Entrepreneurship education

From Wikipedia, the free encyclopedia

Jump to: navigation, search
This article should be divided into sections by topic, to make it more accessible. Please
help by adding section headings in accordance with Wikipedia's style guidelines.
Entrepreneurship education seeks to provide students with the knowledge, skills and
motivation to encourage entrepreneurial success in a variety of settings. Variations of
entrepreneurship education are offered at all levels of schooling from K-12 schools through
graduate university programs.[citation needed]
What makes entrepreneurship education distinctive is its focus on realization of opportunity,
where management education is focused on the best way to operate existing hierarchies. Both
approaches share an interest in achieving "profit" in some form (which in non-profit
organizations or government can take the form of increased services or decreased cost or
increased responsiveness to the customer/citizen/client).
Opportunities can be realized in several ways. The most popular one is through opening a new
organization (e.g starting a new business). Another approach is to promote innovation or
introduce new products or services or markets in existing firms. This approach is called corporate
entrepreneurship or intrapreneurship, and was made popular by author Gifford Pinchot in his
book of the same name. A recent approach involves creating charitable organizations (or portions
of existing charities) which are designed to be self-supporting in addition to doing their good
works. This is usually called social entrepreneurship or social venturing. Even a version of public
sector entrepreneurship has come into being in governments, with an increased focus on
innovation and customer service. This approach got its start in the policies of the United
Kingdom's Margaret Thatcher and the United States' Ronald Reagan.
The 1990s saw the growth of entrepreneurship as a profession within business, and in that
professional approach lies the secret benefit of entrepreneurship education it helps decrease
the chances of failure by stressing a consistent and proven set of practices. That idea of
professionalizing the process of entrepreneurship is the other great commonality across all of
modern entrepreneurship education. Whether it is Treps , the National Foundation for Teaching
Entrepreneurship or members of the Consortium for Entrepreneurship Education working with
grade school and high school kids in the USA, or undergraduate or MBA programs like those at
Saint Louis University, Babson College, or any of the over 200 schools with majors, there are
formal entrepreneurship education programs turning out tens of thousands of prepared, motivated
and connected student entrepreneurs each year. There are also non-profit organizations such as
SCORE, government programs such as the U.S. Small Business Administration[1]. With
entrepreneurship education, they know more, others (like bankers, investors, corporate
customers, etc.) know what these student entrepreneurs are likely to know, and the
entrepreneurs', their firms, and national economy are better off for their taking the time to learn
how to do it right.

Entrepreneurship
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article may contain original research or unverified claims. Please improve the
article by adding references. See the talk page for details. (November 2008)
This article's citation style may be unclear. The references used may be made clearer
with a different or consistent style of citation, footnoting, or external linking. (August 2009)
For the person who starts a new organization, see Entrepreneur.
Entrepreneurship is the practice of starting new organizations or revitalizing mature
organizations, particularly new businesses generally in response to identified opportunities.
Entrepreneurship is often a difficult undertaking, as a vast majority of new businesses fail.
Entrepreneurial activities are substantially different depending on the type of organization that is
being started. Entrepreneurship ranges in scale from solo projects (even involving the
entrepreneur only part-time) to major undertakings creating many job opportunities. Many "high
value" entrepreneurial ventures seek venture capital or angel funding in order to raise capital to
build the business. Angel investors generally seek returns of 20-30% and more extensive
involvement in the business.[1] Many kinds of organizations now exist to support would-be
entrepreneurs, including specialized government agencies, business incubators, science parks,
and some NGOs. Lately more holisitc conceptualizations of entrepreneurship as a specific
mindset (see also entrepreneurial mindset) resulting in entrepreneurial initiatives e.g. in the form
of social entrepreneurship, political entrepreneurship, or knowledge entrepreneurship emerged.

History of Entrepreneurship
The understanding of entrepreneurship owes much to the work of economist Joseph Schumpeter
and the Austrian economists such as Ludwig von Mises and Friedrich von Hayek. In Schumpeter
(1950), an entrepreneur is a person who is willing and able to convert a new idea or invention
into a successful innovation. Entrepreneurship forces "creative destruction" across markets and
industries, simultaneously creating new products and business models. In this way, creative
destruction is largely responsible for the dynamism of industries and long-run economic growth.
Despite Schumpeter's early 20th-century contributions, the traditional microeconomic theory of
economics has had little room for entrepreneurs in its theoretical frameworks (instead assuming
that resources would find each other through a price system.)

Some notable persons and their works in entrepreneurship history.

For Frank H. Knight (1921) and Peter Drucker (1970) entrepreneurship is about taking risk. The
behavior of the entrepreneur reflects a kind of person willing to put his or her career and
financial security on the line and take risks in the name of an idea, spending much time as well as
capital on an uncertain venture. Knight classified three types of uncertainty.

Risk, which is measurable statistically (such as the probability of drawing a

red colour ball from a jar containing 5 red balls and 5 white balls).
Ambiguity, which is hard to measure statistically (such as the probability of
drawing a red ball from a jar containing 5 red balls but with an unknown
number of white balls).
True Uncertainty or Knightian Uncertainty, which is impossible to estimate or
predict statistically (such as the probability of drawing a red ball from a jar
whose number of red balls is unknown as well as the number of other
coloured balls).

