
L
T H E O R E T I
C A L
P R A C T I C A
L
T H E O R E T I
C A L
P R A C T I C A
L
Research continuum:
T H E O R E T I
C A L
P R A C T I C A
L
M a t e r i a l s
d a t a b a s e
T H E O R E T I
C A L
P R A C T I C A
L
D e s i g n o f
l o w c o s t (X )
T H E O R E T I
C A L
P R A C T I C A
L
A c c e s s t o
c a p i t a l
T H E O R E T I
C A L
P R A C T I C A
L
M a s h a v u
r e l i a b i l i t y
s t u d y
G l o b a l J u g a a d
C o m m o n s :
T H E O R E T I
C A L
P R A C T I C A
L
Challenges:
Mentors/incentives
Journal timelines
Increasing quality
Time
Meeting challenges:
Use IRB process as systematic mentor
Leverage resources
Why engage students in
institutionally approved
research?
“
”
Wrapping up—
innovative, entrepreneurial
students
Develop
innovative, entrepreneurial
ventures
Create
brick-by-brick
Accelerate and advance our field
