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Entrepreneurship
in American
Higher Education
A Report from the Kauffman Panel on
Entrepreneurship Curriculum in Higher Education
2
1
Preface
By Carl J. Schramm, Kauffman Foundation President and CEO
In January 2006, the Kauffman Foundation convened a multidisciplinary
panel of distinguished educators to think with us and advise us about the
place of entrepreneurship in America’s colleges and universities. Though
entrepreneurial activity has played a dominant role in the U.S. economy for
decades, the study of entrepreneurship is relatively new to higher education.
We asked the Kauffman Panel on Entrepreneurship Curriculum in Higher
Education to take an extensive look at higher learning in the United States
and offer recommendations for a comprehensive approach to teaching
entrepreneurship to college students. This report, “Entrepreneurship in
American Higher Education,” presents the results of the Panel’s deliberations.
The report explains why entrepreneurship matters to American
higher education and offers broad recommendations about the potential
of entrepreneurship as a key element in undergraduate education, the
major, graduate study, the evaluation of faculty, topics referred to as the
“co-curriculum,” and the management of universities. In reaching its
conclusions, the Panel examined an array of educational models and
practices and also discussed the possibility of a disciplinary canon for
entrepreneurship. It concluded—wisely, in our view—that the diversity
of institutional types and educational missions of 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 from a variety of colleges and
universities as concrete exemplars of its general points.
The members of the Panel represent both private and public
universities and include experts in science, social science, and the
humanities from schools of arts and science, business, and engineering.
The Panel’s Founding Chairman was the late Richard Newton, Ph.D., dean
of the College of Engineering at the University of California-Berkeley, who
passed away on January 2, 2007. Dean Newton’s extraordinary vision led
the Panel to take a fresh 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 of a marketplace. After Dean Newton’s
untimely death, William Scott Green, senior vice provost and dean of
Undergraduate Education at the University of Miami, agreed to chair the
Panel and lead in drafting its report. The Foundation and the Panel regard
the report below as a tribute to the insight, conviction, intelligence, and
collegiality of Rich Newton. Without his leadership, the work would not
have been possible.
We hope this report will stimulate fresh discussion and educational
change across and throughout American university and college campuses.
The Kauffman Foundation’s Web site, www.kauffman.org, contains
resources that can usefully contribute to these efforts. The Kauffman
Foundation concurs with the Panel’s judgment that “entrepreneurship is
higher education’s authentic and natural ally” and that our nation’s future
signi?cantly depends on our nurturing that alliance. We hope this report is
a meaningful step in that direction.
Panel Members
• Rodney Brooks, Ph.D., director of the MIT Computer Science and Artifcial
Intelligence Laboratory, Massachusetts Institute of Technology
• William Scott Green, Ph.D., senior vice provost, dean of Undergraduate Education,
Professor of Religious Studies, University of Miami
• R. Glenn Hubbard, Ph.D., dean of the Columbia Business School at Columbia University
• Dipak Jain, Ph.D., dean of the Kellogg School of Management at Northwestern University
• Linda Katehi, Ph.D., provost, University of Illinois at Urbana-Champaign
• George McLendon, Ph.D., dean of the faculty of Arts and Sciences at Duke University
• Jim Plummer, Ph.D., dean of the School of Engineering at Stanford University
• Myron Roomkin, Ph.D., dean emeritus, Alfred J. Weatherhead III School of Management,
Case Western Reserve University
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Table of 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 of Universities ............................ 14
Conclusion .............................................................................................. 15
Pro?les of Innovative Entrepreneurship Education Programs .................... 16
Kauffman Campuses
SM
—An Overview ..................................................... 23
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Introduction
Higher education is basic to the future of
American life. The nation’s 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 of pure research—
discovery, originality, innovation—shape and
motivate American university learning. The
American bachelor’s degree has other objectives
as well. Among the most frequently stated are
critical thinking, scienti?c and quantitative
reasoning, preparation for citizenship, moral
re?ection, readiness for work, respect for diversity,
broad intellectual knowledge, the transmission of
culture, and appreciation of our national values.
At the root of all these legitimate and important
goals is an even more fundamental purpose of
learning: intelligibility. We cannot improve a
world we do not understand, and we cannot
advance if we do not comprehend ourselves,
our strengths, limitations, and motivations. By
making the world and ourselves increasingly
comprehensible and thereby manageable,
education establishes a foundation for human
growth, creativity, ful?llment, and progress.
If intelligibility is a fundamental goal of
learning, then American higher education
must re?ect the experience and conditions of
contemporary life. Higher education cannot
make intelligible a world from which it is
removed or does not address. College learning
must teach students how to make sense of and
how to affect the reality in which they will
actually live. Education cannot succeed if it
becomes insular and static. To be sure, studying
great works of the past and the persisting
questions of human nature is basic to becoming
an educated person. But a distinctive strength
of American higher education also should be
dynamism and adaptability, a capacity to address
urgent, current questions of nature, society, and
human experience as well as classic ones.
Entrepreneurship is a dominant force in
contemporary America. It generates ongoing
innovation and improvement of our goods,
services, and institutions. It makes them more
ef?cient, affordable, and, thus, effective.
Entrepreneurship enhances the quality of 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. We
cannot repair what is mysterious to us. Because
intelligibility is a fundamental purpose of higher
education, and generating new knowledge is
the highest expression of American learning,
entrepreneurship and college education are
inextricably bound to one another. Each has an
ineluctable interest in the success of the other.
Against this background, entrepreneurship
should be both a legitimate subject in American
undergraduate education and a pervasive approach
to learning and the management of universities.
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Why Entrepreneurship Matters
Entrepreneurship is the transformation of
an 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 of manipulating nature, and new ways
of assembling and coordinating people….The
innovator shows that a product, a process, or
a mode of organization can be ef?cient and
pro?table, and that elevates the entire economy.”
2
Entrepreneurs take risks to develop a novel,
sustainable enterprise—a new or improved
product, service, or mode of organization that can
exist independent of its originator—that bene?ts
the economy and society.
Though entrepreneurship can involve—and
thus often is mistaken for—invention, creativity,
management, starting a small business, or
becoming self-employed, it is neither identical
with nor reducible to any of them. The de?ning
trait of entrepreneurship is the creation of a
1
William J. Baumol, Robert E. Litan, and Carl J. Schramm, Good Capitalism,
Bad Capitalism, and the Economics of Growth and Prosperity (Yale
University Press, 2007), p. 3. This defnition refects the authors’ critical
distinction between “‘replicative’ entrepreneurs—those producing or
selling a good or service already available through other sources” and
“‘innovative’ entrepreneurs,” who matter for economic growth.
2
J. Bradford DeLong, “Creative Destruction’s Reconstruction:
Joseph Schumpeter Revisited,” The Chronicle of Higher Education,
December 7, 2007, www.chronicle.com; Section: The Chronicle Review,
Volume 54, Issue15, Page B8.
novel enterprise that the market is willing to
adopt. Hence, entrepreneurship entails the
commercialization (or its functional equivalent)
of an innovation. New ideas, products, or
organizational schemes matter little until they
achieve concrete reality in the marketplace—that
is, until they are actually used. The market judges
utility and need along with excellence. It does not
value—and does not need to value—every good
idea. The entrepreneur’s risk, therefore, is not a
gamble but an informed calculation about the
viability of the new enterprise in the market, about
its capacity to meet a demand or need of others.
Entrepreneurship emerges from the realm
of commerce, but it cannot be restricted
there. Business is part of 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 re?ect its society’s
view of 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 of new enterprises.
Entrepreneurship cannot thrive if its society’s
values undermine it.
Entrepreneurship is a process of fundamental
transformation: from innovative idea to
enterprise and from enterprise to value. The very
ordinariness of entrepreneurship in American
commerce points to a society that prizes
originality and improvement and the human
traits that enable both. Thus, entrepreneurship
is more than a business practice. As a distinct
mode of thought and action, it derives from
business but can operate in any realm of human
endeavor. Entrepreneurship merges the visionary
and the pragmatic. It requires knowledge,
imagination, perception, practicality, persistence,
and attention to others. Entrepreneurship is a
self-actualizing and a self-transcending activity
that—through responsiveness to the market—
integrates the self, the entrepreneur, with society.
Unavoidably, therefore, entrepreneurship is an
exercise in social responsibility. To suppress or
constrain innovation and improvement—and
their implementation—ignores a society’s needs
and wants, holds it back, and diminishes its
future. Entrepreneurship is the unique process
that, by fusing innovation and implementation,
allows individuals to bring new ideas into being
for the bene?t of themselves and others. It is sui
generis, an irreducible form of freedom.
Why Entrepreneurship
Belongs in College
Our recommendation is based on four
key considerations. First, entrepreneurship is
critical to understanding and succeeding in
the contemporary global economy. Second,
entrepreneurship is already an expanding
area of American college learning. Third,
entrepreneurship is becoming a basic part
of what universities themselves do. Fourth,
entrepreneurship meets many of the goals of
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 to
help students learn to understand.
Entrepreneurship has long been overlooked
as a topic of economic study, but recent
scholarship has underscored its leading role as a
major generator of wealth in the contemporary
economy. The continual creation of new
enterprises is a fundamental reason for the
economic growth and technological innovation
of the American economy over at least the past
two decades. Entrepreneurship’s centrality to the
steady improvement of human welfare explains its
pertinence to American college learning.
Although entrepreneurship has been a
relatively standard component of the curricula of
business schools, it has begun to emerge as a
discrete area of study of ever broadening interest
and applicability. The increased importance of
entrepreneurship is evident in the academy.
Entrepreneurship is one of the fastest growing
subjects in today’s undergraduate curricula. In
the past three decades, formal programs (majors,
minors and certi?cates) in entrepreneurship have
more than quadrupled, from 104 in 1975 to more
than 500 in 2006. The development of discrete
courses in entrepreneurship has been exponential.
The Kauffman Foundation has stimulated and
helped focus this curricular development with its
Kauffman Campuses
SM
Initiative, which fosters
cross-campus education in entrepreneurship
and now covers nineteen universities of varying
sorts across the United States. The exceptional
curricular expansion of entrepreneurship is a
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good reason to rethink its place in the general
undergraduate curriculum.
Increasingly, universities themselves are agents
of entrepreneurship. Through of?ces of “technology
transfer,” schools encourage and enable their
faculty to create ventures that transform their
research into products for the market. Research
universities are an important—though not the
only—source of innovation and the creation of new
products and processes that become the foundation
of new ?rms and enterprises. For universities to
advocate entrepreneurship as a core activity for
faculty and then fail to teach that activity broadly to
their students disconnects the school’s mission from
its practice and is educationally incoherent.
Finally, although it is among the newer
subjects in the academy, entrepreneurship ful?lls
many of the established goals of a high-quality
education. Entrepreneurship is not an isolated
activity. It is embedded in larger structures. Even if
conceived narrowly as solely a business practice,
entrepreneurship ultimately is unintelligible
without knowledge of the interlocking and
reinforcing systems of law, economics, politics,
?nance, and cultural values that make it plausible
and thereby foster it. Moreover, because
entrepreneurship has a practical focus, its study
naturally and easily demonstrates how ideals and
theories—so called “pure” knowledge—actually
affect behavior. Indeed, entrepreneurship’s focus
on the pragmatic can channel the ambition
and talent of young people away from fanciful
speculation and toward concrete projects. As a
magnet for the authentic integration of varied
?elds of learning and as a bridge between theory
and practice, entrepreneurship is a superb vehicle
with which to achieve the aims of the broad,
effective, and integrated learning that marks a
strong college education.
Entrepreneurship is a distinctive form of human
agency that fuses the human desire for the ever
better with con?dence in the human ability to
ful?ll that desire. It mixes optimism with realism.
As a de?ning characteristic of American society,
economics, and culture, entrepreneurship has a
valuable role to play in American higher education.
How Entrepreneurship
Fits in College
If entrepreneurship belongs in college
learning, how should we teach it and learn
it? Does it need to become a distinct ?eld of
learning, a discipline, in order to ?nd a durable
place in the overall curriculum?
Like philosophy or music, entrepreneurship
is a ?eld of study that generates—rather than
discovers or encounters—its subject matter. Unlike
history, sociology, or anthropology, for instance,
entrepreneurship creates what it studies. Because
of its practical focus, entrepreneurship’s greatest
exponents are its innovators and practitioners—the
creators of new enterprises, ?rms, products, and
services—rather than its students. Like music,
but unlike philosophy, entrepreneurship requires
more than other professionals to be consequential.
Philosophers may write primarily for other
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philosophers, but entrepreneurs and musicians (both
composers and performers) require a population of
amateurs in order to be complete. For music, that
population is the audience. For entrepreneurs, it is
the market. To see how entrepreneurship can ?nd
its place in a college curriculum, a comparison of
entrepreneurship to music is instructive.
