Kauffman Entrep High Ed Report

8/22/2019 Kauffman Entrep High Ed Report

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Entrepreneurshipin AmericanHigher Education

A Report from the Kauffman Panel on

Entrepreneurship Curriculum in Higher Education


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Preace

By Carl J. Schramm, Kauffman Foundation President and CEO

In January 2006, the Kauman Foundation convened a multidisciplinary

panel o distinguished educators to think with us and advise us about the

place o entrepreneurship in Americas colleges and universities. Though

entrepreneurial activity has played a dominant role in the U.S. economy or

decades, the study o entrepreneurship is relatively new to higher education.

We asked the Kauman Panel on Entrepreneurship Curriculum in Higher

Education to take an extensive look at higher learning in the United States

and oer recommendations or a comprehensive approach to teaching

entrepreneurship to college students. This report, Entrepreneurship inAmerican Higher Education, presents the results o the Panels deliberations.

The report explains why entrepreneurship matters to American

higher education and oers broad recommendations about the potential

o entrepreneurship as a key element in undergraduate education, the

major, graduate study, the evaluation o aculty, topics reerred to as the

co-curriculum, and the management o universities. In reaching its

conclusions, the Panel examined an array o educational models and

practices and also discussed the possibility o a disciplinary canon or

entrepreneurship. It concludedwisely, in our viewthat the diversity

o institutional types and educational missions o American colleges

and universities make a single approach to entrepreneurship both

unrealistic and inauthentic. Thus, the report aims to be suggestive rather

than prescriptive and supplies illustrations rom a variety o colleges and

universities as concrete exemplars o its general points.

The members o the Panel represent both private and public

universities and include experts in science, social science, and the

humanities rom schools o arts and science, business, and engineering.

The Panels Founding Chairman was the late Richard Newton, Ph.D., dean

o the College o Engineering at the University o Caliornia-Berkeley, whopassed away on January 2, 2007. Dean Newtons extraordinary vision led

the Panel to take a resh and deep look at current instructional approaches


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to entrepreneurship and to consider truly multidisciplinary approaches that

are responsive to the real needs o a marketplace. Ater Dean Newtons

untimely death, William Scott Green, senior vice provost and dean oUndergraduate Education at the University o Miami, agreed to chair the

Panel and lead in drating its report. The Foundation and the Panel regard

the report below as a tribute to the insight, conviction, intelligence, and

collegiality o Rich Newton. Without his leadership, the work would not

have been possible.

We hope this report will stimulate resh discussion and educational

change across and throughout American university and college campuses.

The Kauman Foundations Web site, www.kauman.org, contains

resources that can useully contribute to these eorts. The Kauman

Foundation concurs with the Panels judgment that entrepreneurship is

higher educations authentic and natural ally and that our nations uture

signicantly depends on our nurturing that alliance. We hope this report is

a meaningul step in that direction.

Panel Members

RodneyBrooks,Ph.D.,directoroftheMITComputerScienceandArticialIntelligenceLaboratory,MassachusettsInstituteofTechnology

WilliamScottGreen,Ph.D.,seniorviceprovost,deanofUndergraduateEducation,ProfessorofReligiousStudies,UniversityofMiami

R.GlennHubbard,Ph.D.,deanoftheColumbiaBusinessSchoolatColumbiaUniversity

DipakJain,Ph.D.,deanoftheKelloggSchoolofManagementatNorthwesternUniversity

LindaKatehi,Ph.D.,provost,UniversityofIllinoisatUrbana-Champaign

GeorgeMcLendon,Ph.D.,deanofthefacultyofArtsandSciencesatDukeUniversity

JimPlummer,Ph.D.,deanoftheSchoolofEngineeringatStanfordUniversity

MyronRoomkin,Ph.D.,deanemeritus,AlfredJ.WeatherheadIIISchoolofManagement,CaseWesternReserveUniversity


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Table o Contents

Introduction...............................................................................................4

Why Entrepreneurship Matters ...................................................................5

Why Entrepreneurship Belongs in College .................................................6

How Entrepreneurship Fits in College ........................................................ 7

Entrepreneurship in the Curriculum ........................................................... 9

Entrepreneurship in General Education ...............................................9

Entrepreneurship and the Disciplines ................................................10

Entrepreneurship in the Co-Curriculum .............................................13

Entrepreneurship and the Management o Universities ............................14

Conclusion ..............................................................................................15

Proles o Innovative Entrepreneurship Education Programs ....................16

Kauman Campuses

SM

An Overview .....................................................23


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Introduction

Higher education is basic to the uture oAmerican lie. The nations ability to prosper and

to thrive in an increasingly knowledge-based

global society and economy depends on our

having a progressively well-educated population.

The values and practices o pure research

discovery, originality, innovationshape and

motivate American university learning. The

American bachelors degree has other objectives

as well. Among the most requently stated are

critical thinking, scientic and quantitative

reasoning, preparation or citizenship, moral

refection, readiness or work, respect or diversity,

broad intellectual knowledge, the transmission o

culture, and appreciation o our national values.

At the root o all these legitimate and important

goals is an even more undamental purpose o

learning: intelligibility. We cannot improve a

world we do not understand, and we cannot

advance i we do not comprehend ourselves,our strengths, limitations, and motivations. By

making the world and ourselves increasingly

comprehensible and thereby manageable,

education establishes a oundation or human

growth, creativity, ulllment, and progress.

I intelligibility is a undamental goal o

learning, then American higher education

must refect the experience and conditions o

contemporary lie. Higher education cannot

make intelligible a world rom which it isremoved or does not address. College learning

must teach students how to make sense o and

how to aect the reality in which they will

actually live. Education cannot succeed i itbecomes insular and static. To be sure, studying

great works o the past and the persisting

questions o human nature is basic to becoming

an educated person. But a distinctive strength

o American higher education also should be

dynamism and adaptability, a capacity to address

urgent, current questions o nature, society, and

human experience as well as classic ones.

Entrepreneurship is a dominant orce in

contemporary America. It generates ongoing

innovation and improvement o our goods,

services, and institutions. It makes them more

ecient, aordable, and, thus, eective.

Entrepreneurship enhances the quality o our

collective and individual lives. It changes the

way we work, the way we communicate, the way

we live. Innovation and improvement depend

on intelligibility. In the nal analysis, we cannot

devise or enhance the incomprehensible. Wecannot repair what is mysterious to us. Because

intelligibility is a undamental purpose o higher

education, and generating new knowledge is

the highest expression o American learning,

entrepreneurship and college education are

inextricably bound to one another. Each has an

ineluctable interest in the success o the other.

Against this background, entrepreneurship

should be both a legitimate subject in American

undergraduate education and a pervasive approachto learning and the management o universities.


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Why Entrepreneurship Matters

Entrepreneurship is the transormation oan innovation into a sustainable enterprise that

generates value. An entrepreneur is any entity,

new or existing, that provides a new product or

service or that develops and uses new methods

to produce or deliver existing goods and services

at lower cost.1 Entrepreneurs innovate new

ways o manipulating nature, and new ways

o assembling and coordinating people.The

innovator shows that a product, a process, or

a mode o organization can be ecient and

protable, and that elevates the entire economy.2

Entrepreneurs take risks to develop a novel,

sustainable enterprisea new or improved

product, service, or mode o organization that can

exist independent o its originatorthat benets

the economy and society.

