Usasbe Presentation Power Ppt Final

Entrepreneurs in Action!

///Entrepreneurs in Action!

ENTREPRENEURSHIP EDUCATION INITIATIVE:

TO INFUSE Creativity and Entrepreneurship

Building the “E” Spirit

USASBE CONFERENCE2006

TUCSON, AZ

Players

• Joe Aniello, FMU

• Bill Laing, AU

• Deane Peterson,VU

• Terry Goodin, WKU

• Jerry Carr, PU

• David Fender, MSU

• Wil Clouse, VU

• Jeff Helbig, Sumner County Schools

• Mark Davey, Hudson Falls Central Schools

• Jeff Burgone, Jefferson Parish Schools

• Roberta Miller, Resources, Inc.

• Don Miller, Heritage Hills Foundation

• Wilma King, WKU

Entrepreneurs in Action!Entrepreneurs in Action!Purpose

• To develop a cross-disciplinary problem-based learning environment using entrepreneurship as a unifying point.

• To connect interested colleges and universities together to implement the Entrepreneurs In Action! Program.

Entrepreneurs in Action!Entrepreneurs in Action!Assumptions

• Twenty-first century entrepreneurs must think differently – more creatively.

• Schools should teach about uncertainty, helping students learn how to deal with ambiguity and how to manage chaos.

• We need to develop citizens who will “make jobs instead of take jobs.”

• People need to know how to be creative and think outside the “box” of conformity.

• Americans must be prepared to compete effectively and individually in the new global economic environment.

Entrepreneurs in Action!Entrepreneurs in Action!Outcomes

• To develop a cross-disciplinary, problem-based learning environment and to extend the model to other colleges and universities via network development.

• To assist college students to interface in helping to solve local community problems in ways that result in business ventures.

• To generate new, creative ideas to revitalize downtown Athens and to use this process as a model for other cites.


• To develop an instructional model that encourages faculty members to work collaboratively across disciplines to identify new business ventures within the multi-disciplinary approach and to connect several colleges and universities together through our web-based EIA programs.

• To encourage students to see new, innovative opportunities and to marshal resources to develop business ventures.

• To teach students to create jobs as opposed to taking jobs.


• To help students develop and understand the freedom and fulfillment associated with self-employment and self-direction.

• To develop a cross-disciplinary, cross-college/university EIA program that can be expanded to include other schools later.

• To connect our work to the local community via a network of Online Experts.

Entrepreneurs in Action!Entrepreneurs in Action!Description of EIA

Experts

SchoolsCommunity


Entrepreneurs in Action!Entrepreneurs in Action!Description of EIA

1) Tolerance for risk2) Opportunity recognition 3) The gathering of resources to address a want or need 4) Approaching a problem from a fresh or unexpected point

of view (creativity in problem-solving)5) Combining existing knowledge in new ways

(innovation in problem-solving)6) Vision7) Independent thinking8) Expressing an action orientation (Clouse & Goodin, 2000)

…the use of creativity and innovation as an integral part of a process which employs knowledge and experience (Simon, 1986; Kim, 1990).

Entrepreneurial Thinking

Complexity of problem-solving

Entrepreneurs in Action!Entrepreneurs in Action!Learning Theories

“Whole - Part - Whole” Teaching

Student groups “plunge into” the problem, take it apart, then put it back together into a new “whole,” which represents their own solution.

Problem Context

Problem Solving

Teaching Activities

Subject Matter

Problem Solution

PartWhole Whole


“Just in Time” TeachingStudents learn a new concept just at

the moment when it is needed.

Recursive DesignContinual application

reinforces learning.

LearnA

pply

Learn Apply

Learn

Apply


Connecting to the Framework of the Learner


Connecting to the Framework of the Learner

Entrepreneurs in Action!Entrepreneurs in Action!Writing a Case

Featured Cases

1. Blackout in America! (Electrical Energy Case)This case is about the great electrical energy blackout that began in the Midwest and continued to the Eastern US several months ago. This case encourages students to think about new alternatives to electrical power.