The acts of entrepreneurship is often associated with true uncertainty, particularly when it
involves bringing something really novel to the world, whose market never exists. Before the
Internet, nobody knew the market for Internet related businesses such as Amazon, Google,
YouTube, Yahoo etc. Only after the Internet emerged did people begin to see opportunities and
market in that technology. However, even if a market already exists, such as the market for cola
drinks (which has been created by Coca Cola), there is no guarantee that a market exists for a
particular new player in the cola category. The question is: whether a market exists and if it
exists for you.
The place of the disharmony-creating and idiosyncratic entrepreneur in traditional economic
theory (which describes many efficiency-based ratios assuming uniform outputs) presents
theoretic quandaries. William Baumol has added greatly to this area of economic theory and was
recently honored for it at the 2006 annual meeting of the American Economic Association.[2]
Entrepreneurship is widely regarded as an integral player in the business culture of American
life, and particularly as an engine for job creation and economic growth. Robert Sobel published
The Entrepreneurs: Explorations Within the American Business Tradition in 1974. Zoltan Acs
and David B. Audrestch have produced an edited volume surveying Entrepreneurship as an

academic field of research in the Handbook of Entrepreneurship Research: An Interdisciplinary

Survey and Introduction.
In 2009, a new type of entrepreneurship emerged known as LILO entrepreneurship. LILO stands
for "a little in, a lot out". This type of entrepreneurship does not use business plans; opting for an
immediate try-out at minimal expense instead. LILO enterprises are set up with a minimum of
start-up capital and are designed to operate at very low cost. Some of the companies set up via
LILO entrepreneurship are no more costly than a hobby. [3]

[edit] Characteristics of an entrepreneur

This section does not cite any references or sources. Please help
improve this article by adding citations to reliable sources. Unsourced
material may be challenged and removed. (April 2009)

Entrepreneurs have many of the same character traits as leaders, similar to the early great man
theories of leadership; however trait-based theories of entrepreneurship are increasingly being
called into question. Entrepreneurs are often contrasted with managers and administrators who
are said to be more methodical and less prone to risk-taking. Such person-centric models of
entrepreneurship have shown to be of questionable validity, not least as many real-life
entrepreneurs operate in teams rather than as single individuals. Still, a vast literature studying
the entrepreneurial personality found that certain traits seem to be associated with entrepreneurs:

David McClelland - primarily motivated by an overwhelming need for

achievement and strong urge to build.
Collins and Moore - tough, pragmatic people driven by needs of
independence and achievement. They seldom are willing to submit to
authority.

Bird - mercurial, that is, prone to insights, brainstorms, deceptions,

ingeniousness and resourcefulness. they are cunning, opportunistic, creative,
and unsentimental.

Cooper, Woo, & Dunkelberg - argue that entrepreneurs exhibit extreme

optimism in their decision-making processes.

Busenitz and Barney - prone to overconfidence and over generalizations.

Cole - found there are four types of entrepreneur: the innovator, the
calculating inventor, the over-optimistic promoter, and the organization
builder. These types are not related to the personality but to the type of
opportunity the entrepreneur faces.

Zhao & Seibert - meta-analysis (a statistical synthesis of previous research)

showed that compared to managers, entrepreneurs score higher on
Conscientiousness and Openness to Experience and lower on Neuroticism
and Agreeableness. No difference was found for Extraversion.

John Howkins - focused specifically on creative entrepreneurship. He found

that entrepreneurs in the creative industries needed a specific set of traits
including the ability to prioritise ideas over data, to be nomadic and to learn
endlessly. [4]

Other characteristics include

The entrepreneur has an enthusiastic vision, the driving force of an

enterprise.
The entrepreneur's vision is usually supported by an interlocked collection of
specific ideas not available to the marketplace.

The overall blueprint to realize the vision is clear, however details may be
incomplete, flexible, and evolving.

The entrepreneur promotes the vision with enthusiastic passion.

With persistence and determination, the entrepreneur develops strategies to

change the vision into reality.

The entrepreneur takes the initial responsibility to cause a vision to become a

success.

Entrepreneurs take prudent risks. They assess costs, market/customer needs

and persuade others to join and help.

An entrepreneur is usually a positive thinker and a decision maker.

An entrepreneur has inspiration, motivation and sensibility.

[edit] Advantages of entrepreneurship

This section does not cite any references or sources. Please help
improve this article by adding citations to reliable sources. Unsourced
material may be challenged and removed. (April 2009)

Every successful entrepreneur brings about benefits not only for himself/ herself but for the
municipality, region or country as a whole. The benefits that can be derived from entrepreneurial
activities are as follows:
1. Enormous personal financial gain
2. Self-employment, own bossing, offering more job satisfaction and flexibility of
the work force
3. Employment for others, often in better jobs
4. Development of more industries, especially in rural areas or regions
disadvantaged by economic changes, for example due to globalization effects

5. Encouragement of the processing of local materials into finished goods for

domestic consumption as well as for export
6. Income generation and increased economic growth
7. Healthy competition thus encourages higher quality products
8. More goods and services available
9. Development of new markets
10.Promotion of the use of modern technology in small-scale manufacturing to
enhance higher productivity
11.Encouragement of more researchers/studies and development of modern
machines and equipment for domestic consumption
12.Development of entrepreneurial qualities and attitudes among potential
entrepreneurs to bring about significant changes in the rural areas
13.Freedom from the dependency on the jobs offered by others
14.Ability to have great accomplishments
15.Reduction of the informal economy
16.Emigration of talent may be stopped by a better domestic entrepreneurship
climate
17.Serious tax advantages

[edit] Promotion of entrepreneurship

Given entrepreneurship's potential to support economic growth, it is the policy goal of many
governments to develop a culture of entrepreneurial thinking. This can be done in a number of
ways: by integrating entrepreneurship into education systems, legislating to encourage risktaking, and national campaigns. An example of the latter is the United Kingdom's Enterprise
Week, which launched in 2004.
Outside of the political world, research has been conducted on the presence of entrepreneurial
theories in doctoral economics programs. Dan Johansson, fellow at the Ratio Institute in Sweden,
finds such content to be sparse. He fears this will dilute doctoral programs and fail to train young
economists to analyze problems in a relevant way.[5]
Many of these initiatives have been brought together under the umbrella of Global
Entrepreneurship Week, a worldwide celebration and promotion of youth entrepreneurship,
which started in 2008.