Though entrepreneurship can involveand

thus oten is mistaken orinvention, creativity,

management, starting a small business, orbecoming sel-employed, it is neither identical

with nor reducible to any o them. The dening

trait o entrepreneurship is the creation o a

1WilliamJ.Baumol,RobertE.Litan,andCarlJ.Schramm, GoodCapitalism,BadCapitalism,andtheEconomicsofGrowthandProsperity(Yale

UniversityPress,2007),p.3.Thisdenitionreectstheauthorscriticaldistinctionbetweenreplicativeentrepreneursthoseproducingor

sellingagoodorservicealreadyavailablethroughothersourcesandinnovativeentrepreneurs,whomatterforeconomicgrowth.

2J.BradfordDeLong,CreativeDestructionsReconstruction:JosephSchumpeterRevisited,TheChronicleofHigherEducation,December7,2007,www.chronicle.com;Section:TheChronicleReview,Volume54,Issue15,PageB8.

novel enterprise that the market is willing to

adopt. Hence, entrepreneurship entails the

commercialization (or its unctional equivalent)o an innovation. New ideas, products, or

organizational schemes matter little until they

achieve concrete reality in the marketplacethat

is, until they are actually used. The market judges

utility and need along with excellence. It does not

valueand does not need to valueevery good

idea. The entrepreneurs risk, thereore, is not a

gamble but an inormed calculation about the

viability o the new enterprise in the market, about

its capacity to meet a demand or need o others.

Entrepreneurship emerges rom the realm

o commerce, but it cannot be restricted

there. Business is part o society. Cultural

and social values and economic policies and

behaviors shape and validate one another. For

entrepreneurship to be a mainstream and routine

business practice, it must refect its societys

view o how the world should work and how

human beings should behave. Social attitudes,political practices, economic policies, and the

legal system must support creativity, risk-taking,

and the implementation o new enterprises.

Entrepreneurship cannot thrive i its societys

values undermine it.

Entrepreneurship is a process o undamental

transormation: rom innovative idea to

enterprise and rom enterprise to value. The very

ordinariness o entrepreneurship in American

commerce points to a society that prizesoriginality and improvement and the human

traits that enable both. Thus, entrepreneurship


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is more than a business practice. As a distinct

mode o thought and action, it derives rom

business but can operate in any realm o humanendeavor. Entrepreneurship merges the visionary

and the pragmatic. It requires knowledge,

imagination, perception, practicality, persistence,

and attention to others. Entrepreneurship is a

sel-actualizing and a sel-transcending activity

thatthrough responsiveness to the market

integrates the sel, the entrepreneur, with society.

Unavoidably, thereore, entrepreneurship is an

exercise in social responsibility. To suppress or

constrain innovation and improvementand

their implementationignores a societys needs

and wants, holds it back, and diminishes its

uture. Entrepreneurship is the unique process

that, by using innovation and implementation,

allows individuals to bring new ideas into being

or the benet o themselves and others. It is sui

generis, an irreducible orm o reedom.

Why EntrepreneurshipBelongs in College

Our recommendation is based on our

key considerations. First, entrepreneurship is

critical to understanding and succeeding in

the contemporary global economy. Second,

entrepreneurship is already an expanding

area o American college learning. Third,

entrepreneurship is becoming a basic parto what universities themselves do. Fourth,

entrepreneurship meets many o the goals o

a quality American undergraduate education.

To neglect entrepreneurship or relegate it to

the educational sidelines makes undergraduate

learning orthogonal to the world it is supposed tohelp students learn to understand.

Entrepreneurship has long been overlooked

as a topic o economic study, but recent

scholarship has underscored its leading role as a

major generator o wealth in the contemporary

economy. The continual creation o new

enterprises is a undamental reason or the

economic growth and technological innovation

o the American economy over at least the past

two decades. Entrepreneurships centrality to the

steady improvement o human welare explains its

pertinence to American college learning.

Although entrepreneurship has been a

relatively standard component o the curricula o

business schools, it has begun to emerge as a

discrete area o study o ever broadening interest

and applicability. The increased importance o

entrepreneurship is evident in the academy.

Entrepreneurship is one o the astest growingsubjects in todays undergraduate curricula. In

the past three decades, ormal programs (majors,

minors and certicates) in entrepreneurship have

more than quadrupled, rom 104 in 1975 to more

than 500 in 2006. The development o discrete

courses in entrepreneurship has been exponential.

The Kauman Foundation has stimulated and

helped ocus this curricular development with its

Kauman CampusesSM Initiative, which osters

cross-campus education in entrepreneurshipand now covers nineteen universities o varying

sorts across the United States. The exceptional

curricular expansion o entrepreneurship is a

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good reason to rethink its place in the general

undergraduate curriculum.

Increasingly, universities themselves are agentso entrepreneurship. Through oces o technology

transer, schools encourage and enable their

aculty to create ventures that transorm their

research into products or the market. Research

universities are an importantthough not the

onlysource o innovation and the creation o new

products and processes that become the oundation

o new rms and enterprises. For universities to

advocate entrepreneurship as a core activity or

aculty and then ail to teach that activity broadly to

their students disconnects the schools mission rom

its practice and is educationally incoherent.

Finally, although it is among the newer

subjects in the academy, entrepreneurship ullls

many o the established goals o a high-quality

education. Entrepreneurship is not an isolated

activity. It is embedded in larger structures. Even i

conceived narrowly as solely a business practice,

entrepreneurship ultimately is unintelligiblewithout knowledge o the interlocking and

reinorcing systems o law, economics, politics,

nance, and cultural values that make it plausible

and thereby oster it. Moreover, because

entrepreneurship has a practical ocus, its study

naturally and easily demonstrates how ideals and

theoriesso called pure knowledgeactually

aect behavior. Indeed, entrepreneurships ocus

on the pragmatic can channel the ambition

and talent o young people away rom anciulspeculation and toward concrete projects. As a

magnet or the authentic integration o varied

elds o learning and as a bridge between theory

and practice, entrepreneurship is a superb vehicle

with which to achieve the aims o the broad,eective, and integrated learning that marks a

strong college education.

Entrepreneurship is a distinctive orm o human

agency that uses the human desire or the ever

better with condence in the human ability to

ulll that desire. It mixes optimism with realism.

As a dening characteristic o American society,

economics, and culture, entrepreneurship has a

valuable role to play in American higher education.

How EntrepreneurshipFits in College

I entrepreneurship belongs in college

learning, how should we teach it and learn

it? Does it need to become a distinct eld o

learning, a discipline, in order to nd a durable

place in the overall curriculum?Like philosophy or music, entrepreneurship

is a eld o study that generatesrather than

discovers or encountersits subject matter. Unlike

history, sociology, or anthropology, or instance,

entrepreneurship creates what it studies. Because

o its practical ocus, entrepreneurships greatest

exponents are its innovators and practitionersthe

creators o new enterprises, rms, products, and

servicesrather than its students. Like music,

but unlike philosophy, entrepreneurship requiresmore than other proessionals to be consequential.

Philosophers may write primarily or other

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philosophers, but entrepreneurs and musicians (both

composers and perormers) require a population o

amateurs in order to be complete. For music, thatpopulation is the audience. For entrepreneurs, it is

the market. To see how entrepreneurship can nd

its place in a college curriculum, a comparison o

entrepreneurship to music is instructive.