2. A Question of Power (Oil Related Case)This case is associated with the oil industry and provides the student with the opportunity to investigate new business ventures related to other sources of energy.

3. Chasing the Dragon (Drug Related Case)This case is about the problems associated with the increase in the number of methamphetamine labs in Tennessee. The production of such toxic illegal drugs has created a major social, political and economic problem across our country.

4. Not in My Backyard! (Recycling Case) The United States is a “throw away society.” This case is about recycling and the many social and economic issues related to this problem.


Featured Cases (continued)

5. Music City Blues (Music Case)This is a case about the music business. How does one write lyrics and find a means to support himself or herself?

6. Talking to the Air (Wireless Technology Case)This is a wireless technology case involving the opportunity to develop a wireless downtown community in a small town.

7. The Santa Fe Effect (Small Town Redevelopment)This is a case designed around the rejuvenation of small downtown areas.

8. The Phoenix (Cyber Café Case) This case is written to encourage students to develop a cyber café with a cross-disciplinary learning environment that could be the place where great ideas germinate and move into business ventures.



9. Long Lines, Short Tempers (Homeland Security)This case is written for engineering design classes interested in small device designs for homeland security and terrorist prevention. One of the most pressing problems facing the United States at this time is the threat of terrorist attacks, both on the homeland and on foreign soil. This case provides a scenario for students to develop Micro-electro-mechanical-systems (MEMS) to help protect the security of the homeland.

10. Fashion, Fashion Everywhere, and Nothing to Wear (Fashion, Design, and International Development Case). This case is designed to investigate the impact of fashion on creativity, ethics, culture and international development.

11. The Night of Celebration (Wealth Distribution Case) This is an introductory case to engage students in thinking creatively and entrepreneurially about a business venture. It also involves the transfer of wealth from generation to generation. This case is usually used as a teaching strategy to introduce the major concepts of entrepreneurship.



9. Long Lines, Short Tempers (Homeland Security)This case is written for engineering design classes interested in small device designs for homeland security and terrorist prevention. One of the most pressing problems facing the United States at this time is the threat of terrorist attacks, both on the homeland and on foreign soil. This case provides a scenario for students to develop Micro-electro-mechanical-systems (MEMS) to help protect the security of the homeland.

10. Fashion, Fashion Everywhere, and Nothing to Wear (Fashion, Design, and International Development Case). This case is designed to investigate the impact of fashion on creativity, ethics, culture and international development.

11. The Night of Celebration (Wealth Distribution Case) This is an introductory case to engage students in thinking creatively and entrepreneurially about a business venture. It also involves the transfer of wealth from generation to generation. This case is usually used as a teaching strategy to introduce the major concepts of entrepreneurship.

Entrepreneurs in Action!Entrepreneurs in Action!Testing the Case

Mixed Methodology

Quantitative Analysis

Qualitative Analysis


1. Can students be taught to think entrepreneurially by using web based case studies?

2. During the course of the intervention, will students show any change in the complexity of their problem-solving process?

3. What type of information will Online Experts provide the students to help solve the case?

4. How do the students, teachers and mentors react to the curriculum?

Entrepreneurs in Action!Entrepreneurs in Action!Testing the Case

GUIDING QUESTIONS

• How did students’ self-perceptions change during the course of the program?

• Are students more or less inclined to start a business after participating in the program?

• Were student products deemed appropriate responses to the case?

• Were student products judged to be creative?

• How effective was the program at teaching entrepreneurial thinking?

• How well did the program achieve its goal of integration?

