Description
During this brief data concerning special topics in information science infopreneurship.
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UNIVERSITY OF WISCONSIN-MILWAUKEE
SCHOOL OF INFORMATION STUDIES
INFO ST 691 (216, 217) SPECIAL TOPICS IN
INFORMATION SCIENCE: INFOPRENEURSHIP
SYLLABUS
Fall 2014 (September 2 – December 11)
________________________________________________________________________
Instructor: Shana Ponelis Location: NWQB 3420
E-mail: [email protected] Phone: 414-229-2514
Office hours: TBA
Meeting Times & Location: D2L
________________________________________________________________________
UWM help on D2L:
E-mail: [email protected] Phone: 414-229-4040
URL:https://pantherfile.uwm.edu/groups/sa/ltc/public/D2L student help files/
Catalog description
Introduces entrepreneurial concepts and practices in the library and information
professions, examines alternative career options, and provides an opportunity to apply
entrepreneurial methods and processes. 3 credits.
Prerequisites
L&I SCI 110 and 210 (undergraduate). L&I SCI 501 (graduate).
General description
Within a digital economy information entrepreneurs or ‘infopreneurs’ are supporting
economic development through provision of information products and/or services. In this
course we will examine two types of infopreneur: (a) the intrapreneur who works within
an information-based organization, and (b) the entrepreneur who works outside of the
traditional library setting. This course is designed to provide students with the requisite
skills and knowledge to identify a potential business idea centered on information and/or
knowledge, and develop a business plan to secure funding. In addition, it serves to foster
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an entrepreneurial culture in the workforce.
Disclaimer: Please note that legal, tax and accounting considerations are of critical
importance when considering an independent business. This course does not cover these
due to the complex nature thereof. Please be sure to consult a qualified professional for
advice applicable to your particular situation.
Course objectives
The objectives of this course are:
• To introduce a variety of entrepreneurial concepts and practices in the library and
information professions;
• To create entrepreneurial self-awareness among future information professionals;
• To stimulate intrapreneurial and entrepreneurial thinking among future
information professionals;
• To explore a range of alternative career options for librarians and information
professionals and evaluate the requirements within those options;
• To provide the opportunity to develop and apply a sufficient understanding of
entrepreneurial methods and processes within a library and other information-
based organizations;
• To develop the skills and knowledge required to identify opportunities and,
through creativity and innovation, to understand and develop business plans to
turn these opportunities into reality whether inside an already existing
information-based organization or as an independent information-based business;
and
• To develop an appreciation of the impact of political, economic, social (including
diversity issues), technological and legal, regulatory, and environmental factors
on entrepreneurship.
MLIS core competencies
This course addresses the following core competencies identified by the ALA in whole or
in part:
• ALA 1J: Effective communication techniques (verbal and written).
• ALA 1I. The techniques used to analyze complex problems and create appropriate
solutions.
• ALA 8A: The principles of planning and budgeting in libraries and other
information agencies.
Method
Overview lectures, independent reading, case studies, discussion, practical assignments,
student presentations, guest speakers (depending on availability).
In order to achieve the course objectives, and in accordance with the UWM campus
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credit hour policy, the average student should expect to devote a minimum of 144 hours
to complete all the required readings and assignments for this course.
Undergraduates have fewer requirements than graduates enrolled in the MLIS program,
as outlined below.
Students with special test and note-taking needs should contact the instructor as early as
possible for accommodations. See policies below.
Texts
Required texts • Dority, K.G. 2006. Rethinking Information Work: A Career for
Librarians and other Information Professionals. Libraries
Unlimited: London. (ISBN: 978-1591581802).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur.
Lanham, MD: The Scarecrow Press. (ISBN: 978-0-8108-5291-4).
Recommended
texts
• Bates, Mary Ellen. 2010. Building and Running a Successful
Research Business: A Guide for the Independent Information
Professional. Second edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library’s business plan.
New York, NY: Neal-Schuman Publishers.
Texts for
further reading
• Barringer, B.R. and Ireland, D. 2009. Entrepreneurship:
successfully launching new ventures. Third edition. Upper
Saddle River, NJ: Prentice Hall.
• Carson, Nacie. 2012. The Finch Effect: The Five Strategies to
Adapt and Thrive in Your Working Life. San Francisco, CA:
Jossey-Bass.
• Gerber, M.E. 2009. The E-myth Enterprise. New York, NY:
HarperBusiness.
• Slim, Pamela. 2009. Escape From Cubicle Nation: From
Corporate Prisoner to Thriving Entrepreneur. New York:
Portfolio.
Additional required readings are also assigned from a variety of sources, which will be
available on D2L. URLs for web-based articles are accurate at the starting date of the
course; I have no control over sites’ internal information architecture – if the link doesn’t
work please do a search on the website using the article title. Recommended reading is
not available on D2L; please consult the Golda Meir Library (GML). You are also
encouraged to avail yourself of relevant resources in GML collection.
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Course schedule (SUBJECT TO CHANGE WITH ADVANCE NOTICE)
Week Start
date
Topic Discussion assignments*
Post response by Friday
11:59 pm CDT/CST on
D2L, post substantive
response by Sunday 11:59
pm CDT/CST
Assignment(s) due on
Sunday following week
start date by 11:59 p.m.
CDT/CST on D2L (except
where indicated otherwise)
1 Sept 2 Course overview and
introduction
• Introduction
2 Sept 8 Entrepreneurial
librarianship
• Entrepreneurship and
libraries + librarians
3 Sept 15 The entrepreneurial
mindset in information
services
• Entrepreneurship and
libraries + librarians
(cont.)
4 Sept 22 The non-traditional path • Fostering
intrapreneurship in
libraries
5 Sept 29 The non-traditional path
(continued)
• Fostering
intrapreneurship in
libraries (cont.)
• Individual assignment:
Entrepreneurial self-
assessment
6 Oct 6 The independent path • Key lessons to be
learned from
entrepreneurs
7 Oct 13 The independent path
(continued)
• Key lessons to be
learned from
entrepreneurs (cont.)
• Individual assignment:
Alternative paths in the
information industry
8 Oct 20 Work on assignment • Individual assignment:
Informational interview
9 Oct 27 Identifying opportunities /
developing the business
concept
• Most admired
innovations
10 Nov 3 The business plan • Role of formal business
plans
• Individual assignment:
Opportunity
identification
11 Nov 10 Work on business plan
assignment
• Evaluating opportunities
and business plans (part
1)
12 Nov 17 Work on business plan
assignment
• Evaluating opportunities
and business plans (part
2)
• **Group assignment:
Business plan document
+ presentation (G)
• Group assignment:
Evaluation of a business
plan (U)
13 Nov 24 Thanksgiving recess **NO CLASS**
14 Dec 1 The business plan
(continued)
• Business plan
presentations
15 Dec 8 Entrepreneurship and
libraries
• Meeting information
needs of entrepreneurs
(due Dec 11 but posts
until Dec 14 will be
graded)
16 Dec 15 Final exams • Individual assignment:
Reflection (due Dec 20)
* Discussion questions are provided in the respective D2L discussion forums
** You have the option to work individually if you want to work on a business plan for your organization or yourself
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Topics
Entrepreneurial librarianship
Learning objectives
• To introduce a variety of entrepreneurial concepts and practices in the library and information
professions
Required reading:
• Keys, M. 2009. Entrepreneurship and Risk in Libraries: Seizing and Creating
Opportunities for Change. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and
Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA. Chapter 1.
• Kilgour, Frederick G. 1992. Entrepreneurial Leadership. Library Trends, 40(3):457-
474.
• Less, AM, Williams, BF, and Dorsey, SB. 2012. Librarians as Sustainability
Advocates, Educators and Entrepreneurs. In: Krautter, M., Lock, M.B. and Scanlon,
M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion of Private-
Business Dynamism into Professional Service. Jefferson, NC: McFarland &
Company. Chapter 12 (pp. 183-201).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 1.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 1.
• White, Herbert S. 1987. Entrepreneurship and the Library Profession. Journal of
Library Administration, 8(1):11-27.
The entrepreneurial mindset in information services
Learning objectives
• To create entrepreneurial self-awareness among future information professionals
Required reading:
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 14.
• Mathews, Brian. 2012. Think Like A Startup: a white paper to inspire library
entrepreneurialism [online]. Available:http://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think like a S
TARTUP.pdf?sequence=1.
• Ogburn, J. 2009. Moderately Risky Business: Challenging Librarians to Assume
More Risk in an Era of Opportunity. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk
and Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 3.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
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6
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Appendix
C.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 2.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 2.
• Toftoy, C.N. 2002. The Key to a Librarian's Success: Developing Entrepreneurial
Traits, Information Outlook, 6(6):42-47.