Education in entrepreneurship, as in music,

operates along a continuum o learning that extends

rom the proessional to the amateur. In music,

at one end o the continuum is the composer or

the virtuoso perormer. At the other end is the

audience, which values what the composer and

perormer do. Along the way are multiple, discrete

aspects o musicconducting, mastering a specic

instrument, theory, history, etc.that contribute to

the overall intelligibility o the subject and improve

perormance. Comprehensive and substantive

education in music embraces this continuum and

neglects none o it. It teaches the virtuoso how to

improve and the amateur how to appreciate. It

shows how music works, charts its changes, andanalyzes its elements. Increasingly, it examines the

conditions o musics creation and persistence.

In the nal analysis, music is not and cannot be

solely sel-reerential. It reaches outwards to non-

specialists to bring benet and enrichment to their

lives. Music also is a competitive eld and thereore

a meritocracy. But its notion o merit is neither

pristine nor absolute. It is aected by the audience,

which helps to shape the subject and determine

the kind and quality o music that will matter. Thehigher the audiences taste and level o expectation,

the better the music becomes and must become.

Because o its ocus on the audience, music has a

capacity to aect a vast population.

Nearly everything that is true or musicalso is true or entrepreneurship. At one level,

education in entrepreneurship must be about the

entrepreneur, the practitioner. Entrepreneurship

education must give students the practical, how-

to technical skills to create, manage, assess, and

sustain new enterprises. Among other things, they

need to learn to devise a product, create a business

plan, nd new resources, build a company, market

their innovation, and so orth. To be sure, skills

alone hardly generate new enterprises, but they

surely acilitate their development. At the other end

o the continuum, education in entrepreneurship

also must be or the amateur, the consumer, who

is the ultimate ocus o entrepreneurship. The

amateurs constitute the market. They consume,

and, in so doing, they assess. Just as education can

help students who are not musicians learn how

to appreciate the skills, intelligence, and artistic

values that go into the creation and perormanceo great music, so education can help students

who are not entrepreneurs understand the skills,

intelligence, and the political, cultural, and

economic inrastructure that enable the generation

o new enterprises.

Entrepreneurship also is a matter o merit, but,

as in music, what counts as entrepreneurial merit

is constrained by the market. Between the ends o

this continuum o learning, as in music, there are

many discrete elements o entrepreneurshipsomeapplied, some theoreticalthat can constitute the

oci o individual courses and projects.


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When one views the comprehensive

ramework o entrepreneurship education against

the diverse institutional types and educationalmissions that comprise American higher learning,

it seems unlikely that any single set o educational

practices or programs can apply uniormly

across the board. Dierent schools have discrete

populations, histories, cultures, and purposes,

and American colleges and universities serve a

variety o educational unctions with increasingly

diverse age groups. For instance, entrepreneurship

in a university with a business school may dier

rom entrepreneurship in a university without one.

Entrepreneurship in community colleges, which

educate an important sector o the American

population, may diverge rom entrepreneurship

in a research university. Entrepreneurship

cannot be a one size ts all discipline. Each

program will have a particular set o outcomes, a

dened target audience, and will t into a local

ecosystem. Our aim, thereore, is not to prescribe

a single set o educational practices. Rather, wewant to encourage educational communities,

including their aculties, administrations, stas,

students, parents, and trustees, to devise the

kinds o education in entrepreneurship that are

appropriate to their goals, populations, heritages,

and resources, and that nd a legitimate place

in the continuum o learning sketched above.

Education in entrepreneurship needs to be as

responsive to the concreteness and integrity o its

diverse contexts o learningits varied marketsas entrepreneurship itsel.

This report ocuses on three major areas:

the curriculum, the co-curriculum, and the

management o universities. We aim to be

suggestive rather than prescriptive, to indicate bothsubstantive rationales and concrete measures that

universities can adopt to make entrepreneurship

undamental to what they do and how they do it.

Entrepreneurship inthe Curriculum

Entrepreneurship in General EducationAllor nearly allAmerican colleges and

universities share a basic interest in general

education. This is the realm o learning that aims

to equip American college students with both

a set o skillsquantitative, verbal, analytical,

etc.that is essential to all elds but particular

to none and a breadth o intellectual experience

that can help them integrate knowledge rom

dierent elds. By denition, general educationarticulates the core educational mission o a

college or university. As such, it is the province

o no discrete school or department. It represents

institution-wide, trans-disciplinary learning.

Increasingly, general education requirements

ocus on helping students gain basic competence

in writing, quantitative analysis, interdisciplinary,

research, globalization, ethics, and citizenship.

General education is where students are expected

to acquire the undamentals o learning that they

can then apply to more specialized areas o study

and to the rest o their lives.


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Entrepreneurship is ideal or general education

because it is a practice that applies to many

elds and because it provides a revealing lens orstudying how cultural values, social institutions,

economic policies, and legal practices interrelate to

shape human behavior. Entrepreneurship naturally

and authentically draws together subjects usually

taught and studied separately.

For example, an introductory, oundational

course in entrepreneurshipdesigned or all

studentscan explore and explain how core

cultural values come to expression in a broad

range o human activitiesrom economics

to law to politics to culture to religionand

how these realms must collaborate to make

entrepreneurship routine in American society.

To take one instance, contemporary American

entrepreneurship depends on the legal concept

o intellectual property, the notion that ideas

can be owned and their use restricted to

and by the owner. Beneath this legal concept

are logically prior notions o the sel, theautonomy o the individual, and that our ideas

come rom within us and thereore belong to

us. This range o values and practices is the

context or our practice o entrepreneurship. The

entrepreneurial lens illustrates concretely how

big theoretical, philosophical, and sometimes

theological constructs become real, practical,

and aect everyday liein short, how values

matter. In doing so, a oundational course in

entrepreneurship can admirably ulll the idealso broad, interconnected, and relevant learning

that mark a quality general education. It also

brings entrepreneurship into the mainstream o

students discourse about their own education

and helps them apply it when they turn to morespecialized study.

For general education, entrepreneurship

has yet another pertinence. In the United States,

entrepreneurship is a primary way in which our

ree society grows and improves not only our

economy, but our cultural and social lives as

well. Entrepreneurship is a undamental means

by which a ree society comes to know itsel.

Through the continual innovation, the ongoing

transormation o ideas and enterprises, and the

persistent testing which takes place in the market,

American society learns about itsel and its culture

in the very process o developing that culture.

Nothing else we doeven, and particularly,

holding electionsgives us such comprehensive

collective sel-knowledge. By showing students

how American politics, law, culture, and

economics actually interactand must interact

to produce tangible results, the broad study oentrepreneurship in general education can be a

resh and stimulating way or students to achieve a

realistically comprehensive picture o the concrete

machinery o their own economy and society.

The study o entrepreneurship thereby helps ready

students or inormed citizenship.

Entrepreneurship and the Disciplines

American baccalaureate education is builtaround academic disciplines. Whatever else they

may do in college, all students pursue a major


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or concentration in a particular subject or

subjects. Recent scholarship makes clear that

disciplinary learningat least as much as, andpossibly more than, general educationis central

to students experience.

the academic disciplines shape

students educational experience in every

way. What students learn about diversity,

critical thinking, writing, quantitative

reasoning, inormation literacy, and

technologyincluding how these terms are

defnedis mediated by the disciplines, as

are the best pedagogical strategies to teach

students these skills.

This mediation is not only true or

students third and ourth years in college

but or the frst two years as well.[T]here is

no such thing as an undergraduate education;

instead we have many undergraduate

educations fltered through the lenses o

particular disciplines.