Education in entrepreneurship, as in music,
operates along a continuum of learning that extends
from the professional to the amateur. In music,
at one end of the continuum is the composer or
the virtuoso performer. At the other end is the
audience, which values what the composer and
performer do. Along the way are multiple, discrete
aspects of music—conducting, mastering a speci?c
instrument, theory, history, etc.—that contribute to
the overall intelligibility of the subject and improve
performance. Comprehensive and substantive
education in music embraces this continuum and
neglects none of it. It teaches the virtuoso how to
improve and the amateur how to appreciate. It
shows how music works, charts its changes, and
analyzes its elements. Increasingly, it examines the
conditions of music’s creation and persistence.
In the ?nal analysis, music is not and cannot be
solely self-referential. It reaches outwards to non-
specialists to bring bene?t and enrichment to their
lives. Music also is a competitive ?eld and therefore
a meritocracy. But its notion of merit is neither
pristine nor absolute. It is affected by the audience,
which helps to shape the subject and determine
the kind and quality of music that will matter. The
higher the audience’s taste and level of expectation,
the better the music becomes and must become.
Because of its focus on the audience, music has a
capacity to affect a vast population.
Nearly everything that is true for music
also is true for 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 forth. To be sure, skills
alone hardly generate new enterprises, but they
surely facilitate their development. At the other end
of the continuum, education in entrepreneurship
also must be for the amateur, the consumer, who
is the ultimate focus of 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 performance
of great music, so education can help students
who are not entrepreneurs understand the skills,
intelligence, and the political, cultural, and
economic infrastructure that enable the generation
of new enterprises.
Entrepreneurship also is a matter of merit, but,
as in music, what counts as entrepreneurial merit
is constrained by the market. Between the ends of
this continuum of learning, as in music, there are
many discrete elements of entrepreneurship—some
applied, some theoretical—that can constitute the
foci of individual courses and projects.
9
When one views the comprehensive
framework of entrepreneurship education against
the diverse institutional types and educational
missions that comprise American higher learning,
it seems unlikely that any single set of educational
practices or programs can apply uniformly
across the board. Different schools have discrete
populations, histories, cultures, and purposes,
and American colleges and universities serve a
variety of educational functions with increasingly
diverse age groups. For instance, entrepreneurship
in a university with a business school may differ
from entrepreneurship in a university without one.
Entrepreneurship in community colleges, which
educate an important sector of the American
population, may diverge from entrepreneurship
in a research university. Entrepreneurship
cannot be a “one size ?ts all” discipline. Each
program will have a particular set of outcomes, a
de?ned target audience, and will ?t into a local
ecosystem. Our aim, therefore, is not to prescribe
a single set of educational practices. Rather, we
want to encourage educational communities,
including their faculties, administrations, staffs,
students, parents, and trustees, to devise the
kinds of education in entrepreneurship that are
appropriate to their goals, populations, heritages,
and resources, and that ?nd a legitimate place
in the continuum of learning sketched above.
Education in entrepreneurship needs to be as
responsive to the concreteness and integrity of its
diverse contexts of learning—its varied markets—
as entrepreneurship itself.
This report focuses on three major areas:
the curriculum, the co-curriculum, and the
management of universities. We aim to be
suggestive rather than prescriptive, to indicate both
substantive rationales and concrete measures that
universities can adopt to make entrepreneurship
fundamental to what they do and how they do it.
Entrepreneurship in
the Curriculum
Entrepreneurship in General Education
All—or nearly all—American colleges and
universities share a basic interest in general
education. This is the realm of learning that aims
to equip American college students with both
a set of skills—quantitative, verbal, analytical,
etc.—that is essential to all ?elds but particular
to none and a breadth of intellectual experience
that can help them integrate knowledge from
different ?elds. By de?nition, general education
articulates the core educational mission of a
college or university. As such, it is the province
of no discrete school or department. It represents
institution-wide, trans-disciplinary learning.
Increasingly, general education requirements
focus 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 fundamentals of learning that they
can then apply to more specialized areas of study
and to the rest of their lives.
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Entrepreneurship is ideal for general education
because it is a practice that applies to many
?elds and because it provides a revealing lens for
studying 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, foundational
course in entrepreneurship—designed for all
students—can explore and explain how core
cultural values come to expression in a broad
range of human activities—from economics
to law to politics to culture to religion—and
how these realms must collaborate to make
entrepreneurship routine in American society.
To take one instance, contemporary American
entrepreneurship depends on the legal concept
of “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 of the self, the
autonomy of the individual, and that our ideas
come from within us and therefore belong to
us. This range of values and practices is the
context for our practice of entrepreneurship. The
entrepreneurial lens illustrates concretely how
big theoretical, philosophical, and sometimes
theological constructs become real, practical,
and affect everyday life—in short, how values
matter. In doing so, a foundational course in
entrepreneurship can admirably ful?ll the ideals
of broad, interconnected, and relevant learning
that mark a quality general education. It also
brings entrepreneurship into the mainstream of
students’ discourse about their own education
and helps them apply it when they turn to more
specialized study.
For general education, entrepreneurship
has yet another pertinence. In the United States,
entrepreneurship is a primary way in which our
free society grows and improves not only our
economy, but our cultural and social lives as
well. Entrepreneurship is a fundamental means
by which a free society comes to know itself.
Through the continual innovation, the ongoing
transformation of ideas and enterprises, and the
persistent testing which takes place in the market,
American society learns about itself and its culture
in the very process of developing that culture.
Nothing else we do—even, and particularly,
holding elections—gives us such comprehensive
collective self-knowledge. By showing students
how American politics, law, culture, and
economics actually interact—and must interact—
to produce tangible results, the broad study of
entrepreneurship in general education can be a
fresh and stimulating way for students to achieve a
realistically comprehensive picture of the concrete
machinery of their own economy and society.
The study of entrepreneurship thereby helps ready
students for informed citizenship.
Entrepreneurship and the Disciplines
American baccalaureate education is built
around 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 learning—at least as much as, and
possibly more than, general education—is central
to students’ experience.
…the academic disciplines shape
students’ educational experience in every
way. What students learn about diversity,
critical thinking, writing, quantitative
reasoning, information literacy, and
technology—including how these terms are
de?ned—is mediated by the disciplines, as
are the best pedagogical strategies to teach
students these skills.
This mediation is not only true for
students’ third and fourth years in college…
but for the ?rst two years as well….[T]here is
no such thing as an undergraduate education;
instead we have many undergraduate
educations ?ltered through the lenses of
particular disciplines….
3
If this account is even reasonably accurate—
and there are reasons to think it is more than
that—entrepreneurship must ?nd its place
among and within the disciplines to become
genuinely mainstream.
Entrepreneurship’s natural and broad
applicability enables such curricular integration
3
Catherine Hoffman Beyer, Gerald M. Gilmore, and Andrew T. Fisher, Inside
the Undergraduate Experience: The University of Washington’s Study of
Undergraduate Learning (Bolton, Mass., Anker Publishing Company, 2007), p. 23
at the level of both the discrete course and the
disciplinary program, the major or concentration.
The relevance of entrepreneurship to studies in
business and economics goes without saying.
But courses in history or literature could focus
on entrepreneurs or entrepreneurial themes.
The study of the impact of government policies
on entrepreneurship easily ?ts within political
science or economics. Entrepreneurship is
becoming increasingly relevant in nursing and
the delivery of health care. The broad area of
environmental studies and sustainability is rich
with entrepreneurial possibility. Religion and
political science offer interesting options to
explore the power of entrepreneurial activity
outside the realm of business.
4
A very promising
area that may well become fundamental to
entrepreneurship education builds on research in
psychology and sociology. This area of learning
analyzes and teaches the traits that correlate with
entrepreneurial achievement, such as creativity,
innovation, and self-ef?cacy.
Integrating entrepreneurship into discrete
courses—however valuable—addresses only part
of students’ experience with the disciplines. The
major, the collection of courses that constitutes
an extended and integrated program of learning,
shapes what students know about their most
important subject and how they know it. The
4
Political movements and evangelical religions, both of which outlive
their founders, may be inherently entrepreneurial, though their markets,
in the frst instance, are not economic. In some forms of contemporary
Protestantism, the connection between religion and entrepreneurship is
explicit. See, for instance, www. pastorpreneur.com.
12
major brings them into a community of inquiry
and, teaches them an intellectual discourse, the
discipline’s language of knowledge. The courses
in the major reinforce habits of mind, analytical
practices, and approaches to problem-solving.
Entrepreneurship will have its most durable
impact on higher education if it not only ?nds
an appropriate place in the disciplinary subjects,
but shapes the major itself. For example, to
enhance students’ sense of entrepreneurial
possibility, some educators suggest that courses
in commercialization should be available to, if
not required of, students who major in any of
the STEM (science, technology, engineering,
mathematics) subjects.
The issue goes deeper than this. Since the
major is likely the most in?uential component
of students’ learning, it is the logical context in
which they can explore and experience what
we might call the entrepreneurial move from
intelligibility to innovation. An entrepreneurial
approach to the major might stress both the
mastery of basic information and insight into the
new ideas that have altered a ?eld of learning
over time. While the major conventionally
gives students extensive exposure to a subject,
its structure often does not address systemic
innovation in a ?eld. Thus, students cannot always
see how change and progress have affected
their own learning and thinking. An articulated
emphasis in the major on how a ?eld has
improved analysis, advanced understanding, and
implemented change could help students learn to
innovate about what they know and thereby make
innovation itself more a part of their educational
experience and discourse. Again, the analogy
to music may be helpful. Departments of music
composition 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 of studying
composition is to unpack works of genius and
excellence and thereby lead students beyond
imitation to originality.
5
Students are more likely
to practice innovation if their education values it,
and it is a basic part of 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 of entrepreneurship into
the major is more than a departmental matter.
Academic guilds and accrediting agencies
determine the form and contents of majors
in many ?elds, particularly those outside of
arts and sciences and traditionally deemed as
“preprofessional,” 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” of their subjects and to establish
new standards and directions of educational
consequence for them. This is particularly
pertinent to undergraduate business programs,
5
This formulation derives from Shelton Berg, dean of the Frost School of
Music, University of Miami.
13
which traditionally attract the nation’s largest
numbers of majors, and where entrepreneurship
is assumed to have its most natural educational
home. Altering certi?ed 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 for entrepreneurship in the
undergraduate major apply with even greater
force to graduate and professional studies. As
graduate students craft their own independent
research projects and thereby ful?ll the American
educational ideal of a career in the work of
discovery and creativity, exposure to
entrepreneurship may trigger an awareness of
how their new ideas can have broad impact.
In principle, graduate education need not be
inimical to the creation of new enterprises.
Indeed, in some graduate programs, new products
are the natural outcomes of research. The
educational practices of such programs could be
adapted 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 offer an
enriched perspective on the consequences of
pure research.
Entrepreneurship in the Co-Curriculum
By its very nature, entrepreneurship in
college cannot be limited to the classroom.
Students interested in it and committed to it will
want the opportunity to try it out—to actually
do it. For students drawn to business or engaged
in addressing persisting social problems,
entrepreneurship’s emphasis on implementing
new enterprises provides a constructive and
practical outlet for 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 performance as a natural part of campus
life. They routinely sponsor multiple co-curricular,
non-credit musical groups—from 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 ful?ll their
interests in music whether or not they study and
perform it for credit.
So it should be for entrepreneurship. Students
interested in starting their own businesses
or other enterprises bene?t from a campus
environment that takes entrepreneurship seriously
and supports it. Some universities have opened
dedicated of?ces and workspaces that allow
student entrepreneurs to ?nd both the resources
of information and fellowship that help to foster
their work. Other schools have established special
residence halls for entrepreneurs or created
programs of student-initiated and student-owned
14
businesses. Many university career centers
provide regular opportunities for students to meet
and learn from local and alumni entrepreneurs.
The Enterprisers program, offered by Cambridge
University, is a useful example of a short, focused
co-curricular program with consequential results,
particularly in concert with internships and other
practical experiences.
6
These activities easily can
be applied to students’ efforts in the nonpro?t
sector as well. All university efforts along these
lines help student entrepreneurs ?nd substantive
advice and meaningful encouragement to persist
with their projects.
The universities also bene?t. Student
entrepreneurs bring a distinctive vitality and
energy to campus life. They help make a college
campus fun and exciting. Entrepreneurship is
among a handful of careers—most of which are
not represented in the curriculum—that students
can pursue while they are in college. Student
entrepreneurs integrate learning with the off-
campus world of work, problem-solving, and
achievement. They add a rich and leavening
dimension to a campus culture.