• Trzeciak, J. 2009. McMaster University Libraries 2.0: Transforming Traditional
Organizations. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and Entrepreneurship
in Libraries: Seizing Opportunities for Change. ALA. Chapter 6.
Recommended reading:
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner to
Thriving Entrepreneur. New York: Portfolio.
Intrapreneurship: the non-traditional path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals and
evaluate the requirements within those options
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
Required reading:
• Bluh, Pamela and Cindy Hepfer. 2009. Risk and Entrepreneurship in Libraries:
Seizing Opportunities for Change. ALA. Chapter 4.
• Carson, Nacie. 2012. Think Like An Entrepreneur, Act Like An Employee. Fast
Company [online]. Available:http://www.fastcompany.com/1838014/think-
entrepreneur-act-employee.
• Clay, Edwin S., III and Patricia C. Bangs. 2000. Entrepreneurs in the public library:
reinventing an institution. Library Trends, 48(3): 606-618.
• Cluff, E. D. (1989). Developing the Entrepreneurial Spirit: The Director's Role.
Journal of Library Administration, 10(2-3), 185-195.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 4.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapters 4, 7.
• Pugh, Lyndon. 2000. Change Management in Information Services. Cambridge:
Gower Publishing. Chapters 7, 10.
Case studies:
• Archambault, A. 2012. An Interview with Martha Thomas Larson. In: Krautter, M.,
Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson, NC:
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McFarland & Company. Chapter 13 (pp. 202-206).
• Hesseldenz, P. 2012. Market Research Service Partnership at the University of
Kentucky: An Entrepreneurial Future? In: Krautter, M., Lock, M.B. and Scanlon,
M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion of Private-
Business Dynamism into Professional Service. Jefferson, NC: McFarland &
Company. Chapter 8 (pp. 113-128).
• Neal, J. G. 1999. The Entrepreneurial Imperative: Advancing From Incremental To
Radical Change In The Academic Library. Schwing Library Lecture, Louisiana State
University, October 28, 1999. Retrieved from:http://www.lib.lsu.edu/committees/schwing/nealms.html.
Recommended reading:
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 3;
Appendices A, D.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 6.
Entrepreneurship: the independent path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals and
evaluate the requirements within those options
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapters 1, 3, 4, and 38.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association. Chapters 1, 4.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 5.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 15.
• Hirshberg, M.C. 2012. What to Discuss Before Conceiving a Start-up [online]. Inc.
Available:http://www.inc.com/magazine/201212/meg-cadoux-hirshberg/lets-talk-
about-this.html.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 9.
• Smallbone, D., Kitching, J. and Athayde, R.. 2010. Ethnic diversity,
entrepreneurship and competitiveness in a global city. International Small Business
Journal, 28(2):174-190.
• Spencer, Forrest Glenn. 2006. Independent Professional Gets the Business to Come to
Her, Information Outlook, 10(10):10-15.
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• Warner, Alice S. 1992. Information Brokering: The State of the Art. In: Marketing of
Library and Information Services 2 (ed. Blaise Cronin). London: Aslib, pp. 279-285.
Case studies – read at least four in addition to the watching the interview on D2L with
Uma Gupta, CEO of PlanetGPA:
• Archambault, A. 2012. An Interview with Mary Ellen Bates. In: Krautter, M., Lock,
M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 6 (pp. 101-105).
• Brummelhuis, Simone. 2010. Female Serial Entrepreneur Interview: The Lessons
Learned and More [online]. The NextWomen: Business Magazine for Female Internet
Heroes. Available:http://thenextwomen.com/2010/05/12/female-serial-entrepreneur-
interview-the-lessons-learned-and-more/.
• Diversity MBA Magazine. 2010. Lessons from a Latino Entrepreneur: Tom Kadala.
Diversity MBA Magazine [online]. Available:http://diversitymbamagazine.com/lessons-from-a-latino-entrepreneur-tom-kadala.
• Fritchman Thompson, Barbara. 2002. Taking the Independent Research Plunge! How
I Did It, AIIP Connections, 16(1):10.
• Fukunaga, Kay. 2010. An Interview With HBS Entrepreneur-In-Residence, Janet
Kraus [online]. The Harbus. Available:http://media.www.harbus.org/media/storage/paper343/news/2010/03/01/News/An.Int
erview.With.Hbs.EntrepreneurInResidence.Janet.Kraus-3881842.shtml.
• Tiberii, J. 2012. An Interview with Tim Spalding, Founder of LibraryThing. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian:
Essays on the Infusion of Private-Business Dynamism into Professional Service.
Jefferson, NC: McFarland & Company. Chapter 7 (pp. 106-112).
• US Department of State. 2008. African Women Among Entrepreneurs Honored in
New York [online]. Available:http://www.america.gov/st/business-
english/2008/June/20080612172536WCyeroC0.2757685.html.
• US Department of State. 2010. South Asian–Heritage Entrepreneurs Are Big Hits
Online [online]. Available:http://www.america.gov/st/business-
english/2010/September/20100928094819kjleinad5.305117e-02.html.
• Wormell, Irene, Olesen, A.J. and Mikulás, G. 2011. Information Consulting: Guide to
Good Practice. Oxford, UK: Chandos Publishing.
Recommended reading:
• Bedell, G. 2008. The Millionaire in the Mirror: how to find your passion and make a
fortune doing it—without quitting your day job. New York: HaperCollins Publishers.
Chapter 11.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association.
• Entrepreneur Press. Start Your Own Information Marketing Business (Entrepreneur's
Startup). (ISBN: 978-1599181745)
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• Kotze, W.; Boon, J.A. 1995. Library and Information Brokering and Consulting in
South Africa - An Exploratory Study. In: South African Journal of Library &
Information Science, 63(3):114-121.
• Mason, Florence M. and Dobson, Chris. 1998. Information Brokering: A How-To-
Do-It Manual. Neal-Schuman Publishers.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide to
Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications Inc., pp.
258-259.
• Rugge, Sue and Glossbrenner, Alfred. 1997. The Information Broker's Handbook.
McGraw-Hill. (ISBN: 0070578710).
• Sabroski, Suzanne. 2002. Super Searchers Make It On Their Own: Top Independent
Information Professionals Share Their Secrets for Starting and Running a Research
Business. Information Today. (ISBN: 0910965595).
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner to
Thriving Entrepreneur. New York: Portfolio.
Identifying opportunities / Developing the business concept
Learning objectives
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business.
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapter 5.
• Crane, Frederick G. 2010. Marketing for Entrepreneurs: Concepts and Applications
for New Ventures. Thousand Oaks, CA: Sage Publications. Chapters 2, 6.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 2.
• Nelson, Sandra. 2008. Strategic Planning for Results. ALA Editions. Part 3
Toolkits: Identifying Options.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter 5.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 5.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 3, 4.
Recommended reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today.
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• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers. Chapters 1 and 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapters 3-11.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide to
Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications Inc.
Chapter 1.
• Shane, Scott A. 2005. Finding Fertile Ground: Identifying Extraordinary
Opportunities for New Ventures. Upper Saddle River, NJ: Prentice Hall.
The business plan
Learning objectives
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapter 8.
• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers. Chapters 1 and 2.
• Harris, B. 2012. 4 Ways to Protect Your Assets From Your Great Ideas [online].
Inc. Available:http://www.inc.com/magazine/201212/bill-harris/4-ways-to-protect-
your-assets.html.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter 6.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 4,
Appendix B.
• Quittner, J. 2012. A Great Way to Get Market Insight [online]. Inc. Available:http://www.inc.com/magazine/201212/jeremy-quittner/a-great-way-to-get-market-
insight.html.
• Sahlman, William A. 1997. How to Write a Great Business Plan. Harvard Business
Review, July-August 1997, 75(4): 98-108.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 5-8.
• US Small Business Administration (SBA). How to Write a Business Plan [online].http://www.sba.gov/category/navigation-structure/starting-managing-
business/starting-business/how-write-business-plan/.
• Wells, Tina. 2011. 12 Questions Every Entrepreneur Should Ask Before Writing a
Business Plan. Black Enterprise. Available:http://www.blackenterprise.com/small-
691-syllabus-fa14-v1.doc
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business/12-questions-every-entrepreneur-needs-to-ask-to-before-writing-their-
business-plan/
Recommended reading:
• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers.
Entrepreneurship and libraries
Learning objectives
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• MacDonald, K. (2010). Entrepreneurship outreach: A new role for the academic
business librarian. Journal of Business & Finance Librarianship, 15(3/4), 158-160.
Read at least TWO of the following:
• Dischiave, S. & Posner, K. (2010). How Information School Students Helped Local
Displaced Homemakers Become Entrepreneurs Through Technology: The BOOST
Initiative. Journal of Business & Finance Librarianship, 15(3/4): 179–187.