3

I this account is even reasonably accurate

and there are reasons to think it is more than

thatentrepreneurship must nd its place

among and within the disciplines to become

genuinely mainstream.

Entrepreneurships natural and broad

applicability enables such curricular integration

3CatherineHoffmanBeyer,GeraldM.Gilmore,andAndrewT.Fisher,InsidetheUndergraduateExperience:TheUniversityofWashingtonsStudyof

UndergraduateLearning(Bolton,Mass.,AnkerPublishingCompany,2007),p.23

at the level o both the discrete course and the

disciplinary program, the major or concentration.

The relevance o entrepreneurship to studies inbusiness and economics goes without saying.

But courses in history or literature could ocus

on entrepreneurs or entrepreneurial themes.

The study o the impact o government policies

on entrepreneurship easily ts within political

science or economics. Entrepreneurship is

becoming increasingly relevant in nursing and

the delivery o health care. The broad area o

environmental studies and sustainability is rich

with entrepreneurial possibility. Religion and

political science oer interesting options to

explore the power o entrepreneurial activity

outside the realm o business.4 A very promising

area that may well become undamental to

entrepreneurship education builds on research in

psychology and sociology. This area o learning

analyzes and teaches the traits that correlate with

entrepreneurial achievement, such as creativity,

innovation, and sel-ecacy.Integrating entrepreneurship into discrete

courseshowever valuableaddresses only part

o students experience with the disciplines. The

major, the collection o courses that constitutes

an extended and integrated program o learning,

shapes what students know about their most

important subject and how they know it. The

4Politicalmovementsandevangelicalreligions,bothofwhichoutlivetheirfounders,maybeinherentlyentrepreneurial,thoughtheirmarkets,

intherstinstance,arenoteconomic.InsomeformsofcontemporaryProtestantism,theconnectionbetweenreligionandentrepreneurshipisexplicit.See,forinstance,www.pastorpreneur.com.


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major brings them into a community o inquiry

and, teaches them an intellectual discourse, the

disciplines language o knowledge. The coursesin the major reinorce habits o mind, analytical

practices, and approaches to problem-solving.

Entrepreneurship will have its most durable

impact on higher education i it not only nds

an appropriate place in the disciplinary subjects,

but shapes the major itsel. For example, to

enhance students sense o entrepreneurial

possibility, some educators suggest that courses

in commercialization should be available to, i

not required o, students who major in any o

the STEM (science, technology, engineering,

mathematics) subjects.

The issue goes deeper than this. Since the

major is likely the most infuential component

o students learning, it is the logical context in

which they can explore and experience what

we might call the entrepreneurial move rom

intelligibility to innovation. An entrepreneurial

approach to the major might stress both themastery o basic inormation and insight into the

new ideas that have altered a eld o learning

over time. While the major conventionally

gives students extensive exposure to a subject,

its structure oten does not address systemic

innovation in a eld. Thus, students cannot always

see how change and progress have aected

their own learning and thinking. An articulated

emphasis in the major on how a eld has

improved analysis, advanced understanding, andimplemented change could help students learn to

innovate about what they know and thereby make

innovation itsel more a part o their educational

experience and discourse. Again, the analogy

to music may be helpul. Departments o musiccomposition cannot make students creative.

But studying how great music is made can

ignite whatever creativity students possess and

help bring it to expression. The aim o studying

composition is to unpack works o genius and

excellence and thereby lead students beyond

imitation to originality.5 Students are more likely

to practice innovation i their education values it,

and it is a basic part o their learning. So it is with

entrepreneurship. Making innovation intelligible

may help students to imagine and engage in

entrepreneurial activities they otherwise might not

have considered.

The integration o entrepreneurship into

the major is more than a departmental matter.

Academic guilds and accrediting agencies

determine the orm and contents o majors

in many elds, particularly those outside o

arts and sciences and traditionally deemed aspreproessional, i.e., business, education,

communication, engineering, architecture,

etc. Any movement to make majors more

entrepreneurial will ask the guilds and accrediting

agencies to rethink the so-called learning

outcomes o their subjects and to establish

new standards and directions o educational

consequence or them. This is particularly

pertinent to undergraduate business programs,

5ThisformulationderivesfromSheltonBerg,deanoftheFrostSchoolofMusic,UniversityofMiami.


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which traditionally attract the nations largest

numbers o majors, and where entrepreneurship

is assumed to have its most natural educationalhome. Altering certied majors can be a slow

process, and we encourage universities, learned

societies, and accrediting agencies not to

delay in initiating serious discussions about

entrepreneurial change.

The arguments or entrepreneurship in the

undergraduate major apply with even greater

orce to graduate and proessional studies. As

graduate students crat their own independent

research projects and thereby ulll the American

educational ideal o a career in the work o

discovery and creativity, exposure to

entrepreneurship may trigger an awareness o

how their new ideas can have broad impact.

In principle, graduate education need not be

inimical to the creation o new enterprises.

Indeed, in some graduate programs, new products

are the natural outcomes o research. The

educational practices o such programs could beadapted and applied to other elds and

institutions. This is not to suggest that graduate

work must be applied research, but rather that

an entrepreneurial climate can oer an

enriched perspective on the consequences o

pure research.

Entrepreneurship in the Co-Curriculum

By its very nature, entrepreneurship incollege cannot be limited to the classroom.

Students interested in it and committed to it will

want the opportunity to try it outto actually

do it. For students drawn to business or engaged

in addressing persisting social problems,entrepreneurships emphasis on implementing

new enterprises provides a constructive and

practical outlet or their natural idealism and its

associated enthusiasm. It can help them see how

to solve problems and get things done. In this

regard, the environment outside the classroom

is critical. Again, a comparison to music is

illustrative. Because it depends on an audience,

music, unlike most other academic subjects,

thrives outside as well as inside the classroom.

Most American colleges and universities regard

musical perormance as a natural part o campus

lie. They routinely sponsor multiple co-curricular,

non-credit musical groupsrom a capella

ensembles, to glee clubs, to orchestras, to jazz

and rock bands. With a supportive campus

environment, American undergraduates can

increase their musical skills and ulll their

interests in music whether or not they study andperorm it or credit.

So it should be or entrepreneurship. Students

interested in starting their own businesses

or other enterprises benet rom a campus

environment that takes entrepreneurship seriously

and supports it. Some universities have opened

dedicated oces and workspaces that allow

student entrepreneurs to nd both the resources

o inormation and ellowship that help to oster

their work. Other schools have established specialresidence halls or entrepreneurs or created

programs o student-initiated and student-owned


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14

businesses. Many university career centers

provide regular opportunities or students to meet

and learn rom local and alumni entrepreneurs.The Enterprisers program, oered by Cambridge

University, is a useul example o a short, ocused

co-curricular program with consequential results,

particularly in concert with internships and other

practical experiences.6 These activities easily can

be applied to students eorts in the nonprot

sector as well. All university eorts along these

lines help student entrepreneurs nd substantive

advice and meaningul encouragement to persist

with their projects.

The universities also benet. Student

entrepreneurs bring a distinctive vitality and

energy to campus lie. They help make a college

campus un and exciting. Entrepreneurship is

among a handul o careersmost o which are

not represented in the curriculumthat students

can pursue while they are in college. Student

entrepreneurs integrate learning with the o-

campus world o work, problem-solving, andachievement. They add a rich and leavening

dimension to a campus culture.

