Due to COVID-19 in Spring 2020, all of my classes at Plymouth State University (see "Making of an Entrepreneurial University") went suddenly online and students fled to remote locations. We were all heartbroken! My objectives in teaching Coronavirus and Design Thinking were emotional as much as educational to support students in a time of adversity and change. Switching from face-to-face to remote was technologically and emotionally challenging. Here are nine videos "best of" mashup. In my "Opportunity Amidst Adversity" I even read from the Bible about the "Wise and Foolish Builders" to stress how being an entrepreneur depends on building your house on rock! These videos are a time warp of student education on Coronavirus and Design Thinking.
Click on the dropdown arrow at left to see the video playlist of corona virus and design thinking.
Australia's history is full of famous entrepreneurs who worked for good or evil. The following is the colorful story of Benjamin Boyd, Australia's nineteenth-century originator of the get-rich-quick scheme. He was certainly not the first in a long list of Australian Criminal Entrepreneurs and opportunists.
Also available is the Wikipedia version of Benjamin Boyd, Australian buccaneer and entrepreneur. Which version do you prefer? Leave comments. I left out the Orcas in Wiki. --HF
Benjamin Boyd c 1840. State Library of New South Wales, Australia https://www.sl.nsw.gov.au/collection-items/benjamin-boyd
For the country's history is strewn with the history of unethical rugged individualists. They range from "petty entrepreneurs"--who had simply stolen cloth to start a tailor shop and ended up in a Van Diemen’s Land penitentiary--to landed gentleman of means who loaded their boats with everything to make a living in the New World off of other people’s backs. Australia's is a history of half-baked dreams that achieved fabulous success and of well-planned businesses that came to naught.
Half-baked but eaten
We now tell the story of one such half-baked dreamer who came to naught literally, in the pot of cannibals. The story combines grand visions and ethical dilemmas in the limitless vistas of colonial Australia. It merges the most unlikely story-lines of the land development and gold rush fever with slave trade and cannibalism, and even throws in inter-species communication to boot!
All these plots are connected to a beautiful sheltered harbour called Twofold Bay just north of Australia’s south-east “corner”. What connects all these most unlikely dots, from killer whales to South Seas head-hunters? It’s the great Victornian-age bucca-preneur Benjamin Boyd.
Scotsman banker plans a schooner business in Australia
Already a
wealthy stock- and insurance broker at age twenty-three at the beginning of the
1840s, Scotsman Benjamin Boyd of the London Stock Exchange was a self-made man
without a drop of aristocratic blood.
With a passion for adventure and profit, one day he may have idly
rotated his globe of the world pointing out his dreams to his girlfriend. He told her his grand scheme was to risk the
£200 000 he had accumulated in London to achieve even greater profits in
Australia and the Islands of the Pacific.
Using that almost
extra-sensory perception that entrepreneurs have to see over the horizon, he
had set his sights around the other side of the planet on whaling, sheep
farming, and passenger steamships, not to mention his own Pacific republic. He spent a big chunk of his wealth on a
glorious schooner named The Wanderer. Just owning such a vessel got him into the
Royal Yacht Squadron, where he could associate with the landed classes. But he dreamed of becoming his own
aristocrat. As the globe spun under his fingers,
he paused at a bay north of Cape Howe. “This
is Twofold Bay,” he told his lady, “and there I will found my own town,
Boydtown”.
Commemorative plaque at Ben Boyd Road, Neutral Bay, NSW, Australia. Wording on the left plaque reads: "To commemorate Benjamin Boyd, Banker, Merchant, Pastoralist, & Whaler. A resident in this locality from 1842 to 1849. Who was killed by the natives of the Guadalcanal, Solomon Islands. October 1851. R.A.H.S." Wording on the right plaque reads: "Benjamin Boyd's yacht, Wanderer, which arrived from England, July 1842. Boyd established his industry at Neutral Bay & various parts of N.S.W. & thus formed a link of the early history of Australia. The yacht after a tragic voyage, during which Boyd was killed by cannibals & carried off, was wrecked at the entrance to Port Macquarie." https://commons.wikimedia.org/wiki/File:Ben_Boyd_Road_plaque.jpg
Boyd recruits orcas in inter-species communication
Whether by
coincidence or he learned it through long-distance research, Twofold Bay was
already a well-known whaling centre due to its proximity to the whales’ annual
migration route to and from Antarctica.
Amazing as it may sound, Twofold Bay is actually the famous place where
human beings and killer whales (orcas) collaborated in hunting the much larger
baleen whales for their tasty meat and their valuable oil and bones. A pack of orcas would locate the baleens, corral
them into Twofold Bay, and then, by breaching and tail-slapping the surface,
would alert the human whalers onshore, who would quickly pour into their
boats. While the humans watched, the
orca pack divided into three groups, one underneath to prevent the baleen from
diving, one repeatedly putting their snouts into the blow-hole to weaken the
beast, and the third progressively ripping away at the flesh. The orcas would help kill their larger
cousins and turn over the carcasses to the people —as long as the orcas got the
baleen tongues and lips, which they adored, before the whalers hauled in their
treasure.[i]
However he
learned of it, one thing Ben did know: Whale
products were to his era what petroleum is to the world today. Whale oil greased the cogs of the Industrial
Revolution and illuminated factories and homes.
Whale bone was that century’s plastic.
Entrepreneurially ambitious men would include whaling in their
portfolios in the same way they would Information Technology today. Of course there was no regard to
bio-diversity. Breeding females and
calves were slaughtered just a freely as less biologically important.
Australian entrepreneur sets up passenger ferry
A man of
quick action and copious resources, and persuasive to his (largely Scottish) investors,
Boyd dispatched a steamer to that far coast to set up passenger serve even
before he himself ventured there.
Undeterred by the lukewarm reception by the colonial authorities to his
ideas, he dispatched a second and third steamer to Australia. With wide-eyed ambition, he floated the “Royal
Bank of Australia” with his own and others’ capital, who were lured into the
scheme by the prospects of handsome returns.
He gathered around himself a band of gentleman entrepreneurs and set
sail in 1841 on his spectacular yacht buccaneer-style with cannon and long
guns.
Upon
arrival, Boyd stepped up his steamship activities connecting Sydney with
Tasmania and Port Philip (Melbourne).
But disaster came early when his Seahorse steamer struck rocks. The insurance company claimed captain’s
negligence and Boyd was saddled with the entire loss of £25,000. No worries, he started buying up land for
cattle and sheep to become at two million acres in the Riverina and on the
Monaro plateau the largest landholder after the Crown.
Ben Boyd's Tower, Ben Boyd National Park, Eden, NSW, Australia. Used for whale-spotting, was not a light-house. https://commons.wikimedia.org/wiki/File:Ben_Boyds_Tower.JPG
The capital city of his empire was called Boyd Town and it had a hotel, a store, rendering facilities, a jetty and a large whaling watch tower. Taking advantage of the orca feast, by 1844, he had three dozen whale boats for pursuit of any leviathan that might venture near his port. The Sydney newspaper observed: “Perhaps there is no individual who has done so much for the colongy and in so short a time”.[ii]
On land,
he spent vast sums of money and employed hundreds of workers. To avoid cash flow problems, Boyd even issued
his own currency based upon wool, cattle, whale-oil, tallow, and hides. Workers spent these notes in the company
stores.
Many
problems confronted this fearless entrepreneur.
There was dishonesty amongst his managers, exorbitant commissions by
suppliers; misrepresentations by his book-keepers; and extortion. But he was also covering up huge losses to
his English shareholders in expectation of short- to medium-term revenues. His Royal Bank of Australia had raised money by
issuing (unsecured) debentures. Boyd
insisted that its directors should maintain utmost secrecy, thus setting the
scene for a massive fraud against the debenture holders. The quintessential charlatan (shades of Alan
Bond and Richard Scase), the Bank with its proper sounding name was really a
front designed for his own personal use.[iii]
Benjamin Boyd seeks indentured slaves as workforce
Then there
was the problem with the phlegmatic workforce.
Boyd’s whaling and vast land holdings required huge numbers of
workers. He advertised everywhere ““To
the labouring classes unemployed: Free passages to Twofold Bay and rations will
be given for one hundred persons, consisting of shepherds, stockmen, shearers,
artizans [sic], labourers . . .” He had
no shortage of volunteers to take his free passage, but the offer of an extra
pound of wages from a rival sheep rancher always induced them to break their
engagement. At first beset with
prejudice against the prisoner class, Boyd ultimately resorted to employing
convicts who had served their time, and learned to prefer them. But there were never enough workers.
So this
ever-innovative entrepreneur seized upon one of the most loathsome and
unethical practices of the time, blackbirding.
A cross between slavery and indentured servitude, blackbirding meant
coercing people through trickery and kidnapping to work as labourers. By 1847, Boyd ordered his ship Velocity to travel to present-day
Guadalcanal to capture workers, bring them back and send them to the pastoral
districts. Typically, they would lay
anchor in a harbor and then beseech the local leader for fifty able-bodied men
to clean the vessel. In another locale
they would invited some dozens aboard to trade tobacco, knives, files, matches
and seamen’s clothing. The men aboard,
he would then weigh anchor and kidnap the unsuspecting Islanders. But even this experiment proved to be a
failure as the Island workers were unfit for work or for existence in the
interior. A very few managed to find a
friendly vessel to return home but most perished.
Example of Blackbirding.
In 1869 HMS Rosario seized the blackbirding schooner Daphne and freed its passengers. https://en.wikipedia.org/wiki/Blackbirding#mediaviewer/File:Seizure_of_blackbirder_Daphne.jpg
Having
barely missed success due to insurance debacle and the late forties depression,
in seven short years by 1849, Boyd’s operations at Twofold Bay had ground to a
halt. What was worse, another of his
ships was wrecked bringing back a crew of Islanders and the ship was
uninsured. Shipwrecks, dishonest manager,
unfit labourers, not to mention his own swindler instinct, and many other
challenges did him in before he could ever quite achieve success.
California Gold Rush leads to more failure
Ever the
irrepressible optimist, he slipped quietly away from Sydney (and from his
creditors) to start a new escapade when he heard about the California Gold Rush
in 1849. He set off for San Francisco
with a brigand of followers in his glorious yacht “Wanderer”. Stopping in New Zealand, they loaded the ship
with flour and Maori potatoes, which they sold at prodigious prices in the
Golden Gate. Little is known of Boyd’s
activities after San Francisco, but all his labours in the California foothills
came to naught. His heart was not in the
panning for gold (fortunately he had a crew of kanaka sailors who did the
digging for him). After the
disappointment in the California gold fields, he shook off the dust and
reviewed his options. He still had this
glorious schooner and a sizeable amount of funds and investments.
Persuades King Kamehameha of Dream of Pacific empire
Turning his career westward again, his buccaneer spirit came to the fore and he launched another grand scheme. This time he sought to create a principality in the Pacific. Stopping first in Hawaii, Boyd convinced legendary King Kamehameha III to become regent of a Pacific empire ranging from Hawaii and the Marquesas to Samoa and Tonga, but his real plan was to loot them of their presumed resources. He reconnoitred various South Seas islands and finally settled on two islands in the Solomons to base a South Seas republic. They were San Cristobal (now Makira) and Guadalcanal.
Portrait of King Kamehameha III https://en.wikipedia.org/wiki/Kamehameha_III#/media/File:Kamehamehaiii.jpg
Arriving
from Hawaii, and presumably not knowing that Makira was the very harbor whence
his ship Velocity, under different
command, had kidnapped so many Islanders, Boyd lay at anchor for several days
while he inspected ashore. On 15 October
1851, Boyd paddled off for a little pigeon-shooting before breakfast and never
came back. The rest of the story is
certainly embellished in the re-telling.
Rapid gunfire
was heard and a search party was launched.
When they arrived, all they saw were great numbers of foot imprints,
evidence of a struggle, and his deserted paddle boat. Boyd was nowhere to be seen, but they did
recover his belt. Was entrepreneur
Benjamin Boyd stripped, killed and eaten by the victims of his blackbirding
expedition in Guadalcanal? The evidence
points to that. The irony that the man
who first brought indentured labour to Australia should finally be killed by
those same islanders was not lost on his countrymen. As one historian quips, “Australia’s penchant
for cutting down tall poppies was never more dramatically gratified . . . That
he had been eaten merely added titillation to a good story”.[iv]
Cannibals in the South Pacific
Three
years later in 1854, hearing rumours of a “wild white man” still alive and
possibly a prisoner on the island, the cutter Oberon and the H.M.S. Herald
arrived to search for Boyd. They found
trees that Boyd had marked and so the searchers announced that they would give
100 tomahawks if Boyd was delivered to them alive. Two enterprising natives assured them that
Boyd was dead and they presented what they claimed was Benjamin Boyd’s skull
for “twenty tomahawks”. (Examining the
skull, Australian phrenologists asserted that it was not Caucasian and the bone
still resides in the Australian Museum in Sydney with the inscription “Skull of
a Polynesian [sic—it was Melanesian] sent as Captain Boyd’s”.) Another Islander told the rescuers the
probable truth that Boyd was “killed by Chief Possakow”. Unconvinced, the rescuers left behind
hatchets, spectacles and cards with the inscription “Seeking you. Advise us. H.M.S Herald”. Nonetheless, the captain’s log concludes Boyd
was killed after being captured.[v] A report in the Sydney Morning Herald believes that Boyd had been eaten and his
skull was hung outside the chief’s house.
Whatever the truth, the re-telling of the story of the sale of Boyd’s “skull”
to trusting white men remains a national industry in Guadalcanal to this
day.
In actual
fact, headhunting was practised at the time in Melanesia, as was anthropophagy
(eating human flesh)[vi]. It is documented that the captain of another
blackbirding vessel, the Minolta, was
beheaded during a labour “recruiting” drive.[vii]
Always close but no bananas
The
ultimate irony was that Boyd was a man ahead of his times in the sense of just a few years ahead of his times. He was so close to success in Twofold
Bay. Done in primarily by his insurance
failing to pay, he almost pulled off a brilliant con on his investors. Having lost huge land value in the depression
of the late 1840s and finding no gold in California, it is poignant that just
after his death gold was discovered in his beloved Australia and land values
throughout the colony soared. Historian
Tom Mead agrees, “Ben Boyd was a man before his time.” Mead also adds the Boyd would have felt in in
good company with the “corporate cowboys” of Australia’s 1980s and 1990s. See above “The rise and fall of criminal
entrepreneurs in Australia”.[viii]
The last
enduring irony was that his dreamship Wanderer,
returning to Sydney after his being eaten by cannibals and buffeted by the fury
of tempestuous gales and seas, struck the bar on Port Jackson and was
completely wrecked, ending her days after a most eventful career in both
Australia and the South Seas.
Study questions
How
would you describe or define the opportunity that attracted the entrepreneur to
venture to Australia? Was the idea well grounded?
Consider
such things as natural resources, labour, money and social pressures and
discuss the points that undermined the sustainability of the various ventures.
Given
the mores of the times, was Boyd an ethical entrepreneur?
Referring
to the discussion of traits in Chapter 2, was Boyd’s irrepressible optimism
actually just bloody-minded ignorance?
Should
history judge him as a failed entrepreneur?
Was it due to his own devices or was he a victim of circumstances?
Compare
and contrast Ben Boyd’s entrepreneurial trajectory to that of Joseph Hatch (see
pg. XX).
What
lessons could be drawn from this case for pioneering entrepreneurs today? What
would be the moral to this story?
What
are the physical places or technology fields in the twenty first century that
may parallel setting sail to a distant land in the nineteenth century? Using
the story as an analogy, what hazards may face the pioneering entrepreneur?
Endnotes
Adapted from
the historical record. Sources in
addition to the footnotes: Walsh, G. P. “Boyd,
Benjamin (Ben) (1801–1851)”, Australian
Dictionary of Biography, http://adb.anu.edu.au/biography/boyd-benjamin-ben-1815/text2075; Wellings, H.P.M (1940). Benjamin Boyd in Australia (1842-1849)
Shipping Magnate; Merchant; Banker; Pastoralist and Station Owner; Member of
the Legislative Council; Town Planner; Whaler. Sydney: D S Ford) http://handle.slv.vic.gov.au/10381/152332; Lawson, Will (1939). In Ben Boyd’s Day (Sydney: New Century
Press); Diamond, Marion (1988). The Sea Horse and the Wanderer. (Melbourne:
Melbourne University Press).
[i]This
inter-species co-operation, known locally as “the law of the tongue” stems
apparently from the Aboriginal Nullica people who had a strong spiritual
relationship with the killer whales before the advent of European whaling. This was reinforced by Maori whalers who
arrived to assist in the kill. See Toft, Klaus (Producer) (2007). Killers in Eden (DVD documentary).
Australian Broadcasting Corporation; Danielle Clode (2002) Killers in Eden, Allen and Unwin ISBN 1-86508-652-5; Pritchard,
G.R. “Econstruction: The Nature/Culture Opposition in Texts about Whales and
Whaling.” Deakin University Ph.D. Thesis. 2004; Oswald Brierly (1842-8) Diaries at Twofold Bay and Sydney, State
Library of New South Wales, MLA503-541; H. S. Hawkins and R. H. Cook (1908) Whaling at Eden with some "killer"
yarns, Lone Hand: 265-73; Brady, E. J. (1909) “The law of the tongue:
Whaling, by compact, at Twofold Bay”, Australia
Today, 1 December: 37-9; Tom Mead (1961) Killers of Eden, Angus and Robertson
[ii]
Cited in Coleman, Martin (1985). “Benjamin Boyd and the Killer of Twofold Bay,”
This Australia, Vol. 4., No. 2, pp.
34-39.
[iii]
Holcomb, J. (2013). Early Merchant
Families of Sydney: Speculation and Risk Management on the Fringes of Empire.
Melbourne: Australian Scholarly Publication, pp. 257-8.
[v]
Geoffrey Scott, “The mystery of a vanished adventurer”, Sydney Morning Herald, 19 December 1953; “Survey Ship, HMS Herald:
Historic Voyages”, The Sydney Morning
Herald, 1 March 1924
[vi]
van der Kroef, J.M. “Some Head-Hunting Traditions of Southern New Guinea”, Anthropologist, 54, No. 2 (Apr. – Jun.
1952), pp. 221–235; “Villagers apologize for eating missionary”,
http://www.thatsweird.net/news19.shtml; From primitive to post-colonial in
Melanesia and anthropology. Bruce M. Knauft (1999). University of Michigan
Press. p. 104. ISBN 0-472-06687-0
[vii]
Jack London (1911). The Cruise of the
Snark. (Harvard University Digitized Jan 19, 2006).
[viii]
Mead, Tom (1994). Empire of Straw: The dynamic rise & disastrous fall of dashing
colonial tycoon Benjamin Boyd. (Sydney: Dolphin Books).
Because of its economics of scale and elimination of complexity, additive manufacturing (AM), for example with 3D printing, allow us cheaply and quickly to iterate our design ideas into repeated forms to validate the product-solution fit, even to customize products down to user/market of one customer.
We can go
through many successive design ideas at low cost and minimum time investment to
create physical mock-ups to see if they actually solve a user’s problem. With
AM, we do not just simulate but we actually replicate the core experience of
our ideas with the smallest possible investment of time and money to see if
customers will actually use it.
This type of pretotyping allows us to
combine design and manufacturing so that we can fail fast enough and cheaply
enough so that we have time and resources to try something different. We can be
sure, in the words of Savoia, we are building the right it before we build
it right. AM makes sure we have found the right it.
3D can turn our ideas into a testable products that can satisfy your customers’ needs just enough to help you design your business model. Additive manufacturing allows design and manufacturing to fuse.
A startling
example of how entrepreneurs tested their problem- solution fit is the
Liberator, a physible[i],
3D-printable single-shot handgun whose design plans were released on the
Internet in 2013. Customer response was
enormous: The plans were downloaded over 100,000 times in the two days before the US demanded its retraction. Since then
dozens of weapon plans have been
uploaded to the Internet.[ii]
Most common today is fused deposition modelling (FDM), which lays down material in layers. With the expiration of the patent on this technology, there is now a large open-source development community (called RepRap), or replicating rapid prototyper), as well as commercial and DIY variants, which utilize this type of 3D printer. This has led to two orders of magnitude price drop since this technology’s creation.
3D printing now
has the ability to change business model innovation completely, by enabling us
to rapidly prototype and adapt business models in many industries.
3D printing is pushing the boundaries of the fashion
design industry by providing not just sketches, but full-blown ensembles that
have been 3D printed—from the seams down to the threads.
Mink Printer uses pigments and powder to produce
over a hundred types of makeup in more than 16 million hues.
3D
printed meat feels like meat (especially the steak), but it’s
actually made out of a mixture of peas, seaweed, and beetroot juice.
The International Space Station is looking into
installing 3D
printers into their flight vessels, because of the convenience of printing
damaged parts,
Imagine a new
business model called ‘home fabrication’.[iii]
It is so revolutionary that it may spell ‘The End of Walmart’ as we know it.[iv]
You can print your household needs on a RepRap to a 0.1 mm accuracy, which
would allow anyone to manufacture artefacts used in everyday life.
A 3-D desktop printer creates a screw at the X-FAB, or Expeditionary Fabrication, for use in the military.
This new
business model liberates restrictive IP to the global community as Free and
Open Source Software (FOSS), and has become known as the ‘Libre Business Model’. The reasoning behind libre is that
large-scale open-source collaborations result in superior designs and lower
costs (e.g. Android, WordPress, Joomla).[v]
Every consumer
who owns a 3D printer can become part of the value network and can target even
the smallest target market segment economically, what is called ‘economies of
one’. This will undoubtedly lead to
a sharp increase in competition, from SMEs and individual entrepreneurs, but
also from ‘prosumers’.[vi]
[i] Physible’ means data object that is capable of being manufactured
as a physical object using an additive manufacturing process such as with a 3D
printer.
[vi] Bogers, M., Hadar, R.,
& Bilberg, A. (2015). Business Models for Additive Manufacturing: Exploring
Digital Technologies, Consumer Roles, and Supply Chains. Technological
Forecasting and Social Change. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2638054 ; Gibson, Ian, David W. Rosen, and Brent Stucker. 2010. “Design for
Additive Manufacturing.” In Additive Manufacturing Technologies,
299–332. Springer. http://link.springer.com/10.1007/978-1-4419-1120-9_11
; Lutter-Günther, M., Seidel, C.,
Kamps, T., & Reinhart, G. (2015). Implementation of Additive Manufacturing
Business Models. Applied Mechanics and Materials, 794, 547. https://www.scientific.net/amm.794.547; Pearce, J. M. (2017).
Emerging Business Models for Open Source Hardware. Journal of Open Hardware,
1(1). https://doi.org/10.5334/joh.4; Petrick, I. J., &
Simpson, T. W. (2013). Point of View: 3D Printing Disrupts Manufacturing: How
Economies of One Create New Rules of Competition. Research-Technology
Management, 56(6), 12–16. https://doi.org/10.5437/08956308X5606193 ; Rayna, Thierry, and Ludmila Striukova. 2016. “From Rapid Prototyping
to Home Fabrication: How 3D Printing Is Changing Business Model Innovation.” Technological
Forecasting and Social Change 102: 214–224. http://www.sciencedirect.com/science/article/pii/S0040162515002425
.
What do design entrepreneurs need to know about human sense perceptions?
You have to be a bit of a behavioral scientist to design well.
To be a good design entrepreneur, you must be aware of how people actually see and how the brain interprets stimuli. What you think people are seeing may not be what they do see depending on their background, knowledge, familiarity, expectations, and environment. Design and perception go hand in hand.
You need to know:
How people see. This relates to user interfaces, hot maps, optical theories, pattern recognition, people’s expectations of graphic communication, and visual impairments.
How people read.This involves typography. Why are all-caps harder to read than lowercase? Why do people prefer hard copy to a computer screen?
How people remember. Do they like chunks, bits, or long form? Do they remember more or less when they are moving the knobs and features?
How people think. Research suggests that ‘progressive disclosure’ rewards users for their gradual efforts. Using stories in the communication design breaks up the factual information.
What motivates people. Do they love achieving goals or being rewarded for loyalty? Do they like progress indicators for user tasks?
That people are social animals. How does the innovation fit into their social environment? How do they interact with their friends and peers? Do they freely give social feedback or word-of-mouth feed-forward?
How people feel. Can you read their body language when collecting user feedback? Does graphic design/content affect your trustworthiness (credibility)? Do they have relationships with you?
People make mistakes. How can you learn from the mistakes and errors in your communication design and software?
How peopledecide.What do they think about when they buy a product? Do they like more or fewer options?
People use their peripheral vision to get the ‘gist’ of a scene. Gist lacks details yet; main impression. Our peripheral vision picks up danger too. Results indicated the periphery was more useful than central vision for capturing the 'sense' or 'gist' of a scene or situation. See how the 'peripheral mind' sees danger while the 'central mind' sees only objects. Have a look at this well-known US commercial.
Allstate spokesman Dennis Haysbert sits in an armchair in the middle of a street as cars pass by. https://www.ispot.tv/ad/d14e/allstate-drivewise-4-way-observation-featuring-dennis-haysbert
The sense or gist of a scene or situation comes from peripheral vision. In everyday language the term "peripheral vision" is often used to refer to what in technical usage would be called "far peripheral vision" outside of 60° vision.
Image: Field of view of the human eye Zyxwv99 - Own work Range of field of view (FOV) for humans with both eyes
Here is a side-view of the human eye, illustrating how the iris and pupil appear rotated towards the object due to the optical properties of the cornea and the aqueous humor.
In the famous 'Jam Experiment', the researchers set up two sampling tables at different times in a busy upscale grocery store and posed as store employees. One table had six choices of fruit jam for people to try and the other had twenty-four jars of jam for sampling.
True, people stopped more frequently at the 24, but they bought most at the Table of Six. For every 100 customers, 60 would try jam at the 24-jar table, but only two would but, whereas 40 people would stop and try the jam at the six-jar table, and twelve of them would actually make a purchase.
Why did they buy more at the 6-jar table? The answer is, people can remember only three or four things at a time.
Takeaways
Dozens and dozens of yogurt
Resist the impulse to provide your customers with a large number of choices.
If you ask people how many options they want, they will almost always say “a lot” or “give me all the options.” So if you ask, be prepared to deviate from what they ask for.
If possible, limit the number of choices to three or four. If you have to offer more options, try to do so in a progressive way. For example, have people choose first from three or four options, and then choose again from a subset.
Paired real objects were matched in appearance and semantic meaning so that the contour was the critical difference between them.
Researchers found that the type of contour a visual object possesses—whether the contour is sharp angled or curved—has a critical influence on people’s attitude toward that object. People significantly prefer the curved objects. Even a picture of something as harmless as a watch will be liked less if it has sharp-angled features than if it has curved features.
In product design, manufactured products often make a statement through their visual features such as texture, shape, and color, using these basic features to appeal to human emotions. People are not necessarily aware of how those features influence their impressions. Indeed, many types of first impressions are determined unconsciously.
Don't give too much information all at once
Progressive disclosure means give people only the information they need at the moment. You help them maintain the user's focus by reducing clutter, confusion, and cognitive workload. That means, show users only a few of the most important options. Offer a larger set of specialized options upon request. Disclose these secondary features only if a user asks for them. You intentionally leave out some information that may get in the way of them achieving this objective, or confuse them and make their customer journey more difficult.
The brain processes information best when it is in a story format
This post is unfinished. Do you have any more examples in addition to the above. Please comment below and we'll include them.
Headquarters of the Centre for Development of Disadvantaged People
When we design a new product, we keep in mind the concrete needs, fears, desires, frustrations, and pains of the customer or stakeholder. In this famous case analysis by Siri Tejesen, designers solved a terrible customer pain -- respiratory diseases -- that Irula tribes members acquire when using the traditional method to catch rats. More Design Thinking Use Cases.
This Case Analysis appeared in Howard H. Frederick & Donald F. Kuratko, Asia-Pacific edition of Entrepreneurship Theory Process Practice (Melbourne: Cengage, 2009) ISBN: 9780170181570
Sethu Sethunarayanan, Director of the non-profit, non-government organisation (NGO) Center for Development of Disadvantaged People (CDDP), smiled as World Bank President James Wolfensohn presented him with the prestigious Global Development Marketplace grant to develop innovative technologies to alleviate poverty. At the podium, Sethu said:
"There are three million poor Irula Indigenous tribal people of untouchable status in India who make their income by catching rats in agricultural fields. They use a clay pot filled with burning straw to smoke these rats out of their burrows. Their mouths and hands touch the pot, and they are severely affected by heart, skin, eye and respiratory problems. We developed a new hand-operated steel rat trap which eliminates the health hazards completely and enables the Irula to double their income."
As Sethu returned to his seat in the World Bank auditorium, he thought about how this journey began, on a morning walk through impoverished Irula villages in Tamil Nadu, India, to encounter the Irula rat catchers.