[edit] Notes
1. ^ Angel Investing, Mark Van Osnabrugge and Robert J. Robinson

2. ^ "Searching for the invisible man". The Economist (The Economist

Newspaper Limited): pp. 67. 2006-03-11.
http://www.economist.com/finance/displaystory.cfm?story_id=E1_VGDTRJD.
Retrieved 2008-03-05.
3. ^ Time magazine describing LILO entrepreneurship
4. ^ Howkins, John, The Creative Economy: How People Make Money From
Ideas, Penguin, 2001, p.155-158
5. ^ Johansson, Dan. "Economics Without Entrepreneurship or Institutions: A
Vocabulary Analysis of Graduate Textbooks" (December 2004). [1]

[edit] See also

General
Business

Business opportunity
Junior enterprise

Educational
Master of Enterprise
Lists
List of management topics, List of social entrepreneurs
Other
Bootstrap funding

[edit] References and external articles

Books and publications

Zoltan Acs and David B. Audretsch (2003) Handbook of Entrepreneurship

Research: An Interdisciplinary Survey and Introduction, Springer.
William J. Baumol, Litan, R. E., Carl Schramm, (2007) Good Capitalism, Bad
Capitalism, Yale University Press

Bird, B. (1992)"The Roman God Mercury: An Entrepreneurial Archetype",

Journal of Management Enquiry, vol 1, no 3, September, 1992.

Busenitz, L. and Barney, J. (1997) "Differences between entrepreneurs and

managers in large organizations", Journal of Business Venturing, vol 12, 1997.

Richard Cantillon, Essai sur la Nature du Commerce in Gnral. 1759 [2]

Casson, M. (1982) The Entrepreneur: An Economic Theory Reprint. 1991.

Casson, M. (2003) The Entrepreneur: An Economic Theory, second edition",

Edward Elgar Publishing 2003.

Cole, A. (1959) Business Enterprise in its Social Setting, Harvard University

Press, Boston, 1959.

Collins, J. and Moore, D. (1970) The Organization Makers, Appleton-CenturyCrofts, New York, 1970.

Peter Drucker, (1970) "Entrepreneurship in Business Enterprise", Journal of

Business Policy, vol 1, 1970.

Folsom Jr., Burton W. (1987) The Myth of the Robber Barons, Young America.

Gold, Steven K (2005) "Entrepreneur's Notebook" Learning Ventures Press,

2005.

Hebert, R.F. and Link, A.N. (1988) The Entrepreneur: Mainstream Views and
Radical Critiques. New York: Praeger, 2nd edition.

Knight, Frank H. (1921). Risk, Uncertainty, and Profit. Boston, MA: Hart,
Schaffner & Marx; Houghton Mifflin Company

Knight, K. (1967) "A descriptive model of the intra-firm innovation process",

Journal of Business of the University of Chicago, vol 40, 1967.

Israel Kirzner, (1997) 'Entrepreneurial Discovery and the Competitive Market

Process: An Austrian Approach', Journal of Economic Literature 35: 60-85

Lumpkin, GT and Dess, GG (1996) 'Clarifying the Entrepreneurial Orientation

Construct and Linking it to Performance', Academy of Management Review
21(1): 135-172

McClelland, D. The Achieving Society, Van Nostrand, Princeton NJ, 1961.

Pinchot, G. (1985) Intrapreneuring, Harper and Row, New York, 1985.

Joseph Schumpeter, (1950) Capitalism, Socialism, and Democracy, 3rd

edition, Harper and Row, New York, 1950.

Carl Schramm, (2006) The Entrepreneurial Imperative, Harper Collins, 2006.

Shane S., (2003) A general theory of entrepreneurship : the individualopportunity nexus in New Horizons in Entrepreneurship series, Edward Elgar
Publishing.

Shane, S and Venkataraman, S (2000), 'The Promise of Entrepreneurship as a

Field of Research', Academy of Management Review 25(1): 217-226

Stevenson, HH and Jarillo, JC (1990) 'A Paradigm of Entrepreneurship:

Entrepreneurial Management', Strategic Management Journal 11: 17-27

Onuoha G., (2007)"Entrepreneurship" AIST International Journal 10:20-32.

Zhao, H., & Seibert, S. E. (2006). 'The Big Five personality dimensions and
entrepreneurial status: A meta-analytical review', Journal of Applied
Psychology, 91: 259-271.