Entrepreneurship and theManagement o Universities

Students learn best when they can live what

they learn. By being more entrepreneurial in their

academic and administrative practices, universities

6www.enterprisers.org.uk

can help students become independent and

innovative risk-takers. The more comprehensively

students encounter entrepreneurial conceptsand behaviors in their college experience, the

more likely they are to assimilate them. The

prolieration o oces o technology transer

suggests that universities increasingly recognize

the economic benet o entrepreneurship. But

most students and aculty encounter technology

transer only indirectly. The more basic issue is

how entrepreneurial values can become broadly

integral to a universitys culture.

Entrepreneurship is about devising

and implementing new ideas and practices

or improving old ones. In a progressively

technological, scientic, and interconnected

world, the quality o innovation in large measure

increasingly relies on superior advanced learning.

A strong educational oundation helps ensure

that new ideas will be eective and substantive.

Because entrepreneurship promotes, implements,

and rewards innovation, it necessarilycorrelates with education. In this light, a key

task o American higher education surely is to

continue to stress and reward innovation and its

implementation as a core educational goal.

Curriculum is the basic enterprise o

education. In American universities, our

administrative processes or curricular innovation,

at the levels o both the course and the program,

run the gamut rom open to restricted. Continuous

curricular innovation is hardly a uniorm practice.An educational culture o what we might

call curricular entrepreneurship would create


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15

budgetary practices and incentive structures to

reward aculty and departments or curricular

innovations, resh interdisciplinary partnerships,experiments with new modes o instruction, etc.

A more explicit educational ocus on innovation

and its implementationto be sure, in ways

that respect the integrity o the varied academic

disciplineswould help encourage university

aculty and academic departments continually to

adopt, apply, and assess methods o teaching and

learning that oster creativity and originality.7

The same considerations should apply to

the areas o research and tenure. One obvious

consequence o universities new emphasis on

technology transer is a resh perspective on and

appreciation o translational research. In our view,

universities should treat translational research as

basic research, and the measure o impact o

research should be part o the review or tenure

and promotion.

An academic culture animated by

entrepreneurial values not only enhancesinnovation in research, it also creates a

comprehensive educational climate or students.

Good teachers are more than sources o

inormation or students. They can be important

role models as well. Entrepreneurial students will

learn most rom entrepreneurial teachers.

7Forexample,seetheworkoftheHassoPlattnerInstituteofDesignatStanfordUniversity:www.stanford.edu/group/dschool/projects/labs.html

Conclusion

There are compelling reasons to makeentrepreneurship a mainstream subject and an

animating orce in American higher education.

As the worlds natural resources ebb and

technology advances, humanity increasingly

will live by its wits. Human understanding,

ingenuity, and inventiveness will become ever

more critical to creating a sustainable uture. But

innovation alone will not suce. We will need

people who know how to implement new ideas

and make them accessible to large populations.

An entrepreneurial society will not emerge or

persist by accident. We will have to build it

and maintain it. To do both, we will have to

understand why entrepreneurship matters, how it

works, and how to sustain it. That understanding

is the result o education.

Advanced education is one o our nations

greatest cultural resources. Students rom all

over the world come here to learn in the uniqueresearch-based and research-driven educational

ramework o American universitiesan

environment dened by ree inquiry, autonomous

thinking, intellectual passion, and originality.

In American education, intelligibility is a basic

goal, and innovation and discovery are the

most consequential results. Entrepreneurship is

higher educations authentic and natural ally.

An entrepreneurial education is an enabling

education. The union o the two is our best hope tobring humanity the greatest benet rom the nest

outcomes o independent and creative learning.


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16

Proles o Innovative Entrepreneurship

Education ProgramsDuring the past two decades, tremendous growth has occurred in the

number o entrepreneurship courses oered by colleges and universities. In

1985, studies indicate there were about 250 entrepreneurship courses oered

across all college campuses in the United States. Today, more than 5,000

entrepreneurship courses are now oered in two-year and our-year institutions.

The proles on the ollowing pages oer a ew examples o innovative

courses and programs in entrepreneurship that colleges and universities

now oer to introduce and engage students into the process, opportunities,

and excitement generated through entrepreneurship. While these are by nomeans the only exciting things happening in universities across America,

these proles do illustrate concretely how the suggestions in this report can

and have been implemented.


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Arizona State University

Tempe,Arizonawww.asu.eduYearFounded:1885Enrollment:64,394

InnovationSpace

WhenagroupofstudentsfromArizonaStateUniversityinterviewedfemalereghters,theydiscoveredthatmostoftheequipmentandclothingreghterswearistypicallytoobigforwomenandsmaller-sizedmen.Inresponse,theydevelopedAeroex,alightweight,

streamlined,ergonomicbackpack-oxygensystemdesignedtobefullyadjustabletotmenandwomenreghtersofallsizes.

ThesestudentsarepartofArizonaStatestwo-semester,trans-disciplinaryInnovationSpaceprogramco-taughtbyfacultyfromindustrialdesign,visualandcommunications design, engineeringentrepreneurship, industrial engineering,andmarketing.

Inthisprogram,senior-levelstudentsworkinteamstocreateunique,real-world,

money-makingproductsthatcontributetoabettersociety.Inadditiontopreparingacomprehensiveproposal,theyalsopresenttheirproductstoprivatesectorgroupsanduniversityresearcherswiththehopesthatsomedaytheirproductswillbecommerciallyavailabletothosewhoneedthem most.

InnovationSpace http://innovationspace.asu.edu Contact:KimberlyLoui [email protected] (480)965-8688

p.a.v.e.The Performing Arts

Venture Experience

WhenthefounderofPhoenixsProgressiveTheatreWorkshopneededfundingtogethisventureofftheground,hebecamepartofsomethingthatisprogressiveinitsownrightp.a.v.e.

p.a.v.e.(ThePerformingArtsVentureExperience)istheartsentrepreneurshipprogramoftheArizonaStateUniversitySchoolofTheatreandFilm,whichseeksto educate students, artists, and educatorsaboutwaysthatentrepreneurshipcanhelptheminthedevelopmentofartisticventuresofallkinds.

InadditiontofundingtheProgressiveTheatreWorkshop,p.a.v.e.awardedgrantsinsupportofaperformancefestivalforgreaterPhoenix,aninteractiveartinstallationonsustainability,andamediamarketingconcept,allwiththeintentofprovidinggranteeswithreal-worldexperienceasartentrepreneurs.

Beyonditsgrantprogram,p.a.v.e.sponsors a lecture series featuring

artsentrepreneurs,workshops,liveperformances,symposia,andvariousothereventsaimedathelpingbothstudentsandfacultybetterunderstandwheretheartsand entrepreneurship intersect.

p.a.v.e.ThePerformingArtsVentureExperiencehttp://theatrelm.asu.edu/initiatives/pave.phpContact:KimberlyLoui [email protected] (480)965-8688

Master of Healthcare

Innovation

Canthefutureofhealthcarebeinthehands of an architect or an engineer?FacultyatArizonaStateUniversitysCollegeofNursingandHealthcareInnovationthinkso.TheyveteamedupwiththeCollegeofDesignandtheHughDownsSchoolof Human Communications to offer theMasterofHealthcareInnovation,aunique,thirty-three-creditmastersdegreeprogramaimedatcreatinginnovatorswhocantransformthewayproblem-solvingand

innovationoccurinbothtraditionalandnontraditionalhealthcareorganizations.