Introduction
On a sticky morning in January 2003,
Sethu walked briskly, anxious to check on the progress of a new drinking water
pump well installed in a remote Thiruvallar district village. Sethu wanted to
make sure that the new pump was installed properly, so that the Irula people
who live in the village would no longer have to bring water from several miles
away. Sethu was pleased to see that the pump worked perfectly, but exhausted
from his two mile hike. He asked a lady villager for some water to drink. Sethu
glanced down at a clay pot in front of the hut door and noticed a similar pot
in front of most of the huts. Thinking he might be able to drink out of this pot,
he picked it up, but noticed that, in addition to the top opening, there was a
small hole at the base of the pot. He put the pot down and picked up a
neighbor’s pot which also had an extra hole.
Irula rat catchers holding the traditional holed rat smoker that caused respiratory problems.
I asked, ‘How will
you carry water in the holed pot?’ She replied with a sarcastic smile, ‘This is
not for carrying water, but for killing rats. My husband carries this pot when
he goes rat catching. He looks for a rat burrow and places the pot at its
entrance. He stuffs wet straw into the hole and lights it, creating smoke. On
this little hole at the bottom, he places his mouth and blows air through,
pushing the smoke out the other side of the pot and into the rat’s burrow. The
smoke traps the rat. Then my husband digs into the earth and gets the trapped
rat. He brings it home and I cook it for dinner. But sometimes he also comes
home with burned lips and hands from handling the pot when the straw is
burning. He doesn’t always catch a rat.
Sethu handed the pot back to the
woman, but he did not stop thinking about the inefficiency of this pot and the
resulting health problems. In 1998, then 38-year-old Sethu had established his
own NGO, the Center for Development of Disadvantaged People (CDDP). CDDP is one
of only a handful of NGOs recognised by both the UN and the World Bank. Its
mission is ‘To develop those who are disadvantaged educationally, economically,
socially and culturally through self-help and self-governing collective
development activities’. CDDP’s target areas are 80 villages in Andhra Pradesh
India. The programs are aimed at helping women and children belonging to
socially and economically weak sectors, unorganised agriculture labour, small
and marginal farmers, youth, destitutes, orphans, physically challenged and
other socially and economically disadvantaged people. CDDP has 23 employees and
56 volunteers.
The Irula
Photo of Irula men from the Nilgiri Hills in Tamil Nadu.
An estimated three million Irula
people live in India. Until recently, the Irula lived in forests and eked out
an income by bartering or selling honey, wax and firewood to local villages in
exchange for village products. They obtained food by hunting for vegetation and
wild animals in the forests. The 1976 Forest Protection Bill made the Irula
lifestyle illegal, forcing moves into villages of mud huts with straw roofs and
dirt floors. Sethu described the situation:
Irula are tribals
and considered to be untouchables and unequal in society. For example, they are
not allowed to use the wells of upper castes. They live in interior locations
from which it is hard to reach towns and cities, and they do not interact with
the community outside.
The Irula have a life expectancy
of approximately 45 years. Only 5 per cent of Irula children attend school and
adults are 99 per cent illiterate. Today, Irulas earn their income by
performing physical labour for land owners. For example, men, widows and
destitute women catch rats in agricultural fields. The farmers pay per rat and
the rat catcher’s average income varies from $15 to $30 per month. The rat may
be the Irula’s only source of meat and grains, usually consumed as one meal per
day. In the past, some Irula people have starved.
Building a better solution for the Irula rat catchers
60 Minutes Australia Irula Rat Catchers https://www.youtube.com/watch?v=aJ0b9ZL5nNY
Back in the office, Sethu decided that
there might be an opportunity to develop a better rat trap. He and a local
engineer fashioned a steel cylinder and hand-crank to generate air for pushing
smoke into the burrow and a door on the cylinder for straw and a wooden handle
to eliminate direct contact with the hot areas of the trap. Sethu provided
sample traps to 15 Irula rat catchers whom he met with regularly to get
feedback. The rat catchers brought Sethu to the fields. He remembers:
I asked the
catcher, ‘How do you find the rat’? He said: ‘The rat keeps his house like my
wife does – very tidy, including the area outside the door. So I know when I
come across a burrow hole with a clean entrance, there is a rat inside.
Rats caught by the Irula people . https://www.youtube.com/watch?reload=9&v=MUfCdTbsSN4
Sethu watched as the rat catchers
filled the steel trap with straw. The men located a hole on the bank between
two fields, and two other holes about five feet away which they covered with
dirt to prevent the rat’s escape and to cause its suffocation. The lead rat
catcher dug a larger entrance to the first hole, and put the trap’s pipe
inside. The other two men guarded the covered holes and watched as the lead rat
catcher opened the trap’s door, lit the straw and cranked the handle. The trap sputtered
as smoke filtered down the hole, emerging from another hole in the earth which
was then quickly covered. It became clear that if there was a rat inside the
hole, it had been deprived of oxygen. The lead rat catcher then removed the
trap and began to dig on the side of the hole, following the winding burrow. He
reached down the hole and pulled out a dazed rat, stunned by smoke. The rat was
then killed with a blow to its head. Sethu and the rat catchers were excited – the
trap was a success! Sethu realised that he had identified a suitable technology
for this opportunity and decided to seek funding for its commercialisation.
Sethu applied for a grant from the annual World Bank Global Development
Marketplace in December 2003 and received a grant for $98&&500,
enabling him to implement the project.
Implementation
Sethu and CDDP volunteers began by
visiting 170 Irula villages in order to identify the most needy individuals.
The visits were conducted simultaneously in order to reach the target deadline,
but the visits were not without their problems. As Sethu explained:
We needed to take
extra time to explain the project to the villagers. The Irula are especially
sensitive to political matters, and at first they thought the CDDP volunteers
were politicians ... We encountered this problem in every new village.
The selection criteria were health
and socioeconomic need, with priority given to those suffering health problems
from the old pot fumigation method and whose entire income is based on rat
catching. Destitute, deserted and widowed women were also a priority and
comprised 15 per cent of beneficiaries.
A basic health check was completed
for 1500 beneficiaries. In some cases, special tests for tuberculosis and
diabetes, as well as ECG, X-ray and optometry exams were conducted. Treatment
was begun for all affected villagers.
Sethu knew that he would need to work closely with the Irula rat catchers to elicit interest in the new technology. Sethu explained:
In the past, the
Irulas have been given things by other NGOs and the government, but these
things have basically been useless. So they do not like to get things for free.
We tried to find out if the pot fumigation method was causing problems and to
get them to see the link between the old method and their health troubles.
Production of the rat trap
Center for the Development of Disadvantaged People (CDDP) in Chennai, India. https://www.youtube.com/watch?v=MUfCdTbsSN4
A factory was established in a 60
square foot building. Based on 50 workers, eight hours a day, the factory has a
monthly capacity of 400 traps, but can easily be expanded. Sethu calculated
that each trap would cost $30 to produce, including $25 for raw materials and
$5 for labour. In the event of a drop in demand for traps, the factory is
equipped to make other steel items to be sold to farmers, including knives,
sickles, ploughs, grill gates, chairs and benches.
Irula women manufacturing the advanced rat catcher. https://www.youtube.com/watch?v=MUfCdTbsSN4
Sethu opted to create new
opportunities for young, unmarried women who were unemployed. Fifty young women
were invited to work in the factory. The women organised themselves into the
Tribal Women Technotrapper Producers Society and registered as a small
industries cooperative. CDDP transferred whole ownership of the factory to the
workers so that the women could control the profits. CDDP hired two technical
people to provide three months of training in manufacturing, marketing and
finance. The young Irula women, who did not have any business or manufacturing
training, took great delight in their new roles. They were paid $35 to $70 a
month – very high for village standards – and were able to provide for their
siblings and parents.
To make the trap, the girls first
trace rectangular shapes on the sheet metal. A compass and chalk are then used
to mark a 15-inch diameter circle. Next, a team of girls pulls a heavy handle
to cut the metal and drills holes for smoke ventilation. The rectangle piece of
steel is rolled through a machine to make it cylindrical. From here, two girls
work together to weld the cylindrical rectangle to the circle. Finally, the
door and hand crank are added.
Women’s micro-credit collectives
CDDP launched a number of women
micro-credit funds, each comprised of 12 to 15 women. The fund enabled the
women to obtain small loans for urgent household needs or to begin
self-employment activities, reducing dependence on exploiting moneylenders.
Each micro-credit group had a revolving fund collected from their monthly
saving and also from the interest accrued from the loan. Each woman’s initial
contribution was $1 to $2. Fund availability ranged from $200 to $500 depending
on each group’s prerogative. The micro-credit groups were often used to
purchase the new trap. Once a woman raised 50 per cent of the payment for the
trap, she received the trap and paid the remaining half in loan instalments
according to a timeline agreed by the group.
Project evaluation
An evaluation committee, composed of local World Bank employees, government officials and development experts, met with the Irula rat catchers beneficiaries, staff and concerned communities to ascertain the impact of the project. The committee learned that many families are now able to send their children to school. Based on the evaluations, the World Bank considers CDDP’s rat trap venture to be a success. Sethu explains:
We estimated that
the income of the tribal rat catchers would be doubled. To our surprise, income
is more than tripled. There is great enthusiasm among the families. Another
important unexpected positive development is that the rat catchers could use
the trap for catching rabbits, foxes and other small animals which live in
burrows. This fetches very high income for them.
Conclusion
Sethu identified the following major challenges:
factory expansion, NGO alliances, micro-credit developments, providing support
for special projects, continuing to develop technology-based solutions, and
fundraising. With over 100 million small farmers seeking the Irula rat
catchers’ help, the trap is in great demand. CDDP has taken orders for over
2000 devices. Sethu considered the factory expansion options,
We could expand the
factory to more than 50 employees, but then it would need to be registered
under the Big Industries Act and we would incur enormous taxes and other
bureaucratic problems. Instead, we could create a number of small factories
across the villages. We would also reduce transportation costs and the local
people would be employed. If the demand for traps ever falls, these small
factories can produce steel products for farmers instead. We also need to
figure out a way to lower our overall costs to make the traps so we can have
more profit.
Another challenge is to determine
the best loan structure that will enable the Irula to buy new traps and repay
their loans. Relatedly, Sethu is eager to explore other possibilities with the
micro-credit.
Finally CDDP would like to
continue to devote resources towards special projects such as the release of
children who are bonded labourers in other villages.
Sethu and his team continue to use
technology to create innovative solutions for the poor, including a smokeless
oven and a natural water purification system that uses materials, such as
indigenous plants, which are easily found in impoverished areas. CDDP has
received other international funding.
Project expenses 2004 (in US$)
Materials and equipment: machinery and raw materials to make 1500 traps
$67&&197
Training: making traps and other steel items to be sold to farmers
$9435
Health and self-help groups: identification and treatment of health problems, formation of micro-credit groups, societies and workshops
$7529
Personnel
$7053
General administration
$2930
Travel
$2300
Information dissemination
$2056
Total expenses
$98,500
Discussion questions
What makes Sethu’s new trap an appropriate technology for the Irula rat catchers?
How do you imagine the product designers used empathy and compassion to identify the pains of the Irula rat cathers?
What characteristics of Sethu, CDDP and the Irula villagers enabled their success?
Why was micro-credit effective for the Irula village women?
Source: Terjesen, S. (2007a). Building a Better Rat Trap: Technological Innovation, Human Capital, and the Irula. Entrepreneurship Theory and Practice, 31(6), 953–963. https://doi.org/10.1111/j.1540-6520.2007.00204.x ;Terjesen, S. (2007b). Note to Instructors: Building a Better Rat Trap. Entrepreneurship Theory and Practice, 31(6), 965–969. https://doi.org/10.1111/j.1540-6520.2007.00211.x
This case was inspired by Wiles, J., Worthy, P., Hensby, K., Boden, M., Heath, S., Pounds, P., … Weigel, J. (2016). Social cardboard: pretotyping a social ethnodroid in the wild. In The Eleventh ACM/IEEE International Conference on Human Robot Interaction (pp. 531–532). IEEE Press. Retrieved from http://dl.acm.org/citation.cfm?id=2906962.
Note: Review and discussion questions for classroom discussion appear at the end.
Ethnodroids used in language learning experimental pretotyping. Thanks to Janet Wiles.
Janet Wiles, Professor of Complex and Intelligent Systems at The University of Queensland, pulled together a team of researchers from a wide range of disciplines, from designers and developmental psychologists to engineers and cognitive scientists. Why? The brief was simple, the team wanted to study the interaction of technology and language by pretotyping in language learning . They sought to develop a child-friendly robot that could evaluate young children’s interactions with tablet-based language learning tasks and games. Would the children be willing to learn language from a robot? Would it be possible eventually to design a teacher’s assistant that promoted learning of aboriginal languages in remote Australian regions? These were some of the questions the researchers wanted to answer.[1]
To that end, they first created a social ethnodroid – a robot that functions as an ethnographer – that could measure tablet-based learning progress and interactions with children ages one to six years old. Rather than build an expensive prototype, they developed a cardboard robot with tablet computers in its face and torso. Using A/B testing, they tested it in a relatively structured environment of an early-learning centre and in a relatively unconstrained setting of a science fair. This was a rapid, inexpensive experiment to examine the children’s attitudes and behaviors in the two user contexts and provided insights into form, sensors and analyses for further design. Their idea was to do a ‘quick and dirty’ test before they launched into full product design.
Ethnodroids and the Wizard of Oz technique
In design
terminology, ‘prototyping’ covers all aspects of development. [[See previous
essay]]. A prototype what you produce
just before you manufacture. It costs a lot of money and shows all the features
the product will have. Prototyping seeks to answer questions such as: ‘Can we
build it at all?’, ‘Will it work as expected?’, ‘How cheaply can we build it?’,
‘How fast can we make it?’.
Pretotyping,
in contrast, involves building a scaled-down version of a product, known as the
‘minimum viable product’ (MVP), which is the smallest and least
expensive solution that delivers and captures customer value’.[2]
Pretotyping is one of the tools of ‘lean start-up’ where innovators and
inventors can address questions about what product to build. Its research
question are different: ‘Would people be interested in it at all?’, ‘Would they
buy it if we build it?’, ‘Will they use it as expected?’, ‘Will they continue
to use it?’. A prototype of a real functioning robots would normally require
expensive hardware and software and would entail substantial, perhaps
prohibitive, investment.
Now to the case, Janet Wiles is Professor of Complex and Intelligent Systems at The University of Queensland. Her research seeks to understand complex systems with particular applications in biology, neuroscience and cognition. Wiles pulled together a team from a wide range of disciplines from designers and developmental psychologists to engineers and cognitive scientists to explore pretotyping in language learning. They were keen to test how (and whether) their main customer, children, would interact with a robot.
Using pretotyping methodology, they constructed a minimum viable social ethnodroid that only simulated interaction with children, who were none the wiser about the internal workings of the bot. Wiles and collaborators used the Wizard of Oz test to pretotype their robot. Just as in the scenes in Frank Baum’s famous novel, Dorothy, Scarecrow, Tin Man, and Cowardly Lion paid no attention to the man behind the curtain.[3] Only when Dorothy’s dog Toto pulls back the curtain, do they discover that a meek, middle-aged man was projecting a fearsome, disembodied head surrounded by fire on to the curtain.
Team develops a child-friendly robot
For
Wiles and her team there was no sense in spending millions to test the robot. As Savoia, the father of
pretotyping, says, it helps you to ‘make sure you are building the right ‘it’
before you build it right.’[4]
The team’s hypothesis-based approach sought to discover if they were even
building the right ‘it’.
To begin, they built a social ethnodroid. An ethnodroid is a research robot that functions as an ethnographer to observe and collect information about human behaviors. It is a social robot that provides an embodied presence for research into social interaction with the target group.
Using design thinking techniques, the team
developed a child-friendly ethnodroid called Opie to evaluate social components
of children’s interactions with tablet-based learning tasks and games. The key
requirements for the MVP were that it be both child-safe and socially engaging.
The team sought to answer these questions:
A range of robots were developed (see top) to explore pretotyping in language learning.[5] The general form was a semi-anthropomorphic robot with stylized elliptical head, a torso constructed of sheets of medium-density fiberboard secured to a wooden frame, and arms constructed from foam tubes ending in paddle-shaped hands. The frame and equipment behind the robot were covered by a black curtain. A tablet computer in the head showed a face, and another tablet in the torso was used for games.
The robot was positioned in the corner of a small, child-safe room. A dissembler-facilitator (the Wizard) hid behind the curtain and interacted with children ages one to six years in groups and individually. Children were invited to interact with the robot and a facilitator for 10 minutes. Testing was an ongoing process that enabled many small refinements of the design. Other experiments took place at a roped-off corner of a science fair. The key indices collected included massive amounts of ‘touch data’ and visualizations captured by sensors in the tablets and by observers. Savoia’s pretotyping questions were adapted to children’s interactions with the robot.
Using Savoia’s pretotyping
questions
Were the customers (children) at all
interested in a minimally viable robot? Few of the research team expected
that it would engage children’s interest for a substantial period of time. To their
surprise, most children were strongly attracted to the robot in both the
classroom and science fair settings. They engaged for up to twenty-three
minutes with the robot and most played through all four available games. The
children were also tolerant of the robot’s occasional malfunctions. The team concluded
that children were sufficiently interested even in the robot’s minimally viable
pretotype form to support its research functions.
Would the children’s carers and
parents buy it if the project built a real, function robot? Savoia’s second question applies to
parents and teachers, the actual gatekeepers to the children’s time and
attention, and to researchers who deploy the robot as a context for interaction.
Key considerations in the studies concern ethics, data collection, and storage.[6]
Both the classroom and science fair settings involved voluntary visits with the
robot, so it was not surprising that all parents were positive about the
research aspects of the study. However, the team were surprised by the
enthusiasm shown by parents, despite the robot’s limited functionality and
form.
Will children, the robot’s primary
customers, use the robot as expected? Testing showed some unexpected behaviours between
the children and the robot with respect to the tablet, voice, eye contact and
physical touch. The team had anticipated interest in the robot’s hands and had
implanted touch sensors. However, children in the lab rarely touched the robot
except for the tablet and the touch sensors were not triggered. At the fair,
participants touched the robot on the hands, arms and torso, and some used the
frame for support. These touches were quantified through manual hand coding.
The cameras and microphones recorded the interactions between participants and
robot in a relatively constrained field of view and showed that sensor
placement needed adjustment. The key finding for ethnography was the massive
amounts of data generated from every trial. Coding of touch data resulted in
rapid innovation in sensors to automate the touch analyses and visualizations
to interpret the data, and prompted the design of automated analysis tools much
earlier than planned.[7]
Key findings of the use of pretotyping in language learning
The key
finding of this hypothesis-based pretotyping experiment is just how little
a robot actually needs to be social and engaging: Minimum Viable Product = A
cardboard frame + foam arms + two tablets – such a cheap MVP can actually be
socially engaging, given the right context and Wizard.
The social
interactions were not just between child and robot, but were structured by the
settings, the parents, facilitator, the Wizard of Oz technique, and the robot’s
autonomous communication. In its ethnographic role, it became obvious that the
robot could generate more low level sensor data than could be stored for
analysis, and that interpreting the data deluge had to be designed from the
start.
In the end,
the team concluded that pretotyping could not only be used for product
development but also as a research tool. The process proved useful in assisting
the researchers to know what to look for and identifying future needs for
functionality, demonstrating the value in extending the pretotyping concept
beyond its current setting in the commercial world.
For some of
the team this process led to a ‘pivot moment’ when they realized that
the robot could also be used for other purposes, for example, to teach children
from a remote Aboriginal community their traditional languages. The technology
has been deployed in classrooms in the southeast Arnhem Land community,
programmed to help teach heritage languages. The robot was programmed with
interactive language activities and memory games that encourage the children to
identify, sound out, and repeat words back so that teachers can track their
progress.[8]\
The
major learning from the ‘droid experiment was ‘Fail fast, pretotype
often, validate relentlessly, and pivot quickly’.
Questions
Can you describe the difference between a prototype and a prototype by brainstorming a new product or service and validating it?
What are the A/B testing experiments that the team carried out?
Name five ‘Wizard of Oz’ tests that you can imagine for other products or services?
Can you think of any even cheaper way to test children’s learning through robots? (Hint: Think ‘Mechanical Turk’ in Chapter 7.
The team discovered how little a robot actually needs to be social and engaging. Are there any features on the ethnodroid that could have been left out and still had a strong validation?
[1] This
case was inspired by Wiles, J., Worthy, P., Hensby, K., Boden, M., Heath, S.,
Pounds, P., … Weigel, J. (2016). Social cardboard: pretotyping a social
ethnodroid in the wild. In The Eleventh ACM/IEEE International
Conference on Human Robot Interaction (pp. 531–532). IEEE Press.
Retrieved from http://dl.acm.org/citation.cfm?id=2906962.
[2] Maurya,
A. (2012a). Running Lean: Iterate from Plan A to a Plan That Works (2
edition). Sebastopol, CA: O’Reilly Media; Maurya, A. (2012b). Running
lean: iterate from plan A to a plan that works. O’Reilly Media. Retrieved
from https://goo.gl/cLgGVh; Maurya, A.
(2013). What is a Minimum Viable Product (MVP). Retrieved
from https://www.youtube.com/watch?v=MHJn_SubN4E;
Maurya, A. (2016). Scaling Lean: Mastering the Key Metrics for Startup
Growth. New York: Portfolio.
[3] Akers, D. (2006). Wizard of Oz for
Participatory Design: Inventing a Gestural Interface for 3D Selection of Neural
Pathway Estimates. In CHI ’06 Extended
Abstracts on Human Factors in Computing Systems (pp. 454–459). New York,
NY, USA: ACM; Höysniemi, J., Hämäläinen, P., & Turkki, L. (2004). Wizard of
Oz Prototyping of Computer Vision Based Action Games for Children. In Proceedings of the 2004 Conference on
Interaction Design and Children: Building a Community (pp. 27–34). New
York, NY, USA: ACM.
[5] Worthy,
P., Boden, M., Karimi, A., Weigel, J., Matthews, B., Hensby, K., ... &
Viller, S. (2015, December). Children's expectations and strategies in
interacting with a wizard of oz robot. In Proceedings of the Annual
Meeting of the Australian Special Interest Group for Computer Human Interaction (pp.
608-612). ACM.
[7] Hensby,
K., Wiles, J., Boden, M., Heath, S., Nielsen, M., Pounds, P., ... & Smith,
M. (2016, March). Hand in Hand: Tools and techniques for understanding
children's touch with a social robot. In Human-Robot Interaction (HRI),
2016 11th ACM/IEEE International Conference on (pp. 437-438). IEEE; Rogers,
K., Wiles, J., Heath, S., Hensby, K., & Taufatofua, J. (2016, March).
Discovering patterns of touch: a case study for visualization-driven analysis
in human-robot interaction. In The Eleventh ACM/IEEE International
Conference on Human Robot Interaction (pp. 499-500). IEEE Press; Evans,
M., Kerlin, L., & Jay, C. (2015, April). I Woke Up as a Newspaper:
Designing-in Interaction Analytics. In Proceedings of the 33rd Annual
ACM Conference Extended Abstracts on Human Factors in Computing Systems (pp.
477-488). ACM.
[8] Mounter,
Brendan (2017). Opie the Robot helping preserve ancient languages in remote
Aboriginal Australia. Australian Broadcasting System.
Design entrepreneurs never commit the fundamental error of going straight to the full-blown business plan. If you do, you may assume too many things that are untrue – unless and until you have proven/validated them.
The best way to quickly test your assumptions is by using a
three-step process called PVP:
Pretotype, Validate, Pivot
What is pretotype, validate, pivot?
And what is the difference between pretotype vs prototype? PVP is a set of experiments, tools and metrics that helps you build a solution that people will actually want to use. Remember Savoia’s famous phrase: ‘Make sure you are building the rightit before you build it right.’[i] This process makes sure you have found the right it. Today we call it hypothesis-driven entrepreneurship.
Definitions of pretotype and prototype
Pretotyping (basically ‘pretend-prototyping’) is the tool
that allows you to cheaply and quickly put your idea into a form to see if it
achieves product-solution
fit. This way, product developers can churn through many ideas at
a low cost and with minimum time investment (even overnight).
Basically, you create a series of low-fidelity mock-ups
(virtual or physical) that you can use to see if they solve a user’s problem. A
pretotype
allows you to simulate the core experience of your idea with the smallest
possible investment of time and money to see if customers will use it. Pretotyping
helps you to fail fast enough and cheaply
enough that you have time and resources to try something different. For more on Pretotyping see this endnote.[ii]
How does this fit into hypothesis-based entrepreneurship
Hypothesis-Driven Entrepreneurship
Hypothesis-driven entrepreneurship tests an identified opportunity
using hypotheses and experimental tests to validate whether to persevere with an
existing product or to pivot. Pivoting
is a ‘course correction’ in product development when the design team decides to
change one or another aspect of the innovation while keeping other aspects
constant. This is all part of the process of validation, a scientific method that helps developers cheaply and
quickly test (sometimes risky and unproved) assumptions about customers,
product, and market. One experimental technique of validation is known as
pretotyping.
For these experiments, we use pretotypes. What is pretotype vs prototype? ‘Preto’ comes from the word ‘pretend’. So a pretotype is a ‘pretend prototype’. An actual prototype is something you produce right before you begin large-scale, costly product. The pretotype is a preliminary version. It may fail or not even work, but it gives us information from potential customers so that we can create a better one, one that satisfies more customer needs.
As Alberto Savoia, the father of pretotyping, says, a pretotype helps you to ‘make sure you are building the right “it” before you build it right.’ Using validation through pretotyping, one can verify whether the problem exists for potential customers, whether the product has the functionality to satisfy customer expectations, and indeed whether there is a market of people willing to buy or use it.[iii]
Understanding the difference between preto versus proto
There are a couple of great historical examples that illustrate the process of pretotyping. One is the famous PalmPilot (see Figure) from the late ’90s. It seems so obvious today that it was amazing no one thought of it sooner: a shirt-pocket-sized computer that keeps track of phone numbers, addresses, calendar appointments, a to-do list and memos.
To test his concept, entrepreneur Jeff Hawkins first created the device… out of wood! Today, we call it the Pinocchio test because Jeff was ‘telling a lie’ that everyone knew.
To test his concept, entrepreneur Jeff Hawkins first created
the device… out of wood! Today, we
call it the Pinocchio
test because Jeff was ‘telling a lie’ that everyone knew. He
brought out his fake PalmPilot at meetings and tapped it with his wooden stylus
(a chopstick!), saying ‘When can we get together, let me put it into my device.’
He used different design interfaces and various button configurations made of
paper glued on to the wood, and he carried his pretotype around for months
pretending it was a computer. Only much later, after he had identified huge
interest, did he build the prototype, which actually worked, but
was much too big (see Figure 7.2). After
much iteration, pivoting, validation and pretotyping, the device was market-ready
in 1997.[iv]
Another famous historical example of pretotyping is IBM’s
speech-to-text transcriber.[v]
Back in the mid-1980s, engineers had the idea for a speech-to-text computer
where you could dictate into a microphone and the text would miraculously
appear on the screen. The prototype phase would obviously have cost millions. Before
investing huge sums, to see if they had the right
it, IBM asked focus group customers to try out a pretotype. The trick was
that their words were being transcribed
to screen by a typist sitting the next room. Users were amazed and
initially thought it would solve a great pain they had: dictation. But the
surprises were equally astounding. IBM learned that even though the customers
were astonished, they did not like the solution for reasons that had not even
occurred to the IBM team. The customers got sore throats, and they were
concerned about privacy (they wanted a sound-proof booth!).[vi]
This is now called the Mechanical Turk testafter a fake chess-playing machine constructed for Empress Maria
Theresa of Austria.[vii] The
mechanism appeared to be able to play a strong game of chess against a human
opponent, but in truth there was a Turkish chess master hiding inside to
operate the machine. It is also called the Wizard of Oz test because we ‘pay no attention to the man
behind the curtain’.[viii]
What is the difference between pretotype vs prototype?
An actual prototype is something you produce right before you make the product. A pretotype is a preliminary version (first image). It may sound counter'intuitive, but you should put an unpolished pretotype in front of potential customers as soon and as often as you can. If you have truly targeted a real pain, then users will recognize the potential of your idea and want to know more. You need to show it to the real users that you identified in the opportunity identification phase, whose actual pains you understand and are trying to solve. Even if you are embarrassed by your pretotype’s appearance, it is important to engage with the users as soon as possible. Listen to their experiences and problems. Especially important is to find out the minimum number and type of features required to solve their pain points.
Savoia's simple pretotyping questions
Get your customers/stakeholders to answer Savoia's simple questions:
Does this solve problems that you have?