• Fitzgerald, K. Anderson, L., & Kula, H. (2010). Embedded Librarians Promote an
Innovation Agenda: University of Toronto Libraries and the MaRS Discovery
District. Journal of Business & Finance Librarianship, 15(3/4): 188-196.
• Leavitt, L. L., Hamilton-Pennell, C., & Fails, B. (2010). An Economic Gardening
Pilot Project in Michigan: Libraries and Economic Development Agencies
Collaborating to Promote Entrepreneurship. Journal of Business & Finance
Librarianship, 15(3/4): 208-219.
• Martin, J. A. (2010). A Case Study of Academic Library and Economic Development
Center Collaboration at the University of Toledo. Journal of Business & Finance
Librarianship, 15(3/4): 237-252.
• Mckeown, K. R. (2010). Challenges and Solutions for Libraries in Serving
Entrepreneurship Needs: Findings from ProQuest Research. Journal of Business &
Finance Librarianship, 15(3/4): 253-260.
• Pike, L., Chapman, K., Brothers, P., & Hines, T. (2010). Library Outreach to the
Alabama Black Belt: The Alabama Entrepreneurial Research Network. Journal of
Business & Finance Librarianship, 15(3/4): 197-207.
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Assignments
Discussion assignments instructions
There will be several minor discussion assignments in this course. The assignments and dates
will be announced on D2L.
Instructions: Post your initial post before 11:59 p.m. on the Friday following the Start Date and
post at least 1 substantive response to one of your fellow student’s initial posts before 11:59 p.m.
on the Sunday following the Start Date. I will post the grades as well as my comments and
feedback during the following week. Late posts will not be graded. Please do not attach
documents but enter your text directly into the discussion dialog box.
• Initial post: Except for the Introduction post you need to provide your answer together
with your motivation in your first post. If you refer to any sources please include
references.
• Response post: You need to substantively address one or more statements in another
student’s post. Single sentence “Me too” posts are not acceptable.
• Assessment criteria: The rubric for assessment of discussion posts is provided as an
appendix to the syllabus.
In cases where a discussion runs over more than one week then we simply repeat the process,
another initial post in week two by Friday an a response post by Sunday. The nature of some
topics is such that you will have an opinion and as you read more readings and your fellow
students’ posts you may change your mind or have other additional ideas to share.
Written assignments instructions
Written assignments are due on the dates specified in the Course Schedule. Grades may be
reduced for late papers. Written assignments are to be typed, preferably word-processed. Papers
are to be double-spaced using a 12-point kerned font such as Times New Roman with 1 to 1.25
inch margins. You may not resubmit work that has already been used in fulfillment of the
requirement of this or any other course.
Please rely on a commonly used style manual for your submissions (e.g. Harvard, Chicago, APA,
MLA) that are available in the Library or UWM Bookstore or may be purchased through online
book vendors. If you are uncertain about how to cite electronic sources, consult one of the many
electronic guides to citing electronic sources available on the net. Minimal reference content
includes: author (if known), date (if given), title, URL, and date accessed.
Suggested lengths are given for the four assigned papers although quality is much more important
than quantity. Grades will be reduced for papers that include irrelevant content to “fill up space”
to meet the length specifications for a paper. Carefully honed, mellifluous prose is as important
as substantive content and is also evaluated so keep the following in mind when writing your
assignments:
o In written communication you need to select your words more carefully and make
your meaning absolutely clear. Avoid repetition, colloquial language and jargon,
sexist language, contractions and awkward syntactical constructions
o Develop paragraphs fully and include transitions between paragraphs. Transitions
are essential to maintain continuitity in your writing.
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o Where appropriate use a limited number of succinct headings and subheadings to
structure your paper.
o Underline or italicize when required.
o Avoid footnotes.
o Follow the style manual of your chosen reference and citation style carefully. Try to
avoid excessive and repeated lengthy quotes. When quoting be sure that the quote is
relelvant to your point and introduce your quotes in a suitable manner, for example,
X (2011) states, “…”, According to X (2011), “libraries …”, X agrees when she
writes “…”, etc.)
It is expected that undergraduate students enrolling for this course have had experience writing
papers. If you need help with your papers, please consult the UWM Writing Center for assistance.
Assignment: Journal entries
Journal entries aren’t graded and won’t be read except to verify that it is on topic.
However, you do need to submit them on a consistent basis since you will use these
journal entries to write your end-of-course reflection that is graded. You need to submit
at least half of the journal entries spread evenly across the class period to be able to earn
credit for your reflection. You needn’t worry about grammar or spelling in your journal
entries, only in the final reflection assignment.
Where should you write your entries? You have access to weekly surveys on D2L.
What should you write in your journal? There are two questions for each week to help
you structure your entry but you can capture whatever you feel is pertinent:
1. What do you like about the course? What did you learn about entrepreneurship,
about yourself and/or about others this week?
2. What would you like to learn more about? Anything you didn't like about the past
week?
Your journal entries should not simply be a work log of tasks, events, times and dates.
Rather you should record your thoughts about the reading, questions that it sparked,
concerns, insights, doubts, fears, and critical questions about issues, people, and, most
importantly, yourself. Honesty is an important ingredient to successful journals.
Nature: Individual
Length/Format: No prescribed length or format. You can write as much or as little
as you want. You can draw diagrams, sketches or concept maps in
PowerPoint, Visio or any other application. You can write or draw
by hand and scan it in. You can record your thoughts and upload it
as an audio file. It is really up to you because it is your journal so
you should use the format that works for you.
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Assignment: Entrepreneurial self-assessment
Self-awareness, understanding one’s own strengths and weaknesses, is vital when
choosing to embark on an intrapreneurial or entrepreneurial path. You should capitalize
on your strengths and address your weaknesses, either through development or consulting
or hiring others to cover those. Although self-assessment or personality tests are not
absolute predictors they do serve as useful indicators of potential strengths and
weaknesses. For this assignment you are required to complete two, preferably more, of
the following self-assessment questionnaires:
• Entrepreneurs First:http://www.bdc.ca/EN/advice_centre/benchmarking_tools/Pages/entrepreneurial_
self_assessment.aspx#.UD61KHBcffE
• Career-Intelligence.com:http://www.career-
intelligence.com/assessment/entrepreneurs-checklist.asp
• Women's Enterprise Centre:http://www.womensenterprise.ca/content/entrepreneurial-self-assessment
• Women’s Initiative for Self-Employment (on D2L)
• Meyer and Crane’s Personal Characteristics Audit (2011:274)
Having completed the assessment(s), write a candid evaluation of your strengths and
areas for development with respect to enterpreneurial activity. Include action steps that
you can realistically take with respect to develop weaknesses into strengths. Please note
that you do not need to include your completed questionnaire(s) but you can include them
as appendices if you want to.
Nature: Individual
Length of paper: Between 2 and 4 pages (double spaced) text excluding diagrams
and appendices
Assignment: Alternative paths in the information industry
In her book, Rethinking Information Work (2006), Dority argues that librarians and other
information professionals need to rethink their career paths. This statement is based on
her assumption that that our profession (librarianship) will be driven by new
circumstances. Libraries are closing down but also ‘new information-based roles’ are
opening new opportunities for librarians. She argues that these opportunities in the
information economy are nearly endless for librarians.
In your paper address the following two questions:
• What are these ‘new information-based roles’ for librarians in the information
economy?
• How can librarians prepare themselves (competences, skills, attitudes etc.) to take
advantage of these new ‘alternative information career paths’?
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Nature: Individual
Length of paper: Between 6 and 8 pages (double spaced) text excluding
diagrams
Assignment: Informational interview
Based on the readings and assignments to date compile at least five questions you have
about being an intrapreneur or entrepreneur. It can be about aspects that you are simply
curious about or specific things that would like to know more from an intra-/entrepreneur.
Using your personal contacts, Web sites, articles, or other sources, find an
entrepreneur/intrapreneur that you know, admire or who is engaged in an industry you are
interested in entering who is willing to be interviewed. Conduct an informational
interview with this intra-/entrepreneur in person, via the telephone, via Skype or, if no
other options is possible, via e-mail and ask him/her your five (or more) questions about
being an intrapreneur/ entrepreneur. (Conducting a synchronous interview is preferable
because you can easily ask follow up questions as the interview progresses.)
While conducting the interview make notes. If you have access to a voice recorder that
can help relieve the need to make notes but make sure that you ask for permission to
record the person. Even if your interviewee agrees to being recorded make some notes in
case of equipment failure. And don’t for get to thank the person afterwards for their time
and willingness to share their knowledge and experience with you!