Unliketraditionalapproachestonursing,thisprogramwillteachbothnursingandnon-nursingstudentstothinkbeyondthestatusquobyencouragingthemtoapproachsystemic issues in healthcare from multipleperspectives,includingbusiness,leadership,technology, and system design programs.

Eventhewaythedegreeistaughtisinnovative.Studentsenrolledintheprogramwillparticipateinfour-to-ve

dayimmersionsessionsatthebeginningofeachsemester,followedbytwo-daysessionsmid-semester.TherestofthecourseworkwillbedeliveredovertheInternet,usingvoiced-overlectures,discussionboards,andotheronlinecoursedeliveryandmanagementtools.

MasterofHealthcareInnovationhttp://nursing.asu.edu Contact:KimberlyLoui [email protected] (480)965-8688

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Cornell University

Ithaca,NewYorkwww.cornell.eduYearFounded:1865Enrollment:20,638

Principles ofEntrepreneurship andBusiness

Although not all students are destined tobecomeentrepreneurs,havinganapprecia-tion and solid understanding of entre-preneurshiphelpsthemdevelopastrongfoundation for their chosen course of study.

AtCornellUniversity,PrinciplesofEntrepreneurshipandBusiness(AEM120)providessuchafoundation.Itisdesigned to inform, engage, and inspirestudentsaboutentrepreneurshipandshowthemhowitappliestotheirownpersonal career choice. At the same time,forthosestudentswhowishtopursueentrepreneurship further, it introduces themto other entrepreneurship opportunitiesavailableacrossthecurriculumatCornell.

Inthersthalfofthesemester,studentsinAEM120learnaboutthenatureofentrepreneurial opportunity and thebasicsofmarketing,nance,andstrategicmanagement.Inthesecondhalf,theygaina deeper understanding of the managerial,humanresources,enterprisegrowth,anddevelopmentperspective.Additionally,studentsgenerateatotaloftwenty-veoriginalbusinessideasanddevelopaproposalforoneideawithtwofellowclassmates.

Principles of Entrepreneurship

and Businesshttp://eship.cornell.edu Contact:JohnP.Jaquette,[email protected](607)255-9675

Lake Erie College

Painesville,Ohiowww.lec.eduYearFounded:1856Enrollment:1,100

Equine EntrepreneurshipProgram

Forequestrianswantingtomakeadifferenceintheireld,LakeErieCollegeoffersamajorinEquineEntrepreneurship.Thismulti-disciplinaryprogramprovidesstudentswithasolidbackgroundinbasicequineknowledge

coupledwithastrongunderstandingofthemanagementskillsneededtooperateasuccessfulequinebusiness.

Studentslearnaboutequinehealthcareandpreventionaswellasthebusinessside of the industry and its economicvaluetosociety.Additionally,theyareencouragedtostudyabroadandexperienceoneofseveralinternationalequestrianexperiences.

ThemajorincludesEquineVentureConsultingwhereteamsofstudents

developaconsultingprojectforanequineentrepreneurialventurethathasbeeninbusinessforlessthanfouryears.Forstudentsinterestedinstartingtheirownbusinesses,theEquineVentureCreationcourseprovidesanopportunityforthemtoconductresearchanddevelopplansforequinesmallbusinessventures.

Equine Entrepreneurship Programhttp://www.lec.edu/catalog/ equine_entrepreneurship_detailsContact:JohnMeehl

[email protected](440)375-7129

Purdue University

WestLafayette,Indiana www.purdue.eduYearFounded:1869Enrollment:69,594

Entrepreneurial LeadershipAcademy

Tocreateacommunityoffacultychampioning entrepreneurship oncampusthroughcourseworkandotherinitiatives,PurdueUniversityhascreatedtheEntrepreneurialLeadershipAcademy.ThisAcademyselectstenPurduefaculty

membersannuallytomeetmonthlyinaseriesoffacultyworkshops,lunches,dinners,andmeetingstonetwork,brainstorm,anddiscuss Purdue entrepreneurship curriculaandactivities.FacultymembersselectedtotheEntrepreneurialLeadershipAcademycarry the title of Kauffman EntrepreneurshipFellowfortheyear,receiveanhonorarium,andmeetwithseniorPurdueadministratorsand successful entrepreneur leaders fromoutsidetheUniversity.Asidefrommonthlymeetings,Academymembersaretaskedwithproposingandundertakingahighimpact

projecttofostercampusentrepreneurshipand entrepreneurial leadership.

An additional component of theEntrepreneurialLeadershipAcademyistheKauffman Entrepreneurial Faculty Scholar.At the end of the year, one AcademymemberisrecognizedanddesignatedtheKauffman Entrepreneurial Faculty Scholarbasedontheirfocalinterests,participationinEntrepreneurialLeadershipAcademyactivities,andleadershipintheseAcademyactivities.Thechosenindividualisgivenan

additional honorarium for the upcoming yeartoworkwiththeCenterforEntrepreneurshipandDiscoveryParktofurthertheirownandPurdue-wideentrepreneurshipinterests.

EntrepreneurialLeadershipAcademy www.purdue.edu/entrepreneurship Contact:KennethB.Kahn,[email protected](765)496-6400

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Stanford University

Stanford, Californiawww.stanford.eduYearFounded:1891Enrollment:19,782

Stanford Biodesign

TheStanfordBiodesignprogramworkstodevelopleadersinbiotechnologyinnovation.Themissionistotrainstudents,fellowsandfacultyintheBiodesignProcess:asystematicapproachtoneedsndingandtheinventionandimplementationofnewbiomedicaltechnologies.Keycomponentsof

theprogramincludeBiodesignInnovationFellowships;classesinmedtechinnovation;mentoring of students and faculty in thetechnologytransferprocess;careerservicesforstudentsinterestedinmedtechcareers;andcommunityeducationalevents.

TheStanfordBiodesignFellowshipisahighlyfocusedone-yearfellowshipdesignedtoprovidetheknowledgeandskillsessentialfortheinventionandcommercializationofnewbiomedicaltechnologies.Teamsoffour,includingpostgraduateengineers,businessprofessionalsandphysicians,collaborateina process that includes clinical immersion,identicationandvericationofclinicalproblems,invention,prototyping,early-stagetesting,andprojectplanning.Additionally, time is spent researching thepatentandmarketlandscapetoensurethatnewtechnologiesbeingdevelopedaddressmajorunsolvedclinicalneeds.

Aspartoftheuniversity-wideBio-Xcommunity, Biodesign includes faculty andstudentsfromover40departmentsacrossthe Schools of Business, Engineering,

Humanities&Sciences,LawandMedicine.

Stanford Biodesignhttp://biodesign.stanford.edu/bdn/index.jspContact:[email protected] (650)736-1158

Creativity &

Innovation Course

Doyouknowwhatinhibitscreativity?Doyouknowwhatstimulatesit?StudentsatStanfordUniversityhaveauniqueopportunitytodiscovertheanswerstobothquestionsthroughitsCreativity&Innovationcourse.

OfferedthroughtheStanfordTechnologyVenturesProgram(STVP),theentrepreneur-shipcenterwithintheSchoolofEngineer-ing,theCreativity&Innovationcourseisdesignedtohelpstudentsdiscoverwhatencouragesandhinderscreativityinindividualsaswellasorganizations.