Is it better than alternative solutions?
Would you and others use it?
Would you buy it? How much would you pay?
Pretotypes and prototypes answer different questions.
What is the difference between pretotyping and prototyping?
Pretotypes
Prototypes
Is this the right thing to build? Should we build it at all?
Can we build it?
Would people be interested in it?
Will it work as expected?
Will people use it as expected?
Will it continue to work and not fail?
Will people continue to use it?
How will people use it?
Can we build a stripped-down mock-up?
How fast can we make it?
Will people pay for it?
Can we create a version as close as possible to the final product?
What are the minimum features to solve the pain?
Can we show all the features the product will have?
How can we design it to fail fast and cheaply?
Can we produce it fast or cheaply enough?
Many, many iterations before the final product
Functional and close to the final product
Cost and timeframe very low
Takes months or years and can cost millions
Will people use it at all?
What will people use it for?
Now that you understand the difference between pretotype vs prototype, you have finished the first of a two-part essay on pretotyping and hypothesis-driven entrepreneurship. Now to to part two [[Pretotyping a social ethnodroid to test children’s learning progress]] to apply this approach to the design of children’s language learning toys using an ethnographic robot called a social ethnodroid.
[v] Kelley,
J. F. (1983). An empirical methodology for writing user-friendly natural
language computer applications. In Proceedings of the SIGCHI Conference on
Human Factors in Computing Systems (pp. 193–6). New York, NY, USA: ACM;
Kelley, J. F. (1984). An iterative design methodology for user-friendly natural
language office information applications. ACM Transactions
on Information Systems, 2, 26–41.
[viii] Akers,
D. (2006). Wizard of Oz for participatory design: Inventing a gestural
interface for 3D selection of neural pathway estimates. In CHI ’06 extended abstracts on human factors in computing systems
(pp. 454–9). New York, NY, USA: ACM https://dl.acm.org/doi/10.1145/1125451.1125552;
Höysniemi, J., Hämäläinen, P., & Turkki, L. (2004). Wizard of Oz prototyping
of computer vision based action games for children. In Proceedings of the
2004 Conference on Interaction Design and Children: Building a Community
(pp. 27–34). New York, NY, USA: ACM. https://dl.acm.org/doi/10.1145/1017833.1017837
Elsewhere we have discussed the mind of the design entrepreneur. The designerly mindset is based foremost on empathy, namely, the ability to put yourself into your customer’s/client’s/stakeholder’s shoes to understand problems from their perspective. A key trait of design entrepreneurs is cultivating the empathic mindset.
When you can do this, you can uncover their pains and problems (including some that they didn’t even know about), and to generate unexpected solutions (including ones that they had not thought of).
‘Empathic’ means having a sensitivity to other people’s emotions, pains, and frustrations.[i]
Traditional business management processes do not typically foster empathic engagement with customers. Design entrepreneurs take the opposite view to the manager’s data-driven analysis because empathy means a focus on the human angle.
Managers pay little attention to how to use customer co-creation and feedback to turn their new ideas into a business model that can be shared with a larger group.[ii]
Couple the empathic mindset with your own confidence, and you have a winning formula. As the Kelley brothers put it, it is about creative confidence. It is about believing that you are the one who can make the difference, that you are the one who has an intentional design process, and that you are the one who can create solutions that create positive impact. When you understand and practise these principles, you will have faith in your own creative abilities and a process for transforming difficult challenges into opportunities for design.[iii]
What capacities do design entrepreneurs need?
Empathy is made up of the following
entrepreneurial mindsets. Empathic entrepreneurs have the capacities to:
futsure health https://flic.kr/p/eww3Sx
*Understand real human needs, fears and desires. The entrepreneur/designer must have a deep empathy for what motivates people who make up the social or business world.
*Be relentlessly optimistic. Design thinking relies on creative confidence and self-effectuation – a belief that you have the tools and capacities to create change, no matter how wicked the problem or how pressured you are.
*Tolerate ambiguity. This means being comfortable with a problem-solving process that is liquid and open, and celebrating unexpected alternative solutions.[iv]
*Collaborate positively. Two plus two is greater than four. When great minds get together, the outputs are always stronger and more impactful than if each person worked on the problem alone. You use your own creativity, to be sure, but multiple creativities and perspectives strengthen the positive effect of the solution.
*Experiment joyfully. An experimental and explorative mindset is a seen as key to design thinking. Mistakes are a natural part of the process. Using the methods of hypothesis-driven entrepreneurship, you will have fun in failing and learning from the stumbles that you make.
*Serve the world. Empathy means being the servant of the customer. You do not design solutions on the basis of ‘build it and they will come’. Human-centred designers see the world, and all the opportunities to improve it, through a new and powerful lens.
*Immerse themselves in other peoples’ lives. The empathic mindset forces you to immerse yourself in another’s world and to leave behind your preconceptions. The Field Guide to Human-Centered Design states that ‘[e]mpathizing with the people you’re designing for is the best route to truly grasping the context and complexities of their lives. But most importantly, it keeps the people you’re designing for squarely grounded in the centre of your work.’[v]
*Have self-aware meta-cognition. Research has confirmed that some of us are more aware and have a better understanding of our own thought processes than others, and this is connected to the development of empathy. There is a ‘step-like’ pattern in empathy development and even in the neurobiological mechanisms associated with empathy.[vi]
*Visualise new scenarios. The empathic mindset is future oriented and seeks to improve an existing situation into a preferred one. Using intuition and vision, this means having the urge to challenge the norm and to boldly go where no one has gone before.[vii]
"Build it and they will come" the wrong direction
The market is flooded with products whose "build it and they will come" inventors hoping to guess consumers’ ever-changing needs. Some entrepreneurs begin with shiny new technology looking for a market--an innovation looking for a customer. They lack the empathic mindset.
Katie Taylor https://www.flickr.com/photos/66252478@N02/6881256901
But that's the wrong way around, for ultimately it is the consumer who makes the final judgement as to whether a product is successful or not.[viii] Research shows that customer co-creation or co-production (achieved through empathy) has a positive effect on the outcome of new production development because it results in a better fit to a customer’s preferences. That’s why letting customers define the critical design criteria has become so important in the innovation process.
The problem is that consumers themselves are sometimes uncertain about their actual needs, even for products and services they use often or desperately want. They are so accustomed to current solutions that they don’t ask for a new one.
They don't know they want it until you show it to them
As Steve Jobs once said, ‘a lot of times, people don't know what they want until you show it to them.’[ix]
Here is an example: When radio was first invented, it was used to transmit Morse code!
Thomas Edison's 1891 patent for a ship-to-shore wireless telegraph that used electrostatic induction
Not until broadcasting entrepreneurs came along did someone realize that the same technology could be used for news, music and baseball.
But nobody was asking for that. The bottom line is that customers only know what they have experienced. They cannot be expected to imagine what they do not know.[x]
In today’s age, designers must consider not only a product’s functions and features but also the customer’s emotions and experiences. That means entrepreneurs need to study stakeholder experiences systematically. Empathy is about consumer-centered design: designers must devise a solution that corresponds to the emotional aspects of using it.
How could one design heart rate monitors
without applying empathic design to observe and record how consumers interact
with pretotypes and prototypes? All of this must be fed back to designers.
What can we learn through the empathic mindset?
When we observe emphatically, obviously, we first see the superficial aspects of how users interact with features and functions. Is the packaging difficult to open? Are the knobs ergonomic? Does the user get flummoxed by the user manual? Just put together an IKEA kit set!
Attribution: ImageCreator - http://www.imagecreator.co.uk/
Original Author: Nick Youngson - http://www.nyphotographic.com/
Original Image: http://www.thebluediamondgallery.com/typewriter/o/observation.html
But the empathic mindset gives us deeper, or latent, meanings that are most important. That's when the design entrepreneur can have true insight into the pains and frustrations of real-life individuals we call customers.
What need or pain has triggered them to use your new product or service?
Are they turning to you for the reasons you expected?
How does your product or service interact with the user environment or interface?
Does it fit the user’s peculiar routines or processes?
Maybe the customer takes your product and
repurposes or redesigns it to meet their own desires (like spoilers on a car).
Does your product or service have some unseen attributes that show the customer
is emotionally invested in it (‘wait until I show my friends!’)?
Very interesting is when you observe the customer using your product for problems that you (or they) never even recognized (like wrestling an Ikea pack into the backseat of a car). The oft-repeated ‘delight the customer in unexpected ways’ is achieved when your product or service exceeds expectations.
As Leonard and Rayport say about empathy in the Harvard Business Review, ‘consider it a process of mining knowledge assets for new veins in innovation’.[xi]
In sum, designers need systematic methods
to be able to study consumer experiences, and these methods must enable the
empathic understanding of the consumer. Through the empathic mindset, designers
get closer to the consumer through respectful curiosity, genuine understanding,
and suspension of judgement.[xii]
[i] We use the word empathic rather than empathetic, which is a
counterpoint to the word sympathetic. See WritingExplained (2016, August 24). Empathic vs. empathetic: What’s the
difference? Retrieved from http://writingexplained.org/empathic-vs-empathetic-difference
[viii] Kleef, Ellen van, Hans
C. M. van Trijp, and Pieternel Luning. “Consumer Research in the Early Stages
of New Product Development: A Critical Review of Methods and Techniques.” Food
Quality and Preference 16, no. 3 (April 1, 2005): 181–201. https://doi.org/10.1016/j.foodqual.2004.05.012.
[x] Halseth, Greg, and Joanne Doddridge. “Children’s Cognitive Mapping:
A Potential Tool for Neighbourhood Planning.” Environment and Planning B:
Planning and Design 27, no. 4 (2000): 565–582. http://journals.sagepub.com/doi/abs/10.1068/b2666;
Kramer, Thomas. “The Effect of Preference Measurement on Preference
Construction and Responses to Customized Offers.” Thesis, Stanford University,
2003; Luh, Ding-Bang, Chia-Hsiang Ma, Ming-Hsuan Hsieh, and Cheng-Yong Huang.
“Using the Systematic Empathic Design Method for Customer-Centered Products
Development.” Journal of Integrated Design and Process Science 16, no. 4
(January 1, 2012): 31–54. https://doi.org/10.3233/jid-2012-0002.
[xii] McDonagh, D., &
Thomas, J. (2010). Disability + relevant design: Empathic design strategies
supporting more effective new product design outcomes. The Design Journal, 13, 180–98; McDonagh,
D., Thomas, J., Chen, S., He, J., Hong, Y. S., Kim, Y., … & Pena-Mora, F.
(2009). Empathic design research: Disability + relevant design. Paper presented
at the 8th European Academy of Design Conference, The
Robert Gordon University, Aberdeen, Scotland.
Using design entrepreneurship, entrepreneurs listen to and empathize with customer pains and then generate solutions using the materials and resources at hand. [i] This is what Buckminster Fuller , designer of the first geodetic sphere, called anticipatory design science, which aligns the human species with the design of our environment. Design entrepreneurship is the ultimate form of creative enterprise and is a noble calling for entrepreneurs, because it allows them to help satisfy needs and pains through new processes, products and services.
Science uses experimentation to analyse the natural world.
Humanities use metaphor and criticism to describe the human experience.
Design uses pattern formation, synthesis and modelling to study the artificial world all around us. Design reduces pain. Design satisfies need. Design creates value.
What we call Design Entrepreneurship today dates back to the period of 'anticipatory design science' when design literature first impacted management theory. Only in the 1980s did designers and social scientists make the mutual mental leap to see that ‘designerly ways of knowing’ can solve wicked problems. Connecting management theory to entrepreneurship happened only twenty years ago, but now many have realized the power of this lean entrepreneurship methodology.
Designerly ways of knowing
We can approach design entrepreneurship through
mindsets,
human sense perception, addressable problems, and cognitive and reasoning
perspectives, not to mention tools and practices. We call this ‘designerly
ways of knowing’. The designerly approach means using enterprising and empathic
mindsets. Powerful human perceptions and cognitive abilities affect how we use
design and how we interact with end products.
Hypothesis-Driven Entrepreneurship
The Designerly Way of Knowing uses hypothesis-driven entrepreneurship to test and validate assumptions concerning proposed solutions to wicked problems. ‘Design intelligence’ means using reasoning and intuition to frame and re-frame alternative solutions. Especially important is abductive reasoning, using the best information available (often making an educated guess) after observing phenomena for which there is no clear explanation; then testing your hunches until you have the likeliest possible explanation for the group of observations. Bringing it all together are divergent and convergent thinking, where you widen and then narrow your scope.
Opportunities begin as mysteries and finish as algorithms.
Ray Kroc's first (McDonald's ninth) restaurant, which opened April 1955 in Des Plaines, Illinois, USA
Let’s relate the story of the legendary Ray Kroc, who bought out the
McDonald brothers’ drive-in in 1940s California, but kept the name. The mysterious
question that entered Kroc’s mind back then was culinary, technological and
social:
‘What and how did the mass middle classes in the late fifties want to eat when they set out in their new Ford and Buick station wagons?’, he asked himself.
Entrepreneurial opportunities usually enter our minds as mysteries that are (at first) difficult or impossible to understand or explain. We call them puzzles; riddles; or secret, unsolved problems. For example, observing the traffic in Mexico City today, you might remark, ‘It’s a mystery to me how they ever get where they are going.’ But with the force of human intelligence, the newcomer in Mexico soon sorts out the mystery, which crumbles when he sees the logic system behind it.
Usually we begin with some rule of thumb
that narrows the mystery down to a ‘thinkable’ size and guides us toward a
solution as we explore the possibilities.
The enterprising mind puts the rule of
thumb to work, thinks about the problem intensely, and then converts it and tests
it using hypothesis-driven entrepreneurship. Only then, when it becomes
a tested and validated hypothesis, and is validated, only then does it become
an algorithm, or a ‘recipe for success’. You can sell even business recipes such as
franchises, or even whisper them into the ears of others (remember the older
child who whispered the Lemonade Stand recipe into your ear!).
In today-talk, we call a validated hypothesis a proven business model. The business model is an explicit, step-by-step procedure for solving the problem, one that is simple enough that you can explain it to others. One way to show your Lean Business Model on one page is to use the Lean Business Model Canvas.
Ray Kroc’s hypotheses created McDonalds
Kroc just pared the mystery down. In the 1950’s post-war affluence and mobility, consumers, Kroc observed, for the first time wanted out-of-home eating experiences. So his first rule of thumb was quick service with limited menuoptions and accessibility by car, which narrowed the mystery down to a set of testable propositions. Using A/B testing, he tested and retested:
Do they prefer charbroiled or pressure-cooked?
Would a wider menu be attractive?
Did they want spaghetti on the menu?
Did they prefer drive-in or sit-down?
As his vision matured, Ray Kroc realized that McDonald’s was really in the Real Estate business [video]. From mystery to opportunity, from rule of thumb to recipe for success, Ray Kroc peeled away the layers and simplified the complexities down to a value proposition, which he tested time and time again with customers. Finally, he reached a model that he could repeat several times over, and even franchise.[ii]
What to do with your own mysteries?
Prof Dr Israel Kirzner champions the Alertness Theory of Entrepreneurship
Opportunity is born through intellectual force and through the creative act of an alert entrepreneur who converts the mystery into a recipe through experimentation and intuitive thinking. It’s all about Alertness: This is lean entrepreneurship in action. Israel Kirzner’s theory of entrepreneurial alertness says that entrepreneurs have a special talent for seeing opportunities ‘out there’ waiting to be recognized. Where others see chaos and mystery, entrepreneurs see solutions and algorithms. The entrepreneur is an opportunity identifier who can spot unexploited market niches in advance of other people. Entrepreneurs use ideas, networks and relationships to identify future markets and technologies. They are opportunistic and move quickly to realize an opportunity before it is lost. They bring a new product or service onto the market when they think that there is an opportunity to redeploy the resources away from present, ‘sub-optimal’ configurations to more promising opportunities.[iii]
Entrepreneurs love to solve wicked problems
Entrepreneurs do not analyse ‘what is’ but rather ‘what is possible’, and this opens an opportunity for entrepreneurial discovery. With anticipatory design science, you can recognize what customers are willing to buy, the kinds of services and goods that technology and resources can produce, and untouched resources that can be assembled.[iv]
The hottest summer in history in many parts of the planet.
Another way of putting it is that entrepreneurs love to solve wicked problems. Climate change is a pressing and highly complex policy issue involving multiple causal factors and high levels of disagreement about the nature of the problem and the best way to tackle it. Obesity is a complex and serious health problem with multiple factors contributing to its rapid growth over recent decades. Poverty is a seemingly intractable issue. But it is clear that the motivation and behavior of individuals and communities lies at the heart of successful approaches.[v] Pick any of the United Nations' Sustainable Development Goals.
[iii] Kirzner, I. M. (Ed.). (1973). Competition and entrepreneurship. University of Chicago Press; http://bit.ly/2Zvg5AV; Kirzner, I. M. (1980). Perception, Opportunity, and Profit: Studies in the Theory of Entrepreneurship (First Edition edition). Univ of Chicago Pr.; Kirzner, I. M. (1984). Incentives for Discovery. Economic Affairs, 4(2), 4; Kirzner, I. M. (Ed.). (1985). Discovery and the capitalist process. University of Chicago Press; Kirzner, I. M. (Ed.). (1989). Discovery, capitalism, and distributive justice. B. Blackwell; Kirzner, I. M. (1997). Entrepreneurial discovery and the competitive market process: An Austrian approach. Journal of Economic Literature, 35, 60–85. ssf. https://www.jstor.org/stable/2729693; Kirzner, I. M. (1999). Creativity and/or alertness: A reconsideration of the Schumpeterian entrepreneur. The Review of Austrian Economics, 11(1), 5–17. https://link.springer.com/article/10.1023%2FA%3A1007719905868?LI=true Kirzner, I. M. (2007). El Empresario. Revista de Economía y Derecho, 4(14), 113–137. Kirzner, I. M. (2009). The alert and creative entrepreneur: A clarification. Small Business Economics, 32(2), 145–152. https://link.springer.com/article/10.1007/s11187-008-9153-7 ; Kirzner, I. M., & Institute of Economic Affairs (Great Britain) (Eds.). (1997). How markets work disequilibrium, entrepreneurship and discovery. Institute of Economic Affairs; core-hf. https://iea.org.uk/publications/research/how-markets-work-disequilibrium-entrepreneurship-and-discovery ; Kirzner, I. M., Seldon, A., & Institute of Economic Affairs (Great Britain) (Eds.). (1980). The Prime mover of progress the entrepreneur in capitalism and socialism: Papers on “The rôle of the entrepreneur.” Institute of Economic Affairs. Transatlantic Arts, sole distributor for the U.S.A; The alert and creative entrepreneur: A clarification | SpringerLink. (n.d.). Retrieved January 26, 2020, from https://link.springer.com/article/10.1007/s11187-008-9153-7
[iv] Ardichvili, A.,
Cardozo, R., & Ray, S. (2003). A theory of entrepreneurial opportunity
identification and development. Journal
of Business Venturing, 18, 111.
This theoretical article combines entrepreneurship, economics and sustainability to build a new theory of biosphere entrepreneurship. Going beyond business and social entrepreneurship -- which add value to private and community domains, respectively -- biosphere entrepreneurship adds value to the biosphere and ecosystem services. The purpose of this article is to define biosphere entrepreneurship, and to devise and extend mental models (frameworks) relating entrepreneurship and climate change to facilitate theory building. This article is part of a continuing series of articles on entreVersity about Climate Change As If the Planet Mattered.
Images used in this article (below) that describe biosphere entrepreneurship theoretical frameworks
Using images and visual depictions, the article elaborates a series of illustrative candidate frameworks that suggest a theoretical model of entrepreneurial ecology or biosphere entrepreneurship. It aims to show how the Earth, humanity, and the economy are connected through negative entrepreneurship and positive entrepreneurship. It extends extant frameworks from the fields of financial and capital, entrepreneurial allocation, risk and survival, value and disvalue creation, growth and de-growth, socio-cultural frameworks, and entrepreneurial opportunity to justify entrepreneurial activity that adds value to Earth. The article concludes with implications for entrepreneurship education. What should educators be doing to help our young entrepreneurs come to grips with existential and catastrophic risks? Keywords: Entrepreneurship, biosphere, ontology, theory-building, ecosystem, sustainability, resilience, framework analysis, capital, risk, value, growth, cultural, opportunity.
Resumen en español
El Surgimiento del Emprendimiento de la Biósfera. El presente artículo teorético combina emprendimiento, economía y sustentabilidad para construir una teoría de emprendimiento de la biósfera. Mas allá del emprendimiento social y de negocios, que suman valor a las esferas sociales y económicas respectivamente, el emprendimiento de la biósfera agrega valor a la biósfera y a los servicios del ecosistema. El propósito de este artículo es definir el emprendimiento de la biosfera a la vez de figurar y extender modelos que relacionan el emprendimiento y el cambio climático con la finalidad de facilitar el desarrollo de teorías. Usando imágenes y representaciones visuales, el articulo elabora propuestas de marcos de referencia ilustrativos que sugieren un modelo teórico del emprendimiento de la biósfera. El artículo tiene el objetivo de mostrar como el planeta Tierra, la humanidad, y la economía están conectados a través del emprendimiento positivo y negativo. Extiende modelos existentes dentro de los ámbitos de finanzas y capital, asignación del esfuerzo de emprendimiento, riesgo y sobrevivencia, creación de valor y desvalor, crecimiento y decrecimiento, marcos socio culturales, y la oportunidad del emprendimiento para substanciar la existencia del emprendimiento que agrega valor al planeta Tierra. El artículo concluye exponiendo las repercusiones de esta perspectiva en la educación del emprendimiento. Qué deben hacer los educadores para ayudar a los jóvenes emprendedores a entender los riesgos existenciales y catastróficos a los que esta sujeto el planeta? Palabras clave: Emprendimeinto, biósfera, ontología, desarrollo teórico, ecosistema, sustentabilidad, resiliencia, analísis de modelos, capital, riesgo, valor, desarrollo económico, cultura, oportunidad.
What is ontology? Ontological analysis builds frameworks or theoretical constructs to describe phenomena that can be said to exist (Hofwebwer 2004). See for example the famous New Yorker cover, which elegantly shows ontological analysis with ice cream.
We use the concept of ‘entrepreneurship ontology’ in the tradition of Kuratko, Morris, and Schindehutte (2000; 2001; 2015), who within our field have led in the use of framework analysis A framework is an abstract construct (often an image or visual depiction) that researchers contrive to identify, compare, and contrast theoretical constructs. The goal is to convert abstraction into order, prioritize variables, and identify relationships about phenomena about which experts and observers increasingly are reaching consensus. Using frameworks, researchers develop theories that explain and predict phenomena. As any single framework may cover only particular aspects of a phenomenon, the grander goal is to generate a ‘meta-framework of frameworks’ to create mental models through which partial observations are juxtaposed to be helpful in theory-building (Warriner 1984, 3:34).
The purpose of this article is to identify frameworks that may have
explanatory or predictive power, or simplicity, or may integrate well into or
elegantly extend existing frameworks. In
the present endeavour, we seek candidate frameworks combining the domains of
entrepreneurship, economics, and sustainability to develop a theory of
biosphere entrepreneurship.
What is biosphere entrepreneurship?
Considerable research has shown that entrepreneurs play an important role in the transformation towards a more sustainable world (e.g. Azmat 2013; Kirkwood and Walton 2014; S. Majid and Yaqun 2016; S. Majid and Yaqun 2016; Markman et al. 2016; Schaper 2016; Thurman 2016; Walton and Kirkwood 2013). Yet there is a multitude of examples where entrepreneurs have done the opposite and have plundered Earth’s resources with impunity, thus contributing to existential risks (Frederick, O’Connor, and Kuratko 2016, 3–4, 48, 64, 74–75, 129–130, 139–141; Penn 2003). In fact, some types of entrepreneurial activity may be inconsistent with the need to conserve the planet and prevent environmental damage. As Shepherd et al. (2013, 1251) argue, ‘some . . . entrepreneurs decide to act in ways that result in harm to the natural environment . . . perceive[ing] opportunities that harm the environment as highly attractive’.
Economic activity, including entrepreneurship, has affected the
natural environment over the millennia (Crate and Nuttall 2016). On balance, entrepreneurs have undervalued
biodiversity, ecosystems, and the means of survival that nature provides,
including resources such as energy, water, free space, and materials. They have
sometimes not valued nature as a living ecosystem and have devalued it as a
source of natural capital. Rather than
adding value the Earth, entrepreneurs have sometimes aimed only to reduce the
quantity of waste that is returned to the planet. In the end, society, through government, has
had to implement complex regulations, incentives and tools to penalize
entrepreneurs or to encourage them to not only reduce waste but also mitigate
the effects of their negative activity.
Literature on sustainability and the economy has accelerated over
the year. Previous writings such as
Malthus (1878), Carson (1962), Boulding (1966), Ehrlich (1968), and Club of
Rome (1972) presaged the development of the modern works. Many authors (Burns and Witoszek 2012;
MacNeill 2013) consider the modern sustainability literature to have truly
begun with the publication of Our Common
Future (1987), known as the Brundtland Commission Report. Brundtland examined the inter-relations of
the economy with natural systems and environmental health. It outlined how the world’s population was
already living well beyond the planet’s means to replenish natural resources,
absorb pollution, and regulate important climatic conditions. The report gave us the most widely used
definition of sustainability as ‘[meeting] the needs of the present without
compromising the ability of future generations to meet their own needs’. It argued that the economy was having a
negative impact but that it was still not too late to improve the natural
environment while at the same time achieving economic growth (Brundtland 1987,
3.27). Two decades later the Stern
Review on The Economics of Climate Change (2007) maintained that climate
change was the greatest market failure ever seen. Yet by 2014, the second Stern Commission
report (2014) provided a positive spin:
there was no need to choose between fighting climate change and growing
the world’s economy. One could do both at the same time. IPCC’s Pachauri concurred, ‘Entrepreneurs who
respond to the challenge will reap commercial success – while businesses which
fail to do so face oblivion’ (Wright 2009).
Indeed, some authors (i.a. Lowitt 2014; Dean and McMullen 2007a;
Nagler 2012; Patchell and Hayter 2013; Grisham 2009; Rodgers 2010) have
suggested that entrepreneurs never waste a good crisis, that existential risks
such as climate change provide opportunities for entrepreneurs. Elkington and Burke’s Green Capitalists (1989) argued that environmentalism is in the
entrepreneur’s best long-term interests.
Bennett’s Ecopreneuring (1991)
focused on opportunities for innovative entrepreneurs to create growth-oriented
eco-businesses. Berle (1991), Blue
(1991) and Anderson and Leal (1997) used terms like enviro-capitalists,
environmental and green entrepreneurs. Porritt’s (2007) Capitalism as if the World Matters argued that the only way to save
the world from environmental catastrophe was to embrace a new type of
capitalism.
We
distinguish this field from commercial entrepreneurship (Entrepreneur economicus)--which seeks to add value to the private
purse--and social entrepreneurship (Entrepreneur
sociologicus)--which seeks to add value to the community and society. Let us argue that the term biosphere entrepreneurship describes
entrepreneurial activity that generates value for the biosphere and ecosystem
services. We call this person Entrepreneur naturalis, or the biosphere
entrepreneur. The sparse literature
(Bergstrand, Björk, and Molnar 2011; Björk 2011; Björk and Olsson 2013; Fry
2013; Swedish Ministry of Environment 2014, 75, 102; George and Reed; Hofstra
2015; Orihuela 2017; Frederick 2017) summarizes the main characteristics of
biosphere entrepreneurs (see Table 1). These characteristics are elucidated in the
article using ontological frameworks culminating in a tentative theory of
biosphere entrepreneurship.
Characteristics of biosphere entrepreneurs
Compare these characteristics to business entrepreneurs, who put the dividends in their pockets, or even to social entrepreneurs, who put the dividends into the community. Biosphere entrepreneurs put the dividend back into the planet.
Research questions
In positing a third kind of entrepreneurship beyond commercial and social entrepreneurship, the research questions are necessarily exploratory. Is there something there? Can we sort observations into categories? Can we extend existing frameworks to cover this new category? Can we envision a ‘framework of frameworks’ that ties together disparate threads, each of which explains a portion of the phenomenon? As Kuratko et al. (2015, 3) maintain, ‘new opportunities for entrepreneurship theory . . . will be based on both expanding the contexts of entrepreneurship as well as a deepening of the existing theoretical approaches’. The purpose of this paper is to expand the context by elaborating a series of illustrative candidate frameworks that suggest the emergence of biosphere entrepreneurship as it manifests in the present era.