Once you’ve completed the interview write a report that explains who you spoke to, your
relationship to them if any, why you chose to interview them, what you asked them and
their responses and conclude your report with your take on the information you’ve
gleaned from the interview. You can write in the first person and choose whether you
want to write an as-it-happened account (but please do not submit a transcript, you need
to provide some interpretation) or structure it in another way that makes more sense to
you, maybe based on topics covered. Include your questions (interview schedule/guide)
as an appendix.
Nature: Individual
Length of paper: Between 4 and 6 pages (double spaced) text
More information about informational interviews
• Alboher, M. 2008. Mastering the Informational Interview [online]. New York Times,
January 29, 2008. Available:http://shiftingcareers.blogs.nytimes.com/2008/01/29/mastering-the-informational-
interview/ (accessed July 26, 2014).
• Ceniza-Levine, C. Informational Interviews Are Not Just For Junior Job Seekers
[online]. Forbes.com, December 12, 2012. Available:http://www.forbes.com/sites/work-in-progress/2012/12/12/informational-interviews-are-
not-just-for-junior-job-seekers/ (accessed July 26, 2014).
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Assignment: Opportunity identification
Based on the case studies and discussion of readings, identify at least one and at most
five specific opportunities either inside an existing information-based organization if you
are employed in one (or hope to be employed in one) or for a new independent venture
that YOU can potentially pursue. Describe each opportunity briefly but in some detail
and indicate your initial feeling as to its viability/feasibility (you do not need to consider
this in-depth at this stage).
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced) text excluding diagrams
Assignment: Evaluation of a business plan (UNDERGRADUATES ONLY)
You will be provided with a business plan to critically evaluate in terms of:
• the completeness of contents: are all the necessary components of a business plan
present and in adequate detail?
• viability: is the need in the market adequate? Is the proposed offering to address
this need compelling? Does the strategy for capturing the market make sense? Is
the person/team sufficiently experienced to realize this? Are the financial
projections realistic?
Nature: Group
Length of paper: Max. 10 pages (double spaced) text excluding diagrams
Assignment: Business plan and presentation (GRADUATES ONLY)
Develop a business plan to either exploit one of the opportunities identified earlier (it can
be an opportunity inside an information-based organization or for a new independent
information business.) You can use the templates provided on the CD in Harriman or the
business plan template of the SBA athttp://web.sba.gov/busplantemplate/BizPlanStart.cfm.
Your group will be expected to present your business plan as if to management (in the
case of an internal opportunity) or to a prospective investor (in the case of an independent
information business). All members will be expected to be able to answer questions from
the audience.
** Note: If you want to work on a business plan for an opportunity in your organization or for
yourself you have the option to do so. Please contact me so that I can set you up in a group of
one.**
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17
Nature: Group (individual optional)
Length of paper: Max. 25 pages (double spaced)
Length of presentation: Suitable for a 20 min. presentation (rule of thumb is 2 min.
per slide (excluding title and agenda slides))
Individual assignment: Reflection
Using your journal entries write a paper in which you discuss what you learned in the
course about entrepreneurship for information-based businesses and intrapreneurship in
libraries and information centers, about yourself as an intra-/entrepreneur.
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced)
Evaluation
Assignment U G
Journal entries - -
Discussion assignments 25 20
Entrepreneurial self-assessment 12.5 10
Alternative paths in the information industry 12.5 10
Informational interview 12.5 10
Opportunity identification / business concept 12.5 10
Evaluate a business plan 15 -
Business plan - 25
Presentation of business plan - 5
Reflection 10 10
Total 100 100
Grading Scale
96-100 A 80-83 B- 67-69 D+
91-95 A- 77-79 C+ 64-66 D
87-90 B+ 74-76 C 60-63 D-
84-86 B 70-73 C- Below 60 F
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18
UWM and SOIS Academic Policies
The following links contain university policies affecting all SOIS students. Many of the
links below may be accessed through a PDF-document maintained by the Secretary of the
University:http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf. For graduate students,
there are additional guidelines from the Graduate School
(http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the
Graduate Student and Faculty Handbook:http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.
Students with disabilities. If you will need accommodations in order to meet any of the
requirements of a course, please contact the instructor as soon as possible. Students with
disabilities are responsible to communicate directly with the instructor to ensure special
accommodation in a timely manner. There is comprehensive coverage of issues related
to disabilities at the Student Accessibility Center
(http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ), important components of
which are expressed here:http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.
Religious observances. Students’ sincerely held religious beliefs must be reasonably
accommodated with respect to all examinations and other academic requirements,
according to the following policy:http://www.uwm.edu/Dept/SecU/acad+admin_policies/S1.5.htm. Please notify your
instructor within the first three weeks of the Fall or Spring Term (first week of shorter-
term or Summer courses) of any specific days or dates on which you request relief from
an examination or academic requirement for religious observances.
Students called to active military duty. UWM has several policies that accommodate
students who must temporarily lay aside their educational pursuits when called to active
duty in the military (seehttp://www3.uwm.edu/des/web/registration/militarycallup.cfm),
including provisions for refunds, readmission, grading, and other situations.
Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a
student who has carried a subject successfully until the end of a semester but who,
because of illness or other unusual and substantial cause beyond the student’s control, has
been unable to take or complete the final examination or some limited amount of other
term work. An incomplete is not given unless the student proves to the instructor that s/he
was prevented from completing course requirements for just cause as indicated above
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).
Discriminatory conduct (such as sexual harassment). UWM and SOIS are committed to
building and maintaining a campus environment that recognizes the inherent worth and
dignity of every person, fosters tolerance, sensitivity, understanding, and mutual respect,
and encourages the members of its community to strive to reach their full potential. The
UWM policy statement
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes and
defines situations that constitute discriminatory conduct. If you have questions, please
contact an appropriate SOIS administrator.
Academic misconduct. Cheating on exams and plagiarism are violations of the academic
honor code and carry severe sanctions, ranging from a failing grade for a course or
691-syllabus-fa14-v1.doc
19
assignment to expulsion from the University. See the following document
(http://www.uwm.edu/Dept/OSL/DOS/conduct.html) or contact the SOIS Investigating
Officer (currently the Associate Dean) for more information.
Complaints. Students may direct complaints to the SOIS Dean or Associate Dean. If the
complaint allegedly violates a specific university policy, it may be directed to the
appropriate university office responsible for enforcing the policy.
Grade appeal procedures. A student may appeal a grade on the grounds that it is based
on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow
SOIS appeals procedures or, in the case of a graduate student, those of the Graduate
School. These procedures are available in writing from the respective department
chairperson or the Academic Dean of the College/School
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm).
Examinations, Finals. The Secretary of the University is authorized to prepare the final
examination schedule. The time of the final examination for an individual or a class may
be changed only with the prior approval of the dean or director of the respective
college/school. The change will involve a postponement to a later date. For individuals
with exam conflicts, a separate week at the very end of the exam week will be reserved to
take one of the conflicting exams
(http://www.uwm.edu/Dept/SecU/acad+admin_policies/S22.htm).
691-syllabus-fa14-v1.doc
20
APPENDIX: RUBRIC FOR ASSESSMENT OF DISCUSSION ASSIGNMENTS
Rating Criteria Points
awarded
( /10)
Excellent • The participant integrated evidence from the reading,
lecture, or past experience in supporting their argument.
• The participant consistently posted insightful comments
and questions that prompted on-topic discussion.
• The participant consistently helped clarify or synthesize
other class members' ideas when posting a response.
• If disagreeing with another class members' ideas, the
participant stated his or her disagreement or objections
clearly, yet politely.
9-10
Average • The participant was notably lacking in one or two of the
items listed for A-level participation.
• The participant usually, but not always, expressed
herself or himself clearly.
8
Superficial
participation
• The learner may participate in discussion, but comments
may be infrequent, untimely, or indicate a lack of
preparation prior to responding.
• Participation does not indicate familiarity with the
concepts or readings, and comments are not always
relevant to the topic being discussed.
• The comments may not be of appropriate length.
6-7
Non-helpful
participation
• The participant’s comments are unrelated to the
discussion.
5
Non-
participation
• The participant consistently failed or refused to
participate at all, even when specifically prompted or
questioned, even if the participant's participation
otherwise conforms to a higher level on the rubric.
• The participant is disrespectful of others views, attempts
to dominate the discussion, demonstrates inappropriate
communication such as flaming, or is inattentive to the
discussion at hand generating side discussions which
tend to disrupt others focus of attention
• The student does not participate.
0-4
doc_943799493.pdf
During this brief data concerning special topics in information science infopreneurship.