Studentsexplorethesubjectofcreativitythroughworkshops,casestudies,teamprojects,eldtrips,andclassroomlecturesbyexpertsintheeld.Additionally,theyformteamsthatconductanin-depthstudyofanorganizationtheyndtobeinnovative,andthenpresenttheirndingstotheclassinthemostcreativewaypossible.Pastpresentationshaveturnedthelecturehallintoajellybeanfactory

(JellyBelly)andacircus(CirqueduSoleil).ThephilosophyofCreativity&Innovationisthateveryproblemisanopportunityforacreativesolution.Withthisinmind,studentsareencouragedtoattemptnewapproachestocreativeproblemsolvinginavarietyofenvironments.

Creativity&InnovationCourse http://creativity.stanford.edu Contact:[email protected] (650)725-1672

University of Maryland,

Baltimore County

Baltimore,Maryland www.umbc.eduYearFounded:1966Enrollment:12,041

ACTiVATEAchievingthe Commercialization ofTechnology in Venturesthrough Applied Training forEntrepreneurs

Developingtechnologyisonething.Commercializingitisanother.Alreadyknownforitstechnologydevelopmentprogram,theUniversityofMaryland,BaltimoreCountyhasfoundawaytogetproductstomarket.

ThroughACTiVATE,aninnovative,year-longprogramdevelopedbytheuniversity,womenwithsignicantbusinessortechnicalexperiencearetrainedtotaketechnologiesdevelopedbyMarylandresearchinstitutionsorfederalagenciestomarket.

Programparticipantsaretaughthow

to perform an opportunity analysis anddevelopabusinessplanandproposaltohelpthemlaunchtheirventures.

Inadditiontoencouragingthedevelopmentofwomenasentrepreneurs,ACTiVATEservesasamodelforcommercializinginnovationsatotheruniversitiesandfederallabs.Thismodeldemonstrateshowresearchuniversitiesandtheirtechnologytransferofces,statefunding agencies, corporate partners,entrepreneurs,andotherserviceproviders

canworktogethertoachievethecommonobjectiveofcreatingnewcompanies.

ACTiVATEhttp://www.umbc.edu/activate Contact:[email protected](410)455-5740

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University of Miami

CoralGables,FLwww.miami.edu YearFounded:1925Enrollment:15,400

The Greatest Story EverToldRetold

Whileentrepreneursaretraditionallythoughtofasindividualswithaproductorservicetosell,theUniversityofMiamiisreframinghowitsstudentssee entrepreneurs. Students enrolledinaspecialtopicscourse,TheNature

andFoundationsofEntrepreneurship,reexaminethetraditionalviewofanentrepreneur,whilealsoconsideringhowsomeonesideasmayleadtoanenterprisethat generates intellectual, social, cultural,religious,oreconomicvalue.

Thecourseiscross-listedinthedepartmentsofManagementandReligious Studies and is taught througha series of readings, case studies, guestlectures, and independent research.Studentsreviewarangeofdenitions

ofentrepreneurshipandexaminehoweconomics,law,history,andcultureinteract to affect, generate, or suppressentrepreneurialvaluesandbehavior.Throughthestudyofcomparativeexamplesfromdifferentnations,thecourseattemptstoidentifyhowdistinctiveaspects of different societies shapeentrepreneurial culture and practice.Thecourseculminatesinanalprojectandpresentation,eitherindividualorcollaborative.

TheNatureandFoundationsof

Entrepreneurshipwww.as.miami.edu/religion Contact:WilliamGreen [email protected](305)284-2006(ofce)

University of North

Carolina at Chapel Hill

ChapelHill,NorthCarolinawww.unc.eduYearFounded:1789Enrollment:27,700

First-Year Seminars

HowdoesentrepreneurshiptintothestudyofBiology?English?Ifyourethinkingitdoesnt,thinkagain.AttheUniversityofNorthCarolina,freshmenintheCollegeofArtsandScienceshavean

opportunitytoexaminetherelationshipbetweenentrepreneurshipandmorethan300areasofscholarshipacrossalldisciplinesthroughtheFirst-YearSeminarsprogram.

Offered through the CarolinaEntrepreneurialInitiative(CEI),First-YearSeminarsgivestudentsthechancetoexploretopicsofinterestinsmallgroupswithaseniorfacultymember.

Studentscanchoosefromavarietyoftopicsrelatingtoawiderangeofdisciplines.Forexample,inBiologistsasEntrepreneursstudentslearnhowtowritegrantproposalstosupportresearch,andinEconomicSaintsandVillains:TheEntrepreneurial Spirit in Early EnglishLiterature,theyexplorehowEnglandfromthesixteenthtothenineteenthcenturiesenvisionedneweconomicordersthroughplaysandnovels.

First-YearSeminarsinEntrepreneurship http://www.unc.edu/fys Contact:JohnKasarda [email protected]

(919)962-8201

Launching the Venture

Nomatterhowgoodtheidea,ifyoudonthavetherightknowledge,skills,andconnections,chancesareyouwontsucceed.ThatswhytheCarolinaEntrepreneurialInitiativeattheUniversityofNorthCarolinaatChapelHilloffersLaunchingtheVenture.

OfferedjointlybytheKenan-FlaglerBusinessSchoolandUNCsOfceofTechnologyDevelopment,thistwo-semester program is designed to helpUNCChapelHillfaculty,staff,andstudentssuccessfully launch commercial and

nonprotventures.

TheprogramisbrokendownintoFeasibility,Launch,andVentureFinancephases.IntheFeasibilityPhase,teamsreneandtesttheirideasformarketacceptanceinweeklyworkshops.IntheLaunchPhase,thosewithpotentiallyviableventuresarecoachedbyexpertsandMBAstudentconsultantstodevelopabusinessplanandlaunchstrategy.IntheVentureFinancePhase,studentslearnaboutthevarioustypesofprivatenancingavailableanddevelopaplantoattractit.

Allofthisknowledgeisnoguaranteethatthebusinesswillsucceed,butthechancesaredenitelyincreased.Sinceitsinception,morethanfortynewventuresbothcommercialandnonprothavebeenlaunched.

LaunchingtheVenturewww.unc.edu/cei/launch Contact:JohnKasarda [email protected] (919)962-8201

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Carolina Challenge

Notalllearningtakesplaceinsidetheclassroom.Sometimes,thebestwayto learn a concept is to do it. CarolinaChallenge,astudent-ledentrepreneurialbusinessplancompetitionattheUniversityofNorthCarolinaatChapelHill,providesstudentswithjustsuchanopportunity.

A program of the Carolina EntrepreneurialInitiative,CarolinaChallengeisdesignedto identify and support outstandingentrepreneurialventures,bothcommercialandnonprot.Teamswhichmust

includeatleastoneNorthCarolinafaculty,staff,orstudentcompeteannuallyfortophonorsand$50,000intotalprizemoney.

Activitiesleadinguptothecompetitionbegininthefallwithrecruitmentandteam-formationeventsdesignedtoattractthebestideas.Teamsareencouragedtoincludememberswithavarietyofskillsandabroadknowledgebasewhocanimplementtheventureidea.Whentheteamsofciallyenterthecompetitionin

December,theyaregivenaccesstoawiderange of resources to help them turn theirideasintoviablebusinessplans.

Teamscompetebypresentingtheirplanstopanelsofentrepreneurs,venturecapitalists,philanthropists,andfoundationexecutives,manywiththehopesofsuccessfullylaunchingtheirventureinthefuture.