Candidate frameworks for a theory of biosphere entrepreneurship
The entrepreneurial process is culturally influenced and has changed throughout the ages (William J. Baumol 1990a; Frederick, O’Connor, and Kuratko 2016, 10–13). This paper’s goal is to examine frameworks that explain outcomes of entrepreneurial efforts and to distinguish the context in which they occur. It maintains that Morris et al. (2001, 47) were three-quarters correct when they wrote: ‘Entrepreneurship is a meaningful concept at the individual, organizational, and societal levels, and the frameworks perspective is applicable at each of these levels’. In the present age, entrepreneurship theory must also address a fourth level: the realm of the Earth. Both theory and practice point us in that direction. The evolution of the human endeavour compels us to do so.
We begin with the most general—Boulding’s three spheres of human
activity—and proceed to finance and capital frameworks; allocation of
entrepreneurial activity; risk and survival; value and disvalue; growth
frameworks; socio-cultural frameworks; and finally entrepreneurial opportunity
frameworks. These frameworks are chosen
not because they represent an exhaustive list but rather because they are
illustrative.
Three spheres of entrepreneurial activity
Boulding's three activity spheres
Boulding (1966) penned the influential essay ‘The Economics of the Coming Spaceship Earth’, in which he posited three spheres of human activity: econosphere, sociosphere, and biosphere.
Let us begin with one framework that underpins other frameworks as well as the final theory building exercise. A half-century ago, economist Kenneth E. Boulding (1966) penned the influential essay ‘The Economics of the Coming Spaceship Earth’, in which he posited three spheres of human activity: econosphere, sociosphere, and biosphere (see Figure). At the outside is the biosphere, which consists of all of the living and non-living things on Earth. Within the biosphere, the sociosphere is composed of all the people in a social system, all the roles they occupy. In Boulding’s view this was the realm of human information, knowledge, society, norms, social allocation, and culture. Finally, we can see, the econosphere as all objects, people, and organizations involved in the system of exchange mediated through prices. From a material point of view, we can see exchange through the objects passing from the biosphere (see arrows) into the econosphere through the sociosphere in the process of production, and we similarly see products passing out of the econosphere back into the biosphere as their value becomes zero or negative. Finally, we see a third arrow with production passing into the biosphere with positive value. To Boulding, it had become obvious that Earth was actually a closed, self-contained spaceship with diminishing resources and no room for waste, what he called the ‘spaceship economy’. In the closed spaceship economy, ‘throughput is by no means a desideratum’.
So the question arises, in which of Boulding’s three sphere(s) does entrepreneurial value creation and activity take place? The predominant thinking usually positions it in the econosphere, and names it commercial entrepreneurship. OECD (2008, 14) is typical in defining entrepreneurial activity as ‘enterprising human action in pursuit of the generation of value, through the creation or expansion of economic activity, by identifying and exploiting new products, processes or markets’. In the last twenty years, writers identified a second level of entrepreneurial activity with an embedded social purpose that create social value, rather than personal and shareholder wealth. Social entrepreneurship would reside in the sociosphere, although subsequent writers have identified hybrid structural forms which mix commercial and social approaches (Dees 1998; Zadek and Thake 1997; Austin, Stevenson, and Wei-Skillern 2006). The final locus of activity leaps out: Does entrepreneurial value creation in the biosphere exist? Are there such things as biosphere entrepreneurs? What are the hallmarks of this type of entrepreneurial activity? That is what this paper seeks to answer.
Financial and capital frameworks
Moving on, we can see Boulding’s three spheres when we consider
entrepreneurial finance and capital. In
the past, this framework classically sought to explain the venture funding
process through the different stages of growth, from seed capital to IPOs
(Aggestam 2014; Aggestam 2014; Brophy and Shulman 1992; Erikson 2002; Kuratko,
Morris, and Schindehutte 2015). Finance/manufacturing
capital was seen as any resource used to create other goods or services
(Sullivan and Sheffrin 2003). These
frameworks typically viewed entrepreneurial capital only as money and
manufacturing plants, and they have not considered new forms of capital. Increasingly, researchers refer to
entrepreneurial capital more expansively (Forum for the Future; Porritt 2007;
Tuazon, Corder, and McLellan 2013).
Here, we look beyond the classical frameworks to examine novel finance
and capital frameworks addressing entrepreneurial activity in the
biosphere.
The five forms of capital
Each sphere of human activity has its own particular form of capital.
The ‘Five Capitals Framework’ (derived from Boulding (1970, 1, 11) and Diesendorf and Hamilton (1997)) embodies these three levels. In this view, capital arises from each of Boulding’s three ‘spheres’, yielding different forms of capital (see Figure).
The three spheres have also influenced performance frameworks. Financial and capital analysts have moved beyond ‘profit’ and shareholder value to look at the Triple Bottom Line (TBL) (Figure), a phrase coined by Elkington (1994; 1997). TBL performance measures examine all three spheres by analysing the three P’s: Planet (biosphere), People (sociosphere), and Profits (econosphere).
Triple bottom line performance framework
Triple Bottom Line thinking has greatly influenced business practice.
What distinguishes TBL from the previous classical capital/finance performance frameworks is that TBL looks beyond a company’s shareholders and brings in its stakeholders, and names the ‘natural environment as the primary and primordial stakeholder of the firm’ (Driscoll and Starik 2004). Thus defined, a primordial stakeholder is any living thing that is influenced, either directly or indirectly, by the actions of entrepreneurial activity. In its corporate investment decision-making processes, TBL uses Earth-monitoring performance measures such as life-cycle analysis; gap analysis, eco-efficiency ratios and measures; industrial ecology and supply chain linkages; emissions tracking; sources of greenhouse gas and reduction targets; and internal carbon dollar value.
In
this section, we have extended capital/finance frameworks of entrepreneurial
venture funding into the realm of the biosphere. We see that there is more to entrepreneurial
capital seeking than money, and more to entrepreneurial performance measures
that shareholder value. As we move
forward, entrepreneurs must take into consideration the sources of capital with
the goal of adding value to the biosphere.
We will return to the three spheres as we developed a general theory of
biosphere entrepreneurship.
Allocation frameworks
Now let us examine Baumol’s allocation framework and its relationship to biosphere entrepreneurship. Sustainability and climate change would not have been at the front of William Baumol’s mind in 1990, when he penned his now-famous ‘Entrepreneurship: Productive, Unproductive, and Destructive’ (1990). Arguably the leading thinker about entrepreneurship and innovation since Joseph Schumpeter, Baumol (1990, 894) presented a provocative ontological thesis. Allocation of entrepreneurial activity is socially determined and is heavily influenced by the relative payoff prospects. What mattered was not the number, or supply, of entrepreneurs that drove economic growth and innovation, but how society allocated their activity--whether or not they devoted their energies to creating ‘productive’ innovations that add to economic growth, or to ‘unproductive’ and ‘destructive’ activity such as do fraudsters, property owners, rent-seekers, and criminal entrepreneurs. What mattered was how some societies had incentivized growth-producing (not unproductive or destructive) entrepreneurs. For example, some economies reward entrepreneurs that innovate in ways that do not contribute to growth, such as finding clever ways to win patronage from the state, creating monopolies, or engaging in crime.
The purpose of the present research is to take Baumol into a new context, namely the biosphere, and to imagine what he might have written if he had considered this. One wonders what Baumol would have written today. Would he have gone beyond his three categories and added a fourth kind of entrepreneurial activity, called ‘Annihilative’, to describe entrepreneurs who plunder the planet?
Extending Baumol's types of entrepreneurs
I have added 'annihilative' to the Baumol-Schumpeter model.
Baumol
begins by adding a new component to Schumpeter’s well-known four-part framework
(1934, 66 (1912)) of how entrepreneurs use combinations of resources and
technology to exploit the market.
Schumpeter saw innovation resulting from (1) a new good; (2) a new
production method; (3) a new market; (4) a new supply of raw materials[i]. Baumol added a fifth
category, (5) non-value-creating activities, such as tax evasion, excessive
litigation, and rent seeking, which he calls ‘unproductive’
entrepreneurship. Rent seeking here
means that the there is no overall value-gain--only redistribution of existing
revenue streams to the benefit or detriment of one or another actor in the
value chain. Following this argument,
there is always a trade-off between innovation and growth (productive
entrepreneurs) and redistributing existing wealth (unproductive rent-seekers)
(Murphy, Shleifer, and Vishny 1991).
Baumol’s point is that there is no use in increasing the supply of
entrepreneurs. What matters is moving the allocation of entrepreneurs out of
unproductive activities and into ones that are more productive, by changing
prevailing rules and policies that govern payoffs of one entrepreneurial
activity relative to another.
Note that the title of Baumol’s article was ‘Productive, Unproductive, and Destructive’ [emphasis added]. Regrettably, Baumol did not elaborate much on destructive entrepreneurship. But Desai and Acs’s ‘Theory of Destructive Entrepreneurship’ has helped us to fill in Baumol’s gap. They point out that while ‘productive entrepreneurship [is] rent-creating, and unproductive entrepreneurship [is] rent seeking, . . . destructive entrepreneurship is rent-destroying’. Destructive entrepreneurship has a negative effect on the economy and diminishes the inputs for production (Desai and Acs 2007, 6, 14).
To these three categories—productive, unproductive, and destructive--in the present era of biosphere entrepreneurship, the present author adds ‘annihilative entrepreneurship’ (see Table). The difference lies in how the entrepreneur capture rents and whether the resulting destruction of rents is recoverable or not. Productive entrepreneurs capture rents to the benefit of further growth. Unproductive entrepreneurs (think fraudsters) appropriate rents without adding to collective value. Destructive entrepreneurs (think criminals) destroy rents but recovery from this calamity is still possible. Annihilative entrepreneurs (think ivory hunters) destroy rents, and the damage is catastrophic and irrecoverable. Desai and Acs (2007) proposed a framework showing the principal differences between productive, unproductive, and destructive entrepreneurship, to which the present author has added the far-right hand column and the bottom rows in italics.
Allocation of productive, non-production, destructive, and annihilative entrepreneurship
This is a spectrum of ways that we allocate entrepreneurial activity through incentives and regulations. Annihilative entrepreneurs have contributed greatly to the climate crisis.
Entrepreneurial risk and survival frameworks
We now move on to other frameworks that
illustrates the emergence of biosphere entrepreneurship and lend themselves to
theory building. Throughout the literature, researchers have categorized
entrepreneurial risks that play an important role in an entrepreneur’s
calculated success or failure, or better said, the demise of a venture due to
outside factors (see for example, Baggs 2005; Esteve-Pérez and Mañez-Castillejo
2008; Lewis and Churchill 1983; Stearns et al. 1995). Janney and Dess (2006) listed financial,
career, family, social, and psychic risks. Ebben (2005) added market,
operational, financial model, financial, and opportunity risks. Vonortas and Kim (2015, 123) listed
technology, timing, competition, market, and IPR risks. Mason and Harrison (2004, 317–318) added
management, agency, market, technology, valuation, project, growth, and timing
risks.
Nevertheless, the present era presents far graver risks. What is the role of entrepreneurs in a climate change-battered world, one in which tens of millions, even hundreds of millions of people perish from disease, starvation, and heat prostration while the rest of us, living in less exposed areas, essentially do nothing to prevent their annihilation? (M. Klare 2012; M. T. Klare 2017). To date, the entrepreneurship research community has failed to elucidate risks at the existential level—ones that threaten the entire future of humanity.
We extend Bostom’s (2013) risk framework (see Figure) mapped against entrepreneurial action. Across the X-axis, we measure severity of risk from the (1) imperceptible, to the (2) endurable but not ruinous to the (3) crushing, and to the (4) hellish and life-extinguishing types of risk. Up the Y-axis, we can depict the scope of risk from the (a) personal and (b) local, to the (c) global and (d) trans-generational, and to the (e) pan-generational and even (f) cosmic risks. Some risks affect humanity across multiple generations through such dangers as nuclear warfare, global tyranny, disappearance of the ozone layer, destruction of culture, pandemics, and climate change. For example, the above-cited Stern Review on the Economics of Climate Change estimated a 9.5% risk of human extinction by 2100 (2006, Chapter 2, Technical appendix, 47). Estimates of 10-20% total existential risk are fairly common (Bostrom 2013; Bostrom and Cirkovic 2011; Cotton-Barratt et al. 2015; Sandberg and Bostrom 2008).
Risk and scope for entrepreneurial action
The questions remain open whether entrepreneurs can address their higher-order global catastrophic risks not to mention crushing and hellish existential risks.
How do these catastrophic and existential risks affect entrepreneurial action? What actions can entrepreneurs take to adapt to or mitigate these risks? We can see (Figure in the pink-shaded areas) that entrepreneurs have been able to take action on some of the risks and calamities that face us by taking advantage of opportunities and designing solutions (in bold italics) at the personal, local and global levels, especially at the level of ‘imperceptible’ severity. However, as we move toward the upper right, entrepreneurial actions have had less to offer, with geoengineering entrepreneurs[ii] perhaps the first to cross into action on global catastrophic risk. The questions remain open whether entrepreneurs can address their higher-order global catastrophic risks not to mention crushing and hellish existential risks.
From this
perspective of survival, entrepreneurship research has yet to come to grips
with existential risks. Some believe
that entrepreneurial ventures can ‘contribut[e] to human wellbeing and the
functioning of ecological systems . . . adapting human activities to correspond
with that aspired future’ (Parrish 2007, iii, 37). Yet entrepreneurs themselves frequently act
as if no crisis existed. Indeed, little
of the extant literature examines how entrepreneurship affects the conditions
of human survival or values ‘enterprise that recognizes the necessary interdependence
of human development, economic activity and our place on Mother Earth’
(Campbell 2008, 165).
Despite the dearth in our own field, evolutionary economics has extensively treated the subject (see Gowdy 2013; Mulder and Van Den Bergh 2001; Safarzyńska and van den Bergh 2010; Van den Bergh 2007a; Van den Bergh 2007b; Van Den Bergh and Gowdy 2000). Entrepreneurship research--the exceptions being Potts, Foster, and Stratton (2010) and Breslin (2008)—has been poor in mapping entrepreneurial action against energy and material flows, system resilience, and co-evolutionary processes, and especially how entrepreneurship is constrained by and affects Earth’s carrying capacity,
In sum, the expectation of existential risks should encourage entrepreneurs to open up new opportunity spaces (Boons and Wagner 2009). Entrepreneurial action can adapt to or mitigate an environmental stressor rather than be limited by it (Rammel 2003). In states of uncertainty, entrepreneurs recognize negative environmental effects which, when revealed, stimulate entrepreneurial activity that may mitigate such effects (Potts, Foster, and Straton 2010). From an ontological framework perspective, if entrepreneurship is responsive to environmental degradation, we could argue that a co-evolutionary connection exists between the economy and ecological systems, as the Stern Reports imply above.
Entrepreneurial value and disvalue creation frameworks
Critical to the present analysis is how we
as societies and economies view value within the context of opportunity and
allocation of entrepreneurial activity.
Our literature has evolved in the ways it views value. Early authors identified value as the
purposeful initiating, maintaining, or aggrandizing profit (Cole 1959, 7). Anderson (1998, 137) argued that if we reduce
entrepreneurship to its essence, we can see that what entrepreneurs do is to
create and extract value from a situation.
Today, scholars see growth as
the positive entrepreneurial force for renewal (Carland et al. 1984; Davidsson,
Delmar, and Wiklund 2006; Davidsson 1989; Gartner 1990; Venkataraman
1997).
Yet current global crises have brought to light some myopia in that thinking. We have come to realize that value sometimes has deleterious consequences; and that value creation can occur without regard to the unsustainable extraction of finite resources. The reasoning is, as many have suggested, that value and its opposite, disvalue, are influenced by the context of the economy, society, and the planet, as well as by the incentives given to entrepreneurs (William J. Baumol 1990b; C. Steyaert and Bouwen 1997; A. R. Anderson and Smith 2007; Fletcher 2006; Jack and Anderson 1998; B. J. Gray et al. 2014; Blundell, Griffith, and Reenen 1995). Recent scholars have contrasted value creation with disvalue creation, also referred to as the creation of ‘negative worth’ (Jolink and Niesten 2015; Schaltegger, Lüdeke-Freund, and Hansen 2016). This contrarian position goes back to Schumacher’s Small is Beautiful ((1973) 2011), who argued for ‘economics as if people matter’. We humans use one and a half Earths worth of biocapacity every year. Perhaps Schumacher might have said ‘entrepreneurship as if the planet mattered’. Overall, entrepreneurship theory has largely overlooked the negative externalities of opportunistic entrepreneurship. Let us examine a framework of entrepreneurial value and disvalue.
We begin by seeing that the three spheres of human activity (from Boulding, above) and their intersections define seven types of value creation, each with its own objectives, processes, outputs, and outcomes[iii]. Let us compare Value and Disvalue Creation framework Cohen et al. (2008, 109–116) with an invented Disvalue Creation framework[iv] (see Figure).
Cohen's Seven nodes of value and disvalue creation
Cohn rightly distinguishes value from disvalue.
Entrepreneurial value and disvalue creation
Entrepreneurship can create performance or dysfunction; promise or abrogation; or perpetuity or impermanence. Only 'Positive Entrepreneurship' can guarantee eco- and social-efficiency and stewardship.
The learnings in this section are that entrepreneurs, as they seek and recognize opportunities, are sometimes driven to create disvalue by unproductive, destructive, and annihilative motivations (see W. J. Baumol 1990, above). Human beings routinely create value and disvalue, whereas Nature always creates value (Balazs 2013). Disvalue presupposes negative worth by destroying value. Some entrepreneurs choose climate-resilient pathways that traverse opportunity space and add value to the biosphere. Others with different motivations and allocative factors produce disvalues, namely deleterious effects on the economy, society and environment.
Entrepreneurial growth frameworks
Here we examine a growth framework that relates to biosphere entrepreneurship. The classical economic growth paradigm (Rostow 1959; Solow 1956) sought to optimize resources within an equilibrium environment. Give that the classical paradigm does not well account for the wanton consumption of natural resources, nor the impact of technology, we should review this framework within the context of our present enterprise.
In our research tradition, Schumpeter challenged the classical growth paradigm of a stable state of balanced growth by introducing what he called the disruptive entrepreneur. As Schumpeter saw it, a normal, healthy economy was not balanced, was not in equilibrium. Rather it was constantly being ‘disrupted’ by innovation. Drawing upon Kondratieff (1922), Schumpeter (1939) described ‘long waves’, or business cycles driven by clusters of industries/technologies that introduced new sets of innovations in (see Figure). The entrepreneur's role was to drive this process of creative destruction and accelerate the ever-shortening cycles, thus allowing the economy to renew itself and bound forward and upwards (The Economist 1999; Joseph Alois Schumpeter 1950, 80–86). Schumpeter said it is ‘the same process of industrial mutation—if I may use that biological term—that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one. This process of creative destruction is the essential fact about capitalism’ (pg. 83).
Growth framework of Kondratieff / Schumpeterian related to Stress on carrying capacity
The limits of Earth's carrying capacity correspond to Kondratieff's long cycles.
To relate this to biosphere entrepreneurship, let us make one small change to Schumpeter’s (Kondratieff’s) theory of long cycles of industrial innovation. We simply re-label the Y-axis. Schumpeter had called it ‘Innovation’; here we change it to ‘Stress on Earth’s carry capacity’, and make no other changes. We see that each industrial cycle increases the burden of stresses on Earth’s carrying capacity and results in a ‘peak curve’ followed by demise and destruction. This corresponds to Hubbert’s peak resource theory, which predicts the depletion of various natural resources (Black 2014; N. F. Gray 2015; Hubbert 1982). A peak curve applies to any resource that is harvested faster than it can be replaced. Hubbert used it initially to measure the end of finite resources, such as coal, oil, natural gas and uranium, but the theory is now used with other depleting resources such as ecosystem services in the biosphere (Bostan et al. 2012; Franchetti and Apul 2012; Holmgren 2012).
Indeed, to recover resources and return to equilibrium growth, some researchers have proposed the exact opposite to the classical framework. It is called the ‘de-growth’ framework. The de-growth framework confronts traditional ideas of incessant growth, consumerism and capitalism (Andersson and Eriksson 2010; Buch-Hansen 2014; Kallis 2011; Klitgaard and Krall 2012; Victor 2012; Assadourian 2012). De-growth is defined as an ‘equitable downscaling of production and consumption that increases human well-being and enhances ecological conditions’ (Schneider, Kallis, and Martinez-Alier 2010, 512). In this view, entrepreneurs may find opportunities in decoupling resource consumption from economic growth. De-growth opportunity seekers might spot the need for resource and pollution caps and sanctuaries, infrastructure moratoria, eco-taxes, work sharing and reduced working hours. We can also imagine opportunities in eco-villages and co-housing, cooperative production and consumption, various systems of sharing, and community-issued currencies. De-growth need not mean a decrease in wellbeing, or indeed of individual profit.
McDonough & Braungart (2002) challenged entrepreneurs to envision a ‘re-growth framework’ without waste and poisons, a world in which materials are continuously recycled/upcycled from the economy in and out of the biosphere (see Figure).
Re-growth framework of McDonough & Braungart
Models human enterprise on nature's processes, viewing materials as nutrients circulating in healthy, safe metabolisms.
The key to re-growth is making the economy work for the environment instead of against it, which has a deleterious impact on the environment in terms of pollution and is expensive since new materials have to be manufactured from scratch every time. In the ‘cradle-to-cradle’ framework, green ‘nutrients’ feed into the production process. They can be continuously useful (recyclable) over repeated production without losing their integrity or quality. Some will ultimately be ‘down-cycled’ into lesser products, and will finally become waste. Others will be up-cycled into higher value-added products. Through design and manufacturing techniques, entrepreneurs could build products that can be fully re-grown for the biosphere (natural capital) or re-gained for the econosphere (manufactured capital).
In this section we have examined growth, de-growth, and re-growth frameworks as they relate to Earth’s carrying capacity. The classical growth paradigm suffers for its equilibrium requirements, new technology, and particularly because it does not account for the heedless exploitation of resources without a thought to replenishment. The Schumpeter/Kondratieff framework, with one change to its y-axis, accounts for diminishment of natural capital and relates well to ‘peak resource’ theory. We then addressed the novel de-growth and re-growth frameworks as they relate to entrepreneurial action. Using these extensions to the canonical growth framework, we can envision a world in which entrepreneurs could take advantage of reversing growth through upcycling of materials.
Socio-cultural frameworks
Many biosphere-consequential behaviours are strongly influence by
external factors (Gardner and Stern 1996; P. C. Stern 1999). Within
entrepreneurship research, this framework is unsuitably called the environmental framework because it
refers to factors in the surrounding context (Alvarez and Urbano 2012; Dubini
1987; Edelman and Yli-Renko 2010; Hayton, George, and Zahra 2002; Nguyen,
Frederick, and Nguyen 2014; York and Venkataraman 2010). But for reasons of
clarity vis-à-vis the present topic, we will call it the socio-cultural framework, as many have done (Begley and Tan 2001;
Koe and Majid 2014; Shivani, Mukherjee, and Sharan 2006; Thornton,
Ribeiro-Soriano, and Urbano 2011; Toledano and Ribeiro-Soriano 2011)
Socio-cultural frameworks traditionally look at factors, conditions and influences external to the entrepreneur that affect the emergence of a new venture. This refers to phenomena such as social and cultural beliefs, altruism, behaviour, lifestyles, religion, family, education and social conditioning (Van de Ven 1993). Prominent examples of this framework include Hofstede’s (1984) cultural dimensions model, and Trompenaars and Hampton-Turner’s (1998) human-nature dimensions. The question thus arises whether there are socio-cultural factors that influence the emergence of biosphere entrepreneurs. While work is being done on the impact of socio-cultural factors on socialentrepreneurs (Koe et al. 2012; I. A. Majid and Koe 2012; Shivani, Mukherjee, and Sharan 2006; Thornton, Ribeiro-Soriano, and Urbano 2011), nothing has yet been written on the impact of these factors on biosphereentrepreneurs.
While we could and should take each of these phenomena and map them against biosphere entrepreneurship, due to spatial reasons, we must leave that to others. However, given some empirical evidence of the relationship (Nordlund and Garvill 2003; Schultz and Zelezny 1999; Schultz and Zelezny 1998), let it suffice for the present task to examine one socio-cultural framework, that of entrepreneurial altruism, and its relationship to the biosphere (see Figure).
Framework of the socio-cultural aspect of biospheric altruism
How biospheric altruism is distinguished from self-interest and social altruism.
History reveals that there are those entrepreneurs who took advantage of the instrumental value of Earth’s resources rather than cherishing and replenishing their intrinsic value. Again, drawing upon Boulding’s (1966) three activity spheres, at the base in the econosphere we have self-interested entrepreneurs who seek economic expediency and exploits the environment with impunity. We call this the egocentric approach. At the top we have biosphere entrepreneurs who seek intrinsic value, namely to ‘preserve the integrity, stability, and beauty of the biotic community’ (Leopold 1970, 18). We will call this the ecocentric approach. In between these two, we have conspecific entrepreneurs, also known as social entrepreneurs, namely those who seek to benefit members of the same species and community.
Drawing upon climate change sociology and particularly Values-Beliefs-Norms (VBN) theory (Dietz, Fitzgerald, A, and Shwom, R 2005; P. Stern 2000; P. C. Stern et al. 1999; Zehr 2015), let us examine a framework of biospheric altruism. At the base, we have the self-maximizing egocentric entrepreneurs seeking benefit for self and kin, who are inattentive or ignorant of the consequences on society or the biosphere, and who may suffer, as Bandura (1986; 2001; 1996) suggests, from a ‘moral disengagement’ that harms the biosphere. Do these entrepreneurs structure their actions so they appear less harmful, shift accountability to others, or shift blame to the victims? Or is it, as Shepherd et al. (2013, 1252) posit, that, in conditions of low self-efficacy and high perceived resource-scarcity, entrepreneurs use moral disengagement to adjust their values in to neutralize their harming the planet? We categorize them as egocentric.
Beyond egocentric self-interest we have social altruism, where an entrepreneur temporarily reduces his own social fitness while increasing another’s fitness in the expectation that the other will act similarly at a later time (Trivers 1971). Human cooperation and benevolence can be understood as ‘resulting from networks of indirect reciprocity’ (Alexander 1987, 3–20). In this realm, we have the social entrepreneurs who move beyond self-interest to create value for their conspecifics and the broader community. At this level, entrepreneurs are moved to add value to the community.
Then there is biospheric altruism, where entrepreneurs go beyond individual self-interest and even community benefit to add value to ecosystems (Dietz, Fitzgerald, A, and Shwom, R 2005; P. C. Stern and Dietz 1994). These entrepreneurs launch ventures that contribute to the planet and to ecosystem services. Biosphere entrepreneurs are motivated by an altruism to support ecological resilience by adding value to the biosphere.
In this section,
we have used altruism as one example to map the relationship of socio-cultural
factors to biosphere entrepreneurship. The main difference is where the ‘value-add’
goes. Does it go into one’s pocket or
into the social community, as business and social entrepreneurs might do,
respectively? Or is there a third
category of biosphere entrepreneurs affected by socio-cultural factors who
prefer to add value to natural capital?
Other researchers should find this a fecund area in mapping other
socio-cultural factors.
Entrepreneurial opportunity frameworks
Finally, and not least importantly, we have the opportunity framework. Opportunity is so fundamental to entrepreneurship that for centuries understanding it has been one of the primary preoccupations of our research. Cantillon’s entrepreneur (Hébert and Link 2009, 7–19; Cantillon 2001 (1755)) identified opportunities as market discrepancies seeking new point of equilibrium. Schumpeter’s (1934) entrepreneur disrupted existing markets and created new ones. Kirzner (1985) placed emphasis on the entrepreneur’s alertness to opportunities are ‘out there’ waiting to be discovered. Attention has also focused on social opportunities, different from economic opportunities seeking to satisfy needs not satisfied by the market (Phills, Deiglmeier, and Miller 2008). In the end, identifying and shaping opportunity is so central to our enterprise that Shane and Venkataraman (2000, 218) define our very field as ‘how, by whom, and with what effects opportunities to create future goods and services are discovered, evaluated, and exploited’. Indeed, many quip that entrepreneurs never waste a good crisis because they recognize opportunities where others see chaos or confusion (Dagnino and Mariani 2007; Dimov 2011; Gielnik, Zacher, and Frese 2012; Tang, Kacmar, and Busenitz 2012). Entrepreneurs seek ‘opportunity spaces’ (Schindehutte and Morris 2009; crediting De Landa 1997); this could be no truer than in the present age when entrepreneurs face the existential threat of climate change and global warming.
Biosphere opportunists
Each of the opportunity frameworks mentioned above—market discrepancies, disruption, alertness, and social innovation—has found its ‘opportunists’ within biosphere entrepreneurship.
Cantillon’s entrepreneurs are seen in such arenas as emissions trading, biodiversity offsets, payments for ecosystems services (PES) and reducing emissions from deforestation and forest degradation (REDD) schemes.