[edit] External links

Starting a Business
Articles about entrepreneurship

Entrepreneurship Theory and Practice (ET&P) is a leading scholarly journal in the field of
entrepreneurship studies. The journal's mission is to publish original papers which contribute to
the advancement of the field of entrepreneurship. ET&P publishes conceptual and empirical
articles of interest to scholars, consultants, and public policy makers. Most issues also feature a
teaching case. Article topics include, but are not limited to:

National and International Studies of Enterprise Creation

Small Business Management

Family-Owned Businesses

Minority Issues in Small Business and Entrepreneurship

New Venture Creation

Research Methods

Venture Financing

Corporate and Non-Profit Entrepreneurship

Final Entrepreneurship Lecture

Share

Favorite

Get File

More...

Post to
Blogger

WordPress

Twitter

Facebook

Delicious

more share options

1 comments
Comments 1 - 1 of 1 Post a comment

guest3cdde 8 months ago

terrific!! i have learned... no surprise

Post a comment

Embed Video
Post Comment

Edit your comment

no notes for slide #1

Update

Cancel

2 Favorites
ap004 favorited this 8 months ago

Philip Fierlinger, Head of Design at Xero (xero.com), favorited

this 8 months ago
Tags business strategy

Final Entrepreneurship Lecture - Presentation Transcript

1. Final thoughts
2. Follow your interests
o

Work on things youre passionate about

Find others who are equally passionate

Dont be dissuaded easily

Dont be distracted easily

3. First whothen what

o

Get the right people involved

Get the wrong people uninvolved

When you find a core group, protect it

4. hedgehog
o

Passion, what you can do best, economic driver

Let it filter out distraction

5. progress
o

Measure progress incrementally

Celebrate small victories

Get something to market soon

6. values

Listen to customers

Look out the window to apportion success

Look to yourself when placing blame

Embed some social element into all of your ventures

Put family first

7. creativity
o

Comes from activity/motion

comes from quiet

comes from organization

Keep your antenna up at all times

Write your ideas down

8. Business
o

Get your affairs in order (banking, taxes, business structure) early

Remember your equity is your most valuable asset (give it away

grudgingly)

Get in the habit of immediately asking who the customer is

Pay one vendor on time ALL the time

9. confidence
o

Create a mantra for success (I will succeed)

Dont be fooled into thinking that people know what theyre doing

Be confident enough to risk and smart enough shift

10.negotiation
o

Dont talk too much

Let the other party talk, you listen (they will give themselves away)

Dont do deals that you wouldnt take the other side of

11.Execute
o

Create something worth executing

Set goals

Communicate the goals

Measure the goals weekly

Establish a single point of responsibility

Follow through until its done or irrelevant

Reward achievers

Establish a culture of execution

Be honest about your efficacy

12.More values
o

Help people who cannot help you

Help without the expectation of return

Help many people

Do the right thing the right way

Pay back society

13.Keep in touch
o

[email_address]

See my interests: www.9giantsteps.com

Twitter: gah650

Share

Favorite

Get File

More...

Post to
Blogger

WordPress

Twitter

Facebook

Delicious

more share options

0 comments
Post a comment
Post a comment

Embed Video
Post Comment

Edit your comment

no notes for slide #1

Favorites, Groups & Events

Update

Cancel

entrepreneurship lecture - Presentation Transcript

1. ...
2. "Every day we do things, we are things that have to do with peace. If
we are aware of our life..., our way of looking at things, we will know how to
make peace right in the moment, we are alive." Thich Nhat Hanh
3. be happy now
4. the great Western disease is: Ill be happy when...
5. thank people
6. Let it Go
7. Let it Go
o

Weve all done bad things we could dredge up

What is the value add of feeling miserable?

Its done

Its not that it doesnt matter what you do, it only matters what you do
now

8. character, in the sense of a coherent, continuously accumulating self is an

illusion
9. take a deep breath, in, let it out, you are a new you
10.there are no selves. only behaviors
11.your focus is not your past or your inner psyche. all that matters is your
future behaviour
12.in biz and Buddhism, the self is an obstacle
13.the thing that inhibits innovation is attachment to the self in the form of
habits and doctrines and smugness and memories of the past
14.The rationale businessperson and the good Buddhist considers each moment
afresh, unencumbered by old frameworks
15.each asks: what should I do based on the evidence before me, rather than on
how people usually behave
16.its easier to get un-fucked up, then to figure out why youre fucked up. so,
get un-fucked up
17.Life isnt fair...thank God (look around) (look around)
18.Life is good

Friday, March 7, 2008

Kuliah I: Pengertian Kewirausahaan

Kewirausahaan berasal dari kata wira dan usaha. Wira, berarti pejuang, pahlawan, manusia
unggul, teladan, berbudi luhur, gagah berani dan berwatak agung. Usaha, berarti perbuatan amal,
bekerja, berbuat sesuatu.
Jadi wirausaha adalah pejuang atau pahlawan yang berbuat sesuatu. Ini
baru dari segi etimologi (asal usul kata).
Menurut Kamus Besar Bahasa Indonesia, wirausaha adalah orang yang
pandai atau berbakat mengenali produk baru, menentukan cara produksi
baru, menyusun operasi untuk mengadakan produk baru, mengatur
permodalan operasinya serta memasarkannya.
Dalam lampiran Keputusan Menteri Koperasi dan Pembinaan Pengusahan
Kecil Nomor 961/KEP/M/XI/1995, dicantumkan bahwa:
a. Wirausaha adalah orang yang mempunyai semangat, sikap, perilaku dan
kemampuan kewirausahaan.
b. Kewirausahaan adalah semangat, sikap, perilaku dan kemampuan
seseorang dalam menangani usaha atau kegiatan yang mengarah pada
upaya mencari, menciptakan serta menerapkan cara kerja, teknologi dan
produk baru dengan meningkatkan efisiensi dalam rangka memberikan
pelayanan yang lebih baik dan atau memperoleh keuntungan yang lebih
besar.
Jadi wirausaha itu mengarah kepada orang yang melakukan usaha/kegiatan