691-syllabus-fa14-v1.doc
1
UNIVERSITY OF WISCONSIN-MILWAUKEE
SCHOOL OF INFORMATION STUDIES
INFO ST 691 (216, 217) SPECIAL TOPICS IN
INFORMATION SCIENCE: INFOPRENEURSHIP
SYLLABUS
Fall 2014 (September 2 – December 11)
________________________________________________________________________
Instructor: Shana Ponelis Location: NWQB 3420
E-mail: [email protected] Phone: 414-229-2514
Office hours: TBA
Meeting Times & Location: D2L
________________________________________________________________________
UWM help on D2L:
E-mail: [email protected] Phone: 414-229-4040
URL:https://pantherfile.uwm.edu/groups/sa/ltc/public/D2L student help files/
Catalog description
Introduces entrepreneurial concepts and practices in the library and information
professions, examines alternative career options, and provides an opportunity to apply
entrepreneurial methods and processes. 3 credits.
Prerequisites
L&I SCI 110 and 210 (undergraduate). L&I SCI 501 (graduate).
General description
Within a digital economy information entrepreneurs or ‘infopreneurs’ are supporting
economic development through provision of information products and/or services. In this
course we will examine two types of infopreneur: (a) the intrapreneur who works within
an information-based organization, and (b) the entrepreneur who works outside of the
traditional library setting. This course is designed to provide students with the requisite
skills and knowledge to identify a potential business idea centered on information and/or
knowledge, and develop a business plan to secure funding. In addition, it serves to foster
691-syllabus-fa14-v1.doc
2
an entrepreneurial culture in the workforce.
Disclaimer: Please note that legal, tax and accounting considerations are of critical
importance when considering an independent business. This course does not cover these
due to the complex nature thereof. Please be sure to consult a qualified professional for
advice applicable to your particular situation.
Course objectives
The objectives of this course are:
• To introduce a variety of entrepreneurial concepts and practices in the library and
information professions;
• To create entrepreneurial self-awareness among future information professionals;
• To stimulate intrapreneurial and entrepreneurial thinking among future
information professionals;
• To explore a range of alternative career options for librarians and information
professionals and evaluate the requirements within those options;
• To provide the opportunity to develop and apply a sufficient understanding of
entrepreneurial methods and processes within a library and other information-
based organizations;
• To develop the skills and knowledge required to identify opportunities and,
through creativity and innovation, to understand and develop business plans to
turn these opportunities into reality whether inside an already existing
information-based organization or as an independent information-based business;
and
• To develop an appreciation of the impact of political, economic, social (including
diversity issues), technological and legal, regulatory, and environmental factors
on entrepreneurship.
MLIS core competencies
This course addresses the following core competencies identified by the ALA in whole or
in part:
• ALA 1J: Effective communication techniques (verbal and written).
• ALA 1I. The techniques used to analyze complex problems and create appropriate
solutions.
• ALA 8A: The principles of planning and budgeting in libraries and other
information agencies.
Method
Overview lectures, independent reading, case studies, discussion, practical assignments,
student presentations, guest speakers (depending on availability).
In order to achieve the course objectives, and in accordance with the UWM campus
691-syllabus-fa14-v1.doc
3
credit hour policy, the average student should expect to devote a minimum of 144 hours
to complete all the required readings and assignments for this course.
Undergraduates have fewer requirements than graduates enrolled in the MLIS program,
as outlined below.
Students with special test and note-taking needs should contact the instructor as early as
possible for accommodations. See policies below.
Texts
Required texts • Dority, K.G. 2006. Rethinking Information Work: A Career for
Librarians and other Information Professionals. Libraries
Unlimited: London. (ISBN: 978-1591581802).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur.
Lanham, MD: The Scarecrow Press. (ISBN: 978-0-8108-5291-4).
Recommended
texts
• Bates, Mary Ellen. 2010. Building and Running a Successful
Research Business: A Guide for the Independent Information
Professional. Second edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library’s business plan.
New York, NY: Neal-Schuman Publishers.
Texts for
further reading
• Barringer, B.R. and Ireland, D. 2009. Entrepreneurship:
successfully launching new ventures. Third edition. Upper
Saddle River, NJ: Prentice Hall.
• Carson, Nacie. 2012. The Finch Effect: The Five Strategies to
Adapt and Thrive in Your Working Life. San Francisco, CA:
Jossey-Bass.
• Gerber, M.E. 2009. The E-myth Enterprise. New York, NY:
HarperBusiness.
• Slim, Pamela. 2009. Escape From Cubicle Nation: From
Corporate Prisoner to Thriving Entrepreneur. New York:
Portfolio.
Additional required readings are also assigned from a variety of sources, which will be
available on D2L. URLs for web-based articles are accurate at the starting date of the
course; I have no control over sites’ internal information architecture – if the link doesn’t
work please do a search on the website using the article title. Recommended reading is
not available on D2L; please consult the Golda Meir Library (GML). You are also
encouraged to avail yourself of relevant resources in GML collection.
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4
Course schedule (SUBJECT TO CHANGE WITH ADVANCE NOTICE)
Week Start
date
Topic Discussion assignments*
Post response by Friday
11:59 pm CDT/CST on
D2L, post substantive
response by Sunday 11:59
pm CDT/CST
Assignment(s) due on
Sunday following week
start date by 11:59 p.m.
CDT/CST on D2L (except
where indicated otherwise)
1 Sept 2 Course overview and
introduction
• Introduction
2 Sept 8 Entrepreneurial
librarianship
• Entrepreneurship and
libraries + librarians
3 Sept 15 The entrepreneurial
mindset in information
services
• Entrepreneurship and
libraries + librarians
(cont.)
4 Sept 22 The non-traditional path • Fostering
intrapreneurship in
libraries
5 Sept 29 The non-traditional path
(continued)
• Fostering
intrapreneurship in
libraries (cont.)
• Individual assignment:
Entrepreneurial self-
assessment
6 Oct 6 The independent path • Key lessons to be
learned from
entrepreneurs
7 Oct 13 The independent path
(continued)
• Key lessons to be
learned from
entrepreneurs (cont.)
• Individual assignment:
Alternative paths in the
information industry
8 Oct 20 Work on assignment • Individual assignment:
Informational interview
9 Oct 27 Identifying opportunities /
developing the business
concept
• Most admired
innovations
10 Nov 3 The business plan • Role of formal business
plans
• Individual assignment:
Opportunity
identification
11 Nov 10 Work on business plan
assignment
• Evaluating opportunities
and business plans (part
1)
12 Nov 17 Work on business plan
assignment
• Evaluating opportunities
and business plans (part
2)
• **Group assignment:
Business plan document
+ presentation (G)
• Group assignment:
Evaluation of a business
plan (U)
13 Nov 24 Thanksgiving recess **NO CLASS**
14 Dec 1 The business plan
(continued)
• Business plan
presentations
15 Dec 8 Entrepreneurship and
libraries
• Meeting information
needs of entrepreneurs
(due Dec 11 but posts
until Dec 14 will be
graded)
16 Dec 15 Final exams • Individual assignment:
Reflection (due Dec 20)
* Discussion questions are provided in the respective D2L discussion forums
** You have the option to work individually if you want to work on a business plan for your organization or yourself
691-syllabus-fa14-v1.doc
5
Topics
Entrepreneurial librarianship
Learning objectives
• To introduce a variety of entrepreneurial concepts and practices in the library and information
professions
Required reading:
• Keys, M. 2009. Entrepreneurship and Risk in Libraries: Seizing and Creating
Opportunities for Change. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and
Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA. Chapter 1.
• Kilgour, Frederick G. 1992. Entrepreneurial Leadership. Library Trends, 40(3):457-
474.
• Less, AM, Williams, BF, and Dorsey, SB. 2012. Librarians as Sustainability
Advocates, Educators and Entrepreneurs. In: Krautter, M., Lock, M.B. and Scanlon,
M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion of Private-
Business Dynamism into Professional Service. Jefferson, NC: McFarland &
Company. Chapter 12 (pp. 183-201).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 1.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 1.
• White, Herbert S. 1987. Entrepreneurship and the Library Profession. Journal of
Library Administration, 8(1):11-27.
The entrepreneurial mindset in information services
Learning objectives
• To create entrepreneurial self-awareness among future information professionals
Required reading:
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 14.
• Mathews, Brian. 2012. Think Like A Startup: a white paper to inspire library
entrepreneurialism [online]. Available:http://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think like a S
TARTUP.pdf?sequence=1.
• Ogburn, J. 2009. Moderately Risky Business: Challenging Librarians to Assume
More Risk in an Era of Opportunity. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk
and Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 3.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
691-syllabus-fa14-v1.doc
6
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Appendix
C.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 2.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 2.
• Toftoy, C.N. 2002. The Key to a Librarian's Success: Developing Entrepreneurial
Traits, Information Outlook, 6(6):42-47.
• Trzeciak, J. 2009. McMaster University Libraries 2.0: Transforming Traditional
Organizations. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and Entrepreneurship
in Libraries: Seizing Opportunities for Change. ALA. Chapter 6.
Recommended reading:
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner to
Thriving Entrepreneur. New York: Portfolio.