SAMPLE SOLUTIONS

• Vanderbilt University

• Anderson University

• Western Kentucky University

• Francis Marion University

• Phoenix University

• Murray State University

Anderson UniversityDr. Bill Laing

• Background– First course only 3 students interested in

Entrepreneurship– Now, integrated into Principles of Management

(POM) course– POM is required of all business majors and

minors.– Groups of five to six students for each business

plan

Anderson University

• Fashion, Fashion– Di Moda Image Consulting

– Image consultants to celebrities and business executives

• Not in My Backyard– Reinsere –Cleaning up one community at a time

– Nonprofit recycling firm

– Transfer waste into dollars for playground equipment

Anderson University

• Talking to the Air– Air Serve – Affordable wireless service– Provider of wireless internet service to small

colleges

• Santa Fe Effect– Robert E. Lee Hotel and Resort– A high quality getaway spa experience

Anderson University

• Music City Blues– Asheville Sound Shop

– Music recording & lessons in a relaxed atmosphere away from the Nashville music scene

• Question of Power– SOFFI – Student Organization for Fuel Independency

– Provides grant matching between industry and research centers

Anderson University

• Reflective Essay Comments– Group project had a realistic feel of what to

expect after college– Used the management principles we learned in

the group project – One day I hope to start a business like this and

this project helped me learn a lot about the business side of music

– I learned skills for the future

UV-WKY-FMUDr. Wil Clouse

• Fashion, Fashion—Jade of Hope—High End Jewelry for the international market—Raw material from Third World—give back some profits

• Not in My back yard—Non profit environment consultant firm legal and social polices, technologies and ecological issues

Continued

• The Phoenix—Latte Login the city first Internet café exterior building like a coffee cup

• Music City Blues– CTC Records—cut THA Checks—R&B, Hip Hop and Urban Rap

• Talking to the Air—Air Service—Provider of wireless internet service to small colleges

Continued

• Fashion, Fashion--MJ Design– Designer handbags—shape, color, size

• Long Lines and Hot Tempers– 1.Tri-Sensor—The development of a MEMS sensor with three different sources-Temperature, pressure and acoustic 2. Automatic Chlorine Detection System—(ACIDA) commercial systems for detecting dangerous materials, 3. Deterror– a state of the art MEMS– silicon subrate—for measuring mechanical, thermal, biological, chemical and optical phenomena--- theses project we developed with TTU Engineering

Continued

• A Question of Power—Alternative domestic fuel sources:ethanol:bio-diesel, arctic oil drilling

• Not in my Backyard—Incentives for recycling: methane gas retrieval form landfills..a didactic game show was used to present to class for competition for prizes

Continued • The Santa Fe Effect– Common gathering places: destination attractions, business infrastructure—Group develop an on location video.• Fashion, Fashion Everywhere and Nothing to wear--That’s Hot.com website which enables custom designs before purchase. Group

developed a comedy skit with props and costumes.


Continued • Blackout in America—Proposed to build totally self-sufficient house with solar, thermal generators, heat pumps-- Group developed a scale model with

working demonstration and actor roles.


EIA Concepts at Phoenix University

Dr. Jerry Carr

TBA

EIA Concepts at WKUCollege of Business

Dr. Terry Goodin

TBA

Health Care CaseDeane Peterson

• Health care costs out paced other sectors of US GDP

• Vast Technological Breakthroughs

• Healthcare Institutions Complex Org.

Quality of Care v. Cost

• Perceptions—quality of care are directly proportional

• Progressive management (i.e.,Six Sigma, TBS) are practiced

• Quality care & cost are often actually inversely proportional

• ThadaCare (Appleton, WI) state’s lowest cost provider & 98% on CMS quality scales

A New Perception & Approach

• Good quality healthcare—coordinated, technologically advanced and personalized– cost less than poor quality care—Regina E. Herzlinger, “Lets Put Consumer in Charge of Health care”, Harvard Business Review, July 2002.