sendiri dengan segala kemampuan yang dimilikinya. Sedangkan

kewirausahaan menunjuk kepada sikap mental yang dimiliki seorang
wirausaha dalam melaksanakan usaha/kegiatan.
Kewirausahaan yang sering dikenal dengan sebutan entrepreneurship berasal dari
Bahasa Perancis yang diterjemahkan secara harfiah adalah perantara, diartikan
sebagai sikap dan perilaku mandiri yang mampu memadukan unsur cipta, rasa dan
karsa serta karya atau mampu menggabungkan unsur kreativitas, tantangan, kerja
keras dan kepuasan untuk mencapai prestasi maksimal .
Stoner, James: kewirausahaan adalah kemampuan mengambil faktor-faktor
produksi-lahan kerja, tenaga kerja dan modal-menggunakannya untuk memproduksi
barang atau jasa baru. Wirausahawan menyadari peluang yang tidak dilihat atau
tidak dipedulikan oleh eksekutif bisnis lain.
Kewirausahaan berbeda dengan manajemen. Paul H. Wilken menjelaskan bahwa
kewirausahaan mencakup upaya mengawali perubahan dalam produksi, sedangkan
manajemen mencakup koordinasi proses produksi yang sudah berjalan.
Faktor-faktor psikologi
Pada pertengahan 1980-an Thomas Begley dan David P. Boyd mempelajari
literatur psikologi mengenai kewirausahaan. Mereka menemukan 5 dimensi :

1. Kebutuhan untuk berprestasi. Wirausahawan mempunyai kebutuhan

untuk berprestasi yang tinggi: Need for achievement sangat tinggi.
2. Letak kendali : individu mengendalikan hidup mereka sendiri- bukan
keberuntungan atau nasib
3. Toleransi terhadap resiko : wirausahawan yang bersedia mengambil
resiko memperoleh hasil yang lebih besar daripada orang yang tidak
mau ambil resiko
4. Toleransi terhadap keragu-raguan
5. Tingkah laku tipe A : ambisius, energik.
SUMBANGAN KEWIRAUSAHAAN
Kewirausahaan memiliki 4 manfaat sosial

1. Memperkuat pertumbuhan ekonomi : menyediakan pekerjaan baru

dalam ekonomi. Ekonomi saat ini adalah tanah yang subur bagi
wirausahawan misalnya : permintaan pelayanan sektor jasa meledak
2. Meningkatkan produktivitas : kemampuan untuk menghasilkan lebih
banyak barang dan jasa dengan TK dan input lain yang lebih sedikit.
3. Menciptakan teknologi, produk dan jasa baru:
Komputer digital,mesin fotokopi, laser, power steering.
4. Mengubah dan meremajakan persaingan pasar : pasar internasional
menyediakan peluang kewirausahaan.
Misalnya : Steve Jacobs dan Steve Wozniak membalik pasar komputer
dengan Apple Computer

Friday, March 7, 2008

Kuliah IV: Bentuk_Bentuk Hukum Perusahaan

Perusahaan perseorangan
Sole propriotership:

Adalah bentuk perusahaan yang kepemilikan perusahaannya terletak pada

satu orang saja.
Resiko yang harus ditanggungnya tidak hanya terbatas pada kekayaan
perusahaan, tetapi mencakup keseluruhan kekayaan pribadinya.
Pemilik perusahaan beserta seluruh kekayaannya dapat digugat untuk semua
hutang perusahannya.

Pemilik perusahaan perseorangan bertanggung jawab atas pembayaran pajak atas

laba yang dibuat oleh perusahaan perseorangan.
70 % bisnis di AS dibuat dalam bentuk perusahaan perseorangan
Perusahaan yang didirikan oleh dua orang atau lebih yang menjalankan
perusahaannya atas nama perusahaan.
Para partner-nya (yang disebut firman) bertanggung jawab sepenuhnya terhadap
hutang-hutang firma yang menyangkut kekayaan pribadi firmannya.
Kelemahan firma: kemungkinan adanya perbedaan pendapat dari para mitranya

Perseroan Terbatas
Modal terbagi atas saham-saham, dan para mitra dapat mengambil bagian dengan
membeli satu lembar saham atau lebih.
Para pemegang saham hanya bertanggung jawab atas modal setorannya. Para
pemegang saham tidak dapat dimintai tanggungjawab untuk jumlah yang melebihi
setorannya
Kepemimpinan dari PT dibentuk oleh rapat umum pemegang saham dan oleh
Dewan Komisaris. Sifat dewan komisaris adalah wajib dalam PT dan memiliki tugas :

Mengawasi kebijaksanaan direksi dan mengawasi jalannya perusahaan

jalannya perusahaan.
Mendampingi direksi dengan nasihat-nasehat.
Dalam PT, bagaimana laba harus dibagi juga ditentukan di dalam anggaran
dasar.