Schumpeter’s disruptors see opportunities in biobanking, bioprospecting, carbon sequestration technologies, geoengineering, species banking, and virtual water trade.
Kirzner’s alertness entrepreneurs are bountiful in climate change-induced problems of population (aging, youth, overpopulation), water (pollution, sanitation), food (protein/water consumption ratio, drought resistant strains), fossil fuels (clean energy, emissions control), and biodiversity (aquaculture, genetic diversity, ecosystem brokering, ecotourism).
Finally, social opportunity entrepreneurs have launched new forms of community planning, fair trade, habitat conservation, labor standards, and microfinance.
By reconciling and merging these frameworks, we arrive at the biosphere opportunity framework (Adapted from Field et al. 2014, 29) (see Figure). Biosphere opportunity spaces are arenas in which entrepreneurs identify opportunities to create value for a more resilient planet. Opportunity spaces are pressure points created by both the physical and social worlds and reveal the gaps, market failures, unmet needs of the Planet.
Biosphere opportunity space framework
Biophysical stressors threaten our world and reduce our resilience space, thus opening and closing opportunity spaces, which entrepreneurs espy.
Narrating this framework from left to right, our world (a) is threatened from the outside by biophysical stressors, such as climate change and degradation of ecosystems; and from the inside by social and economic stressors, such as unrestrained economic growth, exploitation with impunity, population increase, poverty and inequality. These stressors expand and contract the resilience space, which is Earth’s capacity to become strong, healthy, and to recover. Entrepreneurs operate within an Opportunity Space (b), where they face multiple decision points (d) and pathways that lead to different possible futures (c), each with differing sizes of resilience space—small, medium, and large (hatched areas). Entrepreneurs take advantage of these pathways and exploit routes to market in which they act (or fail to act), or in which they manage (or fail to manage) risks related to the planet’s resilience. Some pathways (e) can lead to a world with lower risk and higher resilience (top right) while others (f) lead to higher risk and lower resilience (bottom right).
Natural Step framework: narrowing margin for entrepreneurial opportunity
Entrepreneurs see that the margin for action is narrowing toward a sustainable future.
A second entrepreneurial opportunity framework has been called ‘The Natural Step’ (Alexius and Furusten 2013; Bradbury and Clair 1999; Herbertson and Tipler 2006; Holmberg 2006; Holmberg, Robert, and Eriksson 1996; Martin and Schouten 2014; B. Nattrass and Altomare 1999; Brian Nattrass and Altomare 2013). Imagine looking at a giant funnel on its side. The upper wall represents declining supply, which we hope will reach a sustainable equilibrium of available resources and the ability of the ecosystem to continue to provide them. The lower wall is increasing demand, which we hope will reach a sustainable equilibrium between demand and the ecosystem’s ability to create them. The things we need to survive food, clean air and water, productive topsoil and others are in decline while the demand for them is increasing, which leads to a narrowing margin for action and opportunity (see Figure). Meanwhile, as the funnel narrows there are fewer options and less room to maneuver, with actions bumping against the wall (blotches). The entrepreneurial opportunity space is that narrowing passage path toward future sustainability.
To summarize this section, we have reviewed entrepreneurial opportunity frameworks and reconciled them, showing paths that entrepreneurs can choose toward a sustainable and more resilient future. The basic learning is that there is narrowing scope for entrepreneurial action as the biophysical and socio-economic stressors reduce Earth’s resilience and our collective capacity to help the planet recover. During the historical transition from entrepreneurship based on extraction of resources with impunity to value-adding to the biosphere, entrepreneurs must address the complexity and the dynamics of ecosystems and climate in relation to social and economic activity. In the face of technological change, the uncertainty of consumer expectations, and the unpredictability of new regulations, entrepreneurs must learn not to violate conditions that systematically undermine Earth’s capacity to meet present and future needs of humanity (Norton 2012, 167).
Toward a theory of biosphere entrepreneurship
Taking the frameworks developed above, we now advance a synthesis. In the era of industrial entrepreneurship, from the nineteenth century through to the new millennium, entrepreneurs were not obliged to consider the environment in their planning and design. They focused on extraction of resources with little regard to their replenishment and on global distribution without regard to distance. The history of entrepreneurship shows that entrepreneurs were not typically oriented towards the prevention of negative effects, to the reversal of degradation, or to net improvement in the physical universe. In the age of industrial entrepreneurs, waste was not a design consideration. The result was that some entrepreneurs (think Henry Ford and Thomas Edison) had a negative impact on the environment.
Now, in the age of sustainable entrepreneurship, we need to consider the biosphere as a locus for entrepreneurial activity, understand the biospheric factors that influence opportunity, consider the waste embodied in products, and develop techniques to add value to rather that extract from the biosphere. We need to move beyond zero-sum input–output analysis without regard to the consequences and to apply new concepts that take into account the ‘living dimension’ of the products and services that we produce. This leads us to a tentative reconciled theory of biosphere entrepreneurship (see Figure).
Beginning on the right, we see illustrative frameworks of observed phenomena (covered in this article) that influence entrepreneurship action within their respective spheres of activity. Not discounting hybrids and crossovers, there are three types of (stereotypical) entrepreneurs. The commercial entrepreneur takes personal risks and profits personally. We call this quality egocentrism, not at all in a negative sense. These self-maximizing entrepreneurs have created value for themselves and their shareholders. At the next level, we have the social entrepreneur who aims to contribute value to conspecifics through community and social action. Finally, we have biosphere entrepreneurs who seek to increase resilience and capital in the complete system, in fact, to compensate for past and accelerating consumption, losses of biodiversity and threats to humanity.
Integrated theory of biosphere entrepreneurship
The theory of biosphere entrepreneurship incorporates diverse frameworks to reveal the effects of positive and negative entrepreneurship particularly on ecosystem services.
Turning to the left-hand side of entrepreneurial actions, from a material point of view, we can see objects (O) passing from the waste-free biosphere through the sociosphere into the realm of entrepreneurial opportunity within econosphere through the process of resource extraction and production. Next, after entrepreneurs are done with these resources, they pass them out of the econosphere as waste. Their value usually becomes negative (-), in other words, damaging to the environment and resulting in a net biosphere deficit. Throughout the history of entrepreneurship, there has been an uneven, negative exchange to the biosphere resulting in a net deficit to the planet. This is ultimately unsustainable or what we call ‘negative entrepreneurship’.
Example of Positive
Entrepreneurship
Recycling
usually means separating materials for disposal, but here we make the
distinction between down-cycling and up-cycling. Down-cycling transforms waste
materials and goods into lower uses. While it may address post-consumer waste,
this is a small fraction of the waste entailed in extraction and processing.
The obvious example is the recycling of plastics, which turns them into lower
grade plastics without regard to the huge energy losses that were incurred in
their production. With up-cycling, waste
materials are advanced into new, higher-value products. This is the practice of
taking something that is disposable and repurposing it into a product of higher
quality. An example would be reconstructing old mattresses, repairing and
reusing carpet squares, turning wooden pallets into designer furniture and
converting waste into art, edible chopsticks and compostable shoes, fashion
& homewares made from PET bottles and fire hoses, and camping gear that is
taken back and repaired when it is worn out a.
This could be different. Positive entrepreneurship (+) can generate positive impacts through value adding and eliminating designed waste, duplication, disposability, planned obsolescence and wasteful end purposes. Positive entrepreneurs can create net positive-impact loop systems and innovations that create levers for biophysical improvements and social transformation. Entrepreneurs can trigger ‘impact loops’ of two types: They can amplify degradation or they can add to restoration in the biosphere. They create net positive impacts (not less negative or even neutral ones) in order restore the biosphere to pre-anthropogenic degradation and to lessen ecological footprint of human beings (Birkland 2008; Cohen and Winn 2007; Dean and McMullen 2007a; Kury 2012a; Shepherd and Patzelt 2011a; Desha, Timothy Beatley, and Birkeland 2016; Dean and McMullen 2007b; Kury 2012b). With up-cycling, waste materials are advanced into new, higher-value products. This is the practice of taking something that is disposable and repurposing it into a product of higher quality.
Negative and positive forms of entrepreneurship
In this section,
we have advanced a combination of frameworks.
We distinguished industrial versus sustainable entrepreneurship in
historical terms. We now must think of
the biosphere as a locus for entrepreneurial activity and take into account the
‘living dimension’ of what we produce.
We then examine the material flows of biosphere resources into the zone
of entrepreneurial opportunity, and observed that some of those resources are
negative devalued. Positive
entrepreneurs need to trigger impact loops that restore the biosphere and
increase its resilience.
Conclusions
What have we accomplished here? On the one hand, we have reviewed and extended extant frameworks that have been substantiated by informed observers in the fields of entrepreneurship and sustainability using pictorial images. These included entrepreneurial risk frameworks as well as frameworks that deal with finance and capital, growth, society and culture, and opportunity. We have answered the research questions in the affirmative: There is something here. We have established that there is a third kind of entrepreneurship beyond business and social entrepreneurship. We have been able to sort observations into categories, extend some existing frameworks, and envision a model that ties threads together. We have been able to satisfy Kuratko et al. (2015, 3) by opening up a new approach to entrepreneurship theory by expanding the context into the biosphere and deepening theory.
Drawing upon these concepts and structures, the author depicted a candidate theoretical model of biosphere entrepreneurship showing how Earth, people and the entrepreneurial economy are connected. The theoretical model thus presented shows the flow of energy and materials taken from and returned to the biosphere. For the most part, throughout the history of entrepreneurship this is an uneven exchange. Unsustainable (or negative) entrepreneurs have extracted and plundered resources, thus depleting Earth’s natural capital and decreasing its resilience. Normally entrepreneurs return these resources to the biosphere as waste in devalued form. Sustainable (or positive) entrepreneurship means returning resources in value-added form.
In the end, we see now to produce a cohort of positive entrepreneurship who can generate positive impacts through value adding and eliminating designed waste, duplication, disposability, planned obsolescence and wasteful end purposes. Insodoing, they can create net positive-impact loop systems and innovations that create levers for biophysical improvements and social transformation.
Implications
The scope of this paper is
wide and there are many implications to my research. Below, I discuss the implications on
entrepreneurship education. I believe my
framework analysis and candidate theory are fecund enough that researchers
could begin asking about the implications of biosphere entrepreneurship in
other areas.
Implications for entrepreneurship education
That said, I would like to comment in extenso on the implications of
biosphere entrepreneurship on how we educate our entrepreneurs. Sadly, resource depletion and overpopulation
are both products of the enterprising spirit.
Climate change is the issue of
the millennial generation. As Gen Y and Z see the world’s greatest cities risk
disappearing under water during their lifetimes, as they see the hottest
summers in recorded history occurring before their eyes, and as they see that
species alive during their parents’ lives are disappearing, the call to save
the world has become compelling. Climate change will have a significant impact
on our students’ incomes and wealth during their peak earning years. Already,
Generation Z, those born 1995–2009, who never knew the pre-internet world, is
entering universities. They will be followed by Generation Alpha, those born
after 2010, who will fare even worse (Bailey 2016; Demos 2016). The see evidence of negative entrepreneurship
of the Age of Industry, one that is inherently selfish, based both on positive
motivations (individual enterprise and self-enrichment through the investment
of personal effort in conditions of uncertainty) and negative ones (wasteful
resource-consumption model of ‘capture and exploit’, with waste or sub-optimal
use of natural, physical, human and other resources being of little concern)
(Rae 2010).
Every aspect of a good entrepreneurship
course--from strategy and marketing, to business planning and intrapreneurship,
and from mind-set to ethics—should deal in some way with the existential
threats facing our young entrepreneurs.
Here is a review of what teachers could be imparting.
Basics: Students need to know that economic growth and entrepreneurial activity are inextricably linked to environmental effects. Safety on Earth is slipping away. Innovation and enterprise can be a pathway to resilience and recovery. Entrepreneurs who understand the new climate reality–and are willing to invest in preparedness and risk management–are best equipped to seize opportunities. Entrepreneurs who respond to the challenge will reap success.
Climate change economics: Students need to understand the relationship of entrepreneurship to environmental economics. Market failures motivate environmentally degrading behaviour. Entrepreneurs can cause negative externalities, where costs to the environment spill over onto the consumer and the public, leading to the ‘tragedy of the commons’. They need to know how to hedge against physical climate risk, mitigate regulatory costs or improve/repair corporate reputations through green business. They need to know how to manage climate risk in the supply chain, invest in low-carbon activities, and innovate new technology that sells while improving the planet. They need to understand climate-related revenue drivers (pass-throughs to customers; carbon credits; low-carbon substitute products; impact of weather patterns on revenue), as well as cost drivers (regulatory; emissions tax; price increase in materials; energy costs; insurance premiums).
Some entrepreneurs engage in environmental crime. The most morally questionable entrepreneurs are environmental crime enterprises. These syndicates carry out illegal fishing, illegal trade in wildlife and timber, smuggling of ozone depleting substances, illegal disposal of asbestos, shipment of animal parts for health remedies, illegal trade in charcoal, or trade in hazardous waste—all to benefit the criminal entrepreneur and his syndicate. They can relate environmental crimes that have occurred near them, including strip mining, damming of rivers that drive out people, atomic energy failures, industrial pollution, etc.
Innovation in the era of climate change. There are already a myriad of wind and solar technologies that are cost-effective. Ultimately, the green revolution is going to be carried by engineers and entrepreneurs who can break down the barriers to the market and commercialize existing technologies. We need innovators to team up with entrepreneurs to produce and market all sorts of breakthroughs by creating and responding to demand. Only entrepreneurs can take this much innovation to the marketplace. Only entrepreneurs can generate and allocate enough capital fast enough to commercialize them. The candidates for top sustainable 21st century innovations include: genetic engineering; artificial trees; species preservation; geoengineering; carbon sequestration; free non-fossil fuel power systems; gene sequencing; hydrogen-powered cars; methane-fueled rockets; waste management; weather prediction. In their product planning, the entrepreneur should include methods of manufacturing and distribution that ensure a minimal environmental impact. They should consider creating products with significantly longer life spans. By creating products, which can be upgraded, retro-fitted or are simply indestructible, we can communicate to consumers the inherent environmental and cost benefits of purchasing a product which will last a generation.
Design thinking for the environment. Design thinking may be unfamiliar to some entrepreneurship educators, but it is a process is a series of steps meant to bring an idea to a fully realized product for a specified client. The world’s design community has much to contribute to how we approach education. It move the debate away from disvalue and toward value creation.
Social intrapreneurship: Social
intrapreneurs demonstrate that business and social values can be aligned. This
is nowhere as true as in the field of environmental sustainability by
delivering solutions or products that both add value to the company's bottom
line as well as to society and the planet. Social intrapreneurs see businesses
as part of the Earth ecosystem and needing to add value to society and the
environment as well as to the bottom line.
Green entrepreneurial marketing:
Recyclability, re-usability, biodegradation, and positive health effects are
definitely in. Marketing can decouple
material consumption from consumer value and can facilitate both innovation and
choice for sustainable consumption. It can help consumers to find, choose and
use sustainable products and services, by providing information, ensuring
availability and affordability, and setting the appropriate tone through
marketing communications. Global
consumption patterns are unsustainable and efficiency gains and technological
advances alone will not be sufficient to bring global consumption to a
sustainable level. Changes will also be required to consumer lifestyles,
including the ways in which consumers choose and use products and services.
Entrepreneurial strategy and sustainable development: Entrepreneurial strategy involves the art of managing assets that
one does not own. Now there is an increasing realization that the Earth's resources
also fall into this category. New millennial entrepreneurs have to confront the
challenges of how to put a strategy in place that at the same time grows the
company as well as protects those resources that we do not own. New strategy tools are important for young
entrepreneurs to learn. The
Sustainability Helix helps us understand how business can become more
sustainable. Strategic backcasting is a
methodology for planning under uncertain circumstances. BioDefinition guides
decisions about creating or investing in a biodiversity business. BioSwot analyses strengths, weaknesses,
opportunities and threats in the linkages between the business and the
biodiversity. BioGovernance puts in
place structures to preserve the biodiversity integrity of the business and to
secure achievement of biodiversity performance. Product stewardship focuses on
minimizing not only pollution from manufacturing but also all environmental
impacts associated with the full life cycle of a product.
Legal framework regulating climate change: Companies with
international operations are today increasingly subject to various emissions
regulations and standards in key markets. The Convention on Climate Change and
the Kyoto Protocol embodied the core principles of a multilateral response to
climate change. Given the increasing
awareness of climate change and the role of business in bringing it about,
entrepreneurs can expect the policy and regulatory environment to adapt and
produce such policies as the introduction of carbon pricing schemes, providing
support for research and development in zero carbon technologies and processes,
imposing mandatory energy efficiency standards, and raising investment in
network infrastructure such as public transport systems and smart electricity
grids. A coordinated approach to policy measures will be critical in order to
improve the productivity of energy and natural resource use, reduce ‘policy
risk’ to create a conducive environment for private investment in clean
infrastructure and encourage innovation
in low/zero-carbon and environmental industries.
Sustainability performance measures for entrepreneurs: Climate change has suddenly exploded onto the agenda of financial
disclosure statements around the globe. Companies are now talking about climate
change both positively (touting their own progress on emissions reductions) and
negatively (disclosing the ways in which climate change can hurt the bottom
line). Entrepreneurs can now find a variety of planning, strategy and
performance tools to use in launching and evaluating new sustainable ventures.
Many companies are required to disclose sustainability performance measures on
their progress toward sustainable development. These tools include: Life cycle
assessment (LCA); Factor X; ISO 14 000; Environmental impact assessment (EIA);
Material flow analysis (MFA); Triple bottom line performance measures; Carbon
footprints; and Food or product miles
The need for a sustainable business plan:
As entrepreneurs, we
are collectively reaching the tipping point where we have to change our
business models to respond to sustainability issues. We can and must
advance sustainable development initiatives taking into account the importance
of mitigating and adapting to climate change.
We now need to plan for every final impact of their business with
sections on greenhouse gases, energy use, clean power and other
emissions-reducing strategies.
Bibliography
Aggestam, Maria. 2014. “Conceptualizing Entrepreneurial Capital in the Context of Institutional Change.” International Entrepreneurship and Management Journal 10 (1): 165–186. http://link.springer.com/article/10.1007/s11365-011-0216-x .
Alexander, Richard D. 1987. The Biology of Moral Systems. Transaction Publishers. http://bit.ly/2LfzkdD
Alexius, Susanna, and Staffan Furusten. 2013. “Dilemmas of Hybrid Social Enterprises: The Case of the Natural Step Sweden.” In 29th EGOS Colloquium, Subtheme 33 Management Occupations: Exploring Boundaries and Knowledge Flows. Montreal 4-6 July.http://www.diva-portal.org/smash/record.jsf?pid=diva2:678514.
Alvarez, Claudia, and David Urbano. 2012. “Environmental Factors and Entrepreneurial Activity: An Institutional Approach (Factores Del Entorno Y Creación de Empresas: Un Análisis Institucional).” Revista Venezolana de Gerencia 17 (57): 9–38. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2043480.
Anderson, Alistair R., and Robert Smith. 2007. “The Moral Space in Entrepreneurship: An Exploration of Ethical Imperatives and the Moral Legitimacy of Being Enterprising.” Entrepreneurship and Regional Development 19 (6): 479–497. http://www.tandfonline.com/doi/abs/10.1080/08985620701672377.
Anderson, Terry Lee, and Donald Leal.
1997. Enviro-Capitalists : Doing Good While Doing Well. The Political
Economy Forum. Lanham, Md.: Rowman & Littlefield Publishers.
Andersson, Jan Otto, and Ralf Eriksson,
eds. 2010. “Growth and Degrowth: Is Another Economy Possible?” In Elements of
Ecological Economics, 125–136. Routledge.
https://books.google.com.mx/books?hl=en&lr=&id=2WiMAgAAQBAJ&oi=fnd&pg=PP1&dq=Eriksson,+R.+%26+Andersson,+J.+O.+(2010).+Elements+of+ecological+economics.+&ots=GCD0IcZnoy&sig=06bPSOiyfGSdhFUlP4GpVKp02mU.
Assadourian, E. 2012. “The Path to Degrowth in Overdeveloped Countries.” In Starke, 978–1. State of the World 2012: Moving toward sustainable prosperity. Island Press/Center for Resource Economics. ISBN:-61091-037-8. http://link.springer.com/chapter/10.5822/978-1-61091-045-3_2#page-1.
Bandura, Albert. 2001. “Social
Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology
52 (1): 1–26.
http://www.annualreviews.org/doi/abs/10.1146/annurev.psych.52.1.1.
Bandura, Albert, Claudio Barbaranelli, Gian Vittorio Caprara, and Concetta Pastorelli. 1996. “Mechanisms of Moral Disengagement in the Exercise of Moral Agency.” Journal of Personality and Social Psychology 71 (2): 364. http://psycnet.apa.org/journals/psp/71/2/364/.
Baumol, William J. 1990a.
“Entrepreneurship: Productive, Unproductive, and Destructive.” Journal of
Business Venturing 98 (5): 893–921.
Begley, Thomas M., and Wee-Liang Tan. 2001. “The Socio-Cultural Environment for Entrepreneurship: A Comparison Between East Asian and Anglo-Saxon Countries.” Journal of International Business Studies, no. 3, (Quarter): 537. http://link.springer.com/article/10.1057/palgrave.jibs.8490983.
Berle, G. 1991. The Green
Entrepreneur: Business Opportunities That Can Save the Earth. Blue Ridge
Summit: Liberty Hall Press.
Berner, Erhard, Georgina Gomez, and Peter Knorringa. 2012. “‘Helping a Large Number of People Become a Little Less Poor’: The Logic of Survival Entrepreneurs.” The European Journal of Development Research 24 (3): 382–396. http://link.springer.com/article/10.1057/ejdr.2011.61.
Birkeland, J. (2008). Positive development. Earthscan; Birkeland, Janis. (2007). Positive Development: Designing for Net Positive Impacts. Environment Design Guide, 1–8. http://www.jstor.org/stable/26148727; Birkeland, Janis. (2014). Positive development and assessment. Smart and Sustainable Built Environment, 3(1), 4–22. http://www.emeraldinsight.com/doi/abs/10.1108/SASBE-07-2013-0039; Birkeland, Janis, Hes, D., & cu Plessis, C. (2014). Positive Development. In Designing for Hope: Pathways to Regenerative Sustainability (pp. 246–257). http://bit.ly/2zEL9Do
Boons, F., and M. Wagner. 2009. “Assessing the Relationship between Economic and Ecological Performance: Distinguishing System Levels and the Role of Innovation.” Ecological Economics 68 (7): 1908–1914. http://www.sciencedirect.com/science/article/pii/S0921800909000743.
Bostan, Ion, Adrian V. Gheorghe, Valeriu Dulgheru, Ion Sobor, Viorel Bostan, and Anatolie Sochirean. 2012. Resilient Energy Systems: Renewables: Wind, Solar, Hydro. Vol. 19. Springer Science & Business Media. https://goo.gl/peyRpP.
Bostrom, Nick, and Milan M. Cirkovic. 2011. Global Catastrophic Risks. Oxford University Press. https://goo.gl/dxJJSe.
Boulding, Kenneth. 1966. “The Economics of the Coming Spaceship Earth.” In Environmental Quality in a Growing Economy: Essays from the Sixth RFF Forum, 3:3–14. Resources for the Future/Johns Hopkins University Press. https://goo.gl/awCcUS.
Boulding, Kenneth E. 1970. Economics
as a Science. New York: McGraw-Hill.
Brophy, David J., and Joel M. Shulman. 1992. “A Finance Perspective on Entrepreneurship Research.” Entrepreneurship Theory and Practice 16 (3): 61–71. https://goo.gl/mdcLMv.
Campbell, Kathryn. 2008. “Women, Mother Earth and the Business of Living.” In Entrepreneurship as Social Change: A Third New Movements in Entrepreneurship Book, edited by Chris Steyaert and Daniel Hjorth, 3:165+. Edward Elgar Publishing. https://goo.gl/bW3ME5.
Cantillon, Richard, ed. 2001. Essays
on the Nature of Commerce in General. Classics in Economics Series:
Classics in Economics. New Brunswick, N.J: Transaction Publishers.
Carland, James W., Frank Hoy, William R. Boulton, and Jo Ann C. Carland. 1984. “Differentiating Entrepreneurs from Small Business Owners: A Conceptualization.” Academy of Management Review 9 (2): 354–359. http://amr.aom.org/content/9/2/354.short.
Carson, Rachel, Lois Darling, and Louis
Darling. 1962. Silent Spring. Boston Cambridge, Mass.: Houghton
Mifflin ; Riverside Press.
Chamlee-Wright, Emily, and Virgil Henry Storr. 2009. “The Role of Social Entrepreneurship in Post-Katrina Community Recovery.” International Journal of Innovation and Regional Development 2 (1–2): 149–164. http://www.inderscienceonline.com/doi/abs/10.1504/IJIRD.2010.02986.
Cohen, Boyd, Brock Smith, and Ron Mitchell. 2008. “Toward a Sustainable Conceptualization of Dependent Variables in Entrepreneurship Research.” Business Strategy and the Environment 17 (2): 107–119. http://onlinelibrary.wiley.com/doi/10.1002/bse.505/full.
Crate, Susan A., and Mark Nuttall. 2016. Anthropology and Climate Change: From Encounters to Actions. Routledge. https://goo.gl/as1L8y.
Dagnino, G. B., and M. M. Mariani.
2007. “Dynamic Gap Bridging and Realized Gap Set Development: The Strategic
Role of the Firm in the Coevolution of Capability Space and Opportunity Space.”
In Innovation Industrial Dynamics and Structural Transformation:
Schumpeterian Legacies, edited by U. Cantner & F. Malerba, 321–341.
Berlin & New York: Springer.
Dean, Thomas J., and Jeffery S. McMullen. 2007a. “Toward a Theory of Sustainable Entrepreneurship: Reducing Environmental Degradation through Entrepreneurial Action.” Journal of Business Venturing 22 (1): 50–76. http://www.sciencedirect.com/science/article/pii/S0883902605000777.
Dees, J. Gregory. 1998. “The Meaning of
‘social Entrepreneurship.’ Comments and Suggestions Contributed from the Social
Entrepreneurship Founders Working Group.” Durham, NC: Center for the
Advancement of Social Entrepreneurship, Fuqua School of Business, Duke
University.
Diesendorf, Mark, and Clive Hamilton.
1997. Human Ecology, Human Economy : Ideas for an Ecologically Sustainable
Future. St. Leonards, NSW, Australia: Allen & Unwin.
Dietz, T., Fitzgerald, A, and Shwom, R.
2005. “Environmental Values.” Annual Review of Environment and Resources
30: 335–372.
Dinger, Jenni Marie. 2015. “An Examination of How Community Social Identity Motivates Crowdfunding of Entrepreneurs and Entrepreneurial Rebuilding after Natural Disasters.” UNIVERSITY OF COLORADO AT BOULDER. http://gradworks.umi.com/37/21/3721796.html.
Driscoll, Cathy, and Mark Starik. 2004. “The Primordial Stakeholder: Advancing the Conceptual Consideration of Stakeholder Status for the Natural Environment.” Journal of Business Ethics 49 (1): 55–73. http://link.springer.com/article/10.1023/B:BUSI.0000013852.62017.0e.
Dubini, Paola. 1987. Motivational
and Environmental Influences on Business Start-Ups: Some Hints for Public
Policy. Wharton School of the University of Pennsylvania, Snider
Entrepreneurial Center.
Edelman, Linda, and Helena Yli-Renko. 2010. “The Impact of Environment and Entrepreneurial Perceptions on Venture-Creation Efforts: Bridging the Discovery and Creation Views of Entrepreneurship.” Entrepreneurship Theory and Practice 34 (5): 833–856. http://onlinelibrary.wiley.com/doi/10.1111/j.1540-6520.2010.00395.x/full.
Elkington, J., and T. Burke. 1989. The
Green Capitalists. London: Victor Gollancz.
Elkington, John. 1994. “Towards the
Sustainable Corporation: Win-Win-Win Business Strategies for Sustainable
Development.” California Management Review 36 (2): 90–100.
Elkington, John. 1997. Cannibals
with Forks: The Triple Bottom Line of 21st Century Business. Oxford:
Capstone Publishing.
Field, Christopher B., Vicente R. Barros, Michael D. Mastrandrea, Katharine J. Mach, MA-K. Abdrabo, N. Adger, Yury A. Anokhin, et al. 2014. “Summary for Policymakers.” In Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change, 1–32. http://epic.awi.de/37531/ http://ipcc-wg2.gov/AR5/images/uploads/IPCC_WG2AR5_SPM_ Approved.pdf.