Entrepreneurship and the
Management of Universities
Students learn best when they can live what
they learn. By being more entrepreneurial in their
academic and administrative practices, universities
6
www.enterprisers.org.uk
can help students become independent and
innovative risk-takers. The more comprehensively
students encounter entrepreneurial concepts
and behaviors in their college experience, the
more likely they are to assimilate them. The
proliferation of of?ces of technology transfer
suggests that universities increasingly recognize
the economic bene?t of entrepreneurship. But
most students and faculty encounter technology
transfer only indirectly. The more basic issue is
how entrepreneurial values can become broadly
integral to a university’s culture.
Entrepreneurship is about devising
and implementing new ideas and practices
or improving old ones. In a progressively
technological, scienti?c, and interconnected
world, the quality of innovation in large measure
increasingly relies on superior advanced learning.
A strong educational foundation helps ensure
that new ideas will be effective and substantive.
Because entrepreneurship promotes, implements,
and rewards innovation, it necessarily
correlates with education. In this light, a key
task of 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 of
education. In American universities, our
administrative processes for curricular innovation,
at the levels of both the course and the program,
run the gamut from open to restricted. Continuous
curricular innovation is hardly a uniform practice.
An educational culture of what we might
call curricular entrepreneurship would create
15
budgetary practices and incentive structures to
reward faculty and departments for curricular
innovations, fresh interdisciplinary partnerships,
experiments with new modes of instruction, etc.
A more explicit educational focus on innovation
and its implementation—to be sure, in ways
that respect the integrity of the varied academic
disciplines—would help encourage university
faculty and academic departments continually to
adopt, apply, and assess methods of teaching and
learning that foster creativity and originality.
7
The same considerations should apply to
the areas of research and tenure. One obvious
consequence of universities’ new emphasis on
technology transfer is a fresh perspective on and
appreciation of translational research. In our view,
universities should treat translational research as
basic research, and the “measure of impact” of
research should be part of the review for tenure
and promotion.
An academic culture animated by
entrepreneurial values not only enhances
innovation in research, it also creates a
comprehensive educational climate for students.
Good teachers are more than sources of
information for students. They can be important
role models as well. Entrepreneurial students will
learn most from entrepreneurial teachers.
7
For example, see the work of the Hasso Plattner Institute of Design at
Stanford University: www.stanford.edu/group/dschool/projects/labs.html
Conclusion
There are compelling reasons to make
entrepreneurship a mainstream subject and an
animating force in American higher education.
As the world’s 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 future. But
innovation alone will not suf?ce. 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 of education.
Advanced education is one of our nation’s
greatest cultural resources. Students from all
over the world come here to learn in the unique
research-based and research-driven educational
framework of American universities—an
environment de?ned by free 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 education’s authentic and natural ally.
An entrepreneurial education is an enabling
education. The union of the two is our best hope to
bring humanity the greatest bene?t from the ?nest
outcomes of independent and creative learning.
16
Pro?les of Innovative Entrepreneurship
Education Programs
During the past two decades, tremendous growth has occurred in the
number of entrepreneurship courses offered by colleges and universities. In
1985, studies indicate there were about 250 entrepreneurship courses offered
across all college campuses in the United States. Today, more than 5,000
entrepreneurship courses are now offered in two-year and four-year institutions.
The pro?les on the following pages offer a few examples of innovative
courses and programs in entrepreneurship that colleges and universities
now offer to introduce and engage students into the process, opportunities,
and excitement generated through entrepreneurship. While these are by no
means the only exciting things happening in universities across America,
these pro?les do illustrate concretely how the suggestions in this report can
and have been implemented.
Arizona State University
Tempe, Arizona
www.asu.edu
Year Founded: 1885
Enrollment: 64,394
InnovationSpace
When a group of students from Arizona
State University interviewed female
frefghters, they discovered that most of
the equipment and clothing frefghters
wear is typically too big for women
and smaller-sized men. In response,
they developed Aerofex, a lightweight,
streamlined, ergonomic backpack-oxygen
system designed to be fully adjustable to
ft men and women frefghters of all sizes.
These students are part of Arizona
State’s two-semester, trans-disciplinary
InnovationSpace program co-taught by
faculty from industrial design, visual and
communications design, engineering
entrepreneurship, industrial engineering,
and marketing.
In this program, senior-level students work
in teams to create unique, real-world,
money-making products that contribute to
a better society. In addition to preparing
a comprehensive proposal, they also
present their products to private sector
groups and university researchers with the
hopes that someday their products will be
commercially available to those who need
them most.
Innovation Spacehttp://innovationspace.asu.edu
Contact: Kimberly Loui
[email protected]
(480) 965-8688
p.a.v.e.—The Performing Arts
Venture Experience
When the founder of Phoenix’s Progressive
Theatre Workshop needed funding to get
his venture off the ground, he became part
of something that is progressive in its own
right—p.a.v.e.
p.a.v.e. (The Performing Arts Venture
Experience) is the arts entrepreneurship
program of the Arizona State University
School of Theatre and Film, which seeks
to educate students, artists, and educators
about ways that entrepreneurship can
help them in the development of artistic
ventures of all kinds.
In addition to funding the Progressive
Theatre Workshop, p.a.v.e. awarded
grants in support of a performance festival
for greater Phoenix, an interactive art
installation on sustainability, and a media
marketing concept, all with the intent
of providing grantees with real-world
experience as art entrepreneurs.
Beyond its grant program, p.a.v.e.
sponsors a lecture series featuring
arts entrepreneurs, workshops, live
performances, symposia, and various other
events aimed at helping both students and
faculty better understand where the arts
and entrepreneurship intersect.
p.a.v.e.—The Performing Arts Venture
Experiencehttp://theatreflm.asu.edu/initiatives/pave.php
Contact: Kimberly Loui
[email protected]
(480) 965-8688
Master of Healthcare
Innovation
Can the future of healthcare be in the
hands of an architect or an engineer?
Faculty at Arizona State University’s College
of Nursing and Healthcare Innovation think
so. They’ve teamed up with the College
of Design and the Hugh Downs School
of Human Communications to offer the
Master of Healthcare Innovation, a unique,
thirty-three-credit master’s degree program
aimed at creating innovators who can
transform the way problem-solving and
innovation occur in both traditional and
nontraditional healthcare organizations.
Unlike traditional approaches to nursing,
this program will teach both nursing and
non-nursing students to think beyond the
status quo by encouraging them to approach
systemic issues in healthcare from multiple
perspectives, including business, leadership,
technology, and system design programs.
Even the way the degree is taught is
innovative. Students enrolled in the
program will participate in four-to-fve
day immersion sessions at the beginning
of each semester, followed by two-day
sessions mid-semester. The rest of the
coursework will be delivered over the
Internet, using voiced-over lectures,
discussion boards, and other online course
delivery and management tools.
Master of Healthcare Innovationhttp://nursing.asu.edu
Contact: Kimberly Loui
[email protected]
(480) 965-8688
17
Cornell University
Ithaca, New York
www.cornell.edu
Year Founded: 1865
Enrollment: 20,638
Principles of
Entrepreneurship and
Business
Although not all students are destined to
become entrepreneurs, having an apprecia-
tion and solid understanding of entre-
preneurship helps them develop a strong
foundation for their chosen course of study.
At Cornell University, Principles of
Entrepreneurship and Business (AEM
120) provides such a foundation. It is
designed to inform, engage, and inspire
students about entrepreneurship and
show them how it applies to their own
personal career choice. At the same time,
for those students who wish to pursue
entrepreneurship further, it introduces them
to other entrepreneurship opportunities
available across the curriculum at Cornell.
In the frst half of the semester, students
in AEM 120 learn about the nature of
entrepreneurial opportunity and the
basics of marketing, fnance, and strategic
management. In the second half, they gain
a deeper understanding of the managerial,
human resources, enterprise growth, and
development perspective. Additionally,
students generate a total of twenty-fve
original business ideas and develop a
proposal for one idea with two fellow
classmates.
Principles of Entrepreneurship
and Businesshttp://eship.cornell.edu
Contact: John P. Jaquette, Jr.
[email protected]
(607) 255-9675
Lake Erie College
Painesville, Ohio
www.lec.edu
Year Founded: 1856
Enrollment: 1,100
Equine Entrepreneurship
Program
For equestrians wanting to make a
difference in their feld, Lake Erie
College offers a major in Equine
Entrepreneurship. This multi-disciplinary
program provides students with a solid
background in basic equine knowledge
coupled with a strong understanding of
the management skills needed to operate
a successful equine business.
Students learn about equine health care
and prevention as well as the business
side of the industry and its economic
value to society. Additionally, they
are encouraged to study abroad and
experience one of several international
equestrian experiences.
The major includes Equine Venture
Consulting where teams of students
develop a consulting project for an equine
entrepreneurial venture that has been
in business for less than four years. For
students interested in starting their own
businesses, the Equine Venture Creation
course provides an opportunity for them
to conduct research and develop plans for
equine small business ventures.
Equine Entrepreneurship Programhttp://www.lec.edu/catalog/
equine_entrepreneurship_details
Contact: John Meehl
[email protected]
(440) 375-7129
Purdue University
West Lafayette, Indiana
www.purdue.edu
Year Founded: 1869
Enrollment: 69,594
Entrepreneurial Leadership
Academy
To create a community of faculty
championing entrepreneurship on
campus through coursework and other
initiatives, Purdue University has created
the Entrepreneurial Leadership Academy.
This Academy selects ten Purdue faculty
members annually to meet monthly in a
series of faculty workshops, lunches, dinners,
and meetings to network, brainstorm, and
discuss Purdue entrepreneurship curricula
and activities. Faculty members selected to
the Entrepreneurial Leadership Academy
carry the title of Kauffman Entrepreneurship
Fellow for the year, receive an honorarium,
and meet with senior Purdue administrators
and successful entrepreneur leaders from
outside the University. Aside from monthly
meetings, Academy members are tasked with
proposing and undertaking a high impact
project to foster campus entrepreneurship
and entrepreneurial leadership.
An additional component of the
Entrepreneurial Leadership Academy is the
Kauffman Entrepreneurial Faculty Scholar.
At the end of the year, one Academy
member is recognized and designated the
Kauffman Entrepreneurial Faculty Scholar
based on their focal interests, participation
in Entrepreneurial Leadership Academy
activities, and leadership in these Academy
activities. The chosen individual is given an
additional honorarium for the upcoming year
to work with the Center for Entrepreneurship
and Discovery Park to further their own and
Purdue-wide entrepreneurship interests.
Entrepreneurial Leadership Academy
www.purdue.edu/entrepreneurship
Contact: Kenneth B. Kahn, Ph.D.
[email protected]
(765) 496-6400
18
Stanford University
Stanford, California
www.stanford.edu
Year Founded: 1891
Enrollment: 19,782
Stanford Biodesign
The Stanford Biodesign program works to
develop leaders in biotechnology innovation.
The mission is to train students, fellows
and faculty in the Biodesign Process: a
systematic approach to needs fnding and
the invention and implementation of new
biomedical technologies. Key components of
the program include Biodesign Innovation
Fellowships; classes in medtech innovation;
mentoring of students and faculty in the
technology transfer process; career services
for students interested in medtech careers;
and community educational events.
The Stanford Biodesign Fellowship is a highly
focused one-year fellowship designed to
provide the knowledge and skills essential
for the invention and commercialization of
new biomedical technologies. Teams of four,
including postgraduate engineers, business
professionals and physicians, collaborate in
a process that includes clinical immersion,
identifcation and verifcation of clinical
problems, invention, prototyping, early-
stage testing, and project planning.
Additionally, time is spent researching the
patent and market landscape to ensure that
new technologies being developed address
major unsolved clinical needs.
As part of the university-wide Bio-X
community, Biodesign includes faculty and
students from over 40 departments across
the Schools of Business, Engineering,
Humanities & Sciences, Law and Medicine.
Stanford Biodesignhttp://biodesign.stanford.edu/bdn/index.jsp
Contact: Roula El-Asmar
[email protected]
(650) 736-1158
Creativity &
Innovation Course
Do you know what inhibits creativity? Do
you know what stimulates it? Students
at Stanford University have a unique
opportunity to discover the answers to
both questions through its Creativity &
Innovation course.
Offered through the Stanford Technology
Ventures Program (STVP), the entrepreneur-
ship center within the School of Engineer-
ing, the Creativity & Innovation course is
designed to help students discover what
encourages and hinders creativity in
individuals as well as organizations.
Students explore the subject of creativity
through workshops, case studies, team
projects, feld trips, and classroom lectures
by experts in the feld. Additionally, they
form teams that conduct an in-depth
study of an organization they fnd to be
innovative, and then present their fndings
to the class in the most creative way
possible. Past presentations have turned
the lecture hall into a jelly bean factory
(Jelly Belly) and a circus (Cirque du Soleil).