Intrapreneurship: the non-traditional path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals and
evaluate the requirements within those options
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
Required reading:
• Bluh, Pamela and Cindy Hepfer. 2009. Risk and Entrepreneurship in Libraries:
Seizing Opportunities for Change. ALA. Chapter 4.
• Carson, Nacie. 2012. Think Like An Entrepreneur, Act Like An Employee. Fast
Company [online]. Available:http://www.fastcompany.com/1838014/think-
entrepreneur-act-employee.
• Clay, Edwin S., III and Patricia C. Bangs. 2000. Entrepreneurs in the public library:
reinventing an institution. Library Trends, 48(3): 606-618.
• Cluff, E. D. (1989). Developing the Entrepreneurial Spirit: The Director's Role.
Journal of Library Administration, 10(2-3), 185-195.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 4.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapters 4, 7.
• Pugh, Lyndon. 2000. Change Management in Information Services. Cambridge:
Gower Publishing. Chapters 7, 10.
Case studies:
• Archambault, A. 2012. An Interview with Martha Thomas Larson. In: Krautter, M.,
Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson, NC:
691-syllabus-fa14-v1.doc
7
McFarland & Company. Chapter 13 (pp. 202-206).
• Hesseldenz, P. 2012. Market Research Service Partnership at the University of
Kentucky: An Entrepreneurial Future? In: Krautter, M., Lock, M.B. and Scanlon,
M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion of Private-
Business Dynamism into Professional Service. Jefferson, NC: McFarland &
Company. Chapter 8 (pp. 113-128).
• Neal, J. G. 1999. The Entrepreneurial Imperative: Advancing From Incremental To
Radical Change In The Academic Library. Schwing Library Lecture, Louisiana State
University, October 28, 1999. Retrieved from:http://www.lib.lsu.edu/committees/schwing/nealms.html.
Recommended reading:
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 3;
Appendices A, D.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 6.
Entrepreneurship: the independent path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals and
evaluate the requirements within those options
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapters 1, 3, 4, and 38.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association. Chapters 1, 4.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and other
Information Professionals. Libraries Unlimited: London. Chapter 5.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 15.
• Hirshberg, M.C. 2012. What to Discuss Before Conceiving a Start-up [online]. Inc.
Available:http://www.inc.com/magazine/201212/meg-cadoux-hirshberg/lets-talk-
about-this.html.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 9.
• Smallbone, D., Kitching, J. and Athayde, R.. 2010. Ethnic diversity,
entrepreneurship and competitiveness in a global city. International Small Business
Journal, 28(2):174-190.
• Spencer, Forrest Glenn. 2006. Independent Professional Gets the Business to Come to
Her, Information Outlook, 10(10):10-15.
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• Warner, Alice S. 1992. Information Brokering: The State of the Art. In: Marketing of
Library and Information Services 2 (ed. Blaise Cronin). London: Aslib, pp. 279-285.
Case studies – read at least four in addition to the watching the interview on D2L with
Uma Gupta, CEO of PlanetGPA:
• Archambault, A. 2012. An Interview with Mary Ellen Bates. In: Krautter, M., Lock,
M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 6 (pp. 101-105).
• Brummelhuis, Simone. 2010. Female Serial Entrepreneur Interview: The Lessons
Learned and More [online]. The NextWomen: Business Magazine for Female Internet
Heroes. Available:http://thenextwomen.com/2010/05/12/female-serial-entrepreneur-
interview-the-lessons-learned-and-more/.
• Diversity MBA Magazine. 2010. Lessons from a Latino Entrepreneur: Tom Kadala.
Diversity MBA Magazine [online]. Available:http://diversitymbamagazine.com/lessons-from-a-latino-entrepreneur-tom-kadala.
• Fritchman Thompson, Barbara. 2002. Taking the Independent Research Plunge! How
I Did It, AIIP Connections, 16(1):10.
• Fukunaga, Kay. 2010. An Interview With HBS Entrepreneur-In-Residence, Janet
Kraus [online]. The Harbus. Available:http://media.www.harbus.org/media/storage/paper343/news/2010/03/01/News/An.Int
erview.With.Hbs.EntrepreneurInResidence.Janet.Kraus-3881842.shtml.
• Tiberii, J. 2012. An Interview with Tim Spalding, Founder of LibraryThing. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian:
Essays on the Infusion of Private-Business Dynamism into Professional Service.
Jefferson, NC: McFarland & Company. Chapter 7 (pp. 106-112).
• US Department of State. 2008. African Women Among Entrepreneurs Honored in
New York [online]. Available:http://www.america.gov/st/business-
english/2008/June/20080612172536WCyeroC0.2757685.html.
• US Department of State. 2010. South Asian–Heritage Entrepreneurs Are Big Hits
Online [online]. Available:http://www.america.gov/st/business-
english/2010/September/20100928094819kjleinad5.305117e-02.html.
• Wormell, Irene, Olesen, A.J. and Mikulás, G. 2011. Information Consulting: Guide to
Good Practice. Oxford, UK: Chandos Publishing.
Recommended reading:
• Bedell, G. 2008. The Millionaire in the Mirror: how to find your passion and make a
fortune doing it—without quitting your day job. New York: HaperCollins Publishers.
Chapter 11.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association.
• Entrepreneur Press. Start Your Own Information Marketing Business (Entrepreneur's
Startup). (ISBN: 978-1599181745)
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• Kotze, W.; Boon, J.A. 1995. Library and Information Brokering and Consulting in
South Africa - An Exploratory Study. In: South African Journal of Library &
Information Science, 63(3):114-121.
• Mason, Florence M. and Dobson, Chris. 1998. Information Brokering: A How-To-
Do-It Manual. Neal-Schuman Publishers.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide to
Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications Inc., pp.
258-259.
• Rugge, Sue and Glossbrenner, Alfred. 1997. The Information Broker's Handbook.
McGraw-Hill. (ISBN: 0070578710).
• Sabroski, Suzanne. 2002. Super Searchers Make It On Their Own: Top Independent
Information Professionals Share Their Secrets for Starting and Running a Research
Business. Information Today. (ISBN: 0910965595).
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner to
Thriving Entrepreneur. New York: Portfolio.
Identifying opportunities / Developing the business concept
Learning objectives
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business.
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapter 5.
• Crane, Frederick G. 2010. Marketing for Entrepreneurs: Concepts and Applications
for New Ventures. Thousand Oaks, CA: Sage Publications. Chapters 2, 6.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapter 2.
• Nelson, Sandra. 2008. Strategic Planning for Results. ALA Editions. Part 3
Toolkits: Identifying Options.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter 5.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 5.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 3, 4.
Recommended reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today.
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• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers. Chapters 1 and 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and Principles.
New York: Harper & Row. Chapters 3-11.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide to
Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications Inc.
Chapter 1.
• Shane, Scott A. 2005. Finding Fertile Ground: Identifying Extraordinary
Opportunities for New Ventures. Upper Saddle River, NJ: Prentice Hall.
The business plan
Learning objectives
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research Business: A
Guide for the Independent Information Professional. Second edition. Medford, NJ:
Information Today. Chapter 8.
• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers. Chapters 1 and 2.
• Harris, B. 2012. 4 Ways to Protect Your Assets From Your Great Ideas [online].
Inc. Available:http://www.inc.com/magazine/201212/bill-harris/4-ways-to-protect-
your-assets.html.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don’t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter 6.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A Handbook
for Business Innovation. San Franscisco: Berrett-Koehler Publishers, Inc. Chapter 4,
Appendix B.
• Quittner, J. 2012. A Great Way to Get Market Insight [online]. Inc. Available:http://www.inc.com/magazine/201212/jeremy-quittner/a-great-way-to-get-market-
insight.html.
• Sahlman, William A. 1997. How to Write a Great Business Plan. Harvard Business
Review, July-August 1997, 75(4): 98-108.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 5-8.
• US Small Business Administration (SBA). How to Write a Business Plan [online].http://www.sba.gov/category/navigation-structure/starting-managing-
business/starting-business/how-write-business-plan/.
• Wells, Tina. 2011. 12 Questions Every Entrepreneur Should Ask Before Writing a
Business Plan. Black Enterprise. Available:http://www.blackenterprise.com/small-
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business/12-questions-every-entrepreneur-needs-to-ask-to-before-writing-their-
business-plan/
Recommended reading:
• Harriman, Joy H.P. 2004. Creating your library’s business plan. New York, NY:
Neal-Schuman Publishers.
Entrepreneurship and libraries
Learning objectives
• To stimulate intrapreneurial and entrepreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity and
innovation, turn these opportunities into reality whether inside an already existing information-based
organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity issues),
technological and legal, regulatory, and environmental factors on entrepreneurship
Required reading:
• MacDonald, K. (2010). Entrepreneurship outreach: A new role for the academic
business librarian. Journal of Business & Finance Librarianship, 15(3/4), 158-160.