The Dilemma

• Academic disciplines are so segregated that students are not shown the interrelations nor give the tools for complex & chaotic world

• Medical & Nursing Education—does not provide training outside of traditional healthcare components

• Graduates are poorly prepared for complex & competitive workplace

Building on EIA

• “Critical Condition”, a case study about the medical practice management

• Designed for undergraduate and graduate nursing programs

• Presents real world example of healthcare problems

• Prepares students for life after graduation & stimulates entrepreneurship

EIA Concepts at Sumner County Schools

Jeff Helbig

TBA


///Entrepreneurs in Action!

LIVING THE DREAM

Dr. Roberta MillerDr. Don Miller

And others

TUCSON, AZ

RESOURCES INC.

“Living The Dream”

Business Action Plan

Business Action Plan

• Incorporated• Mission Statement• The Team

Entrepreneurial

Giving

Heritage Hills

Foundation

Entrepreneurs in Action!Entrepreneurs in Action!Selected Outcomes

Entrepreneurial Thinking Encourages Business Start-ups

Lee Rabideau

Former Vanderbilt student and founder of Diabolo Revolution, Inc.

http://www.diabolorevolution.com Lee Performs Tricks at the Bonnaroo Festival in Manchester, Tennessee

http://www.diabolorevolution.com/

Entrepreneurs in Action!Entrepreneurs in Action!University Level

1. Dalton Franklin, a Vanderbilt University junior and President of Simplicity, Inc2. Jason Wolf, MA in Human and Organizational Development, Partner in 4Results, Inc.3. Jerry Carr, EdD, President of Carr and Associates4. Chris Kincade, MA in HOD, President of Bonus Building Care 5. Chuck Kincade, BS in HOD, Partner in Bonus Building Care6. Jeni Stephens, MA in General Administrative Leadership and Miss Tennessee in

1996, Vice-President of Stephens Brothers Heating and Air Conditioning7. Kori Langford, BS in HOD, Director of Strategic Development and Organizational

Leadership for Dynamic Management Company8. Deane Peterson, doctoral student in HOD, Managing Partner of Peterson and Peterson

Medical Clinic9. Gina Scott, BS in HOD, President of Technically Right10. Lee Rabideau, BS in HOD, President of Diabolo Revolution, Inc.11. Terry Goodin, EdD, President of Dayspring Academy, Inc.

Selected Examples of Business Start-Ups

• Creativity• Connecting with learner• Entrepreneurial Thinking• Holistic Curriculum• Just in Time Learning• Situated Cognition• Problem-Based Learning• Whole-Part-Whole Instructional Method

Strategies

• Cross-Disciplinary Concept Map Indicator

• Self-image improved

• Entrepreneurial Thinking—Excitement

• Holistic Curriculum—Case reflection-Positive

• Group Energized--Positive

• Student self project evaluation– Very Positive

• Future start-ups--10% with in 5 years 22% within 10 years

• Faculty Case review—Positive• On-line experts– Weak review—Not developed enough

• Cross-University– Technology needs improvement

• Faculty Final Product review—very positive

General Findings

Number of Students2005

• VU Spring ----- 66• VU Fall -------- 28• TTU Spring ---- 25• FMU Spring----- 23• FMU Fall------- 15 • AU Fall--------- 26• AU Spring------ 31• WKU Spring--- 7• WKU Fall------ 31• WKU Bus Fall-app 99• MSU Spring------ 6• TWC Spring------- 23Total-------------------- 380

Entrepreneurs in Action!Entrepreneurs in Action!Current Cases K-12 Level

• Black Gold in Paradise: The Case of the Slippery Slope (Mandeville, LA)– High school students tackle the difficult issue of energy generation.

• The Case of the Disappearing School (Hendersonville, TN)– Middle school students generate business ideas for a closing school.

• The Case of the Neighborhood Renaissance (Schenectady, NY)– Elementary school students make plans for a neighborhood icon.

• So, What Are You Going to Do This Summer? (Murfreesboro, TN)– Middle school students create business ideas for a new theme park.

• Signs of a Storm (Los Lunas, NM)– Middle school students create business plans that deal with social issues.