The philosophy of Creativity & Innovation
is that every problem is an opportunity
for a creative solution. With this in mind,
students are encouraged to attempt new
approaches to creative problem solving in
a variety of environments.
Creativity & Innovation Coursehttp://creativity.stanford.edu
Contact: Tina Seelig
[email protected]
(650) 725-1672
University of Maryland,
Baltimore County
Baltimore, Maryland
www.umbc.edu
Year Founded: 1966
Enrollment: 12,041
ACTiVATE—Achieving
the Commercialization of
Technology in Ventures
through Applied Training for
Entrepreneurs
Developing technology is one thing.
Commercializing it is another. Already
known for its technology development
program, the University of Maryland,
Baltimore County has found a way to get
products to market.
Through ACTiVATE, an innovative, year-long
program developed by the university,
women with signifcant business or technical
experience are trained to take technologies
developed by Maryland research institutions
or federal agencies to market.
Program participants are taught how
to perform an opportunity analysis and
develop a business plan and proposal to
help them launch their ventures.
In addition to encouraging the
development of women as entrepreneurs,
ACTiVATE serves as a model for
commercializing innovations at other
universities and federal labs. This model
demonstrates how research universities
and their technology transfer offces, state
funding agencies, corporate partners,
entrepreneurs, and other service providers
can work together to achieve the common
objective of creating new companies.
ACTiVATEhttp://www.umbc.edu/activate
Contact: Vivian Armor
[email protected]
(410) 455-5740
19
University of Miami
Coral Gables, FL
www.miami.edu
Year Founded: 1925
Enrollment: 15,400
The Greatest Story Ever
Told…Retold
While entrepreneurs are traditionally
thought of as individuals with a product
or service to sell, the University of
Miami is reframing how its students
see entrepreneurs. Students enrolled
in a special topics course, “The Nature
and Foundations of Entrepreneurship,”
reexamine the traditional view of an
entrepreneur, while also considering how
someone’s ideas may lead to an enterprise
that generates intellectual, social, cultural,
religious, or economic value.
The course is cross-listed in the
departments of Management and
Religious Studies and is taught through
a series of readings, case studies, guest
lectures, and independent research.
Students review a range of defnitions
of entrepreneurship and examine how
economics, law, history, and culture
interact to affect, generate, or suppress
entrepreneurial values and behavior.
Through the study of comparative
examples from different nations, the
course attempts to identify how distinctive
aspects of different societies shape
entrepreneurial culture and practice.
The course culminates in a fnal project
and presentation, either individual or
collaborative.
The Nature and Foundations of
Entrepreneurship
www.as.miami.edu/religion
Contact: William Green
[email protected]
(305) 284-2006 (offce)
University of North
Carolina at Chapel Hill
Chapel Hill, North Carolina
www.unc.edu
Year Founded: 1789
Enrollment: 27,700
First-Year Seminars
How does entrepreneurship ft into the
study of Biology? English? If you’re
thinking it doesn’t, think again. At the
University of North Carolina, freshmen in
the College of Arts and Sciences have an
opportunity to examine the relationship
between entrepreneurship and more
than 300 areas of scholarship across all
disciplines through the First-Year Seminars
program.
Offered through the Carolina
Entrepreneurial Initiative (CEI), First-Year
Seminars give students the chance to
explore topics of interest in small groups
with a senior faculty member.
Students can choose from a variety
of topics relating to a wide range of
disciplines. For example, in Biologists
as Entrepreneurs students learn how to
write grant proposals to support research,
and in Economic Saints and Villains: The
Entrepreneurial Spirit in Early English
Literature, they explore how England—
from the sixteenth to the nineteenth
centuries—envisioned new economic
orders through plays and novels.
First-Year Seminars in Entrepreneurshiphttp://www.unc.edu/fys
Contact: John Kasarda
[email protected]
(919) 962-8201
Launching the Venture
No matter how good the idea, if you
don’t have the right knowledge, skills, and
connections, chances are you won’t succeed.
That’s why the Carolina Entrepreneurial
Initiative at the University of North Carolina
at Chapel Hill offers Launching the Venture.
Offered jointly by the Kenan-Flagler
Business School and UNC’s Offce of
Technology Development, this two-
semester program is designed to help
UNC–Chapel Hill faculty, staff, and students
successfully launch commercial and
nonproft ventures.
The program is broken down into Feasibility,
Launch, and Venture Finance phases. In
the Feasibility Phase, teams refne and test
their ideas for market acceptance in weekly
workshops. In the Launch Phase, those with
potentially viable ventures are coached by
experts and MBA student consultants to
develop a business plan and launch strategy.
In the Venture Finance Phase, students learn
about the various types of private fnancing
available and develop a plan to attract it.
All of this knowledge is no guarantee that
the business will succeed, but the chances
are defnitely increased. Since its inception,
more than forty new ventures—both
commercial and nonproft—have been
launched.
Launching the Venture
www.unc.edu/cei/launch
Contact: John Kasarda
[email protected]
(919) 962-8201
20
Carolina Challenge
Not all learning takes place inside the
classroom. Sometimes, the best way
to learn a concept is to do it. Carolina
Challenge, a student-led entrepreneurial
business plan competition at the University
of North Carolina at Chapel Hill, provides
students with just such an opportunity.
A program of the Carolina Entrepreneurial
Initiative, Carolina Challenge is designed
to identify and support outstanding
entrepreneurial ventures, both commercial
and nonproft. Teams—which must
include at least one North Carolina
faculty, staff, or student—compete
annually for top honors and $50,000 in
total prize money.
Activities leading up to the competition
begin in the fall with recruitment and
team-formation events designed to attract
the best ideas. Teams are encouraged to
include members with a variety of skills
and a broad knowledge base who can
implement the venture idea. When the
teams offcially enter the competition in
December, they are given access to a wide
range of resources to help them turn their
ideas into viable business plans.
Teams compete by presenting their plans to
panels of entrepreneurs, venture capitalists,
philanthropists, and foundation executives,
many with the hopes of successfully
launching their venture in the future.
Carolina Challenge
www.carolinachallenge.org
Contact: John Kasarda
[email protected]
(919) 962-8201
University of Rochester
Rochester, New York
www.rochester.edu
Year Founded: 1850
Enrollment: 8,700
Eastman School of Music New
Venture Challenge
The days of the starving artist are coming
to an end. Thanks to programs such as The
Eastman School of Music New Venture
Challenge at the University of Rochester,
musicians today are learning how they can
orchestrate their own futures.
The New Venture Challenge is a contest
to promote innovative ideas designed
to revolutionize the world of music.
Through this contest, students have the
opportunity to transform their ideas into
entrepreneurial enterprises.
The contest is open to all full-time
students in good academic standing
enrolled in an Eastman degree program.
Individuals or teams of up to three
students can participate.
To take part in the contest, students
create and present a business plan
demonstrating creativity and the
potential for success. These plans are
then evaluated by a panel of judges in a
preliminary round. From this group, three
student entries are selected to participate
in a fnal round where the enterprises are
evaluated on the written plan as well as
an oral presentation. Winners receive cash
prizes to help launch their ventures.
Eastman School of Music
New Venture Challengehttp://www.esm.rochester.edu/iml/
entrepreneurship/kauffevents.php
Contact: Duncan T. Moore
[email protected]
(585) 275-5248
Kauffman Entrepreneurial
Year Program
What’s your passion? Is it music? Is it the
environment? Is it community service? Now
imagine being able to spend an entire year
pursuing that passion, with an eye toward
creating a successful entrepreneurial venture
based on it. For students participating in
the Kauffman Entrepreneurial Year Program
(KEY) at the University of Rochester, the idea
is fast-becoming a reality.
Students participating in the program
receive a ffth, tuition-free year during which
they have the opportunity to defne and
develop their ideas into an entrepreneurial
venture. The hope is that students will use
their entrepreneurial creativity to pursue an
endeavor about which they are personally
passionate while solving a problem that will
affect future generations.
Take, for example, the team of students
conducting research in the area of renewable
energy. Their goal is to have the University of
Rochester join a small number of universities
formulating a comprehensive solution to one
of the most important scientifc and social
challenges of the 21st century.
To accomplish this goal, the students formed
the University of Rochester Virtual Institute
for Energy (URVIE) and will work with a
number of researchers, government agencies,
and others to study opportunities to create
sustainable energy for future generations.
Kauffman Entrepreneurial Year Programhttp://www.rochester.edu/college/ccas/
AdviserHandbook/KEY.html
Contact: Duncan T. Moore
[email protected]
(585) 275-5248
21
University of
Wisconsin–Madison
Madison, Wisconsin
www.wisc.edu
Year Founded: 1848
Enrollment: 42,041
WEB—Wisconsin
Entrepreneurial Bootcamp
If you’re serious about entrepreneurship,
the Wisconsin Entrepreneurial Bootcamp
(WEB) is designed to help you start off
on the right foot. This intensive, fve-day
program introduces Physical/Life Science
and Engineering graduate students to
the world of technology start-ups and
provides them with basic entrepreneurial
skills, from opportunity recognition to
commercialization.
WEB is taught by international
entrepreneurial experts, University of
Wisconsin faculty, and top professionals.
They use case studies, expert panels,
specialized experimental exercises, and
social events to teach students about
the issues they will face in technology
entrepreneurship.
Additionally, WEB introduces students
to other entrepreneurial opportunities
on campus such as MBA courses in
entrepreneurship, a doctoral minor, non-
credit workshops, and a cross-campus
business plan competition.
WEB—Wisconsin Entrepreneurial Bootcamphttp://www.bus.wisc.edu/weinertcenter/
web.asp
Contact: Charles Hoslet
[email protected]
(608) 263-2840
Washington University
in St. Louis
St. Louis, Missouri
www.wustl.edu
Year Founded: 1853
Enrollment: 11,010
Student Owned
Business Program
The Student Owned Business Program
provides undergraduate students with
the true entrepreneurial free market
experience of founding or purchasing
a business while at school. Owner/
founder teams have full responsibility
for operations, marketing, and fnancial
outcomes for their enterprises. All students
are required to sell their equity to other
students prior to graduation.
This is one of many non-academic credit
examples of how Washington University
students are challenged to learn
entrepreneurship by doing. None of the
university’s thirty-seven entrepreneurship
courses is required as prerequisite for this
program. The university offers prime-
location, high-traffc retail storefront
leases to any undergraduate student,
including freshmen. The sale of successful
businesses requires that new owners
satisfy program requirements. Students
founding a new business (storefront or
virtual based) must submit a business plan
for review and approval by a university
advisory board.
Student Owned Business Programhttp://step.wustl.edu/index.php
Contact: Ken Harrington
[email protected]
(314) 935-9134
22
23
Kauffman Campuses
SM
—An Overview
The Kauffman Foundation has spent much of the last ?fteen years
helping accelerate the development of entrepreneurship programs at
colleges and universities, most recently operating on the belief that teaching
students about running an enterprise and thinking innovatively should not
be solely the province of business schools.
In 2003, the Kauffman Foundation announced its commitment to the
idea of cross-campus entrepreneurship programs by launching the Kauffman
Campuses
SM
Initiative, awarding a total of $25 million to eight American
institutions of higher education. The recipients were selected after a high-
pro?le competition among twenty-six colleges and universities. Building on
the success of those grants, the Kauffman Foundation awarded at total of $23
million in Kauffman Campuses
SM
grants to eleven more schools in late 2006.
“Kauffman Campuses II,” as the program has been dubbed, not only builds
on the best aspects of “Kauffman Campuses I,” it signi?cantly leverages the
Foundation’s investment through partnerships with other funding sources.
By involving others in the program, the Kauffman Foundation hopes
to leverage its commitment and get foundations and other entities thinking
entrepreneurially as well. The goal, as it always has been, is to create a cultural
transformation on college campuses that results in graduates who are dynamic
thinkers and risk-takers—no matter what major areas of study the students pursue.
Inaugural Kauffman Campuses
Kauffman Campuses Second Round
Northeast Ohio College Entrepreneurship Program
in partnership with the Burton D. Morgan Foundation:
• Florida International University
• Howard University
• University of Illinois at Urbana–Champaign
• University of North Carolina at Chapel Hill
• University of Rochester
• University of Texas at El Paso
• Wake Forest University
• Washington University in St. Louis
• Arizona State University
• Georgetown University
• Purdue University
• Syracuse University
• University of Maryland, Baltimore County
• University of Wisconsin–Madison
• Baldwin-Wallace College
• Hiram College
• Lake Erie College
• Oberlin College
• The College of Wooster
25
4801 Rockhill Road
Kansas City, Missouri 64110
www.kauffman.org 070810M CM
doc_395256492.pdf
In such a detailed explanation about report from the kauffman panel on entrepreneurship curriculum in higher education.