Carolina Challengewww.carolinachallenge.org Contact:JohnKasarda [email protected](919)962-8201

University of Rochester

Rochester,NewYorkwww.rochester.eduYearFounded:1850Enrollment:8,700

Eastman School of Music NewVenture Challenge

Thedaysofthestarvingartistarecomingtoanend.ThankstoprogramssuchasTheEastmanSchoolofMusicNewVentureChallengeattheUniversityofRochester,musicianstodayarelearninghowtheycanorchestratetheirownfutures.

TheNewVentureChallengeisacontesttopromoteinnovativeideasdesignedtorevolutionizetheworldofmusic.Throughthiscontest,studentshavetheopportunity to transform their ideas intoentrepreneurial enterprises.

Thecontestisopentoallfull-timestudents in good academic standingenrolled in an Eastman degree program.Individualsorteamsofuptothreestudents can participate.

Totakepartinthecontest,studentscreateandpresentabusinessplandemonstratingcreativityandthepotentialforsuccess.Theseplansarethenevaluatedbyapanelofjudgesinapreliminary round. From this group, threestudent entries are selected to participateinanalroundwheretheenterprisesareevaluatedonthewrittenplanaswellasanoralpresentation.Winnersreceivecashprizestohelplaunchtheirventures.

EastmanSchoolofMusicNewVentureChallenge

http://www.esm.rochester.edu/iml/entrepreneurship/kauffevents.php Contact:[email protected](585)275-5248

Kauffman Entrepreneurial

Year Program

Whatsyourpassion?Isitmusic?Isittheenvironment?Isitcommunityservice?Nowimaginebeingabletospendanentireyearpursuingthatpassion,withaneyetowardcreatingasuccessfulentrepreneurialventurebasedonit.Forstudentsparticipatinginthe Kauffman Entrepreneurial Year Program(KEY)attheUniversityofRochester,theideaisfast-becomingareality.

Students participating in the programreceiveafth,tuition-freeyearduringwhichtheyhavetheopportunitytodeneanddeveloptheirideasintoanentrepreneurialventure.Thehopeisthatstudentswillusetheirentrepreneurialcreativitytopursueanendeavoraboutwhichtheyarepersonallypassionatewhilesolvingaproblemthatwillaffect future generations.

Take,forexample,theteamofstudentsconductingresearchintheareaofrenewableenergy.TheirgoalistohavetheUniversityofRochesterjoinasmallnumberofuniversitiesformulatingacomprehensivesolutiontoone

ofthemostimportantscienticandsocialchallenges of the 21st century.

Toaccomplishthisgoal,thestudentsformedtheUniversityofRochesterVirtualInstituteforEnergy(URVIE)andwillworkwithanumberofresearchers,governmentagencies,and others to study opportunities to createsustainableenergyforfuturegenerations.

Kauffman Entrepreneurial Year Programhttp://www.rochester.edu/college/ccas/AdviserHandbook/KEY.htmlContact:DuncanT.Moore

[email protected](585)275-5248

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University of

WisconsinMadison

Madison,Wisconsinwww.wisc.eduYearFounded:1848Enrollment:42,041

WEBWisconsinEntrepreneurial Bootcamp

Ifyoureseriousaboutentrepreneurship,theWisconsinEntrepreneurialBootcamp(WEB)isdesignedtohelpyoustartoffontherightfoot.Thisintensive,ve-day

programintroducesPhysical/LifeScienceand Engineering graduate students totheworldoftechnologystart-upsandprovidesthemwithbasicentrepreneurialskills,fromopportunityrecognitiontocommercialization.

WEBistaughtbyinternationalentrepreneurialexperts,UniversityofWisconsinfaculty,andtopprofessionals.Theyusecasestudies,expertpanels,specializedexperimentalexercises,andsocialeventstoteachstudentsabouttheissuestheywillfaceintechnology

entrepreneurship.

Additionally,WEBintroducesstudentsto other entrepreneurial opportunitiesoncampussuchasMBAcoursesinentrepreneurship,adoctoralminor,non-creditworkshops,andacross-campusbusinessplancompetition.

WEBWisconsinEntrepreneurialBootcamphttp://www.bus.wisc.edu/weinertcenter/web.aspContact:CharlesHoslet [email protected]

(608)263-2840

Washington University

in St. Louis

St.Louis,Missouriwww.wustl.eduYearFounded:1853Enrollment:11,010

Student OwnedBusiness Program

TheStudentOwnedBusinessProgramprovidesundergraduatestudentswiththetrueentrepreneurialfreemarketexperienceoffoundingorpurchasing

abusinesswhileatschool.Owner/founderteamshavefullresponsibilityforoperations,marketing,andnancialoutcomes for their enterprises. All studentsare required to sell their equity to otherstudents prior to graduation.

Thisisoneofmanynon-academiccreditexamplesofhowWashingtonUniversitystudents are challenged to learnentrepreneurshipbydoing.Noneoftheuniversitysthirty-sevenentrepreneurshipcourses is required as prerequisite for thisprogram.Theuniversityoffersprime-

location,high-trafcretailstorefrontleases to any undergraduate student,includingfreshmen.Thesaleofsuccessfulbusinessesrequiresthatnewownerssatisfy program requirements. Studentsfoundinganewbusiness(storefrontorvirtualbased)mustsubmitabusinessplanforreviewandapprovalbyauniversityadvisoryboard.

StudentOwnedBusinessProgram http://step.wustl.edu/index.php Contact:KenHarrington

[email protected] (314)935-9134

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23

Kauman CampusesSMAn Overview

The Kauman Foundation has spent much o the last teen yearshelping accelerate the development o entrepreneurship programs at

colleges and universities, most recently operating on the belie that teaching

students about running an enterprise and thinking innovatively should not

be solely the province o business schools.

In 2003, the Kauman Foundation announced its commitment to the

idea o cross-campus entrepreneurship programs by launching the Kauman

CampusesSM Initiative, awarding a total o $25 million to eight American

institutions o higher education. The recipients were selected ater a high-

prole competition among twenty-six colleges and universities. Building on

the success o those grants, the Kauman Foundation awarded at total o $23

million in Kauman CampusesSM grants to eleven more schools in late 2006.

Kauman Campuses II, as the program has been dubbed, not only builds

on the best aspects o Kauman Campuses I, it signicantly leverages the

Foundations investment through partnerships with other unding sources.

By involving others in the program, the Kauman Foundation hopes

to leverage its commitment and get oundations and other entities thinking

entrepreneurially as well. The goal, as it always has been, is to create a cultural

transormation on college campuses that results in graduates who are dynamic

thinkers and risk-takersno matter what major areas o study the students pursue.

Inaugural Kauffman Campuses

Kauffman Campuses Second Round

NortheastOhioCollegeEntrepreneurshipProgram inpartnershipwiththeBurtonD.MorganFoundation:

FloridaInternationalUniversity HowardUniversity UniversityofIllinoisatUrbanaChampaign UniversityofNorthCarolinaatChapelHill

UniversityofRochester UniversityofTexasatElPaso WakeForestUniversity WashingtonUniversityinSt.Louis

ArizonaStateUniversity GeorgetownUniversity

PurdueUniversity

SyracuseUniversity UniversityofMaryland,BaltimoreCounty

UniversityofWisconsinMadison

Baldwin-WallaceCollege HiramCollege LakeErieCollege

OberlinCollege TheCollegeofWooster


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4801RockhillRoad

KansasCity,Missouri64110

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Documents

Kauffman Entrep High Ed Report