Read at least TWO of the following:
• Dischiave, S. & Posner, K. (2010). How Information School Students Helped Local
Displaced Homemakers Become Entrepreneurs Through Technology: The BOOST
Initiative. Journal of Business & Finance Librarianship, 15(3/4): 179–187.
• Fitzgerald, K. Anderson, L., & Kula, H. (2010). Embedded Librarians Promote an
Innovation Agenda: University of Toronto Libraries and the MaRS Discovery
District. Journal of Business & Finance Librarianship, 15(3/4): 188-196.
• Leavitt, L. L., Hamilton-Pennell, C., & Fails, B. (2010). An Economic Gardening
Pilot Project in Michigan: Libraries and Economic Development Agencies
Collaborating to Promote Entrepreneurship. Journal of Business & Finance
Librarianship, 15(3/4): 208-219.
• Martin, J. A. (2010). A Case Study of Academic Library and Economic Development
Center Collaboration at the University of Toledo. Journal of Business & Finance
Librarianship, 15(3/4): 237-252.
• Mckeown, K. R. (2010). Challenges and Solutions for Libraries in Serving
Entrepreneurship Needs: Findings from ProQuest Research. Journal of Business &
Finance Librarianship, 15(3/4): 253-260.
• Pike, L., Chapman, K., Brothers, P., & Hines, T. (2010). Library Outreach to the
Alabama Black Belt: The Alabama Entrepreneurial Research Network. Journal of
Business & Finance Librarianship, 15(3/4): 197-207.
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Assignments
Discussion assignments instructions
There will be several minor discussion assignments in this course. The assignments and dates
will be announced on D2L.
Instructions: Post your initial post before 11:59 p.m. on the Friday following the Start Date and
post at least 1 substantive response to one of your fellow student’s initial posts before 11:59 p.m.
on the Sunday following the Start Date. I will post the grades as well as my comments and
feedback during the following week. Late posts will not be graded. Please do not attach
documents but enter your text directly into the discussion dialog box.
• Initial post: Except for the Introduction post you need to provide your answer together
with your motivation in your first post. If you refer to any sources please include
references.
• Response post: You need to substantively address one or more statements in another
student’s post. Single sentence “Me too” posts are not acceptable.
• Assessment criteria: The rubric for assessment of discussion posts is provided as an
appendix to the syllabus.
In cases where a discussion runs over more than one week then we simply repeat the process,
another initial post in week two by Friday an a response post by Sunday. The nature of some
topics is such that you will have an opinion and as you read more readings and your fellow
students’ posts you may change your mind or have other additional ideas to share.
Written assignments instructions
Written assignments are due on the dates specified in the Course Schedule. Grades may be
reduced for late papers. Written assignments are to be typed, preferably word-processed. Papers
are to be double-spaced using a 12-point kerned font such as Times New Roman with 1 to 1.25
inch margins. You may not resubmit work that has already been used in fulfillment of the
requirement of this or any other course.
Please rely on a commonly used style manual for your submissions (e.g. Harvard, Chicago, APA,
MLA) that are available in the Library or UWM Bookstore or may be purchased through online
book vendors. If you are uncertain about how to cite electronic sources, consult one of the many
electronic guides to citing electronic sources available on the net. Minimal reference content
includes: author (if known), date (if given), title, URL, and date accessed.
Suggested lengths are given for the four assigned papers although quality is much more important
than quantity. Grades will be reduced for papers that include irrelevant content to “fill up space”
to meet the length specifications for a paper. Carefully honed, mellifluous prose is as important
as substantive content and is also evaluated so keep the following in mind when writing your
assignments:
o In written communication you need to select your words more carefully and make
your meaning absolutely clear. Avoid repetition, colloquial language and jargon,
sexist language, contractions and awkward syntactical constructions
o Develop paragraphs fully and include transitions between paragraphs. Transitions
are essential to maintain continuitity in your writing.
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o Where appropriate use a limited number of succinct headings and subheadings to
structure your paper.
o Underline or italicize when required.
o Avoid footnotes.
o Follow the style manual of your chosen reference and citation style carefully. Try to
avoid excessive and repeated lengthy quotes. When quoting be sure that the quote is
relelvant to your point and introduce your quotes in a suitable manner, for example,
X (2011) states, “…”, According to X (2011), “libraries …”, X agrees when she
writes “…”, etc.)
It is expected that undergraduate students enrolling for this course have had experience writing
papers. If you need help with your papers, please consult the UWM Writing Center for assistance.
Assignment: Journal entries
Journal entries aren’t graded and won’t be read except to verify that it is on topic.
However, you do need to submit them on a consistent basis since you will use these
journal entries to write your end-of-course reflection that is graded. You need to submit
at least half of the journal entries spread evenly across the class period to be able to earn
credit for your reflection. You needn’t worry about grammar or spelling in your journal
entries, only in the final reflection assignment.
Where should you write your entries? You have access to weekly surveys on D2L.
What should you write in your journal? There are two questions for each week to help
you structure your entry but you can capture whatever you feel is pertinent:
1. What do you like about the course? What did you learn about entrepreneurship,
about yourself and/or about others this week?
2. What would you like to learn more about? Anything you didn't like about the past
week?
Your journal entries should not simply be a work log of tasks, events, times and dates.
Rather you should record your thoughts about the reading, questions that it sparked,
concerns, insights, doubts, fears, and critical questions about issues, people, and, most
importantly, yourself. Honesty is an important ingredient to successful journals.
Nature: Individual
Length/Format: No prescribed length or format. You can write as much or as little
as you want. You can draw diagrams, sketches or concept maps in
PowerPoint, Visio or any other application. You can write or draw
by hand and scan it in. You can record your thoughts and upload it
as an audio file. It is really up to you because it is your journal so
you should use the format that works for you.
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Assignment: Entrepreneurial self-assessment
Self-awareness, understanding one’s own strengths and weaknesses, is vital when
choosing to embark on an intrapreneurial or entrepreneurial path. You should capitalize
on your strengths and address your weaknesses, either through development or consulting
or hiring others to cover those. Although self-assessment or personality tests are not
absolute predictors they do serve as useful indicators of potential strengths and
weaknesses. For this assignment you are required to complete two, preferably more, of
the following self-assessment questionnaires:
• Entrepreneurs First:http://www.bdc.ca/EN/advice_centre/benchmarking_tools/Pages/entrepreneurial_
self_assessment.aspx#.UD61KHBcffE
• Career-Intelligence.com:http://www.career-
intelligence.com/assessment/entrepreneurs-checklist.asp
• Women's Enterprise Centre:http://www.womensenterprise.ca/content/entrepreneurial-self-assessment
• Women’s Initiative for Self-Employment (on D2L)
• Meyer and Crane’s Personal Characteristics Audit (2011:274)
Having completed the assessment(s), write a candid evaluation of your strengths and
areas for development with respect to enterpreneurial activity. Include action steps that
you can realistically take with respect to develop weaknesses into strengths. Please note
that you do not need to include your completed questionnaire(s) but you can include them
as appendices if you want to.
Nature: Individual
Length of paper: Between 2 and 4 pages (double spaced) text excluding diagrams
and appendices
Assignment: Alternative paths in the information industry
In her book, Rethinking Information Work (2006), Dority argues that librarians and other
information professionals need to rethink their career paths. This statement is based on
her assumption that that our profession (librarianship) will be driven by new
circumstances. Libraries are closing down but also ‘new information-based roles’ are
opening new opportunities for librarians. She argues that these opportunities in the
information economy are nearly endless for librarians.
In your paper address the following two questions:
• What are these ‘new information-based roles’ for librarians in the information
economy?
• How can librarians prepare themselves (competences, skills, attitudes etc.) to take
advantage of these new ‘alternative information career paths’?
691-syllabus-fa14-v1.doc
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Nature: Individual
Length of paper: Between 6 and 8 pages (double spaced) text excluding
diagrams
Assignment: Informational interview
Based on the readings and assignments to date compile at least five questions you have
about being an intrapreneur or entrepreneur. It can be about aspects that you are simply
curious about or specific things that would like to know more from an intra-/entrepreneur.
Using your personal contacts, Web sites, articles, or other sources, find an
entrepreneur/intrapreneur that you know, admire or who is engaged in an industry you are
interested in entering who is willing to be interviewed. Conduct an informational
interview with this intra-/entrepreneur in person, via the telephone, via Skype or, if no
other options is possible, via e-mail and ask him/her your five (or more) questions about
being an intrapreneur/ entrepreneur. (Conducting a synchronous interview is preferable
because you can easily ask follow up questions as the interview progresses.)