Entrepreneurship
in American
Higher Education
A Report from the Kauffman Panel on
Entrepreneurship Curriculum in Higher Education
2
1
Preface
By Carl J. Schramm, Kauffman Foundation President and CEO
In January 2006, the Kauffman Foundation convened a multidisciplinary
panel of distinguished educators to think with us and advise us about the
place of entrepreneurship in America’s colleges and universities. Though
entrepreneurial activity has played a dominant role in the U.S. economy for
decades, the study of entrepreneurship is relatively new to higher education.
We asked the Kauffman Panel on Entrepreneurship Curriculum in Higher
Education to take an extensive look at higher learning in the United States
and offer recommendations for a comprehensive approach to teaching
entrepreneurship to college students. This report, “Entrepreneurship in
American Higher Education,” presents the results of the Panel’s deliberations.
The report explains why entrepreneurship matters to American
higher education and offers broad recommendations about the potential
of entrepreneurship as a key element in undergraduate education, the
major, graduate study, the evaluation of faculty, topics referred to as the
“co-curriculum,” and the management of universities. In reaching its
conclusions, the Panel examined an array of educational models and
practices and also discussed the possibility of a disciplinary canon for
entrepreneurship. It concluded—wisely, in our view—that the diversity
of institutional types and educational missions of 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 from a variety of colleges and
universities as concrete exemplars of its general points.
The members of the Panel represent both private and public
universities and include experts in science, social science, and the
humanities from schools of arts and science, business, and engineering.
The Panel’s Founding Chairman was the late Richard Newton, Ph.D., dean
of the College of Engineering at the University of California-Berkeley, who
passed away on January 2, 2007. Dean Newton’s extraordinary vision led
the Panel to take a fresh and deep look at current instructional approaches
2
to entrepreneurship and to consider truly multidisciplinary approaches that
are responsive to the real needs of a marketplace. After Dean Newton’s
untimely death, William Scott Green, senior vice provost and dean of
Undergraduate Education at the University of Miami, agreed to chair the
Panel and lead in drafting its report. The Foundation and the Panel regard
the report below as a tribute to the insight, conviction, intelligence, and
collegiality of Rich Newton. Without his leadership, the work would not
have been possible.
We hope this report will stimulate fresh discussion and educational
change across and throughout American university and college campuses.
The Kauffman Foundation’s Web site, www.kauffman.org, contains
resources that can usefully contribute to these efforts. The Kauffman
Foundation concurs with the Panel’s judgment that “entrepreneurship is
higher education’s authentic and natural ally” and that our nation’s future
signi?cantly depends on our nurturing that alliance. We hope this report is
a meaningful step in that direction.
Panel Members
• Rodney Brooks, Ph.D., director of the MIT Computer Science and Artifcial
Intelligence Laboratory, Massachusetts Institute of Technology
• William Scott Green, Ph.D., senior vice provost, dean of Undergraduate Education,
Professor of Religious Studies, University of Miami
• R. Glenn Hubbard, Ph.D., dean of the Columbia Business School at Columbia University
• Dipak Jain, Ph.D., dean of the Kellogg School of Management at Northwestern University
• Linda Katehi, Ph.D., provost, University of Illinois at Urbana-Champaign
• George McLendon, Ph.D., dean of the faculty of Arts and Sciences at Duke University
• Jim Plummer, Ph.D., dean of the School of Engineering at Stanford University
• Myron Roomkin, Ph.D., dean emeritus, Alfred J. Weatherhead III School of Management,
Case Western Reserve University
3
Table of 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 of Universities ............................ 14
Conclusion .............................................................................................. 15
Pro?les of Innovative Entrepreneurship Education Programs .................... 16
Kauffman Campuses
SM
—An Overview ..................................................... 23
4
Introduction
Higher education is basic to the future of
American life. The nation’s 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 of pure research—
discovery, originality, innovation—shape and
motivate American university learning. The
American bachelor’s degree has other objectives
as well. Among the most frequently stated are
critical thinking, scienti?c and quantitative
reasoning, preparation for citizenship, moral
re?ection, readiness for work, respect for diversity,
broad intellectual knowledge, the transmission of
culture, and appreciation of our national values.
At the root of all these legitimate and important
goals is an even more fundamental purpose of
learning: intelligibility. We cannot improve a
world we do not understand, and we cannot
advance if we do not comprehend ourselves,
our strengths, limitations, and motivations. By
making the world and ourselves increasingly
comprehensible and thereby manageable,
education establishes a foundation for human
growth, creativity, ful?llment, and progress.
If intelligibility is a fundamental goal of
learning, then American higher education
must re?ect the experience and conditions of
contemporary life. Higher education cannot
make intelligible a world from which it is
removed or does not address. College learning
must teach students how to make sense of and
how to affect the reality in which they will
actually live. Education cannot succeed if it
becomes insular and static. To be sure, studying
great works of the past and the persisting
questions of human nature is basic to becoming
an educated person. But a distinctive strength
of American higher education also should be
dynamism and adaptability, a capacity to address
urgent, current questions of nature, society, and
human experience as well as classic ones.
Entrepreneurship is a dominant force in
contemporary America. It generates ongoing
innovation and improvement of our goods,
services, and institutions. It makes them more
ef?cient, affordable, and, thus, effective.
Entrepreneurship enhances the quality of 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. We
cannot repair what is mysterious to us. Because
intelligibility is a fundamental purpose of higher
education, and generating new knowledge is
the highest expression of American learning,
entrepreneurship and college education are
inextricably bound to one another. Each has an
ineluctable interest in the success of the other.
Against this background, entrepreneurship
should be both a legitimate subject in American
undergraduate education and a pervasive approach
to learning and the management of universities.
5
Why Entrepreneurship Matters
Entrepreneurship is the transformation of
an 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 of manipulating nature, and new ways
of assembling and coordinating people….The
innovator shows that a product, a process, or
a mode of organization can be ef?cient and
pro?table, and that elevates the entire economy.”
2
Entrepreneurs take risks to develop a novel,
sustainable enterprise—a new or improved
product, service, or mode of organization that can
exist independent of its originator—that bene?ts
the economy and society.
Though entrepreneurship can involve—and
thus often is mistaken for—invention, creativity,
management, starting a small business, or
becoming self-employed, it is neither identical
with nor reducible to any of them. The de?ning
trait of entrepreneurship is the creation of a
1
William J. Baumol, Robert E. Litan, and Carl J. Schramm, Good Capitalism,
Bad Capitalism, and the Economics of Growth and Prosperity (Yale
University Press, 2007), p. 3. This defnition refects the authors’ critical
distinction between “‘replicative’ entrepreneurs—those producing or
selling a good or service already available through other sources” and
“‘innovative’ entrepreneurs,” who matter for economic growth.
2
J. Bradford DeLong, “Creative Destruction’s Reconstruction:
Joseph Schumpeter Revisited,” The Chronicle of Higher Education,
December 7, 2007, www.chronicle.com; Section: The Chronicle Review,
Volume 54, Issue15, Page B8.
novel enterprise that the market is willing to
adopt. Hence, entrepreneurship entails the
commercialization (or its functional equivalent)
of an innovation. New ideas, products, or
organizational schemes matter little until they
achieve concrete reality in the marketplace—that
is, until they are actually used. The market judges
utility and need along with excellence. It does not
value—and does not need to value—every good
idea. The entrepreneur’s risk, therefore, is not a
gamble but an informed calculation about the
viability of the new enterprise in the market, about
its capacity to meet a demand or need of others.
Entrepreneurship emerges from the realm
of commerce, but it cannot be restricted
there. Business is part of 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 re?ect its society’s
view of 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 of new enterprises.
Entrepreneurship cannot thrive if its society’s
values undermine it.
Entrepreneurship is a process of fundamental
transformation: from innovative idea to
enterprise and from enterprise to value. The very
ordinariness of entrepreneurship in American
commerce points to a society that prizes
originality and improvement and the human
traits that enable both. Thus, entrepreneurship
is more than a business practice. As a distinct
mode of thought and action, it derives from
business but can operate in any realm of human
endeavor. Entrepreneurship merges the visionary
and the pragmatic. It requires knowledge,
imagination, perception, practicality, persistence,
and attention to others. Entrepreneurship is a
self-actualizing and a self-transcending activity
that—through responsiveness to the market—
integrates the self, the entrepreneur, with society.
Unavoidably, therefore, entrepreneurship is an
exercise in social responsibility. To suppress or
constrain innovation and improvement—and
their implementation—ignores a society’s needs
and wants, holds it back, and diminishes its
future. Entrepreneurship is the unique process
that, by fusing innovation and implementation,
allows individuals to bring new ideas into being
for the bene?t of themselves and others. It is sui
generis, an irreducible form of freedom.
Why Entrepreneurship
Belongs in College
Our recommendation is based on four
key considerations. First, entrepreneurship is
critical to understanding and succeeding in
the contemporary global economy. Second,
entrepreneurship is already an expanding
area of American college learning. Third,
entrepreneurship is becoming a basic part
of what universities themselves do. Fourth,
entrepreneurship meets many of the goals of
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 to
help students learn to understand.
Entrepreneurship has long been overlooked
as a topic of economic study, but recent
scholarship has underscored its leading role as a
major generator of wealth in the contemporary
economy. The continual creation of new
enterprises is a fundamental reason for the
economic growth and technological innovation
of the American economy over at least the past
two decades. Entrepreneurship’s centrality to the
steady improvement of human welfare explains its
pertinence to American college learning.
Although entrepreneurship has been a
relatively standard component of the curricula of
business schools, it has begun to emerge as a
discrete area of study of ever broadening interest
and applicability. The increased importance of
entrepreneurship is evident in the academy.
Entrepreneurship is one of the fastest growing
subjects in today’s undergraduate curricula. In
the past three decades, formal programs (majors,
minors and certi?cates) in entrepreneurship have
more than quadrupled, from 104 in 1975 to more
than 500 in 2006. The development of discrete
courses in entrepreneurship has been exponential.
The Kauffman Foundation has stimulated and
helped focus this curricular development with its
Kauffman Campuses
SM
Initiative, which fosters
cross-campus education in entrepreneurship
and now covers nineteen universities of varying
sorts across the United States. The exceptional
curricular expansion of entrepreneurship is a
6
good reason to rethink its place in the general
undergraduate curriculum.
Increasingly, universities themselves are agents
of entrepreneurship. Through of?ces of “technology
transfer,” schools encourage and enable their
faculty to create ventures that transform their
research into products for the market. Research
universities are an important—though not the
only—source of innovation and the creation of new
products and processes that become the foundation
of new ?rms and enterprises. For universities to
advocate entrepreneurship as a core activity for
faculty and then fail to teach that activity broadly to
their students disconnects the school’s mission from
its practice and is educationally incoherent.
Finally, although it is among the newer
subjects in the academy, entrepreneurship ful?lls
many of the established goals of a high-quality
education. Entrepreneurship is not an isolated
activity. It is embedded in larger structures. Even if
conceived narrowly as solely a business practice,
entrepreneurship ultimately is unintelligible
without knowledge of the interlocking and
reinforcing systems of law, economics, politics,
?nance, and cultural values that make it plausible
and thereby foster it. Moreover, because
entrepreneurship has a practical focus, its study
naturally and easily demonstrates how ideals and
theories—so called “pure” knowledge—actually
affect behavior. Indeed, entrepreneurship’s focus
on the pragmatic can channel the ambition
and talent of young people away from fanciful
speculation and toward concrete projects. As a
magnet for the authentic integration of varied
?elds of learning and as a bridge between theory
and practice, entrepreneurship is a superb vehicle
with which to achieve the aims of the broad,
effective, and integrated learning that marks a
strong college education.
Entrepreneurship is a distinctive form of human
agency that fuses the human desire for the ever
better with con?dence in the human ability to
ful?ll that desire. It mixes optimism with realism.
As a de?ning characteristic of American society,
economics, and culture, entrepreneurship has a
valuable role to play in American higher education.
How Entrepreneurship
Fits in College
If entrepreneurship belongs in college
learning, how should we teach it and learn
it? Does it need to become a distinct ?eld of
learning, a discipline, in order to ?nd a durable
place in the overall curriculum?
Like philosophy or music, entrepreneurship
is a ?eld of study that generates—rather than
discovers or encounters—its subject matter. Unlike
history, sociology, or anthropology, for instance,
entrepreneurship creates what it studies. Because
of its practical focus, entrepreneurship’s greatest
exponents are its innovators and practitioners—the
creators of new enterprises, ?rms, products, and
services—rather than its students. Like music,
but unlike philosophy, entrepreneurship requires
more than other professionals to be consequential.
Philosophers may write primarily for other
7
8
philosophers, but entrepreneurs and musicians (both
composers and performers) require a population of
amateurs in order to be complete. For music, that
population is the audience. For entrepreneurs, it is
the market. To see how entrepreneurship can ?nd
its place in a college curriculum, a comparison of
entrepreneurship to music is instructive.