Perusahaan Modal Ventura

Salah satu dari perusahaan-perusahaan atau individu-individu yang
menginvestasikan uang dalam bisnis-bisnis baru atau yang sedang berkembang.
Misalnya : Di Amerika Serikat (AS): selama tahun 2000, para pemodal ventura
menginvestasikan $103 miliar dalam 5380 perusahaan.
Membeli waralaba (franchising): adalah sebuah pengaturan dimana pemilik dari
sebuah produk atau jasa mengizinkan orang lain untuk membeli hak untuk
mendistribusikan produk atau jasa dengan bantuan dari pemilik.
Terwaralaba (franchisee) biasanya membayar biaya tetap ditambah persentase dari
penjualan kotor.
Keunggulan sangat kuat: bantuan manajemen disediakan oleh pemilik
Calon wirausahawan yang mempertimbangkan untuk membeli waralaba harus
melakukan penyelidikan terhadap perusahaan secara menyeluruh.
BEKAL PENGETAHUAN DAN KOMPETENSI WIRAUSAHA
Wirausaha adalah seseorang yang memiliki jiwa dan kemampuan tertentu dalam
berkreasi dan berinovasi.
Kemampuan kreatif dan inovatif tercermin dalam :

1. Memulai usaha
2. Mengerjakan sst yang baru

3. Kemampuan dan kemauan mencari peluang

4. Kemampuan dan keberanian menanggung resiko

5. Kemampuan untuk mengembangkan ide dan memanfaatkan sumber daya.

Kemampuan wirausaha meliputi :

1. Self knowledge : memiliki pengetahuan tentang usaha yang akan dilakukan atau
ditekuni.
2. Imagination : memiliki imajinasi, ide dan tidak mengandalkan kesuksesan masa
lalu
3. Practical knowledge : misalnya pengetahuan teknik, desain, pemrosesan,
pembukuan, adm, pemasaran
4. Search skill: kemampuan menemukan, berkreasi dan berimajinasi
5. Foresight : berpandangan jauh ke depan
6. Computation for skill : kemampuan berhitung dan memprediksi keadaan di masa
yad.
7. Communications skill : kemampuan berkomunikasi, bergaul dan berhub dgn
orang lain.

Friday, March 7, 2008

KULIAH III Entrepreneurship

SUMBER-SUMBER PELUANG IDE
Agar ide-ide potensial menjadi peluang bisnis yang riil, maka wirausaha harus
bersedia melakukan evaluasi terhadap peluang secara terus menerus.
Cara terbaik untuk menuangkan ide
Adalah proses penjaringan ide atau disebut dengan proses screening.
Langkah dalam penjaringan ide :
1. Menciptakan produk baru dan berbeda

Barang dan jasa: harus berbeda, dan menciptakan nilai bagi pengguna barang.
Kemampuan untuk memperoleh peluang itu sendiri sangat tergantung dari
kemampuan:

Menganalisis demografi pasar

Menganalisis sifat serta tingkah laku pesaing

Menganalisis keungguan bersaing dan kevakuman pesaing yang dapat

dijadikan sebagai peluang.

2. Mengamati pintu peluang : wirausaha harus mengamati potensi yang dimiliki

oleh pesaing, mengembangkan produk baru, pengalaman keberhasilan pesaing
dalam mengembangkan produk baru,dukungan keuangan dan keunggulankeunggulan yang dimiliki pesaing.

3. Analisis produksi dan proses produksi

Analisis ini sangat penting untuk menjamin apakah jumlah dan kualitas produk yang
dihasilkan memadai atau tidak.

Berapa biaya yang dikeluarkan untuk membuat produk tersebut ?

Apakah biaya yang kita keluarkan lebih efisien daripada yang dikeluarkan
oleh pesaing ?

4. Menaksir Biaya Awal

Biaya awal yang diperlukan oleh usaha baru. Darimana sumbernya dan untuk apa
digunakan? Berapa yang diperlukan untuk operasional, perluasan dan biaya lainnya.
5. Menghitung Resiko yang mungkin terjadi
Resiko teknik, finansial dan pesaing

Resiko pesaing : kemampuan dan kesediaan pesaing utk mempertahankan

posisinya di pasar
Resiko teknik : kegagalan dalam proses pengembangan produk

Resiko finansial: kegagalan yang timbul akibat ketidak cukupan dana

ShareThis

Teaching Entrepreneurship in Colleges

and Universities: How (and Why) a New
Academic Field Is Being Built
by Judith Cone,
Vice President, Entrepreneurship, Ewing Marion Kauffman Foundation
Entrepreneurship is one of the most important aspects of our
economy and students understand that. They no longer believe they
can take a job with a large corporation and expect that they will
spend their careers in one place. Students know they have to build a
wide range of interdisciplinary skills that give them maximum
flexibility and preparation for the future. Entrepreneurship is one
such skill. Whether considering starting an enterprise or just wanting
to be an outstanding employee, students want to learn how to
recognize opportunity, harness the resources to exploit that
opportunity, exercise their creativity, create sustainable solutions, take the inherent risks,
and participate in the rewards. Schools are trying to meet this student demand.
Since entrepreneurship is relatively new to higher education, it has yet to become a
legitimate academic field of study. In fact, we are frequently asked: Can entrepreneurship
even be taught? Entrepreneurs have long been seen as self-taught, self-made
individualists. The perception dates from the days of men like Carnegie, Edison, and
others, who had little formal schooling. However, the great entrepreneurs of the past did
not really learn or do it all themselves. In the early industrial cities-which were
adventurous places, teeming with entrepreneurial activity in then-new fields like
telegraphy and railroading-entrepreneurs had access to informal communities of teachers
and learners. There they were able to tap into rich networks of contacts for the additional
skills and resources their own new ventures needed.
Today, the learning communities and networks are mostly found in and around college
campuses. The modern American campus is anything but an ivory tower. It is the
crossroads of civilization; just as young people from all points once converged on the
great cities to learn and shape their destinies, today they go to college. The campus is
where all fields can intersect and cross-pollinate- mathematics and medicine, philosophy
and public policy, engineering and the arts -and where all sectors of the real-world
economy are represented. Private firms and investors, government agencies, and
nonprofits all come to campus to sponsor research, to breed and recruit talent, to search
for new ideas. It is no coincidence that the regions flourishing with entrepreneurial
activity today tend to grow up around universities: that is where the high-impact
entrepreneurs of tomorrow are.

