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Passion, Practice and Theory: Teaching Entrepreneurship to NonBusiness Students

Presented by:
Andy Heise, Center for Entrepreneurship, Millikin University R.J. Podeschi, Tabor School of Business, Millikin University Carrie S. Trimble, Tabor School of Business, Millikin University

USASBE 28th Annual Conference Pre-conference Workshop

January 9, 2014 Fort Worth, TX


Why design entrepreneurial teaching & learning? How to design entrepreneurial teaching & learning?
Generally At Millikin University
The major The minor Foreseeable changes


Discussion & debrief

Why design entrepreneurial teaching & learning The current marketplace

central task of higher education has become to prepare students for initial employment and future working lives (Bridgstock, 2013) Portfolio careers (Arthur, Inkson & Pringle, 1999)

The current student (Pew Research Center, 2009)

Ethnically diverse Politically progressive Not religiously observant Trusting in institutions Living their lives online

How to design entrepreneurial teaching & learning, in general

Meeting students where they are

Communication skills
Informal style Non-personal preference

Feedback expectations Compliance vs. initiative Focus on a triple bottom line (Elkington, 1998)

Preparing students for the current market

Renaissance students (Celsi & Wolfinbarger, 2001) Shortened learning curve

How to design entrepreneurial teaching & learning, at Millikin University Colleges:

College of Arts & Sciences
College of Fine Arts College of Professional Studies

Tabor School of Business

Student Body Size: 2,300 students

Average Class Size: 23 students

Campus: Decatur, IL - 75 acres A place where the industrial and practical reside with equal importance with the literary and the classical. - James Millikin, Founder

Arts & Entrepreneurship Program

Vision: Be the leader in multidisciplinary arts entrepreneurship education. Goals
Help students become selfsufficient Provide students a creative outlet to perform business Establish an ethos of collaboration (multidisciplinary program)

I learned how to work as part of a diverse group where everyone has different personalities and different projects they are working on, while we all have the same shared goal.
Domonique Howell (Entrepreneurship Major, 2011) 7

Arts & Entrepreneurship Program

Student Learning Outcomes
Link passion and skills to professional opportunities as an owner or free agent Identify opportunities, marshal resources, and assess risk in business creation Identify and leverage financial, human, and intellectual resources necessary to launch and grow a venture

I learned so much about what it means to go out there and make your art happen. Opportunities are everywhere, and you have to have this entrepreneurial side of you in order to find them. Kaylie Honkala (B. A. Theatre, 2012)

Expanding Across Disciplines

Investing in Champions
Developed Faculty Fellows in Entrepreneurship to encourage course development in entrepreneurship in disciplines outside the business school Stipends, Professional Development, Travel and Conference participation Courses become an ongoing offering in the disciplines curriculum Learning Laboratories (Student Ventures) become opportunities for students to experiment and practice

A core area of expertise Tools and skills is the foundation necessary for for owning entrepreneurship and operating a business


Student-run Ventures


Retail Art Gallery Student, Faculty, & Alumni Art


Studio Theatre Company Launch and mount new works


Record label and publishing company Millikin Student and Faculty ensembles and compositions

Record label Commercial artists


Fine art printing press studio Student, Faculty, Alumni, & Resident Artists


Letterpress poetry broadside press Student designed using works from Professional Poets


How We Define a Student-run Venture

A laboratory of practice delivered as a course grounded in an academic discipline Student-centered with faculty, alumni, and practitioner coaching and mentoring Profit and value driven A business operating in a community where students design, produce, promote, and sell Adaptive, offering ample opportunities for student experimentation as each new class enrolls (each semester) An environment to experience risk with real opportunities for failure and success

Entrepreneurs are expected to have a broad set of skills

How to design entrepreneurial teaching & learning, at Millikin Universityforeseeable changes

Incorporation of I.T. Skills

Recognized a gap in tech skills Todays students can use technology, but can they create it? Consumerization of IT has decentralized IT operations (Law, 2013) E Minors need to be able to create value with technology Reflect Small Business Situations (Scott, 2004)

What I.T. Skills?

Web page development

WYSIWYG editors (Google, WordPress, etc.) Incorporate pre-build web scripts

Making platform decisions

On-site vs. Platform/Software as a Service

Organize, filter, and manage data

Excel, Access, and business intelligence tools


Ways of Delivery

Integrated Model
Boot Camp Integration of experiential skills as part of the minor (Abrahams, Singh, 2010) Have students take their venture online. Practice their skills.

Wrap Up

Skills gap analysis can go beyond I.T.

Using the Business Model Canvas to evaluate existing cross-campus E-Programs

Short Break!

How to design entrepreneurial teaching & learning, locally

Content drives design

Osterwalder & Pigneur, 2009

How the adapted Canvas should work

How the adapted Canvas should work

How the adapted Canvas should work

How the adapted Canvas should work

How the adapted Canvas should work

How the adapted Canvas should work

Let the adapted Canvas work for you

Discuss & debrief

Thank you