Education in entrepreneurship, as in music,
operates along a continuum of learning that extends
from the professional to the amateur. In music,
at one end of the continuum is the composer or
the virtuoso performer. At the other end is the
audience, which values what the composer and
performer do. Along the way are multiple, discrete
aspects of music—conducting, mastering a speci?c
instrument, theory, history, etc.—that contribute to
the overall intelligibility of the subject and improve
performance. Comprehensive and substantive
education in music embraces this continuum and
neglects none of it. It teaches the virtuoso how to
improve and the amateur how to appreciate. It
shows how music works, charts its changes, and
analyzes its elements. Increasingly, it examines the
conditions of music’s creation and persistence.
In the ?nal analysis, music is not and cannot be
solely self-referential. It reaches outwards to non-
specialists to bring bene?t and enrichment to their
lives. Music also is a competitive ?eld and therefore
a meritocracy. But its notion of merit is neither
pristine nor absolute. It is affected by the audience,
which helps to shape the subject and determine
the kind and quality of music that will matter. The
higher the audience’s taste and level of expectation,
the better the music becomes and must become.
Because of its focus on the audience, music has a
capacity to affect a vast population.
Nearly everything that is true for music
also is true for 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 forth. To be sure, skills
alone hardly generate new enterprises, but they
surely facilitate their development. At the other end
of the continuum, education in entrepreneurship
also must be for the amateur, the consumer, who
is the ultimate focus of 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 performance
of great music, so education can help students
who are not entrepreneurs understand the skills,
intelligence, and the political, cultural, and
economic infrastructure that enable the generation
of new enterprises.
Entrepreneurship also is a matter of merit, but,
as in music, what counts as entrepreneurial merit
is constrained by the market. Between the ends of
this continuum of learning, as in music, there are
many discrete elements of entrepreneurship—some
applied, some theoretical—that can constitute the
foci of individual courses and projects.
9
When one views the comprehensive
framework of entrepreneurship education against
the diverse institutional types and educational
missions that comprise American higher learning,
it seems unlikely that any single set of educational
practices or programs can apply uniformly
across the board. Different schools have discrete
populations, histories, cultures, and purposes,
and American colleges and universities serve a
variety of educational functions with increasingly
diverse age groups. For instance, entrepreneurship
in a university with a business school may differ
from entrepreneurship in a university without one.
Entrepreneurship in community colleges, which
educate an important sector of the American
population, may diverge from entrepreneurship
in a research university. Entrepreneurship
cannot be a “one size ?ts all” discipline. Each
program will have a particular set of outcomes, a
de?ned target audience, and will ?t into a local
ecosystem. Our aim, therefore, is not to prescribe
a single set of educational practices. Rather, we
want to encourage educational communities,
including their faculties, administrations, staffs,
students, parents, and trustees, to devise the
kinds of education in entrepreneurship that are
appropriate to their goals, populations, heritages,
and resources, and that ?nd a legitimate place
in the continuum of learning sketched above.
Education in entrepreneurship needs to be as
responsive to the concreteness and integrity of its
diverse contexts of learning—its varied markets—
as entrepreneurship itself.
This report focuses on three major areas:
the curriculum, the co-curriculum, and the
management of universities. We aim to be
suggestive rather than prescriptive, to indicate both
substantive rationales and concrete measures that
universities can adopt to make entrepreneurship
fundamental to what they do and how they do it.
Entrepreneurship in
the Curriculum
Entrepreneurship in General Education
All—or nearly all—American colleges and
universities share a basic interest in general
education. This is the realm of learning that aims
to equip American college students with both
a set of skills—quantitative, verbal, analytical,
etc.—that is essential to all ?elds but particular
to none and a breadth of intellectual experience
that can help them integrate knowledge from
different ?elds. By de?nition, general education
articulates the core educational mission of a
college or university. As such, it is the province
of no discrete school or department. It represents
institution-wide, trans-disciplinary learning.
Increasingly, general education requirements
focus 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 fundamentals of learning that they
can then apply to more specialized areas of study
and to the rest of their lives.
10
Entrepreneurship is ideal for general education
because it is a practice that applies to many
?elds and because it provides a revealing lens for
studying 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, foundational
course in entrepreneurship—designed for all
students—can explore and explain how core
cultural values come to expression in a broad
range of human activities—from economics
to law to politics to culture to religion—and
how these realms must collaborate to make
entrepreneurship routine in American society.
To take one instance, contemporary American
entrepreneurship depends on the legal concept
of “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 of the self, the
autonomy of the individual, and that our ideas
come from within us and therefore belong to
us. This range of values and practices is the
context for our practice of entrepreneurship. The
entrepreneurial lens illustrates concretely how
big theoretical, philosophical, and sometimes
theological constructs become real, practical,
and affect everyday life—in short, how values
matter. In doing so, a foundational course in
entrepreneurship can admirably ful?ll the ideals
of broad, interconnected, and relevant learning
that mark a quality general education. It also
brings entrepreneurship into the mainstream of
students’ discourse about their own education
and helps them apply it when they turn to more
specialized study.
For general education, entrepreneurship
has yet another pertinence. In the United States,
entrepreneurship is a primary way in which our
free society grows and improves not only our
economy, but our cultural and social lives as
well. Entrepreneurship is a fundamental means
by which a free society comes to know itself.
Through the continual innovation, the ongoing
transformation of ideas and enterprises, and the
persistent testing which takes place in the market,
American society learns about itself and its culture
in the very process of developing that culture.
Nothing else we do—even, and particularly,
holding elections—gives us such comprehensive
collective self-knowledge. By showing students
how American politics, law, culture, and
economics actually interact—and must interact—
to produce tangible results, the broad study of
entrepreneurship in general education can be a
fresh and stimulating way for students to achieve a
realistically comprehensive picture of the concrete
machinery of their own economy and society.
The study of entrepreneurship thereby helps ready
students for informed citizenship.
Entrepreneurship and the Disciplines
American baccalaureate education is built
around academic disciplines. Whatever else they
may do in college, all students pursue a “major”
11
or “concentration” in a particular subject or
subjects. Recent scholarship makes clear that
disciplinary learning—at least as much as, and
possibly more than, general education—is central
to students’ experience.
…the academic disciplines shape
students’ educational experience in every
way. What students learn about diversity,
critical thinking, writing, quantitative
reasoning, information literacy, and
technology—including how these terms are
de?ned—is mediated by the disciplines, as
are the best pedagogical strategies to teach
students these skills.
This mediation is not only true for
students’ third and fourth years in college…
but for the ?rst two years as well….[T]here is
no such thing as an undergraduate education;
instead we have many undergraduate
educations ?ltered through the lenses of
particular disciplines….
3
If this account is even reasonably accurate—
and there are reasons to think it is more than
that—entrepreneurship must ?nd its place
among and within the disciplines to become
genuinely mainstream.
Entrepreneurship’s natural and broad
applicability enables such curricular integration
3
Catherine Hoffman Beyer, Gerald M. Gilmore, and Andrew T. Fisher, Inside
the Undergraduate Experience: The University of Washington’s Study of
Undergraduate Learning (Bolton, Mass., Anker Publishing Company, 2007), p. 23
at the level of both the discrete course and the
disciplinary program, the major or concentration.
The relevance of entrepreneurship to studies in
business and economics goes without saying.
But courses in history or literature could focus
on entrepreneurs or entrepreneurial themes.
The study of the impact of government policies
on entrepreneurship easily ?ts within political
science or economics. Entrepreneurship is
becoming increasingly relevant in nursing and
the delivery of health care. The broad area of
environmental studies and sustainability is rich
with entrepreneurial possibility. Religion and
political science offer interesting options to
explore the power of entrepreneurial activity
outside the realm of business.
4
A very promising
area that may well become fundamental to
entrepreneurship education builds on research in
psychology and sociology. This area of learning
analyzes and teaches the traits that correlate with
entrepreneurial achievement, such as creativity,
innovation, and self-ef?cacy.
Integrating entrepreneurship into discrete
courses—however valuable—addresses only part
of students’ experience with the disciplines. The
major, the collection of courses that constitutes
an extended and integrated program of learning,
shapes what students know about their most
important subject and how they know it. The
4
Political movements and evangelical religions, both of which outlive
their founders, may be inherently entrepreneurial, though their markets,
in the frst instance, are not economic. In some forms of contemporary
Protestantism, the connection between religion and entrepreneurship is
explicit. See, for instance, www. pastorpreneur.com.
12
major brings them into a community of inquiry
and, teaches them an intellectual discourse, the
discipline’s language of knowledge. The courses
in the major reinforce habits of mind, analytical
practices, and approaches to problem-solving.
Entrepreneurship will have its most durable
impact on higher education if it not only ?nds
an appropriate place in the disciplinary subjects,
but shapes the major itself. For example, to
enhance students’ sense of entrepreneurial
possibility, some educators suggest that courses
in commercialization should be available to, if
not required of, students who major in any of
the STEM (science, technology, engineering,
mathematics) subjects.
The issue goes deeper than this. Since the
major is likely the most in?uential component
of students’ learning, it is the logical context in
which they can explore and experience what
we might call the entrepreneurial move from
intelligibility to innovation. An entrepreneurial
approach to the major might stress both the
mastery of basic information and insight into the
new ideas that have altered a ?eld of learning
over time. While the major conventionally
gives students extensive exposure to a subject,
its structure often does not address systemic
innovation in a ?eld. Thus, students cannot always
see how change and progress have affected
their own learning and thinking. An articulated
emphasis in the major on how a ?eld has
improved analysis, advanced understanding, and
implemented change could help students learn to
innovate about what they know and thereby make
innovation itself more a part of their educational
experience and discourse. Again, the analogy
to music may be helpful. Departments of music
composition 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 of studying
composition is to unpack works of genius and
excellence and thereby lead students beyond
imitation to originality.
5
Students are more likely
to practice innovation if their education values it,
and it is a basic part of 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 of entrepreneurship into
the major is more than a departmental matter.
Academic guilds and accrediting agencies
determine the form and contents of majors
in many ?elds, particularly those outside of
arts and sciences and traditionally deemed as
“preprofessional,” 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” of their subjects and to establish
new standards and directions of educational
consequence for them. This is particularly
pertinent to undergraduate business programs,
5
This formulation derives from Shelton Berg, dean of the Frost School of
Music, University of Miami.
13
which traditionally attract the nation’s largest
numbers of majors, and where entrepreneurship
is assumed to have its most natural educational
home. Altering certi?ed 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 for entrepreneurship in the
undergraduate major apply with even greater
force to graduate and professional studies. As
graduate students craft their own independent
research projects and thereby ful?ll the American
educational ideal of a career in the work of
discovery and creativity, exposure to
entrepreneurship may trigger an awareness of
how their new ideas can have broad impact.
In principle, graduate education need not be
inimical to the creation of new enterprises.
Indeed, in some graduate programs, new products
are the natural outcomes of research. The
educational practices of such programs could be
adapted 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 offer an
enriched perspective on the consequences of
pure research.
Entrepreneurship in the Co-Curriculum
By its very nature, entrepreneurship in
college cannot be limited to the classroom.
Students interested in it and committed to it will
want the opportunity to try it out—to actually
do it. For students drawn to business or engaged
in addressing persisting social problems,
entrepreneurship’s emphasis on implementing
new enterprises provides a constructive and
practical outlet for 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 performance as a natural part of campus
life. They routinely sponsor multiple co-curricular,
non-credit musical groups—from 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 ful?ll their
interests in music whether or not they study and
perform it for credit.
So it should be for entrepreneurship. Students
interested in starting their own businesses
or other enterprises bene?t from a campus
environment that takes entrepreneurship seriously
and supports it. Some universities have opened
dedicated of?ces and workspaces that allow
student entrepreneurs to ?nd both the resources
of information and fellowship that help to foster
their work. Other schools have established special
residence halls for entrepreneurs or created
programs of student-initiated and student-owned
14
businesses. Many university career centers
provide regular opportunities for students to meet
and learn from local and alumni entrepreneurs.
The Enterprisers program, offered by Cambridge
University, is a useful example of a short, focused
co-curricular program with consequential results,
particularly in concert with internships and other
practical experiences.
6
These activities easily can
be applied to students’ efforts in the nonpro?t
sector as well. All university efforts along these
lines help student entrepreneurs ?nd substantive
advice and meaningful encouragement to persist
with their projects.
The universities also bene?t. Student
entrepreneurs bring a distinctive vitality and
energy to campus life. They help make a college
campus fun and exciting. Entrepreneurship is
among a handful of careers—most of which are
not represented in the curriculum—that students
can pursue while they are in college. Student
entrepreneurs integrate learning with the off-
campus world of work, problem-solving, and
achievement. They add a rich and leavening
dimension to a campus culture.