Is Entrepreneurship "Scientific"?
Does entrepreneurship deserve to be a legitimate part of the interdisciplinary nature of a
modern university education? Can it be taught? We think yes. Many people once thought
that management-a related field-could not be taught. It was largely seen as a personal
knack or a set of elusive, intangible skills. But as firms grew too large and complex for

seat-of-the-pants managing, there was a need to make the practice more "scientific" and
learnable. Today, management is taught everywhere.
Only in recent times have we begun to see entrepreneurship as a field of study in its own
right. Since the 1970s, the nation's growth has again become reliant on waves of new
ventures in emerging industries. This has made it manifestly clear that conceiving and
starting an enterprise-taking the germ of an idea and turning it into an ongoing concern-is
not the same as managing what already exists and that, likewise, the practice needs to be
made more understandable and available to students regardless of discipline.
Despite the success stories of Bill Gates and Michael Dell, who started college but
dropped out to start their companies, many people start companies and fail or have great
ideas that are unrealized due to lack of knowledge. Peter Drucker put it bluntly:
"Entrepreneurship is 'risky' mainly because so few of the so-called entrepreneurs know
what they are doing. They lack the methodology," he wrote in his 1985 book Innovation
and Entrepreneurship. That book was an early attempt to codify basic principles. Since
then, entrepreneurship education has taken off.

The State of the Art

More than 2,000 college and universities in the United States, about two-thirds of the
total, now offer a course in entrepreneurship. A smaller but growing number have entire
sequences leading to an undergraduate minor, a master's in entrepreneurship, or
something similar. Entrepreneurship "centers," with outreach activities led by seasoned
entrepreneurs serving as coaches, are proliferating.
The Kauffman Foundation has helped to fuel much of this growth. For instance, grants to
Stanford University in the 1990s helped launch the Stanford Technology Ventures
Program and the Educator's Corner, a modest name for a technology-based program that
aggregates and offers resources for those teaching entrepreneurship to engineering,
science, and technology students. This material is available to any educator via the Web
and contains course syllabi, case studies, and videos of noted entrepreneurs such as
Google's Larry Page and Eric Schmidt. More than 1,000 diverse grants to other
institutions have funded internships, development of specific courses, dissertations,
faculty development seminars, consortium of educators and center directors, and the like.
In short, entrepreneurship education on campuses is vibrant, popular, and useful, but
hovering at an emergent stage. The Kauffman Foundation has, therefore, shifted its
strategy in this area. Rather than cast a multitude of relatively small grants far and wide
to seed the effort, we are now focused on looking at a university as a whole-engaging
with an institution in a campus-wide, cross-disciplinary approach to entrepreneurship. We
are now funding schools that-as institutions-want to provide an interdisciplinary
education in entrepreneurship. Presidents, chancellors, provosts, deans of various
disciplines, professors, and center directors are committed to work together to provide all
students with access to entrepreneurship courses, most often taught in combination with
other subjects.
We started on this new path in late 2003, when we awarded $25 million in grants to eight
colleges and universities-now referred to as the Kauffman Campuses-to help them move
entrepreneurship education across campus, outside of the business or engineering school.
Less than two years into the program, the Kauffman Campuses already have made
substantial progress in cultivating a more entrepreneurial environment at their schools-

one in which students of all academic disciplines can learn and experience the benefits of
an entrepreneurial mind-set.

Facing the Challenges

Despite these gains, entrepreneurship still lives mostly on the fringes of academe, not in
the mainstream. Many in the academic world itself still view entrepreneurship as not
quite a legitimate, full-fledged field of study.
It is natural that, as a new field emerges on campus, it takes time to find its rightful place
and often shifts along the way. A recent Kauffman Foundation-sponsored survey found
that the names and key concepts of entrepreneurship courses vary widely from school to
school. And though most programs have some basic features in common, there is so
much variation it is hard to identify a typical curriculum, let alone an exemplary one.
While diversity is good, this field needs more of the consistency found in others. For
instance, we can agree that engineering students must have Calculus I and II or English
students must have Shakespeare. In those fields there is also a firm sense of what the
courses should look like.
We have barely scratched the surface in learning to teach entrepreneurship in fields other
than business and engineering. Just as most schools of fine arts now teach arts
management, we want students to learn how best to start a new theater company or arts
center. Education majors ought to be able to learn how best to start a new magnet or
charter school-and so on through the humanities, the social sciences, and the various
professional schools.
Moreover, beneath the gaps there is a conundrum. To develop good curricula in all these
areas, we need more faculty who research entrepreneurship to understand how it works.
This research is typically done or led by qualified Ph.D.-holding faculty, of whom there
are still few in entrepreneurship. Most faculty are either adjuncts (having practical-life
experience but not the academic standing required), or they are "crossovers" from other
disciplines (having the standing and the research skills, but little familiarity with
entrepreneurship).