Franchetti, Matthew John, and Defne Apul. 2012. Carbon Footprint Analysis: Concepts, Methods, Implementation, and Case Studies. CRC Press. https://goo.gl/C7iVD9.
Frederick, H. H. 2017. “Understanding Biosphere Entrepreneurship through a Framework Approach: Including Implications for Entrepreneurship Education (USASBE).” In United States Association for Small Business and Entrepreneurship. Conference Proceedings, 106. United States Association for Small Business and Entrepreneurship. http://bit.ly/2Uo4Mcg.
Fry, Julia. 2013. Improving Integration of Agriculture and Conservation through Biosphere Reserves. RIRDC Publication No. 13/022 RIRDC Project No. PRJ-006634. Australian Government, Rural Industries Research and Development Corporation. https://rirdc.infoservices.com.au/downloads/13-022.
Garoma, Belay File. 2012. “Determinants of Microenterprise Success in the Urban Informal Sector of Addis Ababa: A Multidimensional Analysis.” Amsterdam: International Institute of Social Studies. http://repub.eur.nl/pub/37927/.
George, Colleen, and Maureen Reed. “Building Institutional Capacity for Environmental Governance through Social Entrepreneurship: Lessons from Canadian Biosphere Reserves.” Ecology and Society 21 (1). https://www.ecologyandsociety.org/vol21/iss1/art18/.
Gielnik, Michael M., Hannes Zacher, and Michael Frese. 2012. “Focus on Opportunities as a Mediator of the Relationship between Business Owners’ Age and Venture Growth.” Journal of Business Venturing 27 (1): 127–142. http://www.sciencedirect.com/science/article/pii/S0883902610000558.
Gowdy, John. 2013. Coevolutionary Economics: The Economy, Society and the Environment. Vol. 5. Springer Science & Business Media. https://goo.gl/uqjZuM.
Gray, Brendan James, Suzanne Duncan, Jodyanne Kirkwood, and Sara Walton. 2014. “Encouraging Sustainable Entrepreneurship in Climate-Threatened Communities: A Samoan Case Study.” Entrepreneurship & Regional Development 26 (5–6): 401–430. http://rsa.tandfonline.com/doi/abs/10.1080/08985626.2014.922622.
Hayton, James C., Gerard George, and Shaker A. Zahra. 2002. “National Culture and Entrepreneurship: A Review of Behavioral Research.” Entrepreneurship Theory and Practice 26 (4): 33. http://ink.library.smu.edu.sg/lkcsb_research/4642/.
Hébert, Robert F, and Robert Link.
2009. A History of Entrepreneurship. Routledge.
Henderson, Hazel, and Simran Sethi. 2006. Ethical Markets: Growing the Green Economy. Chelsea Green Publishing. http://bit.ly/2Utci60
Herbertson, J., and C. Tipler. 2006. “The Natural Step Framework: From Sustainability Fundamentals to Innovation.” In International Handbook on Environmental Technology Management, edited by U. K. Cheltenham. https://goo.gl/CjpGhr
Hofstede, G. H. (1984). Culture’s consequences: International differences in work-related values (Abridged ed). http://bit.ly/2LgWsbz.
Hofwebwer, Thomas. 2004. Logic and
Ontology. Stanford Encyclopedia of Philosophy.
Holmberg, J. 2006. “Backcasting the
Natural Step: A Vision for Sustainable Societies.” Reflections 7 (3):
9–14.
Holmberg, J., K.-H. Robert, and K.-E.
Eriksson. 1996. “Socio-Ecological Principles for a Sustainable Society:
Scientific Background and Swedish Experience.” In Getting down to Earth:
Practical Applications of Ecological Economics. , edited by S. Olman R.
Costanza and J. Martinez-Alier, 17–48. Washington: Island Press/International
Society of Ecological Economics.
Holmgren, David. 2012. Future Scenarios: How Communities Can Adapt to Peak Oil and Climate Change. Chelsea Green Publishing. https://goo.gl/cDCgr4.
Hubbert, Marion King. 1982. Techniques
of Prediction as Applied to the Production of Oil and Gas. National Bureau
of Standards.
Jack, Sarah L., and Alistair R.
Anderson. 1998. “Entrepreneurship Education within the Condition of
Entreprenology.” In Proceedings of the Conference on Enterprise and Learning,
13–28.
Jolink, Albert, and Eva Niesten. 2015. “Sustainable Development and Business Models of Entrepreneurs in the Organic Food Industry.” Business Strategy and the Environment 24 (6): 386–401. https://onlinelibrary.wiley.com/doi/abs/10.1002/bse.1826 .
Kanothi, Raphael. 2009. “The Dynamics of Entrepreneurship in ICT: Case of Mobile Phones Downstream Services in Kenya.” ISS Working Paper Series/General Series 466: 1–76. http://repub.eur.nl/pub/18727/.
Koe, Wei-Loon, and Izaidin Abdul Majid. 2014. “Socio-Cultural Factors and Intention towards Sustainable Entrepreneurship.” Eurasian Journal of Business and Economics 7 (13): 145–156. http://www.ejbe.org/EJBE2014Vol07No13p145KOE-MAJID.pdf.
Koe, Wei-Loon, Juan Rizal Sa’ari, Izaidin Abdul Majid, and Kamariah Ismail. 2012. “Determinants of Entrepreneurial Intention among Millennial Generation.” Procedia-Social and Behavioral Sciences 40: 197–208. http://www.sciencedirect.com/science/article/pii/S1877042812006489.
Kondratieff, N. D. 1922. World
Economy and Its Conjuncture during and after the War. Vologda: Regional Branch
of the State Publishing House. Russian.
Kuratko, Donald F., Michael H. Morris, and Minet Schindehutte. 2015. “Understanding the Dynamics of Entrepreneurship through Framework Approaches.” Small Business Economics 45 (1): 1–13. http://link.springer.com/article/10.1007/s11187-015-9627-3.
Kury, Kenneth Wm. 2012a. “Sustainability Meets Social Entrepreneurship: A Path to Social Change through Institutional Entrepreneurship.” International Journal of Business Insights & Transformation 4. http://bit.ly/2ZJp9Si
Kury, Kenneth Wm. 2012b. “Sustainability Meets Social Entrepreneurship: A Path to Social Change through Institutional Entrepreneurship.” International Journal of Business Insights & Transformation 4. http://bit.ly/2ZJp9Si.
Lockwood, F., Russell Teasley, Jo Ann
C. Carland, and James W. Carland. 2006. “An Examination of the Power of the
Dark Side of Entrepreneurship.” International Journal of Family Business
3: 1–20.
Lowitt, Eric. 2014. “How to Survive
Climate Change and Still Run a Thriving Business.” Harvard Business Review
92 (4): 86–92. http://europepmc.org/abstract/med/24830284.
Majid, Izaidin Abdul, and Wei-Loon Koe. 2012. “Sustainable Entrepreneurship (SE): A Revised Model Based on Triple Bottom Line (TBL).” International Journal of Academic Research in Business and Social Sciences 2 (6): 293. http://eprints.utem.edu.my/11492/.
Majid, Sara, and Yi Yaqun. 2016. “From
an Entrepreneur to a Sustainopreneur: Extracting Facts about
Sustainopreneurship.” The East Asian Journal of Business Management 6
(2): 23–25. http://db.koreascholar.com/article?code=314013.
Malthus, Thomas Robert. 1878. An
Essay on the Principle of Population: Or, A View of Its Past and Present
Effects on Human Happiness, with an Inquiry Into Our Prospects Respecting the
Future Removal Or Mitigation of the Evils Which It Occasions. London, Reeves
and Turner.
Markman, Gideon D., Michael Russo, G.
T. Lumpkin, P. Jennings, and Johanna Mair. 2016. “Entrepreneurship as a
Platform for Pursuing Multiple Goals: A Special Issue on Sustainability,
Ethics, and Entrepreneurship.” Journal of Management Studies 53 (5):
673–694.
Mason, Colin, and Richard Harrison. 2004. “Does Investing in Technology-Based Firms Involve Higher Risk? An Exploratory Study of the Performance of Technology and Non-Technology Investments by Business Angels*.” Venture Capital: An International Journal of Entrepreneurial Finance 6 (4): 313–332. http://www.tandfonline.com/doi/abs/10.1080/1369106042000286471.
Meadows, Donella H., Dennis L. Meadows,
Jorgen Randers, and William W. Behrens. 1972. The Limits to Growth: A Report
for the Club of Rome’s Project on the Predicament of Mankind. New American
Library.
Morris, M.H., D.F. Kuratko, and M. Schindehutte.
2001. “Towards Integration: Understanding Entrepreneurship through Frameworks.”
The International Journal of Entrepreneurship and Innovation 2 (1):
35–49.
Morton, Oliver. 2015. The Planet Remade: How Geoengineering Could Change the World. Princeton University Press. http://eprints.utem.edu.my/11492/.
Murphy, Kevin M., Andrei Shleifer, and Robert W. Vishny. 1991. “The Allocation of Talent: Implications for Growth.” The Quarterly Journal of Economics 106 (2): 503–530. http://qje.oxfordjournals.org/content/106/2/503.short.
Nguyen, Cuc, Howard Frederick, and Huong Nguyen. 2014. “Female Entrepreneurship in Rural Vietnam: An Exploratory Study.” International Journal of Gender and Entrepreneurship 6 (1): 50–67. http://www.emeraldinsight.com/doi/abs/10.1108/IJGE-04-2013-0034.
Nordlund, Annika M., and Jörgen Garvill. 2003. “Effects of Values, Problem Awareness, and Personal Norm on Willingness to Reduce Personal Car Use.” Journal of Environmental Psychology 23 (4): 339–347. http://www.sciencedirect.com/science/article/pii/S0272494403000379.
Parrish, Bradley D. 2007. “Sustainability Entrepreneurship: Design Principles, Processes, and Paradigms.” University of Leeds. http://etheses.whiterose.ac.uk/347/.
Penn, Dustin J. 2003. “The Evolutionary Roots of Our Environmental Problems: Toward a Darwinian Ecology.” The Quarterly Review of Biology 78 (3): 275–301. http://www.jstor.org/stable/10.1086/377051.
Potts, J., J. Foster, and A. Straton. 2010. “An Entrepreneurial Model of Economic and Environmental Co-Evolution.” Ecological Economics 70 (2): 375–383. https://ideas.repec.org/p/qld/uq2004/409.html.
Safarzyńska, Karolina, and Jeroen CJM van den Bergh. 2010. “Evolutionary Models in Economics: A Survey of Methods and Building Blocks.” Journal of Evolutionary Economics 20 (3): 329–373. http://link.springer.com/article/10.1007/s00191-009-0153-9.
Schaltegger, S., Lüdeke-Freund, F., & Hansen, E. G. (2016). Business Models for Sustainability. Organization & Environment, 29(3), 264–289. https://doi.org/10.1177/1086026616633272
Schindehutte, Minet, Michael H. Morris, and Donald F. Kuratko. 2000. “Classification as a Factor in the Scientific Evolution of Entrepreneurship.” Journal of Small Business Strategy 11 (2): 1–20. http://libjournals.mtsu.edu/index.php/jsbs/article/view/448.
Schneider, François, Giorgos Kallis, and Joan Martinez-Alier. 2010. “Crisis or Opportunity? Economic Degrowth for Social Equity and Ecological Sustainability. Introduction to This Special Issue.” Journal of Cleaner Production 18 (6): 511–518. http://www.sciencedirect.com/science/article/pii/S0959652610000259.
Schultz, P. Wesley, and Lynnette Zelezny. 1999. “Values as Predictors of Environmental Attitudes: Evidence for Consistency across 14 Countries.” Journal of Environmental Psychology 19 (3): 255–265. http://www.sciencedirect.com/science/article/pii/S0272494499901299.
Schultz, P. Wesley, and Lynnette C. Zelezny. 1998. “Values and Proenvironmental Behavior a Five-Country Survey.” Journal of Cross-Cultural Psychology 29 (4): 540–558. http://jcc.sagepub.com/content/29/4/540.short.
Schumacher, Ernst Friedrich. 2011. Small Is Beautiful: A Study of Economics as If People Mattered. Random House. https://goo.gl/V98gBk.
Schumpeter, Joseph Alois, ed. 1950. Capitalism,
Socialism, and Democracy. 3d ed. New York: Harper.
Schumpeter, Joseph.A. 1934. The
Theory of Economic Development. Cambridge, MA: Harvard University Press.
Shane, Scott, and S. Venkataraman.
2000. “The Promise of Entrepreneurship as a Field of Research.” Academy of
Management Review 25 (1): 217–226.
Shepherd, Dean A., and Holger Patzelt. 2011a. “The New Field of Sustainable Entrepreneurship: Studying Entrepreneurial Action Linking ‘What Is to Be Sustained’ With ‘What Is to Be Developed.’” Entrepreneurship: Theory & Practice 35 (1): 137–163. http://onlinelibrary.wiley.com/doi/10.1111/j.1540-6520.2010.00426.x/full.
Shepherd, Dean A., Holger Patzelt, and Robert A. Baron. 2013. “‘I Care About Nature, but ...’: Disengaging Values in Assessing Opportunities That Cause Harm.” Academy of Management Journal 56 (5): 1251–1273. https://journals.aom.org/doi/abs/10.5465/amj.2011.0776 .
Shivani, Shradha, S. K. Mukherjee, and Raka Sharan. 2006. “Socio-Cultural Influences on Indian Entrepreneurs: The Need for Appropriate Structural Interventions.” Journal of Asian Economics 17 (1): 5–13. http://www.sciencedirect.com/science/article/pii/S1049007806000030.
Solomona, Malama. 2013. “Samoan Entrepreneurship: Natural Disasters, Vulnerability and Perseverance.” Master of Management, Massey University. http://mro.massey.ac.nz/handle/10179/4674.
Solow, Robert M. 1956. “A Contribution to the Theory of Economic Growth.” The Quarterly Journal of Economics, 65–94. http://www.jstor.org/stable/1884513.
Stern, Paul C., Thomas Dietz, Troy D. Abel, Gregory A. Guagnano, and Linda Kalof. 1999. “A Value-Belief-Norm Theory of Support for Social Movements: The Case of Environmentalism.” Human Ecology Review 6 (2): 81–97. https://works.bepress.com/troy_abel/3/.
Stevenson, Adlai. 1965. “Adlai
Stevenson, Speech to the United Nations, 9 July 1965.” In Adlai Stevenson of
the United Nations 1900-1965, edited by Richard Wilson Wilson and Rahil,
224. Free Asia Press.
Steyaert, C., and R. Bouwen. 1997.
“Telling Stories of Entrepreneurship – towards a Narrative-Contextual Epistemology
for Entrepreneurial Studies.” In Entrepreneurship & SME Research,
edited by R Donckels and A Miettinen. Ashgate: Aldershot.
Sullivan, Arthur, and Steven M.
Sheffrin. 2003. “Economics: Principles in Action. Upper Saddle River, New
Jersey 07458: Pearson Prentice Hall.”
Swedish Ministry of Environment. 2014. Regeringens proposition 2013/14:141 En svensk strategi för biologisk mångfald och ekosystemtjänster [Government bill 2013/14: 141 A Swedish Biodiversity Strategy and ecosystem service]. Prop. 2013/14: 141. Miljödepartementet. http://bit.ly/2NUKEO7.
Thurman, Paul W. 2016. Entrepreneurship and Sustainability: Business Solutions for Poverty Alleviation from around the World. Routledge. https://goo.gl/gDSgDe.
Trompenaars, Fons, and Charles Hampden-Turner. 1998. “Riding the Waves of Culture: Understanding Diversity in Global Business.” Nueva York: Mc Graw Hill.http://bit.ly/2PJRgkW
Van Den Bergh, Jeroen CJM, and John M. Gowdy. 2000. “Evolutionary Theories in Environmental and Resource Economics: Approaches and Applications.” Environmental and Resource Economics 17 (1): 37–57. http://link.springer.com/article/10.1023/A:1008317920901.
Walton, Sara, and Jodyanne Kirkwood. 2013. “Tempered Radicals! Ecopreneurs as Change Agents for Sustainability–an Exploratory Study.” International Journal of Social Entrepreneurship and Innovation 2 (5): 461–475. http://www.inderscienceonline.com/doi/abs/10.1504/IJSEI.2013.059321.
Warriner, Charles K. 1984. Organizations
and Their Environments: Essays in the Sociology of Organizations. Vol. 3.
Greenwich, Conn.: Jai Press.
York, Jeffrey G., and S. Venkataraman. 2010. “The Entrepreneur–environment Nexus: Uncertainty, Innovation, and Allocation.” Journal of Business Venturing, Sustainable Development and Entrepreneurship, 25 (5): 449–463. http://www.sciencedirect.com/science/article/pii/S0883902609000822.
[i] Note that Schumpeter’s fourth point naively refers to the
exploitation and often plundering of Earth’s resources.
[ii] A geo-engineering entrepreneur undertakes deliberate intervention
in the Earth’s natural systems to counteract climate change through such
techniques as changing the Earth’s reflectivity, carbon dioxide removal, carbon
sequestration, enhanced weathering, and sea fertilization to promote fish
growth (see for
example, Bethune 2016; Fountain 2012; Frederick, O’Connor, and Kuratko 2016,
103–107; BBC 2009; “List of Proposed Geoengineering Schemes” 2016;
Lukacs 2012; Morton 2015).
[iii] The present author has adapted Cohen’s frame to suit Boulding’s
framework. What Cohen calls “economic
performance” (achievement of economic objectives), we call econosphere. What
they call “promise” (achievement of social objectives), we call sociosphere. What they call “perpetuity” (achievement of
environmental objectives), we call biosphere.
We have also change the centre space from sustainability to value.
[iv] Cohen et al. hinted at the Disvalue Creation framework throughout
their article, but for the purposes of the present exegesis, we make that
framework explicit. For this we draw
upon the ‘dark side of entrepreneurship’ (Lockwood et al. 2006; Kets de Vries 1985;
Frederick, O’Connor, and Kuratko 2016, 48–51, 128–130).
Have you ever wondered why we use the French word entrepreneur instead of proper English cultural definition of entrepreneur?
What is the cultural definition of entrepreneurship? The word entrepreneur is derived from the French entreprendre, meaning ‘to take in between’, or ‘to undertake’. English doesn’t really have its own word for entrepreneur – or better said, it once had such a word but tragically lost it.
Is an entrepreneur a funeral director?
The originator of the word is the Irishman living in France Richard Cantillon’s in his book Essai sur la Nature du Commerce en General (1755). When his book, originally written in French, was translated back into his native English, 'entrepreneur' was translated as 'Under Taker'.
We use the French word in English because the proper word for entrepreneur, ‘undertaker’ (someone who undertakes, a word used by the original theorists of entrepreneurship), is now used by another profession. Undertakers today are morticians and funeral directors! Such is the ever-changing definition of entrepreneurship.
As a linguist and videographer, I combine those skills to put together a video that covers how the word entrepreneur is used in various world languages. One thing is for sure: The definition of entrepreneurship is cultural, and many languages do not follow the Romance pattern of 'undertaking'! .
Richard Cantillon’s “Essai sur la Nature du Commerce en General” (1755) first gave life to the word entrepreneur. Since then the word is used differently around the world and has acquired culture-specific connotations. In this video we look at the unique way the concept is expressed in small languages such as Irish Gaelic, Maori and Welsh as well as large languages such as Chinese, Japanese and English. The cast of scholars runs in this order: Introduction by Howard Frederick; Dennis Foley, Aboriginal Australian; Whatarangi Winiata, Maori; Dylan Jones-Evan, Welsh; Emer Ni Bhradaigh, Irish Gaelic; Rognavaldur Saemundsson, Icelandic; Erkko Autio, Finnish; Zoltan Acs, Hungarian; Per Davidsson, Swedish; Vyacheslav Dombrovsky, Russian; Liora Katzenstein, Hebrew; Takis Politis, Greek; Jose Ernesto Amoros, Ricardo Hernandez Mogollon, Jorge Jimenez, Antonia Sanin, Spanish; Gloria Talavera, Tagalog; Mona Kassim, Bruneian Malay; Taeyong Yang, Korean; Thanaphol Virasa, Thai; D.M. Semasinghe, Sinhala; Kankesu Jayanthakumaram, Tamil; Yohannes Somawiharja, Bahasa Indonesia; Toru Tanigawa, Japanese; Teng-Kee Tan, Mandarin. >> >> At the very end, there is a wonderful story by Emer Ni Bhradaigh about the life history of Richard Cantillon, the first economist to use the word entrepreneur. .
You can see the confusion in the famous George W. Bush joke below:
US President George W. Bush (who was not known for his mental acuity), as visiting Britain’s Prime Minister Tony Blair and France’s President Jacques Chirac at a summit meeting in Paris to discuss the economy and, in particular, the decline of the French economy. George Bush leaned over to Tony Blair and whispered, ‘the problem with the French, Tony, is that they don’t have a word for entrepreneur like we do’.
Cultural definitions of 'entrepeneur'
Seriously though, in English and in most
Romance languages, the entrepreneur is someone who undertakes to organise,
manage and assume the risks of a business. The definition is broadened so that today
an entrepreneur is considered to be a social or business innovator or developer
who recognises and seizes opportunities; converts those opportunities into workable/marketable
ideas; adds value through time, effort, money or skills; assumes the risks of
the competitive marketplace to implement these ideas; and realises the rewards
from those efforts.[1]There are some special words too. For example, an impresario is a theatre entrepreneur. We say also ‘seniorpreneur’, ‘intrapreneur’,
‘mompreneur’, and many others.
Not all languages follow the ‘undertaker model’, though. In Malay, usahawan means someone who does a commercial activity at some financial risk. In the Thai language, the word for entrepreneur is pupagongan, which means literally ‘someone who assembles other people together’. In Indonesian, wiraswasta has the signification of ‘courageous private sector’. In the Garinagala language of Australian Aborigines, they use egargal or ‘story-teller’ to mean entrepreneurs.
The Māori language of the Polynesians of New Zealand has two words for entrepreneurship. Ngira tuitui means the ‘needle that binds things together’. The other word is tinihanga a Māui, or the ‘tricks of Māui’. Māui in Polynesian mythology is a demigod and cultural hero famous for his exploits and trickery. Māori admire his entrepreneurial spirit, heroism, altruism and brashness. Take the following story, for example:
Māui and fishhook. tinihanga a Māui, or the ‘tricks of Māui’.
Every day Māui’s brothers went fishing, but they always refused to take Māui with them because they were afraid of his magical tricks. One day, however, Māui hid in their canoe and revealed himself when they were far out to sea. Māui drew out his fishhook made from the magical jawbone of his grandmother, baited it with some blood from his nose, and then lowered it deep down in the ocean … Māui pulled the greatest of all fishes into the boat … and it miraculously turned itself into land that became the islands of New Zealand.[2]
However we say it, the entrepreneur is the
aggressive catalyst for change in the world of business. They are independent thinkers
who dare to be different in a background of common events. Research reveals
that many entrepreneurs have certain characteristics in common, including the
ability to consolidate resources, management skills, a desire for autonomy and risk
taking. Other characteristics include brashness, competitiveness, goal-oriented
behaviour, confidence, opportunistic behaviour, intuitiveness, pragmatism, the
ability to learn from mistakes and the ability to employ human relations
skills.[3]
Today, we recognize that entrepreneurship is a dynamic process of vision, change and creation. It requires an application of energy and passion towards the creation and implementation of new value-adding ideas and creative solutions. Essential ingredients include the willingness to take calculated risks in terms of time, equity or career; the ability to formulate an effective venture team; the creative skill to marshal needed resources; and, finally, the vision to recognise opportunity where others see chaos, contradiction and confusion.
Source: Excerpted from Frederick, H. H., A. O’Connor, and D. F. Kuratko. Entrepreneurship Theory Process Practice. 5th Asia-Pacific edition. Melbourne, Australia: Cengage Learning Australia, 2019. https://bit.ly/cengage-etpp.
Endnotes
[1] For a compilation of definitions, see Ronstadt, R. C. (1984). Entrepreneurship.Dover, MA: Lord
Publishing, 28; Stevenson, H. H. & Gumpert, D. E. (1985). The heart of
entrepreneurship. Harvard Business
Review, March/April, 85–94; Barton Cunningham, J. & Lischeron, J.
(1991). Defining entrepreneurship. Journal
of Small Business Management, January,45–61; Audretsch, D. B. (2003).
Entrepreneurship: A survey of the literature.
Luxembourg: Office for Official Publications of the European Communities;
Berglann, H., Moen, E. R., Røed, K. & Skogstrøm, J. F. (2011).
Entrepreneurship: Origins and returns. Labour
Economics,18(2), 180–93; McMullan, W. E. & Kenworthy, T. P. (2015).
Modernizing Schumpeter: Toward a new general theory of entrepreneurship. In Creativity and Entrepreneurial Performance.
Springer International Publishing, 57–72.
[2] Craig, R. D. (2004). Handbook
of Polynesian mythology. ABC-CLIO, 168.
[3] See Dana, L. P. (2011). World
encyclopedia of entrepreneurship. Cheltenham, UK; Northampton, MA: Edward
Elgar; Kent, C. A., Sexton, D. L. & Vesper, K. H. (1982). Encyclopedia of entrepreneurship.
Englewood Cliffs, NJ: Prentice-Hall; Montagno, R. V. & Kuratko, D. F.
(1986). Perception of entrepreneurial success characteristics.American Journal of Small Business,
Winter, 25–32; Begley, T. M. & Boyd, D. P. (1987). Psychological
characteristics associated with performance in entrepreneurial firms and
smaller businesses. Journal of Business Venturing, Winter,79–91; Kuratko, D. F.
(2002).Entrepreneurship. International
encyclopedia of business and management (2nd ed.). London: Routledge
Publishers, 168–76.
This article commemorates the 2011 launch of the exhibition ‘Alfred Deakin: The Man’ at the Alfred Deakin Prime Ministerial Library in Geelong, Victoria, Australia. We apply the modern concept of ‘entrepreneur’ to thrice-Australian Prime Minister Alfred Deakin. We use historical records, including Deakin’s own writings, to uncover his ‘enterprising personality’ as a social and business entrepreneur.
The period of analysis is 1885-1890 when Deakin was in his late twenties and was serving as Minister for Water Supply and President of the Royal Commission on Water Supply. Deakin’s vision of an irrigated Murray Basin drew upon his Victorian liberalism and on his spiritualism, viewing water as ‘life force’ that could provide the ‘vital spark’ to the land through engineering and irrigation science. His vision and self-efficacy saw him travel throughout the United States and Mexico to examine irrigation works, dams, weirs and canals in search of technology to ‘free the soul’ of inland Australia.
Dreamer and water entrepreneur
Enterprising Mr. Deakin. National Portrait Gallery, Canberra. Gift of Ronald A Walker 2009.
Alfred Deakin – the dreamer, the believer, the achiever, known as the Father of Federation and the Father of Irrigation in Australia. We take an in-depth and more personal look at Alfred Deakin the man. My topic is ‘Alfred as Entrepreneur’, for he was imbued with that enterprising spirit that possesses some of us. True, Alfred was a failed business entrepreneur and director of some very dubious companies. It is a miracle that he did not end up discredited and in insolvency as many of his friends did. But on the other side, Alfred was an enormously successful social and political entrepreneur, charismatic and communicative, risk-taking and forward-thinking.
On a personal note, I discovered that Alfred and I were connected—emotionally and even personally--and this motivated me to examine his life as a social and political entrepreneur. In the course of this research I discovered that Alfred actually visited my home town of Indio, California as he road throughout the ‘Wild West’ on a research tour of America. I discovered to my delight that not only did he have well-known traits of an entrepreneur. Like myself, he was a visionary and dreamer of grand projects, and an admirer of American entrepreneurship. He was also a researcher. One amazing discoveries was that Alfred was a competent survey researcher. He used a 75-question survey instrument of great concision to interview the great engineers and irrigationists of America, and his book, ‘Irrigation in Western America’, should merit a posthumous doctorate.
Young Alfred
The field of academic entrepreneurship is rife with definitions, and I won’t bore you here with the literature wars, but here are two definitions that fit Alfred to a tee: An entrepreneur is ‘a person who habitually creates and innovates to build something of value around perceived opportunities (Bolton & Thompson, 2004); someone who ‘[pursues] opportunity beyond the resources [he] currently controls’ (Stevenson & Gumpert, 1985).
Postcard showing the Hon Alfred Deakin, by AR Burnet, after Deakin was voted one of 'The Ten Best Citizens of Victoria' by the Herald, around 1906. National Museum of Australia.
These
characteristics of opportunity seeking, taking risks beyond security, and
having the tenacity to push an idea through to reality all combined in Alfred
Deakin to make him a singularly enterprising personality. He reminds me of the mission of the Starship Enterprise ‘to boldly go where no [one]
has gone before’. Alfred had an attitude to life, an attitude of exploring, of
developing, of leading and of taking initiatives.