Entrepreneurship and the
Management of Universities
Students learn best when they can live what
they learn. By being more entrepreneurial in their
academic and administrative practices, universities
6
www.enterprisers.org.uk
can help students become independent and
innovative risk-takers. The more comprehensively
students encounter entrepreneurial concepts
and behaviors in their college experience, the
more likely they are to assimilate them. The
proliferation of of?ces of technology transfer
suggests that universities increasingly recognize
the economic bene?t of entrepreneurship. But
most students and faculty encounter technology
transfer only indirectly. The more basic issue is
how entrepreneurial values can become broadly
integral to a university’s culture.
Entrepreneurship is about devising
and implementing new ideas and practices
or improving old ones. In a progressively
technological, scienti?c, and interconnected
world, the quality of innovation in large measure
increasingly relies on superior advanced learning.
A strong educational foundation helps ensure
that new ideas will be effective and substantive.
Because entrepreneurship promotes, implements,
and rewards innovation, it necessarily
correlates with education. In this light, a key
task of 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 of
education. In American universities, our
administrative processes for curricular innovation,
at the levels of both the course and the program,
run the gamut from open to restricted. Continuous
curricular innovation is hardly a uniform practice.
An educational culture of what we might
call curricular entrepreneurship would create
15
budgetary practices and incentive structures to
reward faculty and departments for curricular
innovations, fresh interdisciplinary partnerships,
experiments with new modes of instruction, etc.
A more explicit educational focus on innovation
and its implementation—to be sure, in ways
that respect the integrity of the varied academic
disciplines—would help encourage university
faculty and academic departments continually to
adopt, apply, and assess methods of teaching and
learning that foster creativity and originality.
7
The same considerations should apply to
the areas of research and tenure. One obvious
consequence of universities’ new emphasis on
technology transfer is a fresh perspective on and
appreciation of translational research. In our view,
universities should treat translational research as
basic research, and the “measure of impact” of
research should be part of the review for tenure
and promotion.
An academic culture animated by
entrepreneurial values not only enhances
innovation in research, it also creates a
comprehensive educational climate for students.
Good teachers are more than sources of
information for students. They can be important
role models as well. Entrepreneurial students will
learn most from entrepreneurial teachers.
7
For example, see the work of the Hasso Plattner Institute of Design at
Stanford University: www.stanford.edu/group/dschool/projects/labs.html
Conclusion
There are compelling reasons to make
entrepreneurship a mainstream subject and an
animating force in American higher education.
As the world’s 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 future. But
innovation alone will not suf?ce. 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 of education.
Advanced education is one of our nation’s
greatest cultural resources. Students from all
over the world come here to learn in the unique
research-based and research-driven educational
framework of American universities—an
environment de?ned by free 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 education’s authentic and natural ally.
An entrepreneurial education is an enabling
education. The union of the two is our best hope to
bring humanity the greatest bene?t from the ?nest
outcomes of independent and creative learning.
16
Pro?les of Innovative Entrepreneurship
Education Programs
During the past two decades, tremendous growth has occurred in the
number of entrepreneurship courses offered by colleges and universities. In
1985, studies indicate there were about 250 entrepreneurship courses offered
across all college campuses in the United States. Today, more than 5,000
entrepreneurship courses are now offered in two-year and four-year institutions.
The pro?les on the following pages offer a few examples of innovative
courses and programs in entrepreneurship that colleges and universities
now offer to introduce and engage students into the process, opportunities,
and excitement generated through entrepreneurship. While these are by no
means the only exciting things happening in universities across America,
these pro?les do illustrate concretely how the suggestions in this report can
and have been implemented.
Arizona State University
Tempe, Arizona
www.asu.edu
Year Founded: 1885
Enrollment: 64,394
InnovationSpace
When a group of students from Arizona
State University interviewed female
frefghters, they discovered that most of
the equipment and clothing frefghters
wear is typically too big for women
and smaller-sized men. In response,
they developed Aerofex, a lightweight,
streamlined, ergonomic backpack-oxygen
system designed to be fully adjustable to
ft men and women frefghters of all sizes.
These students are part of Arizona
State’s two-semester, trans-disciplinary
InnovationSpace program co-taught by
faculty from industrial design, visual and
communications design, engineering
entrepreneurship, industrial engineering,
and marketing.
In this program, senior-level students work
in teams to create unique, real-world,
money-making products that contribute to
a better society. In addition to preparing
a comprehensive proposal, they also
present their products to private sector
groups and university researchers with the
hopes that someday their products will be
commercially available to those who need
them most.
Innovation Spacehttp://innovationspace.asu.edu
Contact: Kimberly Loui
[email protected]
(480) 965-8688
p.a.v.e.—The Performing Arts
Venture Experience
When the founder of Phoenix’s Progressive
Theatre Workshop needed funding to get
his venture off the ground, he became part
of something that is progressive in its own
right—p.a.v.e.
p.a.v.e. (The Performing Arts Venture
Experience) is the arts entrepreneurship
program of the Arizona State University
School of Theatre and Film, which seeks
to educate students, artists, and educators
about ways that entrepreneurship can
help them in the development of artistic
ventures of all kinds.
In addition to funding the Progressive
Theatre Workshop, p.a.v.e. awarded
grants in support of a performance festival
for greater Phoenix, an interactive art
installation on sustainability, and a media
marketing concept, all with the intent
of providing grantees with real-world
experience as art entrepreneurs.
Beyond its grant program, p.a.v.e.
sponsors a lecture series featuring
arts entrepreneurs, workshops, live
performances, symposia, and various other
events aimed at helping both students and
faculty better understand where the arts
and entrepreneurship intersect.
p.a.v.e.—The Performing Arts Venture
Experiencehttp://theatreflm.asu.edu/initiatives/pave.php
Contact: Kimberly Loui
[email protected]
(480) 965-8688
Master of Healthcare
Innovation
Can the future of healthcare be in the
hands of an architect or an engineer?
Faculty at Arizona State University’s College
of Nursing and Healthcare Innovation think
so. They’ve teamed up with the College
of Design and the Hugh Downs School
of Human Communications to offer the
Master of Healthcare Innovation, a unique,
thirty-three-credit master’s degree program
aimed at creating innovators who can
transform the way problem-solving and
innovation occur in both traditional and
nontraditional healthcare organizations.
Unlike traditional approaches to nursing,
this program will teach both nursing and
non-nursing students to think beyond the
status quo by encouraging them to approach
systemic issues in healthcare from multiple
perspectives, including business, leadership,
technology, and system design programs.
Even the way the degree is taught is
innovative. Students enrolled in the
program will participate in four-to-fve
day immersion sessions at the beginning
of each semester, followed by two-day
sessions mid-semester. The rest of the
coursework will be delivered over the
Internet, using voiced-over lectures,
discussion boards, and other online course
delivery and management tools.
Master of Healthcare Innovationhttp://nursing.asu.edu
Contact: Kimberly Loui
[email protected]
(480) 965-8688
17
Cornell University
Ithaca, New York
www.cornell.edu
Year Founded: 1865
Enrollment: 20,638
Principles of
Entrepreneurship and
Business
Although not all students are destined to
become entrepreneurs, having an apprecia-
tion and solid understanding of entre-
preneurship helps them develop a strong
foundation for their chosen course of study.
At Cornell University, Principles of
Entrepreneurship and Business (AEM
120) provides such a foundation. It is
designed to inform, engage, and inspire
students about entrepreneurship and
show them how it applies to their own
personal career choice. At the same time,
for those students who wish to pursue
entrepreneurship further, it introduces them
to other entrepreneurship opportunities
available across the curriculum at Cornell.
In the frst half of the semester, students
in AEM 120 learn about the nature of
entrepreneurial opportunity and the
basics of marketing, fnance, and strategic
management. In the second half, they gain
a deeper understanding of the managerial,
human resources, enterprise growth, and
development perspective. Additionally,
students generate a total of twenty-fve
original business ideas and develop a
proposal for one idea with two fellow
classmates.
Principles of Entrepreneurship
and Businesshttp://eship.cornell.edu
Contact: John P. Jaquette, Jr.
[email protected]
(607) 255-9675
Lake Erie College
Painesville, Ohio
www.lec.edu
Year Founded: 1856
Enrollment: 1,100
Equine Entrepreneurship
Program
For equestrians wanting to make a
difference in their feld, Lake Erie
College offers a major in Equine
Entrepreneurship. This multi-disciplinary
program provides students with a solid
background in basic equine knowledge
coupled with a strong understanding of
the management skills needed to operate
a successful equine business.
Students learn about equine health care
and prevention as well as the business
side of the industry and its economic
value to society. Additionally, they
are encouraged to study abroad and
experience one of several international
equestrian experiences.
The major includes Equine Venture
Consulting where teams of students
develop a consulting project for an equine
entrepreneurial venture that has been
in business for less than four years. For
students interested in starting their own
businesses, the Equine Venture Creation
course provides an opportunity for them
to conduct research and develop plans for
equine small business ventures.
Equine Entrepreneurship Programhttp://www.lec.edu/catalog/
equine_entrepreneurship_details
Contact: John Meehl
[email protected]
(440) 375-7129
Purdue University
West Lafayette, Indiana
www.purdue.edu
Year Founded: 1869
Enrollment: 69,594
Entrepreneurial Leadership
Academy
To create a community of faculty
championing entrepreneurship on
campus through coursework and other
initiatives, Purdue University has created
the Entrepreneurial Leadership Academy.
This Academy selects ten Purdue faculty
members annually to meet monthly in a
series of faculty workshops, lunches, dinners,
and meetings to network, brainstorm, and
discuss Purdue entrepreneurship curricula
and activities. Faculty members selected to
the Entrepreneurial Leadership Academy
carry the title of Kauffman Entrepreneurship
Fellow for the year, receive an honorarium,
and meet with senior Purdue administrators
and successful entrepreneur leaders from
outside the University. Aside from monthly
meetings, Academy members are tasked with
proposing and undertaking a high impact
project to foster campus entrepreneurship
and entrepreneurial leadership.
An additional component of the
Entrepreneurial Leadership Academy is the
Kauffman Entrepreneurial Faculty Scholar.
At the end of the year, one Academy
member is recognized and designated the
Kauffman Entrepreneurial Faculty Scholar
based on their focal interests, participation
in Entrepreneurial Leadership Academy
activities, and leadership in these Academy
activities. The chosen individual is given an
additional honorarium for the upcoming year
to work with the Center for Entrepreneurship
and Discovery Park to further their own and
Purdue-wide entrepreneurship interests.
Entrepreneurial Leadership Academy
www.purdue.edu/entrepreneurship
Contact: Kenneth B. Kahn, Ph.D.
[email protected]
(765) 496-6400
18
Stanford University
Stanford, California
www.stanford.edu
Year Founded: 1891
Enrollment: 19,782
Stanford Biodesign
The Stanford Biodesign program works to
develop leaders in biotechnology innovation.
The mission is to train students, fellows
and faculty in the Biodesign Process: a
systematic approach to needs fnding and
the invention and implementation of new
biomedical technologies. Key components of
the program include Biodesign Innovation
Fellowships; classes in medtech innovation;
mentoring of students and faculty in the
technology transfer process; career services
for students interested in medtech careers;
and community educational events.
The Stanford Biodesign Fellowship is a highly
focused one-year fellowship designed to
provide the knowledge and skills essential
for the invention and commercialization of
new biomedical technologies. Teams of four,
including postgraduate engineers, business
professionals and physicians, collaborate in
a process that includes clinical immersion,
identifcation and verifcation of clinical
problems, invention, prototyping, early-
stage testing, and project planning.
Additionally, time is spent researching the
patent and market landscape to ensure that
new technologies being developed address
major unsolved clinical needs.
As part of the university-wide Bio-X
community, Biodesign includes faculty and
students from over 40 departments across
the Schools of Business, Engineering,
Humanities & Sciences, Law and Medicine.
Stanford Biodesignhttp://biodesign.stanford.edu/bdn/index.jsp
Contact: Roula El-Asmar
[email protected]
(650) 736-1158
Creativity &
Innovation Course
Do you know what inhibits creativity? Do
you know what stimulates it? Students
at Stanford University have a unique
opportunity to discover the answers to
both questions through its Creativity &
Innovation course.
Offered through the Stanford Technology
Ventures Program (STVP), the entrepreneur-
ship center within the School of Engineer-
ing, the Creativity & Innovation course is
designed to help students discover what
encourages and hinders creativity in
individuals as well as organizations.
Students explore the subject of creativity
through workshops, case studies, team
projects, feld trips, and classroom lectures
by experts in the feld. Additionally, they
form teams that conduct an in-depth
study of an organization they fnd to be
innovative, and then present their fndings
to the class in the most creative way
possible. Past presentations have turned
the lecture hall into a jelly bean factory
(Jelly Belly) and a circus (Cirque du Soleil).