While conducting the interview make notes. If you have access to a voice recorder that
can help relieve the need to make notes but make sure that you ask for permission to
record the person. Even if your interviewee agrees to being recorded make some notes in
case of equipment failure. And don’t for get to thank the person afterwards for their time
and willingness to share their knowledge and experience with you!
Once you’ve completed the interview write a report that explains who you spoke to, your
relationship to them if any, why you chose to interview them, what you asked them and
their responses and conclude your report with your take on the information you’ve
gleaned from the interview. You can write in the first person and choose whether you
want to write an as-it-happened account (but please do not submit a transcript, you need
to provide some interpretation) or structure it in another way that makes more sense to
you, maybe based on topics covered. Include your questions (interview schedule/guide)
as an appendix.
Nature: Individual
Length of paper: Between 4 and 6 pages (double spaced) text
More information about informational interviews
• Alboher, M. 2008. Mastering the Informational Interview [online]. New York Times,
January 29, 2008. Available:http://shiftingcareers.blogs.nytimes.com/2008/01/29/mastering-the-informational-
interview/ (accessed July 26, 2014).
• Ceniza-Levine, C. Informational Interviews Are Not Just For Junior Job Seekers
[online]. Forbes.com, December 12, 2012. Available:http://www.forbes.com/sites/work-in-progress/2012/12/12/informational-interviews-are-
not-just-for-junior-job-seekers/ (accessed July 26, 2014).
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Assignment: Opportunity identification
Based on the case studies and discussion of readings, identify at least one and at most
five specific opportunities either inside an existing information-based organization if you
are employed in one (or hope to be employed in one) or for a new independent venture
that YOU can potentially pursue. Describe each opportunity briefly but in some detail
and indicate your initial feeling as to its viability/feasibility (you do not need to consider
this in-depth at this stage).
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced) text excluding diagrams
Assignment: Evaluation of a business plan (UNDERGRADUATES ONLY)
You will be provided with a business plan to critically evaluate in terms of:
• the completeness of contents: are all the necessary components of a business plan
present and in adequate detail?
• viability: is the need in the market adequate? Is the proposed offering to address
this need compelling? Does the strategy for capturing the market make sense? Is
the person/team sufficiently experienced to realize this? Are the financial
projections realistic?
Nature: Group
Length of paper: Max. 10 pages (double spaced) text excluding diagrams
Assignment: Business plan and presentation (GRADUATES ONLY)
Develop a business plan to either exploit one of the opportunities identified earlier (it can
be an opportunity inside an information-based organization or for a new independent
information business.) You can use the templates provided on the CD in Harriman or the
business plan template of the SBA athttp://web.sba.gov/busplantemplate/BizPlanStart.cfm.
Your group will be expected to present your business plan as if to management (in the
case of an internal opportunity) or to a prospective investor (in the case of an independent
information business). All members will be expected to be able to answer questions from
the audience.
** Note: If you want to work on a business plan for an opportunity in your organization or for
yourself you have the option to do so. Please contact me so that I can set you up in a group of
one.**
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Nature: Group (individual optional)
Length of paper: Max. 25 pages (double spaced)
Length of presentation: Suitable for a 20 min. presentation (rule of thumb is 2 min.
per slide (excluding title and agenda slides))
Individual assignment: Reflection
Using your journal entries write a paper in which you discuss what you learned in the
course about entrepreneurship for information-based businesses and intrapreneurship in
libraries and information centers, about yourself as an intra-/entrepreneur.
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced)
Evaluation
Assignment U G
Journal entries - -
Discussion assignments 25 20
Entrepreneurial self-assessment 12.5 10
Alternative paths in the information industry 12.5 10
Informational interview 12.5 10
Opportunity identification / business concept 12.5 10
Evaluate a business plan 15 -
Business plan - 25
Presentation of business plan - 5
Reflection 10 10
Total 100 100
Grading Scale
96-100 A 80-83 B- 67-69 D+
91-95 A- 77-79 C+ 64-66 D
87-90 B+ 74-76 C 60-63 D-
84-86 B 70-73 C- Below 60 F
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UWM and SOIS Academic Policies
The following links contain university policies affecting all SOIS students. Many of the
links below may be accessed through a PDF-document maintained by the Secretary of the
University:http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf. For graduate students,
there are additional guidelines from the Graduate School
(http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the
Graduate Student and Faculty Handbook:http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.
Students with disabilities. If you will need accommodations in order to meet any of the
requirements of a course, please contact the instructor as soon as possible. Students with
disabilities are responsible to communicate directly with the instructor to ensure special
accommodation in a timely manner. There is comprehensive coverage of issues related
to disabilities at the Student Accessibility Center
(http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ), important components of
which are expressed here:http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.
Religious observances. Students’ sincerely held religious beliefs must be reasonably
accommodated with respect to all examinations and other academic requirements,
according to the following policy:http://www.uwm.edu/Dept/SecU/acad+admin_policies/S1.5.htm. Please notify your
instructor within the first three weeks of the Fall or Spring Term (first week of shorter-
term or Summer courses) of any specific days or dates on which you request relief from
an examination or academic requirement for religious observances.
Students called to active military duty. UWM has several policies that accommodate
students who must temporarily lay aside their educational pursuits when called to active
duty in the military (seehttp://www3.uwm.edu/des/web/registration/militarycallup.cfm),
including provisions for refunds, readmission, grading, and other situations.
Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a
student who has carried a subject successfully until the end of a semester but who,
because of illness or other unusual and substantial cause beyond the student’s control, has
been unable to take or complete the final examination or some limited amount of other
term work. An incomplete is not given unless the student proves to the instructor that s/he
was prevented from completing course requirements for just cause as indicated above
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).
Discriminatory conduct (such as sexual harassment). UWM and SOIS are committed to
building and maintaining a campus environment that recognizes the inherent worth and
dignity of every person, fosters tolerance, sensitivity, understanding, and mutual respect,
and encourages the members of its community to strive to reach their full potential. The
UWM policy statement
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes and
defines situations that constitute discriminatory conduct. If you have questions, please
contact an appropriate SOIS administrator.
Academic misconduct. Cheating on exams and plagiarism are violations of the academic
honor code and carry severe sanctions, ranging from a failing grade for a course or
691-syllabus-fa14-v1.doc
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assignment to expulsion from the University. See the following document
(http://www.uwm.edu/Dept/OSL/DOS/conduct.html) or contact the SOIS Investigating
Officer (currently the Associate Dean) for more information.
Complaints. Students may direct complaints to the SOIS Dean or Associate Dean. If the
complaint allegedly violates a specific university policy, it may be directed to the
appropriate university office responsible for enforcing the policy.
Grade appeal procedures. A student may appeal a grade on the grounds that it is based
on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow
SOIS appeals procedures or, in the case of a graduate student, those of the Graduate
School. These procedures are available in writing from the respective department
chairperson or the Academic Dean of the College/School
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm).
Examinations, Finals. The Secretary of the University is authorized to prepare the final
examination schedule. The time of the final examination for an individual or a class may
be changed only with the prior approval of the dean or director of the respective
college/school. The change will involve a postponement to a later date. For individuals
with exam conflicts, a separate week at the very end of the exam week will be reserved to
take one of the conflicting exams
(http://www.uwm.edu/Dept/SecU/acad+admin_policies/S22.htm).
691-syllabus-fa14-v1.doc
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APPENDIX: RUBRIC FOR ASSESSMENT OF DISCUSSION ASSIGNMENTS
Rating Criteria Points
awarded
( /10)
Excellent • The participant integrated evidence from the reading,
lecture, or past experience in supporting their argument.
• The participant consistently posted insightful comments
and questions that prompted on-topic discussion.
• The participant consistently helped clarify or synthesize
other class members' ideas when posting a response.
• If disagreeing with another class members' ideas, the
participant stated his or her disagreement or objections
clearly, yet politely.
9-10
Average • The participant was notably lacking in one or two of the
items listed for A-level participation.
• The participant usually, but not always, expressed
herself or himself clearly.
8
Superficial
participation
• The learner may participate in discussion, but comments
may be infrequent, untimely, or indicate a lack of
preparation prior to responding.
• Participation does not indicate familiarity with the
concepts or readings, and comments are not always
relevant to the topic being discussed.
• The comments may not be of appropriate length.
6-7
Non-helpful
participation
• The participant’s comments are unrelated to the
discussion.
5
Non-
participation
• The participant consistently failed or refused to
participate at all, even when specifically prompted or
questioned, even if the participant's participation
otherwise conforms to a higher level on the rubric.
• The participant is disrespectful of others views, attempts
to dominate the discussion, demonstrates inappropriate
communication such as flaming, or is inattentive to the
discussion at hand generating side discussions which
tend to disrupt others focus of attention
• The student does not participate.
0-4
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