In the entrepreneurship literature, you are more likely to be an entrepreneur if you know one (Klees, 1995). Alfy had a school mate, the sociable but cheeky Theodore Fink (1855–1942), who influenced Alfred’s enterprising affairs—for good and for bad--throughout his life. As Deakin biographer John Rickard writes, ‘Fink was a born entrepreneur, organising lotteries (nibs, penholders and blotting paper serving as school currency), and starting the school paper’, to which Alfy contributed. Alfy emulated his friend by starting a club for essayists and championing a law court (Rickard, 1996, p. 29).
Alfred went on to study law half-heartedly at Melbourne, but he only gained a certificate; not surprisingly, his law career never proved to be successful. I believe that he recognised early that his lot was not for a 'compliance discipline'. He didn’t want to manage someone else’s affairs. He had what psychologists call a strong ‘internal locus of control’, where a person believes that he can control events--or better said, that events result primarily from the own behaviour and actions. These are another two characteristics of entrepreneurs. Alfy had a drive for self-employment and to become sole proprietor of his own destiny.
This was very early the case when, through the brilliance of his writing and oratory, he came in contact with David Syme, the media mogul of fifty-year career as publisher and editor of 'The Age' and 'The Leader' newspapers. Deakin became Symes’ journalistic protégé and this ultimately enabled him to earn his living. Between 1878 and 1883, when he was elected Prime Minister, Deakin wrote regularly for Syme's newspapers on a wide variety of topics. An omnivorous reader and assiduous writer, Deakin filled an endless stream of notebooks and diaries.
Alfred excelled at journalism, which became his major occupation for some years and provided a useful source of income for most of his life. One of the rare facts that I discovered in my research is that even when he was Prime Minister he wrote ‘secret commentaries’ on Australian politics under the by-line ‘Our Special Correspondent in Australia’ for the London Morning Post from 1901-1914-- (Deakin & La Nauze, 1968). IVery few people knew of this secret activity, including the Australian Tax Office offices, where Deakin religiously declared his yearly earnings of £500.
One of the hallmarks of an entrepreneur is to think creatively and very much out of the box. A quintessential Victoria liberal (not at all in the sense of the word today), Deakin was an advocate of temperance, a writer of dramas, essays, poetry and treatises on subjects as diverse as funerary architecture in India and anti-sweating legislation, and a five-act blank-verse drama of a Renaissance-era Flemish painter.
Typical of many liberal Free Thinkers of his day, he was also a spiritualist. This community supported such liberal causes such as the abolition of slavery and women's suffrage. Alfred's search for a Higher Truth drew him to its mystic endeavours. At one point he even took post-mortem dictation from John Bunyan, who died in 1688 (Grosz & Maloney, 2008-2009). Denounced in the papers for ‘outraging religion’, Deakin did withdraw from the spiritualist movement, but if he were alive today he would probably have sought inspiration in animism.
Alfred Deakin’s Enterprising Biography
Let us begin with his essential details. Alfred was the child of English immigrants who immigrated and had settled in Collingwood, Melbourne by 1853. Alfred was born three years later at 90 George Street, Fitzroy, later moved to South Yarra, and entered Melbourne Grammar School.
Alfred’s father William worked as a storekeeper and water-carter, then moved to become a partner and manager in Cobb and Co., the famous stagecoach company founded by American entrepreneur Freeman Cobb, who ran American-imported stagecoaches to and from the Victorian goldfields. Freeman Cobb’s name is synonymous an enterprising company using the latest methods and equipment, and his management style was one of bringing out the best in people (Austin). Alfy worked as a manager at Cobb and the tall tales of the Yanks must have sparked his imagination about the American Wild West.
At Melbourne Grammar, Alfred was not a serious student at first, distracted as he was by his dream world and reading of world literature. However, he was soon discovered and came under the influence of the school's headmaster, John Edward Bromby (1809–1889), whose oratorical style Deakin emulated. Bromby was furtively proud of his pupil; when Deakin was elected to Assembly in 1879, Bromby noted the boy’s success in his diary but quipped wryly, 'Would that it had been in a better cause' [than politics] (Australian Dictionary of Biography Online). Bromby equipped Alfred with the gift of oratory. Indeed, Alfy was a very charismatic communicator.
What led
Alfred Deakin to earn so many several memorable sobriquets in his long and
distinguished career? Affable Alfred, Father of Irrigation, Father of
Irrigation, Father of the Liberal Party, Minister for Water Supply,
Attorney-General, and Prime Minister of the Commonwealth of Australia not once
but three times? I am going to make the
argument that Alfred Deakin was a very enterprising character.
Alfred and irrigation: successful social and political entrepreneur
Alfred’s is
a story of vision and achievement in the face of adversity.
In the 1880s, northern Victoria was a sunbaked wasteland suffering a severe drought, with much native scrub and native animals on the verge of perishing. Its only asset was the lazy Murray River crawling across the sandy plain. Amazingly, settlers had no knowledge of irrigation yet scratched their paltry subsistence just back from the Murray’s bank praying for rain and sending their miserable product via steamboats plying the trade to lonely stations from the lower South Australian reaches up to Swan Hill. Aboriginal bands still roamed the banks and the mail coaches made the last trickle of European civilisation until their lifeline was sucked out. One writer called The Mallee (Murray Darling and Riverina bioregions) ‘a Sahara of hissing winds’. It was an outpost region where every white man was still a pioneers and every white woman a heroine (NA, 1928).
Irrigating Mildura Orchards, by JW Lindt, 1890. State Library of Victoria H96.160/1915
Ever
optimistic in the fight against nature, Parliament in 1883 passed a Mallee
Pastoral Leases Act dividing the Murray frontage into small blocks to give
access to water. This was in the time of
the great Australian innovation, the Stump jump plough, so with water from the
edge, soon the paddle steamers were taking great loads down the Murray.
Stump Jump plough conquered Australia's outback
The next challenge was to create small fruit-growing blocks. This is where Alfred enters the scene. In 1884, he was serving as both Attorney-General and Commissioner for Public Works and Water Supply, and was appointed president of a Royal Commission on Water Supply.
Alfred was a ‘vitalist’ in that he believed that irrigation science and engineering could finally reveal the long-still ‘life force’ that had been shrouded by the melancholy silence of inland Australia. This element is often referred to as the ‘vital spark,’ ‘energy’ or ‘élan vital’, which some equate with the ‘soul’. Through irrigation, Deakin felt, ‘the gloomy legends of interior wastes’ could be disproved (Cathcart, 2009, p. 202).
Irrigation in Victoria in 1885
Irrigation
also appealed to Deakin’s notion of Jeffersonian democracy. This meant equality
of opportunity by opening up land to small holders while the State safeguarded
the rights and property of citizens. It also appealed to his support for
temperance and civic virtue, where the yeoman farmer could be independent from
corrupting city influences.
Research trip to America to study irrigation
At age 29 years old, with Pattie, his wife, two journalists and an engineer in tow, the President of the Royal Commission wasted no time in setting off for America to investigate the miracle of irrigation that was occurring in California and the American West. What he found was indeed a blossoming of the deserts where hydro-engineers and water-preneurs had made the sandy soil extremely productive with oranges, grapes, even date palms.
They embarked in January 1885 on the long voyage through New Zealand and Samoa to Hawaii and onward to San Francisco, arriving there on 26 January 1885 to a bay so large, he wrote, that it could ‘contain all the navies of the world safely’ (Deakin, 1885b). He remarked at the marvel of electric lights, and was impressed that the warehouses were larger than on Smith Street in Collingwood.
Deakin's Irrigation Research Trip to America in 1885
Thus began
an investigative tour of America that went from coast to coast and even down as
far as Mexico City to view the intricate system of Aztec canals. Deakin and his entourage spent every waking
moment examining irrigation works, weirs, dams and canals throughout America
from San Francisco to Boston. In
two-and-half months they used the marvellous train system and the luxurious
Pullman coaches on steam locomotives of the day. This would have been some of the first
professional tourism of its kind.
Remember, the transcontinental railroad had only been completed in 1869
when the ‘Golden Spike’ was driven to join the rails from East to West
coast. You can imagine what the
mid-eighties were like in the United States from all of the Hollywood cowboy
movies. Ned Kelly may have already been
caught and executed, but Wyatt Earp and his brothers were just fighting the
Gunfight at the O.K. Corral.
Deakin’s travel diaries were as if a tornado were touching paper (Deakin, 1885b). Furious penmanship reveals the brilliant mind that was recording impressions on everything from canal construction to fine opera and theatre performances. A map of 1880’s US railroads helped me to chart his trip from San Francisco first down through the fertile Central Valley of California and over the Tehachapi into the Los Angeles basin, where he was particularly intrigued with the Spanish missions. He carried on over the Banning Pass and down into the Coachella Valley where I grew up, where water pours off the mountains into underground aquifers that made this below-sea-level valley an oasis. Through Phoenix to El Paso, where he took the great journey all the way down to Mexico City especially to visit the Aztec lakes and canals.
The party
returned to El Paso and dashed across the deserts and prairies through New
Mexico to Kansas City, Missouri. Touching down in Chicago he attended a play
before racing along Lake Erie to Buffalo, New York, where he took in Niagara
Falls. Down through the Catskills to New
York City, he was especially thrilled to see the Brooklyn Bridge and the
elevated rail. He visited Boston to see
the Boston Tea Party site and Concord to view where the ‘shot heard round the
world’ was fired, but his most cherished words are for his visits to Ralph
Emerson’s grave and to Thoreau’s famous Walden Pond. In Washington, DC, he visited the patent
office then raced back to see ‘Much Ado about Nothing’ at the Star Theatre in
New York. Back through Chicago this time
he diverted northward toward Denver and other irrigation sites in Colorado, all
the while taking in the opera. Finally
he crossed the Great Nevada Desert and viewed the glamour of Lake Tahoe and
Yosemite Valley.
Alfred meets the Chaffey Brothers and convinces them to come to Mildura
William Chaffey was an irrigation planner who with his older brother George developed what became the cities of Etiwanda, California, Ontario, California, and Upland, California in the United States of America, as well as the cities of Mildura, Victoria and the town of Renmark, South Australia, in Australia.
Now I have taken you across the continent not speaking in detail of the most important meeting of the entire trip. Shortly after arriving in San Francisco, Alfred was advised to get in touch with the Chaffey Brothers of Los Angeles, and in his third week in America, on 11 February 1885, he met George and W.B Chaffey, who had established the successful Etiwanda irrigation settlement about 60 miles east of Los Angeles near the area where I call home.
George Chaffey (1848-1932), by unknown photographer. La Trobe Picture Collection, State Library of Victoria, RWP/31907
Journalist J.L. Dow comically describes his arrival in The Age (Dow, 1885). The day before Alfred had been telling his usual ‘tall tales’ about Australia trying to out-do the Americans about the size of stations and numbers of sheep. ‘If you want to know the biggest sheep man in all Australia’, he said, he shore last year 1,000,000 sheep across three different states’, to which the Americans’ jaws dropped. Arriving the next day at the train station in Ontario, as George Chaffey found Alfred in the crowd, a figure emerged waving a sheet of paper. It was the Western Union agent, who for all to hear read out the telegram announcing Deakin’s arrival: ‘Four gentlemen from Australia will have breakfast with you and treat them very well. We like them very much. They are more like Americans than ordinary tourists, and they carry with them the champion liar of the United States’.
George
Chaffey . . . this is what rang my memory bells. I remembered as a student visiting Chaffey
College near my home. As part of their model colony, the Chaffey brothers envisioned a
local college that would provide a quality education to the citrus growing
families in the expanding ‘Inland Empire’.
Born in
Ontario, Canada, George Chaffey (1848-1932) was an irrigation pioneer,
engineer, inventor and entrepreneur, and his younger brother William Benjamin
(1856-1926) was agriculturist and irrigation planner (Norris).
By the early 1880’s the Chaffeys had joined other Canadian families in
the Santa Ana River irrigation settlement. The large profits that flowed from
the Riverside venture encouraged George and William to become partners in the
new irrigation colonies, named by them Etiwanda and Ontario, on the Cucamonga
Plain, the site of the then-longest telephone line in the world, from Los
Angeles to Ontario.
These settlements were based upon the purchase of land and water-rights by the Chaffeys at a low price, and resale to settlers in 10-acre (4 ha) blocks, with a mutual irrigation company to distribute water on a non-profit basis. Much of the success of irrigation at Etiwanda and Ontario was due to the use of steam driven pumps and cement pipes in the main water channels. Planned towns, social institutes and prohibition were features of both colonies, which were regarded as model settlements throughout western America. (Powell, 1989)
You can
imagine Alfred’s first meeting with the Chaffeys. After seeing hundreds of acres planted with
citrus and vine irrigated by latest technology, recalling the Australian
drought, and the potential of the Murray Basin, Alfred would have said
something like ‘Boys, let me tell you about the Murray’. He was so persuasive that within one year the
Chaffeys had sold out their entire holdings in California and brought £300,000
to Melbourne as ‘foreign investors’.
Alfred was
impressed by two factors in what he saw.
Naturally he was impressed by the engineering technology of the
steam-driven pumps and water works which had made a desert into a prosperous
(and temperant!) farming community of productive blocks. Beyond this, another thing struck him:
It is not only the design of an ingenious implement, or a clever piece of engineering . . . The most potent factor in the achievement of American successes is the untiring energy and self-reliance of the people, [who] . . . unfettered by tradition . . . and original in idea, have conquered difficulty after difficulty . . .(Deakin, 1885a, p. 25)
This
Victorian liberal was impressed with the ‘civilising effects’ of private
entrepreneurial ventures and companies.
It permits of society, of the establishment of schools, churches, and libraries, and the enjoyment of comforts which cannot be secured in isolation. It furnishes in fine a framework for communication organisations and the beginning of local government (Cited in Powell, 1989, pp. 109-110).
Realising his vision
'YOUNG AUSTRALIA. VICTORIAN MEN OF THE TIME'. Daily Telegraph in Sydney on 20 February 1886.
Affected by what he had seen, after his return to Victoria in May 1885, Alfred personally compiled the copious notes, diaries, and records from his 75-question survey into a report entitled Irrigation in Western America (Deakin, 1885a). Written at immense speed, it nonetheless became a classic in the irrigation literature in both the United States and Australia and still resides with pride of place in the Jefferson Reading Room of the Library of Congress in Washington. He then oversaw the passage of the Water Supply and Irrigation Act 1886. His speech recommending this Act to Parliament waxed eloquent on the potential for irrigation to develop Victoria into a haven of egalitarian plenty and liberty. Using his eloquent and persuasive oratory, he made it difficult for critics to development their points without being branded as miserly and narrow-minded. Different from American practice, though, Deakin's Act vested all rights to water use in the Crown, provided for the government construction of major irrigation works, and envisaged a series of Trusts managing irrigation at the local level.
1885 - Royal Commission on Water Supply
Irrigation in Western America, First Progress
Report. A. Deakin
Chaffey Bros Ltd promoted their irrigation colonies through The Australian Irrigation Colonies, known as The Red Book,
In October 1886, the Chaffey brothers received agreement from the Victorian government on favourable terms. The Opposition called it a ‘Yankee land grab’, a sinister sale of birthright to foreigners (Powell, 1989, p. 122). But newspapers in London ran full pages advertisements and the company even had offices on Queen Victoria Street, London E.C. Early progress was spectacular and by 1890 there were 3,000 residents in a full replica of Ontario, California, replete with prohibition and an agricultural college.
By 1887,
two entrepreneurial ventures had been created on the Murray River. Built by the
Chaffeys, Renmark (under separate contract with South Australia) and Mildura
(in Victoria) were irrigation colonies involved in the cultivation of
fruit. The sites were
run-down cattle stations where soil, climate and the level of the Murray River
proved to be conducive to vines and citrus.
Paddle steamers were available for local freight, but the railheads were
more than 250 km away on bush tracks.
Unfortunately,
the Victorian land boom collapsed in 1891 and capital dried up for further
development. The River proved less
navigable during drought than they had foreseen, and land transport of fruit to
Melbourne resulted in damage and blemished produce. Settlers did not adapt away from pip fruit,
and they were not experienced in vines for sultanas, not to mention wine, since
the community was temperant. But the
real catastrophe was the ‘Invasion of the Yabbies’ who found the irrigation
canals quite to their liking and undermined the levies. Worse yet, lack of finance prevented the
all-important concrete canals, which had made the California experiment so
productive.
The Chaffey
had mistakenly expected to find an American system of governance that allowed
private ownership of water and land grants to aid new enterprises. In a break with US law, the Victorian Act
decreed that no private individual could control the river or the use of its
water. The control of the river was in
the hands of the Crown. Water was too
valuable to be in the hands of the capitalists and private monopolists.
Indosoing, Deakin had been seeking to avoid the ‘water wars’ that plagued
California. But this meant there was no
incentive for private capital to persist.
Having expended their own capital and unable to borrow, the Chaffeys
filed for bankruptcy in December 1895, amid allegations that they were a gang
of swindlers who had shaken down the government for their own private
gain.
W.B. stayed behind in Mildura and for forty years dedicated himself to the Australian Dried Fruits industry, and today the irrigated Murray basin represents one of the largest and richest dried fruits areas in the world.
Brother George was quite undeterred by failure and delighted in thumbing his nose at the Victorians, as he must have said, ‘Boys, I have another grand project in mind. I’m going back to California to divert the entire Colorado River westward and flood an arid but fertile desert’. In 1901, George did indeed turn the water westward to create the largest irrigated area of one million acres in the world. The complexity and variety of problems associated with this eventually successful irrigation project attest to George Chaffey's abilities as a master builder, manager, diplomat and of course entrepreneur.
In the end,
the Chaffeys are still revered and the Victorian government eventually yielded
to popular support for irrigation by bailing out the Mildura scheme.
Conclusions
Alfred’s enterprising spirit and his visionary achievements show us that we have a grand legacy to live up to. Like successful entrepreneurs everywhere:
Alfred attracted talented and innovative people dedicated to discovery and innovation.
He exploited innovations that serve the public good.
He leveraged ideas and discoveries for a better world.
|References
Austin, K. A. Cobb, Freeman (1830–1878) Australian Dictionary of Biography Online,, (Vol. 2011).
Australian Dictionary of Biography Online. {Australian Dictionary of Biography Online, #2691} Retrieved 20 May 2011, from http://adbonline.anu.edu.au/biogs/A080275b.htm
Bolton, B. K., & Thompson, J. (2004). Entrepreneurs: Talent, temperament, technique: Butterworth-Heinemann.
Cathcart, M. (2009). The water dreamers : the remarkable history of our dry continent. Melbourne: Text Pub.
Deakin, A. (1885a). Irrigation in Western America. n.p.: Retrieved from www.nla.gov.au.
Deakin, A. (1885b). Travel Letters from America. Hand-written diary. Digital Collections Manuscripts. National Library of Australia. http://www.mdba.gov.au/sites/default/files/Deakin_diary/Deakin_diary.docx
Deakin, A., & La Nauze, J. A. (1968). Federated Australia: selections from letters to the Morning Post 1900-1910: Melbourne University.
Dow, J. L. (1885, nd). Americans and 'Big Things', The Age.
Grosz, C., & Maloney, S. (2008-2009). Alfred Deakin & John Bunyan. The Monthly: Australian Politics, Society, & Culture.
Located in the Boston metropolitan area, Plymouth State University started as a teachers college, became a training ground for agriculture, teaching, business, and industry. PSU is now a regional comprehensive university (RCU), what some call a ‘people’s university’ in recognition of its mission to give lower-and middle-income students access to higher education, not to mention to support regional economies and civic and cultural life.
PSU plays important roles in injecting ‘high impact practices’ into the regional economy. We lower the barriers to admission to a higher education. We prize teaching and student-centered projects. We enroll a large proportion of underrepresented students—including veterans, adult learners, ethnic minorities, first-generation students, and immigrants.
PSU was founded in 1871 under the Morrill Act (1862) signed by President Abraham Lincoln during the American Civil War to fund public colleges focused on ‘agriculture and the mechanical arts’. As part of the University System of New Hampshire (USNH), PSU is also part of the hundred-plus innovative land-grant universities network, whose mission originally was—within the context of the liberal arts—to teach practical engineering, agriculture, and science and to accelerate the rise of America’s nineteenth-century ‘Industrial Revolution’. These institutions generated the transformative innovations needed to propel America’s emergence as economic world leader by 1900, and are doing the same thing today in the digital age.
In 2015, Donald L. Birx became the 15th president of Plymouth State University. His vision was to restructure the university to become more innovative and entrepreneurial around Integrated Cross-Disciplinary Clusters:
We truly are creating a 21st Century University built around the key principles of exploration and discovery and innovation and entrepreneurship, Donald Birx said in 2016.
The University launched an experiment to implement university-wide Learning Model based around innovation and entrepreneurship. The University announced organisational changes that did away with academic departments, schools, colleges, deans and chairs in favour of interdisciplinary Integrated Clusters.
At PSU, Clusters are defined as a trans-departmental units of faculty, staff and students ‘who come together with the intention to engage in collaborative, interdisciplinary work that transcends or takes advantage of individual disciplines’.
Academic disciplines at PSU are no longer organisationally locked behind silos. Faculty and students may choose to actively participate in multiple clusters.
In 2020, Donald L. Birx, together with the Innovation & Entrepreneurship Cluster, has started to review the role of clusters, particularly within the adverse environments of declining student numbers, not to mention the Corona Virus pandemic, which has devastated the economy and society.
This is a case analysis of how an American regional comprehensive university can advance a new Learning Model that diffuses the tension between departments while advancing an innovation and entrepreneurship agenda.
Over Winter and Spring 2019, I have released part by part a series of posts about how a regional comprehensive university can accelerate campus-wide growth of innovation and entrepreneurship throughout all disciplines. Part 1 is the abstract and summary. In Part 2, we recount the history of Plymouth State University and outline its innovative and novel learning model. We review the structural problems that forced PSU to launch an audacious experiment, a university-wide learning model based on Innovation & Entrepreneurship and on Integrated Clusters. Part 3 examines PSU's opportunity to become a more enterprising institution drawing upon cross-disciplinary programs with diverse missions. In Part 4, we see how the 'Enterprising Mind-Set' and 'Design Habit of Mind' can accelerate the institution's transformation into an Entrepreneurial University. Part 5 introduces a learning model called TIDE -- Transformative Innovation & Design Entrepreneurship -- that allows students to design interdisciplinary majors such as Dance Entrepreneurship, Meteorological Innovation, History Business, Graphics Enterprises, and so forth. Part 6, still to be written at this date, outlines that trials and triumphs of PSU's bold experiment in Integrated Clusters Pedagogy.
Purpose—The purpose is to discuss the implementation of a design-driven
‘enterprise education’ program within two contexts: (1) a novel learning model emphasising
innovation and entrepreneurship within an American regional comprehensive university;
(2) a novel learning structure eliminating departments, school, and colleges in
favour of a cross-disciplinary approach—in favour of an Integrated Cluster model.
Methodology/approach—The paper describes a novel entrepreneurship education
learning model called Transformative Innovation & Design Entrepreneurship (TIDE).
This singular case study reviews best practices in entrepreneurship education and
proposes a course of study specific to an Integrated Cluster learning model. It
focuses on the history and context of the case institution and concludes with a
discussion of the problematics of implementing such a programme.
Findings—Design-based entrepreneurship education is used widely
to promote creativity-and innovation-driven regional economic development. We profile
the evolution of Plymouth State University, which has broken down academic silos
by reorganizing the curriculum around cross-disciplinary Integrated Clusters. This
is a case analysis of how an American regional comprehensive university can advance
a new Learning Model that diffuses the tension between departments while advancing
an innovation and entrepreneurship agenda.
Here, we recount the
institutional history of Plymouth State University and outline its innovative and
novel learning model.
Plymouth State University, New Hampshire, USA
This story is similar
to other case analyses across the world that have examined the implementation design-based
entrepreneurship education.[1] The present author finds himself helping to build a design-based
entrepreneurship education programme at Plymouth State University, an American state
university in New Hampshire. Located in the Boston metropolitan area, Plymouth State
University started as a teachers college, became a training ground for agriculture,
teaching, business, and industry. PSU is now a regional comprehensive university (RCU), what some call a ‘people’s
university’ in recognition of its mission to give lower-and middle-income students
access to higher education, not to mention to support regional economies and civic
and cultural life. About 430 regional comprehensive universities are spread across
U.S. states and territories. Forty per cent of them are historically black.[2]
Regional comprehensive
universities play important roles in injecting ‘high impact practices’ into the
regional economy. They lower the barriers to admission to a higher education. They
prize teaching and student-centered projects over research. They enroll the largest
proportion of underrepresented—including veterans, adult learners, ethnic minorities,
first-generation students, and immigrants. Regional comprehensive universities buoy
area economies and respond to regional workforce needs. RCU’s confer 30% of business
degrees, 26% of computer and information sciences degrees, 31% of foreign languages
degrees, and 27% of mathematics degrees. Regional universities also act as incubators
where entrepreneurs and business leaders can receive support and faculty expertise.
‘RCU Curriculum Transformation’ studies are emerging.[3]
In terms of PSU’s institutional
context, at times, such universities are sometimes unfairly belittled as an “undistinguished
middle child” of higher education. RCU’s have sought during the last twenty years
a way out of that characterization. The wrong ‘solution’ was chosen: to elevate
research standards or imitate elite institutions. A better solution would be to
dedicate the mission to regional economic improvement. One solution would be for
New Hampshire’s General Court (Legislature) to enhance support, so PSU can continue
to pursue its distinctive missions of enlarging college access and serving the economic
and civic needs of surrounding regions.[4]
In historical terms,
PSU was founded in 1871 under the Morrill Act (1862) signed by President Abraham
Lincoln during the American Civil War. The
Morrill Act gave 30,000 acres of Federal land within each Congressional district,
whose proceeds could be used to fund public colleges focused on ‘agriculture and
the mechanical arts’.[5] As part of the University System of New Hampshire (USNH),
PSU is also part of the hundred-plus land-grant universities network, whose mission
originally was—within the context of the liberal arts—to teach practical engineering,
agriculture, and science and to accelerate the rise of America’s nineteenth-century
‘Industrial Revolution’.[6] These institutions generated the transformative innovations
needed to propel America’s emergence as economic world leader by 1900.
Plymouth State University
serves New Hampshire and the New England region (USA). In AY2018, PSU enrolled 4,100
undergraduates and 750 graduate students in undergraduate, masters, and doctoral
programmes. Forty-three per cent of the student body is first-generation students
and 39% of students are low income.
Six New England states
Since 2015, structural
problems in the US economy have seen PSU facing many challenges. At 43 years, New
Hampshire has the second highest median age (nationally it is 38). The 18–64 workforce
is abandoning the state. Meanwhile, New Hampshire has a very low unemployment rate.
Expanding economic productivity, or even keeping it steady, appears difficult without
an influx of young blood. New Hampshire is running out of teenagers. The University’s
biggest problems are declining enrolments, rising tuition, and dwindling youth population.
Student debt has soared, the result of loans to cover the difference. Devastating
also is the fact that New Hampshire higher education has experienced years of cuts
and flat funding, and the overall funding remains lowest per capita in the country,
roughly equal to pre-Recession levels.[7]
It was at this point
in 2015 that Donald L. Birx became the 15th president of Plymouth State University.
His vision was to restructure the university to become more innovative and entrepreneurial
around Integrated Cross-Disciplinary Clusters:
‘We truly
are creating a 21st Century University built around the key principles of exploration
and discovery and innovation and entrepreneurship.’[8]
With a background in
complex systems and artificial intelligence, Birx had had experience with clusters
at the University of Houston, where he served as vice president for research. ‘Clusters
allow a regional comprehensive university to be first class nationally in education
and research in the interdisciplinary areas in which the university and community
have unique strengths’, Birx wrote.[9]
By 2016, the University
launched an audacious experiment—one where no other college or university has dared
to go—to implement university-wide Learning
Model based around innovation and entrepreneurship.[10]
Biting first the bitter
pill, the process saw redundancies, buyouts, and a ten-per cent cut in employees.[11] A University Review and Strategic Allocation process (URSA) was followed by a University Re-invention
Initiative (URI)[12]. Bearing in mind that smaller programs can play a key role
in growing clusters, the process nonetheless deleted twenty undergraduate programs.
Together with graduate program deletions, this represented a twenty-three per cent
reduction in credit-bearing programmes.[13]
Especially daring was
what happened next.
President Birx’ illustration of the Clusters Approach
Plymouth State University
announced organisational changes that abolished all academic departments, schools,
colleges, deans and chairs in favour of an academic cluster model composed of seven
interdisciplinary Integrated Clusters. Clusters are defined as a trans-departmental
units of faculty, staff and students ‘who come together with the intention to engage
in collaborative, interdisciplinary work that transcends or takes advantage of individual
disciplines’.[14] Plymouth State University is the only higher education
institution in the United States that is ‘clusterising’ its curriculum.