A New Strategy
Curriculum has to be made deeper, sounder, and more consistent across the board. So
instead of supporting "one-off" curriculum projects at various institutions, we are now
focused on piloting and replicating true world-class coursework. For instance, we will be
partnering with schools to develop and disseminate an entire new learning sequence for
students. To fill a key gap in the curriculum, we are looking at refining and disseminating
a very promising new approach to teaching opportunity recognition. And to spread
entrepreneurship across the campus, we will help propagate some of the best new
curriculum developed at the Kauffman Campuses.
Faculty development is a crucial, related issue. Many schools do not have enough
qualified faculty to meet the growing student demand. We are thus intensifying efforts to
recruit faculty from all disciplines-be it business, the social sciences, or any other
discipline-and prepare them to teach and do research in entrepreneurship.
One way we will do this is by seeding and supporting networks of like-minded faculty
across the United States. There are few such mechanisms at present, and they are needed
so that entrepreneurship educators can learn from one another and work together to raise
the bar for all. We are also looking at novel ideas. Faculty of exceptional promise, for
instance, might soon be competing for Kauffman-sponsored sabbaticals: a new kind that

would give them time off to study entrepreneurship, develop a course, or lay plans for an
academic journal-plus follow-up support to then implement and disseminate what they
have learned and done.
As curriculum and faculty grow stronger, we need to assure that entrepreneurship gains
full academic status in higher education. All efforts require enlisting partners and
champions. Kauffman is working at this from every angle, not only among faculty, but
with university presidents and chancellors. We are also working "from the outside in"
with successful entrepreneurs and other champions in the private sector. Many have been
very generous thus far, in matters such as creating endowed chairs and professorships in
entrepreneurial studies. The key is to lift this groundswell to a new level: we have been
working with others, for instance, to form a national panel on entrepreneurship education
that might, among other things, take the lead on defining the curriculum for
entrepreneurship in higher education.
Our ultimate goal is to see that any young person who enters college, in any field of
study, has the chance for a great education in entrepreneurship. Of course not everyone
will aspire to be an entrepreneur. But we believe that everyone should at least be
acquainted with the role entrepreneurship plays in the economy, aware of the possibility
of entrepreneurship as a choice at some point in their careers, and know how to engage
with the process. The world in our time-the world these young people will go into-is
never static; it is always being re-invented.
And that is precisely what entrepreneurship is about. It is a means of re-inventing the
world.

Study: Entrepreneurship Programs Continue

to Expand
More than 1,600 colleges nationwide now offer courses on starting and growing businesses.
By Jasmine D. Adkins | Jun 2, 2006

Suggested Links

Economy Top Concern for Small Firms

NSBA Names Advocate of the Year

Business Owners Wary of Cap and Trade

Not Offering Healthcare Benefits?

Hazardous Waste Rules Eased

Gay Marriage Bad News for Small Business?

Inc. Newsletter

Inc.'s Small Business Success Newsletter

Inspiring profiles and best practices for savvy business owners.
Email Address

As entrepreneurship continues to grow in popularity with college students, the nation's

entrepreneurial centers are responding with more classes, teachers, and programs focused on the
business of entrepreneurship, according to a new study by the Johnson Center for
Entrepreneurship and Innovation at Indiana University.
The study found 533% growth in the number of schools offering courses and programs in
entrepreneurship since the 1980s. "These findings will be extremely useful to budding
entrepreneurial centers as well as colleges and universities looking to start their own programs,"
said Donald F. Kuratko, executive director of the Johnson Center, who headed the project.
During the early 1980s, more than 300 universities reported courses in small business and
entrepreneurship. Within a decade, that number had grown to 1,050 schools. Today,
entrepreneurial education includes more than 2,200 courses at more than 1,600 schools, 277
endowed faculty positions, 44 academic journals, and nearly 150 research centers.
The average age of all responding entrepreneurial centers is 8.3 years. Centers that were ranked
in the top tier of U.S. News & World Report's annual list, which Kuratko used as a basis for the
study, have an average age of 11.9 years, while honorable mention centers have an average age
of 7.7 years.
Every program responding to the survey said it employs full-time faculty with experience
starting or operating their own businesses. Ranked centers averaged 2.9 faculty members with
entrepreneurial experience, whereas non-ranked centers averaged 1.2 faculty members,
according the survey
"The ideal faculty member would have a mix of real-world experiences as well as strong
academic credentials," Kuratko said. "They would be able to share their real world experiences
as well as examples from their academic research."
Seventy-five percent of entrepreneurship directors surveyed said their programs have a heavy
academic focus, as opposed to centers established to help existing businesses. Entrepreneurship
programs are successful when there is a direct link with the university's other academic
programs, according to Kuratko.
In the study, program directors also cited endowments as crucial to the reputation and success of
their programs. Top-ranked programs brought in $10,409,500 more endowment money than nonranked centers. However, endowments usually dont come until the center has a longer track
record. "So many centers have less than $500,000 in endowments," said Kuratko, "It's not
surprising because they are new, and build the credibility to become more visible to sponsors."

Small-business owners have many opportunities to become involved with their local colleges and
universities, according to Kuratko. "Existing entrepreneurs could serve as an advisory board
member to existing entrepreneurial centers, assist professors in classrooms, or donate
financially," he said. "By giving back to an entrepreneurial center, existing successful
entrepreneurs have the ability to impact many more young entrepreneurs."