• When Summer Sun Is No Fun (Mt. Juliet, TN)– Middle school students help to revitalize a downtown park.

Entrepreneurs in Action!Entrepreneurs in Action!High School Level

Black Gold in Paradise – The Case of the Slippery Slope

• JLAM, Inc.

• Black Bubbly, Inc.

• Nexus Oil, Inc.

• Young Riggers, Inc.

Drilling Safely in the Artic

Entrepreneurs in Action!Entrepreneurs in Action!Middle School Level

The Case of the Disappearing School

• Gateway to the Arts – A Learning Center for the arts, featuring dance, graphic arts, and performance

• Variety International – Combination of ethnic restaurants and culture center

• Gateway Clinic – Health Clinic

• Shooting Starz Artz Center – Arts Center offering lessons and performances in a variety of styles

• Grandview Heights Community Center – A place for families to enjoy recreation and entertainment

Gateway School

Entrepreneurs in Action!Entrepreneurs in Action!Elementary Level

The Case of the Neighborhood Renaissance

• Sweet Stuff – Retail store selling candy, cards, toys, drinks, “slushies,” lotto, cigarettes.

• Lightning Shack – Retail store selling novelties, posters, books, cards and beads to a target audience of elementary, middle and high school students.

• Claws & Paws – Pet Shop selling dogs, cats, fish, pet food, pet toys, etc. as well as grooming services, pet care, walking, and a "drop off" for unwanted pets.

• Pac Man Pizza – Pizza restaurant with a game room in the back.

• Sunrise Sunset Mart – A neighborhood convenience store with an ATM machine, bread, milk, etc.

• Steve’s Mini Mart – A neighborhood convenience store.

Danny’s Market

Entrepreneurs in Action!Entrepreneurs in Action!Learning Environment

• Greater Student Engagement

• Less Lecture

• More Group Interaction

• More Discussion

• More In-Class Problem-Solving

Entrepreneurs in Action!Entrepreneurs in Action!Learning Environment

Learner Centered

Knowledge Centered

Learning Community

Learning Concepts

Assessment Centered

Entrepreneurs in Action!Entrepreneurs in Action!Learning Concepts

1. Problems of transferability of knowledge2. EIA is “engaged knowledge”3. Absorbing knowledge delivered4. Knowledge learning is contextualized and inflexible5. Facts vs. time and conditions6. Knowledge transition – near term vs. long term

Entrepreneurs in Action!Entrepreneurs in Action!Current Cases K-12 Level

• Black Gold in Paradise: The Case of the Slippery Slope (Mandeville, LA)– High school students tackle the difficult issue of energy generation.

• The Case of the Disappearing School (Hendersonville, TN)– Middle school students generate business ideas for a closing school.

• The Case of the Neighborhood Renaissance (Schenectady, NY)– Elementary school students make plans for a neighborhood icon.

• So, What Are You Going to Do This Summer? (Murfreesboro, TN)– Middle school students create business ideas for a new theme park.

• Signs of a Storm (Los Lunas, NM)– Middle school students create business plans that deal with social issues.

• When Summer Sun Is No Fun (Mt. Juliet, TN)– Middle school students help to revitalize a downtown park.

Entrepreneurs in Action!Entrepreneurs in Action!

Sample Rubrics

• EIA

• Humor

• Outline of Business Plan

Assessing Learning

Entrepreneurs in Action!Entrepreneurs in Action!Assessing Learning

Analytical Rubric Scoring System

LevelsStudent # ________

Categories

Market Research (2)

Product or Service (2)

Industry Analysis (1)

Unifying Theme (2)

Financial (1)

Entrepreneurial Thinking (2)