The philosophy of Creativity & Innovation
is that every problem is an opportunity
for a creative solution. With this in mind,
students are encouraged to attempt new
approaches to creative problem solving in
a variety of environments.
Creativity & Innovation Coursehttp://creativity.stanford.edu
Contact: Tina Seelig
[email protected]
(650) 725-1672
University of Maryland,
Baltimore County
Baltimore, Maryland
www.umbc.edu
Year Founded: 1966
Enrollment: 12,041
ACTiVATE—Achieving
the Commercialization of
Technology in Ventures
through Applied Training for
Entrepreneurs
Developing technology is one thing.
Commercializing it is another. Already
known for its technology development
program, the University of Maryland,
Baltimore County has found a way to get
products to market.
Through ACTiVATE, an innovative, year-long
program developed by the university,
women with signifcant business or technical
experience are trained to take technologies
developed by Maryland research institutions
or federal agencies to market.
Program participants are taught how
to perform an opportunity analysis and
develop a business plan and proposal to
help them launch their ventures.
In addition to encouraging the
development of women as entrepreneurs,
ACTiVATE serves as a model for
commercializing innovations at other
universities and federal labs. This model
demonstrates how research universities
and their technology transfer offces, state
funding agencies, corporate partners,
entrepreneurs, and other service providers
can work together to achieve the common
objective of creating new companies.
ACTiVATEhttp://www.umbc.edu/activate
Contact: Vivian Armor
[email protected]
(410) 455-5740
19
University of Miami
Coral Gables, FL
www.miami.edu
Year Founded: 1925
Enrollment: 15,400
The Greatest Story Ever
Told…Retold
While entrepreneurs are traditionally
thought of as individuals with a product
or service to sell, the University of
Miami is reframing how its students
see entrepreneurs. Students enrolled
in a special topics course, “The Nature
and Foundations of Entrepreneurship,”
reexamine the traditional view of an
entrepreneur, while also considering how
someone’s ideas may lead to an enterprise
that generates intellectual, social, cultural,
religious, or economic value.
The course is cross-listed in the
departments of Management and
Religious Studies and is taught through
a series of readings, case studies, guest
lectures, and independent research.
Students review a range of defnitions
of entrepreneurship and examine how
economics, law, history, and culture
interact to affect, generate, or suppress
entrepreneurial values and behavior.
Through the study of comparative
examples from different nations, the
course attempts to identify how distinctive
aspects of different societies shape
entrepreneurial culture and practice.
The course culminates in a fnal project
and presentation, either individual or
collaborative.
The Nature and Foundations of
Entrepreneurship
www.as.miami.edu/religion
Contact: William Green
[email protected]
(305) 284-2006 (offce)
University of North
Carolina at Chapel Hill
Chapel Hill, North Carolina
www.unc.edu
Year Founded: 1789
Enrollment: 27,700
First-Year Seminars
How does entrepreneurship ft into the
study of Biology? English? If you’re
thinking it doesn’t, think again. At the
University of North Carolina, freshmen in
the College of Arts and Sciences have an
opportunity to examine the relationship
between entrepreneurship and more
than 300 areas of scholarship across all
disciplines through the First-Year Seminars
program.
Offered through the Carolina
Entrepreneurial Initiative (CEI), First-Year
Seminars give students the chance to
explore topics of interest in small groups
with a senior faculty member.
Students can choose from a variety
of topics relating to a wide range of
disciplines. For example, in Biologists
as Entrepreneurs students learn how to
write grant proposals to support research,
and in Economic Saints and Villains: The
Entrepreneurial Spirit in Early English
Literature, they explore how England—
from the sixteenth to the nineteenth
centuries—envisioned new economic
orders through plays and novels.
First-Year Seminars in Entrepreneurshiphttp://www.unc.edu/fys
Contact: John Kasarda
[email protected]
(919) 962-8201
Launching the Venture
No matter how good the idea, if you
don’t have the right knowledge, skills, and
connections, chances are you won’t succeed.
That’s why the Carolina Entrepreneurial
Initiative at the University of North Carolina
at Chapel Hill offers Launching the Venture.
Offered jointly by the Kenan-Flagler
Business School and UNC’s Offce of
Technology Development, this two-
semester program is designed to help
UNC–Chapel Hill faculty, staff, and students
successfully launch commercial and
nonproft ventures.
The program is broken down into Feasibility,
Launch, and Venture Finance phases. In
the Feasibility Phase, teams refne and test
their ideas for market acceptance in weekly
workshops. In the Launch Phase, those with
potentially viable ventures are coached by
experts and MBA student consultants to
develop a business plan and launch strategy.
In the Venture Finance Phase, students learn
about the various types of private fnancing
available and develop a plan to attract it.
All of this knowledge is no guarantee that
the business will succeed, but the chances
are defnitely increased. Since its inception,
more than forty new ventures—both
commercial and nonproft—have been
launched.
Launching the Venture
www.unc.edu/cei/launch
Contact: John Kasarda
[email protected]
(919) 962-8201
20
Carolina Challenge
Not all learning takes place inside the
classroom. Sometimes, the best way
to learn a concept is to do it. Carolina
Challenge, a student-led entrepreneurial
business plan competition at the University
of North Carolina at Chapel Hill, provides
students with just such an opportunity.
A program of the Carolina Entrepreneurial
Initiative, Carolina Challenge is designed
to identify and support outstanding
entrepreneurial ventures, both commercial
and nonproft. Teams—which must
include at least one North Carolina
faculty, staff, or student—compete
annually for top honors and $50,000 in
total prize money.
Activities leading up to the competition
begin in the fall with recruitment and
team-formation events designed to attract
the best ideas. Teams are encouraged to
include members with a variety of skills
and a broad knowledge base who can
implement the venture idea. When the
teams offcially enter the competition in
December, they are given access to a wide
range of resources to help them turn their
ideas into viable business plans.
Teams compete by presenting their plans to
panels of entrepreneurs, venture capitalists,
philanthropists, and foundation executives,
many with the hopes of successfully
launching their venture in the future.
Carolina Challenge
www.carolinachallenge.org
Contact: John Kasarda
[email protected]
(919) 962-8201
University of Rochester
Rochester, New York
www.rochester.edu
Year Founded: 1850
Enrollment: 8,700
Eastman School of Music New
Venture Challenge
The days of the starving artist are coming
to an end. Thanks to programs such as The
Eastman School of Music New Venture
Challenge at the University of Rochester,
musicians today are learning how they can
orchestrate their own futures.
The New Venture Challenge is a contest
to promote innovative ideas designed
to revolutionize the world of music.
Through this contest, students have the
opportunity to transform their ideas into
entrepreneurial enterprises.
The contest is open to all full-time
students in good academic standing
enrolled in an Eastman degree program.
Individuals or teams of up to three
students can participate.
To take part in the contest, students
create and present a business plan
demonstrating creativity and the
potential for success. These plans are
then evaluated by a panel of judges in a
preliminary round. From this group, three
student entries are selected to participate
in a fnal round where the enterprises are
evaluated on the written plan as well as
an oral presentation. Winners receive cash
prizes to help launch their ventures.
Eastman School of Music
New Venture Challengehttp://www.esm.rochester.edu/iml/
entrepreneurship/kauffevents.php
Contact: Duncan T. Moore
[email protected]
(585) 275-5248
Kauffman Entrepreneurial
Year Program
What’s your passion? Is it music? Is it the
environment? Is it community service? Now
imagine being able to spend an entire year
pursuing that passion, with an eye toward
creating a successful entrepreneurial venture
based on it. For students participating in
the Kauffman Entrepreneurial Year Program
(KEY) at the University of Rochester, the idea
is fast-becoming a reality.
Students participating in the program
receive a ffth, tuition-free year during which
they have the opportunity to defne and
develop their ideas into an entrepreneurial
venture. The hope is that students will use
their entrepreneurial creativity to pursue an
endeavor about which they are personally
passionate while solving a problem that will
affect future generations.
Take, for example, the team of students
conducting research in the area of renewable
energy. Their goal is to have the University of
Rochester join a small number of universities
formulating a comprehensive solution to one
of the most important scientifc and social
challenges of the 21st century.
To accomplish this goal, the students formed
the University of Rochester Virtual Institute
for Energy (URVIE) and will work with a
number of researchers, government agencies,
and others to study opportunities to create
sustainable energy for future generations.
Kauffman Entrepreneurial Year Programhttp://www.rochester.edu/college/ccas/
AdviserHandbook/KEY.html
Contact: Duncan T. Moore
[email protected]
(585) 275-5248
21
University of
Wisconsin–Madison
Madison, Wisconsin
www.wisc.edu
Year Founded: 1848
Enrollment: 42,041
WEB—Wisconsin
Entrepreneurial Bootcamp
If you’re serious about entrepreneurship,
the Wisconsin Entrepreneurial Bootcamp
(WEB) is designed to help you start off
on the right foot. This intensive, fve-day
program introduces Physical/Life Science
and Engineering graduate students to
the world of technology start-ups and
provides them with basic entrepreneurial
skills, from opportunity recognition to
commercialization.
WEB is taught by international
entrepreneurial experts, University of
Wisconsin faculty, and top professionals.
They use case studies, expert panels,
specialized experimental exercises, and
social events to teach students about
the issues they will face in technology
entrepreneurship.
Additionally, WEB introduces students
to other entrepreneurial opportunities
on campus such as MBA courses in
entrepreneurship, a doctoral minor, non-
credit workshops, and a cross-campus
business plan competition.
WEB—Wisconsin Entrepreneurial Bootcamphttp://www.bus.wisc.edu/weinertcenter/
web.asp
Contact: Charles Hoslet
[email protected]
(608) 263-2840
Washington University
in St. Louis
St. Louis, Missouri
www.wustl.edu
Year Founded: 1853
Enrollment: 11,010
Student Owned
Business Program
The Student Owned Business Program
provides undergraduate students with
the true entrepreneurial free market
experience of founding or purchasing
a business while at school. Owner/
founder teams have full responsibility
for operations, marketing, and fnancial
outcomes for their enterprises. All students
are required to sell their equity to other
students prior to graduation.
This is one of many non-academic credit
examples of how Washington University
students are challenged to learn
entrepreneurship by doing. None of the
university’s thirty-seven entrepreneurship
courses is required as prerequisite for this
program. The university offers prime-
location, high-traffc retail storefront
leases to any undergraduate student,
including freshmen. The sale of successful
businesses requires that new owners
satisfy program requirements. Students
founding a new business (storefront or
virtual based) must submit a business plan
for review and approval by a university
advisory board.
Student Owned Business Programhttp://step.wustl.edu/index.php
Contact: Ken Harrington
[email protected]
(314) 935-9134
22
23
Kauffman Campuses
SM
—An Overview
The Kauffman Foundation has spent much of the last ?fteen years
helping accelerate the development of entrepreneurship programs at
colleges and universities, most recently operating on the belief that teaching
students about running an enterprise and thinking innovatively should not
be solely the province of business schools.
In 2003, the Kauffman Foundation announced its commitment to the
idea of cross-campus entrepreneurship programs by launching the Kauffman
Campuses
SM
Initiative, awarding a total of $25 million to eight American
institutions of higher education. The recipients were selected after a high-
pro?le competition among twenty-six colleges and universities. Building on
the success of those grants, the Kauffman Foundation awarded at total of $23
million in Kauffman Campuses
SM
grants to eleven more schools in late 2006.
“Kauffman Campuses II,” as the program has been dubbed, not only builds
on the best aspects of “Kauffman Campuses I,” it signi?cantly leverages the
Foundation’s investment through partnerships with other funding sources.
By involving others in the program, the Kauffman Foundation hopes
to leverage its commitment and get foundations and other entities thinking
entrepreneurially as well. The goal, as it always has been, is to create a cultural
transformation on college campuses that results in graduates who are dynamic
thinkers and risk-takers—no matter what major areas of study the students pursue.
Inaugural Kauffman Campuses
Kauffman Campuses Second Round
Northeast Ohio College Entrepreneurship Program
in partnership with the Burton D. Morgan Foundation:
• Florida International University
• Howard University
• University of Illinois at Urbana–Champaign
• University of North Carolina at Chapel Hill
• University of Rochester
• University of Texas at El Paso
• Wake Forest University
• Washington University in St. Louis
• Arizona State University
• Georgetown University
• Purdue University
• Syracuse University
• University of Maryland, Baltimore County
• University of Wisconsin–Madison
• Baldwin-Wallace College
• Hiram College
• Lake Erie College
• Oberlin College
• The College of Wooster
25
4801 Rockhill Road
Kansas City, Missouri 64110
www.kauffman.org 070810M CM
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