Total Score Per Level

Total Score

0 1 2 3 4X

X

XX

X

X

2 246

32/40 = 80%


Parts of a Business Feasibility PlanMarket ResearchStudents must address the wants or needs of a target market. Student work must include: 1) Prospective Customers, 2) Competition (direct or indirect), 3) Description of wants/needs, 4) Advertising and Promotion Plan, 5) Pricing Plan.Product or ServiceStudent work must describe how their idea will fill a need or meet a want in the target market. The work should be characterized by the following: 1) Combining existing information in ways unusual or new to the student, and 2) Offering a fresh approach to solving a problem.Industry AnalysisStudent work should address factors related to a particular business area. These include: 1) An analysis of factors unique to a particular business, and 2) Special requirements for a particular type of venture, such as specialized equipment, people or technology.Unifying ThemeStudent work must express the purpose of their venture. They must include: 1) A Vision Statement and 2) A Mission Statement. The explanation of the idea should be coherent, and all parts of the essay should contribute to the overall sense of purpose.FinancialStudent work must address: 1) Start-up costs, such as equipment, supplies, personnel, space requirements and technology, 2) Operational Costs, such as transportation, personnel and raw materials, and 3) Cash Requirements, such as borrowing, interest expense, and so forth.Entrepreneurial ThinkingOverall, students should begin to see the big picture and to understand how entrepreneurship happens. Their work should display: 1) Creativity and Innovation in problem-solving, 2) Independent thinking, including a willingness to challenge boundaries or to consider a problem from a different perspective that what would be considered “conventional,” 3) An Action Orientation, or recognizing an opportunity and defining a plan for action, and 4) A Calculation of Risk and Reward.

The Business Idea

Entrepreneurs in Action!Entrepreneurs in Action!Evaluation

Level Written PossiblePoints

Presentation PossiblePoints

Mastery Plan includes well developed:1) Product or Service Description2) Market Analysis3) Industry Analysis4) Financial Analysis5) Unifying Theme

45-50 Presentation is coherent, creative, has aunifying theme and uses three or more ofthese presentation techniques:1) Computer Presentation2) Overheads3) Posters/ Artwork4) Video5) Skits6) Handouts7) Electronics/Audio Tape

45-50

Proficiency Plan includes all parts listed above,but some parts lack sufficient detail.

35-44 Presentation is coherent, shows elementsof creativity, and has a unifying theme.The presentation may not involve allgroup members and uses two or morepresentation techniques. Students needto refer to notes too often, but theproduct is still persuasive.

35-44

Utilization Plan includes all parts listed above,but each part lacks sufficient detail.

25-34 Presentation is unconvincing andincomplete. Coherence and creativity areweak, but it shows a general purpose(level 2 of unifying theme) and uses oneor more techniques.

25-34

Novice Plan does not include all parts listedabove, and some parts areincomplete.

15-24 Presentation is oral. The unifying themeis present, but vague and the purposemay not be clear.

15-24

Beginner Plan is missing or extremelyfragmented.

0-14 Presentation is oral and incomplete. Theunifying theme is missing.

0-14

Total Points

Example of a Final Project Rubric

Entrepreneurs in Action!Entrepreneurs in Action!Acceptance

ENG DLPO

HOD

Entrepreneurs In Action!Entrepreneurs In Action!

Gaining Cooperation and Acceptance Across Campus

Future

• So What do you think?

• Can you join us for the next level of development?

• Comments and Suggestions!!

Entrepreneurs in Action!Entrepreneurs in Action!Networks

New Venture Accelerators

Coalition Building

Regional Forums

Interdisciplinary Relationships

Regional Networks

Needs Analysis

“E” Curriculum Development

Conferences

Cross-Disciplinary Publications

Sources of Funding

Case Studies Whole-Part-Whole

Entrepreneurship EducationThe “E” Spirit

Entrepreneurs in Action!Entrepreneurs in Action!Creating a Case

Search for ideas that have:

• Local meaning and relevance

• Opportunities for curriculum integration

• Multiple solutions

• Disciplinary depth

Sailing the Seas of ChaosConnecting “E” Education With the World

Entrepreneurs in Action!Entrepreneurs in Action!Acceptance

Gaining Cooperation and Acceptance Around the Country