Academic disciplines
at PSU are no longer organisationally locked behind silos with minimal interaction
across disciplines. Membership in any given cluster may change from semester to
semester as faculty follow their interests. Faculty may choose to actively participate
in multiple clusters. Clusters focus on working together and with community partners
to engage students and faculty in addressing solutions for the community, region,
state, and beyond. PSU’s Integrated Clusters include:
What does that mean
in terms of curriculum?
Students can still choose
a traditional major, such as biology, but rather than being in a ‘biology department’,
that major now falls within the ‘Exploration and Discovery’ cluster, which contains
the former departments of Biochemistry, Cell and Molecular Biology, Chemistry, Computer
Science, Environmental Biology, Information Technology, Interdisciplinary Studies,
Mathematics, Meteorology, and Psychology.
An example of synergies
that this new learning model has created is in the Arts & Technology cluster.
The Plymouth region is a very strong arts and theatre area. Equally, technology
is a powerful player since the technology hub Boston is within driving distance.
The novel idea in this cluster was that the Arts
can complement Technology. Both are using new product design, manufacturing,
entertainment, modelling and training. Together, arts and technology comprise the
‘STEAM disciplines’—science, technology, engineering, math—and “A” for “arts”.[15] Advocates point to research showing how the STEAM approach
enriches engineering education. For example, aeronautic engineers improve their
practice by learning how to play a musical instrument.[16]
In the PSU Integrated
Clusters Learning Model, clusters do overlap,
but the ‘Innovation & Entrepreneurship’ (I&E) cluster overlaps all clusters (see Figure), meaning
all students might be exposed to it.[17] The underlying motivation of the new learning model is
that all students—be they in art or zoology—can graduate with the ability to understand
how to develop and implement entrepreneurial and innovative ideas, no matter what
their discipline.[18]
Innovation & Entrepreneurship overlaps other clusters
To launch PSU’s new learning model, faculty developed four tools to accelerate the adoption of this new learning model. Together, these tools provide a pathway for students from launch through implementation of a cluster-based educational enterprise. The tools are:
First-Year Seminar experience introduces students to cluster learning focussed on a challenge question (‘wicked’ or ‘unscripted’ problems), carries out a team-based interdisciplinary project, explores learning and research methodologies, and relates how the cluster model works.
Open Labs combine seemingly divergent strands of study by placing students in team project learning with external community and business leaders to create innovations and new discoveries.
‘Themed’ General Education. Previously students simply picked from a list. Now these courses span clusters and connect at the end through a Senior Capstone project.
In their third or fourth year, students take an Integrated Capstone Experience that bookends the First-Year Seminar and integrates the depth and breadth of learning over the last four years.[19]
So far, so good, one would say. A strong start of this collective
initiative of all faculty and staff at the University. But recalling PSU’s poet
laureate Robert Frost would say:
‘Two roads diverged in a wood, and I—I took the one less traveled by, and that has made all the difference.’
In this case study, PSU’s ‘predicament’ is an opportunity
to become a more enterprising institution. Plymouth State University aims to build
an ‘Entrepreneurial University’, a concept driven primarily by Burton R. Clark,
the great sociologist of higher education, and Henry Etzkowitz, a leading scholar
in innovation studies.[20] An entrepreneurial
university (with multiple missions for teaching, research, and economic and social
development) can push a university like PSU in the continued progress of American
ingenuity.[21]
Entrepreneurial universities have acquired the status of
a key concept for smart regions. This is due to their role in harnessing education,
research, and engagement for beneficial. An entrepreneurial university is one that
contributes and provides leadership in creating entrepreneurial thinking, actions,
institutions and capital of its students, staff, and faculty.[22]
What do we know about entrepreneurship education? Best practice
now comes from global contemporary and historic examples. Universities can and do
build entrepreneurial ecosystems based
on an ‘enterprising mindset’ learning model.
The spread of entrepreneurship education as a learning model.
Teaching entrepreneurship is not new—it was well underway
by the early 1980s.[23] From the beginning, there was considerable consensus that
entrepreneurshipwas distinguishable from
management education,and that studying
it can positively influence entrepreneurial attributes.[24] By the end of the millennium, there was a ranking of entrepreneurship
schools.[25] Now, entrepreneurship education has spread widely around
the world, has diversified its teaching approaches, is proud of a vigorous research
literature, and has become an academic discipline. Baptista and Naia’s literature
review shows that theoretical contributions about entrepreneurship education have
been increasing and improving. [26]
One of this field’s paradoxes is that entrepreneurship is
offered predominantly only in business schools, even though it does not really belong
there. If entrepreneurship is siloed (segregated) in the business faculty, then
it cannot reach out to the broad array of disciplines, with potentially more enterprising
potential.
Nonetheless, entrepreneurship education is now expanding
into arts, sciences, design, engineering, and most any subject. Entrepreneurship
education is becoming university-wide, drawing on cross-disciplinary programmes
with diverse missions, rather than existing simply as a subspecialty in business
programmes.[27]
What’s more, there is a correlation between entrepreneurship
and education. Exposure to entrepreneurship education leads to higher levels of
self-efficacy, which leads to entrepreneurial intent. Entrepreneurs are more likely
to have received training and education than the rest of the working-age population.
Entrepreneurship education is effective for business students
and STEM students. More than one-third
of business majors want to start a business, but one-sixth of non-business students
also want to strike out on their own. [28] Business students generally
have the least enterprising ideas compared to students in arts, science, and elsewhere.
Behaviourally, it also makes sense. Studies show a positive effect of entrepreneurship education on attitudes and perceived behavioural control. It significantly affects student attitudes towards entrepreneurial activity.[29] Lackeus suggests that it triggers emotional events in students, which in turn develop entrepreneurial competencies. For example, requiring a student to create a venture or create value for someone leads to frequent open lab interaction, a sense of relevancy and meaning (as well as numerous incidents of frustration, anger and despair). These activities lead to the development of competencies such as tolerance of ambiguity, increased persistence, increased self-efficacy, and entrepreneurial passion.[30]
Starting an (ad)venture of any type—be it social,
business, community, or environmental—requires an enterprising mind-set, lots
of passion, and deep knowledge. Entrepreneurs reach into their hearts and minds
to find that special idea or innovation that excites them. When they find it,
nothing can stop this ‘force of nature’. ‘I can do this’, they say to
themselves. ‘I can design a solution to their pain or problem.’
People typically ask two questions of entrepreneurship educators:
Does an entrepreneur really need teaching? The answer is actually mixed. True, there are many entrepreneurs (maybe as high as 10–15 per cent in the USA) who drop out of school. They lack the patience to learn (nor did their teachers have patience with them). Other research shows that entrepreneurs have is a higher rate of ADHD. They simply found it difficult to focus and complete their schoolwork. Even illiterate and dyslexic entrepreneurs succeed (by learning visually and relying on others). Then there are teenage non-conformists. Modest rule-breaking never hurt an entrepreneur! Bottom line is that education and entrepreneurship are highly correlated—the more education you have, the more likely you will intend to exploit opportunities. [31]
Yes, but can you learn to be an entrepreneur? Again, yes and no. You most definitely can learn it if someone helps you discover that spark and passion within yourself. What good teachers do is create a world where students can experiment/experience being an entrepreneur and cultivating a creative, confident habit of mind using the scientific method to identify and exploit opportunities. In those precious minutes together with learners, entrepreneurship educators supply just-in-time content that is both enabling and experiential, where you are challenged by the real problems, have access to tools and techniques to work through those problems, and, ultimately, learn the theory, process and practice of being innovative and enterprising. [32]
Entrepreneurship education is actually a philosophy of life.Nobel Prize winner in Economics Amartya Sen once said: ‘The highest expression of freedom is the ability to choose what kind of life one wants to lead. Enterprising activity is the objective and the primary means of enhancing human freedom. The usefulness of ‘value creation’ lies in the things that it allows us to do—the substantive freedoms it helps us to achieve.[33]
To build an entrepreneurial university, certain ecosystem components should be in place. To use academic language, institutions must build and improve their University-Based Entrepreneurial Ecosystem(U-BEE), those interdependent actors and factors around a university that facilitate productive entrepreneurship.[34] These components increase the ‘creative capital’ in the regional economy, and mobilise and transfer the enterprising mind-set to students and faculty throughout the University.[35] An especially important component is women entrepreneurs’ and disadvantaged entrepreneurs’ participation, as those vary significantly from those of men.[36]
What are the components of PSU's Entrepreneurial Ecosystem?
Here are these validated components mapped onto PSU in 2019:
Existing
Alignment of institutional
objectives
Ongoing curriculum
innovation
Innovation & Entrepreneurship
Cluster
Business incubator
Courses in entrepreneurship
Entrepreneurship student
club
Networking events for
entrepreneurs
Maker spaces where
entrepreneurs can interact
Participation of the
community and the business community
Needed
Strategic vision statement
on the entrepreneurial university
Centre for Enterprise
Education / Teaching Institute
In this section, we
discuss the two ways of knowing that are central to any Innovation &
Entrepreneurship learning model. They
are mind-set and design.
The enterprising mind-set
The enterprising mind-set is a habit of mind
based on perception, cognition and mental process and used across the widest
range of human activities to frame ill-defined yet complex problems and to
solve them through products, ventures, services, business models. Another word
for solutions is innovation.[37]
The enterprising mind-set plays a
significant role in human evolution. Like their biological analogues,
‘entrepreneur-organisms’ develop and retain information useful to survival and
progress. Risk-tolerant, growth-promoting traits generate an evolutionary
advantage and their increased occurrence in the gene pool accelerated the pace
of progress. However, risk-tolerant traits compete with inherited risk-averse
traits, which equally can gain evolutionary advantage.[38]
This may all sound a bit Darwinian. But Joseph Schumpeter, the father of
entrepreneurship theory, developed a theory of evolutionary entrepreneurship.
To him, the material world evolves perpetually as entrepreneurs destroy
equilibrium and introduce innovations.[39] Evolutionary entrepreneurship is the spirit of
creativity and inventiveness, of curiosity and daring, of calculated risk
against gain.
PSU’s Innovation
& Entrepreneurship Cluster’s mission statement says: ‘By promoting the
enterprising habit of mind, we design solutions to the widest range of social,
educational, commercial, and environmental problems. We encourage our students to take risks,
learn from failures, see opportunity in problems and act.
We often use the two expressions ‘habit of mind’ and
‘mind-set’ interchangeably. A habit of mind is that critical attribute
of intelligent human beings that seeks information but also knows how to act on
it. It is a ‘disposition toward behaving intelligently when confronted with
problems, the answers to which are not immediately known’. A mind-set has a
more collective connotation. Margolis
likens this to Kuhn’s Structure of
Scientific Revolutions in which one mind-set supplants another. As far as
Habits of Mind go, Art Costa’s productiveness greatly accelerated por thinking
and research in mind-set theory, but he identified only sixteen habits of mind.[40]
Many people misconstrue the word ‘enterprise’. Rather
than being some firm or company, today the word enterprise (or enterprising) is used as an ‘attitude to life, an
attitude of exploring, of developing, of leading and of taking initiatives’.[41] It is no accident
that the Star Trek crew flew the ‘Starship Enterprise’ using such
entrepreneurial traits as:
The crew of the Starship Enterprise is the quintessential entrepreneurial team.
‘Boldly go where no [one] has gone before’.
‘Space… the final frontier’
‘To explore strange new worlds, to seek out new life and new civilizations’.
Enterprise—as in an ‘enterprising personality’—is the
process of identifying, developing and bringing a vision to life, be it an
innovative idea or simply a better way of doing something, in all fields of
human endeavour. Think of how many self-employed professions there are—artists,
photographers, musicians, designers, writers, financial advisors, analysts and
interior designers. Beyond this, think of the creative and innovative people in
arts, civil society, not-for-profits, community trusts and social
enterprises. From artist to zoologist,
some people have the enterprising mentality.
In the literature, this is known as ‘Enterprise
Education’.[42] Enterprise
Education is defined as the ‘process of developing students in a manner that
provides them with an enhanced capacity to generate ideas, and the behaviours,
attributes, and competencies to make them happen.’ An enterprising mindset is marked by imagination,
initiative and readiness to undertake new endeavours; by a confident focus on a
particular opportunity and by the ability to quickly act – all the while
experimenting how to shape the opportunity within an social enterprise or
business model.
From the perspective of trait theory, the behaviours of
taking initiatives, seeking opportunities, taking responsibility, taking risks
beyond security, and having the tenacity to push an idea through to reality
combine into a special perspective that permeates entrepreneurs from all walks
of life.[43]
A PSU study within the I&E cluster outlined a
tentative list of competencies of an enterprising mind-set important for
students at the university:
Self-efficacy—‘I can do this, and I can make a difference.’
Collaboration—‘I know how to build a team and share roles.’Identify opportunities—‘I can spot and validate problems and solutions.’
Empathy—‘I can stand in the shoes of another and see their perspective.’
Design perspective—‘I am a master of human-cecompetencntred design.’
Communication—‘I can tell a compelling story about an opportunity.’
Representation—‘I can build what I can imagine and get feedback from others.’ [44]
PSU Vision of the Enterprising Mind-set
Ultimately, the success of a learning model based
around Innovation & Entrepreneurship depends on whether student (and staff)
develop and practice an ‘enterprising mind-set’ to creating ventures and
(ad)ventures. The learning model simply
provides interventions that generate supporting behaviours, attributes and competencies that are likely to have a
significant impact on the employability of students. The most widely used definition of
employability is ‘a set of achievements - skills, understandings and personal
attributes - that make individuals more likely to gain employment and be
successful in their chosen occupations’, which in turn benefits themselves, the
workforce, the community and the economy.[45]
Discovering synergies between entrepreneurship and employability
Habits of mind at PSU
Within the context of PSU learners, LeBlanc et al.
(2017) identified four mind-sets as learning outcomes of a new PSU General
Education program that would be helpful to a student long after graduation.[46] They were:
Self-efficacy—‘I can do this, and I can make a difference.’
Collaboration—‘I know how to build a team and share roles.’
Identify opportunities—‘I can spot and validate problems and solutions.’
Empathy—‘I can stand in the shoes of another and see their perspective.’
Design perspective—‘I am a master of human-cecompetencntred design.’
Communication—‘I can tell a compelling story about an opportunity.’ [47]
These four chosen habits of mind at PSU are in some
cases amalgams of other schemas but particularly Art Costa’s ‘16 Habits of
Mind’[48]. For example, Purposeful Communication is similar to Costa’s ‘Thinking and
Communicating with Clarity and Precision’; and Self-regulated Learning resembles ‘Remaining Open to Continuous
Learning’.
But there are more habits of mind than Costa
conceived. Like PSU, other researchers
have combined them variously:[49]
Patterning Habit of Mind teaches that what we call chaos is just
patterns we haven’t recognized, that lead to opportunities
Studio Habit of Mind empowers artists to produce gainfully.
Engineering Habit of Mind addresses solutions to problems or
improvements to current technologies or ways of doing things.
Growth Habit of Mind (nothing to do with Business) means anyone
can change with enough work
Graduate Student Habit of Mind is a mysterious guild secret and sorcery
(Graff, 2003, 191).
American
University claims there are five distinct habits of mind: Creative-Aesthetic Inquiry, Cultural Inquiry,
Ethical Reasoning, Natural-Scientific Inquiry, and Socio-Historical
Inquiry.
Designerly ‘ways of knowing’ – the design mind-set
Design thinking is the approach to innovation that marries the core principles of design with best customer- or stakeholder-centric practice. Design thinking is the ultimate form of creative enterprise because it uses creativity and imagination to achieve breakthrough innovations that solve real problems and create value for actual people.[50] When students should be exposed to Enterprise & Design, it enhances their understanding of everything and accelerates their desire to be gainful.[51]
What unites all great design thinkers is what famous
American architect, systems theorist, designer, and inventor Buckminster Fuller
called ‘anticipatory design science’, which he defined as human practice that
would align men and women to the conscious design of our total environment,
making Earth’s finite resources meet the needs of humanity without disrupting
the ecological processes of the planet. What nobler cause than to use design
and enterprise combined. Nobel laureate Herbert Simon agreed: ‘To design is to
devise courses of action aimed at changing existing situations into preferred
ones’.[52]
Since the early 1980s, design has been considered one
of three ‘cultures of knowing’ in general education. The first two of course
are science (as in physics or chemistry but also the social sciences) and the
humanities (as in arts and history).
Does not design develop help students develop abilities
in solving real-world, ill-defined problems?
This has now become a creed: ‘Design Thinking is the new Liberal Arts.’
Design thinking helps overcome the false dichotomy between the humanities and
science because it prepares students for the active creation of the new
realities that science and the humanities have imagined as possible. But today,
the study of design can equally tackle intractable human concerns just a forcefully
as science and humanities.
Here is how design differs from science and humanities:
Phenomenon being studied. While science studies the natural world, and humanities the realm of human experience, design’s major focus is the artificial, material world that surrounds us.
Methods of enquiry. Science probes the natural world using controlled experiments, classification, and analysis. Humanities probes the human experience using criticism, evaluation, analogy, metaphor, and comparison. Design uses modelling, pattern-formation, synthesis, abductive logic, and convergent thinking to analyse and change the material world immediately surrounding us.
Ontological beliefs and values. For the sciences, they are objectivity, rationality, neutrality, and a concern for ‘truth’. For the humanities the central values are subjectivity, imagination, commitment, and a concern for ‘justice’. Design employs practicality, ingenuity, empathy, and a concern for ‘appropriateness’. [53]
Design thinking uses creativity and imagination to
achieve breakthrough innovations that solve real problems and create value for
actual people.[54] It crosses
disciplines and can be considered part of general higher education. Like
science and the humanities, design requires and develops unique innate abilities
in solving real-world, ill-defined problems and requires unique forms of
cognitive development.
A Rising TIDE Lifts
All Boats
In this section, we
bring together all the strands of the foregoing on entrepreneurship,
enterprising mind-set, and habits of mind into a pedagogy that appeals to any
discipline, from art to zoology.
During 2016-2017, staff
in Plymouth State University’s Innovation & Entrepreneurship Cluster identified
an opportunity to develop a Program in
PSU’s new TIDE program instils entrepreneurial will and enterprising
mind-set into students of all majors. Essentially, TIDE’s model is Learning-through-creating-value-for-others.[55] It teaches the needed design skills and entrepreneurial
tools to create and grow
ventures of any kind – art, social, business, and environmental ventures.[56]
The aphorism ‘a rising tide lifts all boats’ means that
all craft (programs, disciplines) at Plymouth State University from art to
women’s students can rise when the University launches an inter-disciplinary TIDE
program. How do we ‘raise PSU’s tide’ and ‘lift’ all the ‘boats’ around
us? We create change. We as educators do
so by being the rising tide lifting all within it.[57]
TIDE aligns with the mission statement of the Innovation & Entrepreneurship Cluster: ‘By promoting the enterprising habit of mind, we design solutions to the widest range of social, educational, commercial, and environmental problems.’
Every discipline at Plymouth State University has enterprising
students and faculty seeking to transform, innovate, design, and undertake. TIDE provides ways for all of PSU’s
interdisciplinary clusters to design and start new ventures and adventures.
At PSU, this type of learning model would appeal to students
whose persona we consider to be ‘Confidents’ and ‘Strivers’, those who are
ambitious, organized and social; and who have a personal commitment to succeed.[58] Here are some examples of interdisciplinary
crossover that would appeal to those student profiles:
Sustaining innovation props up and temporarily fixes systems and processes that are failing, but it does little for the longer term advancement.
Disruptive innovation shakes things up but is eventually mainstreamed to help sustain existing systems.
Only transformative innovation can deliver a fundamental shift towards new patterns of viability in tune with our aspirations for the future. TI accelerates a transformational effect on business, society, culture, and the natural environment.
Another metaphor of Transformative Innovation
Parsing TIDE’s
name, we have first ‘transformative innovation’ (TI), the most advanced form of
innovation.
Examples of
transformative innovations are numerous:
the plough, welfare state, radar, plastic, department store, infant
formula, contraceptive pill, antibiotics, to mention a few.[59]
Enterprising colleagues
and students throughout PSU—whatever their discipline—find common ground in designing
transformative innovations and in launching life-changing ventures of all types.[60] Beyond the campus, transformative innovation requires multi-actors
such as firms, suppliers, universities and knowledge institutes, government, public
interest groups and users.[61]A good example of TI are the Sustainable Development Goals published in 2015.[62] These Goals need far-reaching changes in technology and
will give rise to entirely new sectors.
Throughout the world,
there is enough youthful entrepreneurial energy to build a world that overcomes
the challenges that we face. The term ‘transformative’ describes those changes in
the economy, environment, social welfare—indeed entire systems on Earth.[63]
The second part of
the TIDE brand is DE. ‘Design-based Entrepreneurship’ is a pedagogical approach
using project-based exercises that turn user-centred problems into opportunities.[64] DE uses human-centred
design optimised to exploit new opportunities within resource-constrained and uncertain
contexts. ‘Through design we launch better start-ups. Through entrepreneurship
we become better designers’.[65]
The roots of design-based
entrepreneurship theory go back to two streams of literature: the design literature,
dating back to the 1960s; and entrepreneurship theory literature, starting around
the turn of the millennium.[66] Combining the two
approaches, we now speak of ‘designerly ways of venturing’ in the material
world of artefacts using pattern formation, synthesis and modelling. Design entrepreneurs
value practicality, ingenuity, empathy and appropriateness.[67] The designerly mind-set
is an extension of the enterprising mind-set.
Design thinking requires
empathy. Empathy means the ability to
put yourself into your customer’s/client’s/stakeholder’s shoes to understand problems
from their perspective, to uncover their pains and problems (including some pains
they didn’t even know they had), and to generate unexpected solutions (including
ones that they had not thought of). ‘Empathic’ means having a sensitivity to other
people’s pains and emotions.
In terms of logic, design is quite distinct from science and humanities in its approach to knowledge. Design thinking uses modelling, pattern-formation, synthesis, abductive logic, and convergent thinking to analyse and change the material world immediately surrounding us. New ventures come into being not by traditional logic (deduction or induction) but through ‘logical leaps of the mind’, known as abductive logic. This logic is appropriate when you are confronted with an incomplete set of observations and you have to make hypotheses using the best information available. Then you test your hunches until you have the likeliest possible explanation for the group of observations. Cross calls this ‘design intelligence’.[68]
Five TIDE Courses – Transformative Innovation & Design Entrepreneurship
I&E’s Curriculum and Instruction Committee used its
expert access to entrepreneurship education research and teaching to design five
courses comprising a TIDE degree. At PSU, these five required courses could
be a major within business, an IDS major (Interdisciplinary Studies), a Cluster
Major or a campus-wide minor. These are
the five key pillars of knowledge and expertise that comprise a TIDE graduate: (Syllabi
available upon request.)
Foundations of Entrepreneurship and Innovation
TIDE course Foundations of Entrepreneurship and Innovation
Diverse pathways lead
to becoming a social, business, or environmental entrepreneur. Foundational knowledge
of entrepreneurship and innovation, creation of new ventures, and the history and
evolution of entrepreneurship help students find their path to entrepreneurship.
Surveying principles, theories, and practice of entrepreneurship, students build
understanding of the key tasks, skills, and attitudes to become a successful entrepreneur.
Design thinking applies
creativity to come up with novel solutions to tough problems. Students learn to
identify opportunities and practice design thinking to construct ‘minimum viable
products.’ Venture start-up follows when design thinking leads to marketable solutions.
Students learn to build and validate a value proposition, devise a business model,
and employ storytelling to pitch their solutions to funders.
Working
in teams, students practice entrepreneurial skills to create, organize, and manage
a project with social impact, either globally or locally. The overall goal is to take entrepreneurial action to improve
quality of life and economic well-being through service organizations in fields
as diverse as the environment, animal rights, health, and community building.
Students learn how to
deal with growth challenges in settings using
analytical skills, techniques, and decision-making tools. Using simulation and case
analysis, participants learn how to face new issues and decisions as they unfold
over the life-cycle of a company/product. Students write a ‘Lean Business Plan’
and analyse it from both the entrepreneur and investor perspectives.
Capstone: Lean Incubation and Business Launch
Tide course Lean Incubation and Business Launch
Students build and validate
a repeatable and scalable business model based on transformative innovation and
value creation using especially previous knowledge in design, marketing, and financial
feasibility. Students are expected to write a ‘bankable’ lean business plan, and
initiate the process of incubation based on the validation of the model in real
market.
Entrepreneurship educators do not necessarily come from
the business disciplines; they can come from any discipline. These are the
teachers who have repeatedly helped students solve their ‘wicked’ problems.
TIDE uses new and different formative and summative approaches to assessment.
In designing and delivering assessment, enterprise educators generally use exercises
to solve what entrepreneurs call ‘pains’. Look around you and imagine how many things
are solving your pains and frustrations. Design reduces pain. Design satisfies need.
Design creates value. Design changes behaviour.
Teachers generally try to increase the experiential anxiety as
these exercises proceed over time.[69]
In TIDE, learners from all disciplines build teams to carry
out opportunity recognition and evaluation exercises. Teams prepare a value proposition,
validation, pretotyping, business modelling, and story-telling. During the course,
students are accompanied by advisers (faculty and community), who do not actively
influence the process but give feedback and suggestions to indirectly instruct. Some other considerations include:
At PSU, through the Open Labs, students are challenged to create value for others by asking ‘for whom should we create value today’? Teachers use a variety of canvasses to measure opportunity recognition, value proposition, validation, design of a minimal viable product, business modelling, and storytelling. These one-page simplify and facilitate teachers’ practice of progressive education, which they sometimes perceive as too complex to manage and too difficult and risky in terms of student assessment and potential neglect of important traditional education values.
We expect TIDE to significantly increase PSU’s
enrollment numbers through new majors, and increase in transfer students. We
also expect TIDE will positively affect our retention rates. We will likely see
an increase in double majoring, increasing the interdisciplinary development of
our majors. With the course offerings
all at 4 credits, more high impact learning experiences are built into each
course through open lab opportunities to connect with practitioners in the
field, including alumni. However,
students should note that it does require completion of all four content area
courses, and an internship. We do expect
that with the introduction of this major there will be a shift of students from
other disciplines who are venturing, be it social, environmental, or business. We have every expectation that enrollments
will increasing over four years. We also expect to see an upward trend in
students who are double-majoring.
We anticipate generating cohorts of enterprising
students to launch their own ventures at PSU, be it social, business, or
environmental. We can anticipate that at
graduation, about 20% of PSU TIDE students
will be running their own ventures, and this figure will grow with the
years. Our forward metrics include
alumni-founded companies, new jobs created and retained. We document the number of start-ups and new products
introduced. We expect an increase in
faculty research in the fields of innovation and design. We also expect follow-on funding from
government and private sources. All of
this will benefit the APEX Accelerator as well.
Our existing faculty within the I&E cluster has the
experience and capability of creating and delivering this new program. No
additional faculty lines are expected to be required initially to implement our
2-year plan. However, as enrolments
increase over the next two-three years, we will need another full-time faculty
to teach TIDE’s courses. No new library
resources are required. No additional
technology tools or infrastructure is needed to accommodate these curriculum
changes.
Research and experience show that entrepreneurship
education funding has a return on investment.
This is done through promoting innovative mechanisms to leverage
partnerships with corporations, NGOs, global institutions, and foundations, as
well as with individuals. Robust and innovative funding sources such as venture
and family capital, angel investors, and emergent crowd-funding markets
facilitate access to capital.[70] Gaining admission to the Babson Collaborative
would open doors to PSU to funding in New England. Governments throughout the world have
invested significant resources to promote entrepreneurship education. We look forward to fruitful collaborations
with New Hampshire High Technology Council; Live Free and Start;
Stay/Work/Play; Veteran
Entrepreneurship, Self-Employment and Small Business Development; New
Hampshire High Tech Council, nashuaHUB Business Incubator, Dartmouth
Entrepreneurial Network (DEN), NH Small Business Development Center, New
Hampshire Charitable Foundation; and others.
An alliance with Blue Zones ‘longevity hotspots’ helps transform
communities into thriving places to live, work, eat, and play.Program
Demand
TIDE and PSU can help solve challenges that New
Hampshire faces today.[71] Here are those challenges and possible
innovations that TIDE can accelerate:
Demographic: More than half of NH is 40+ (behind only VT and ME). The other half is leaving. >> Focus on new business models to innovate recreation, natural landscapes and cultural centers
Agriculture: Attrition in family farms. Shrinking growing seasons due to climate change >> High-tech, hyper-local, all-year permanent agriculture behind Prospect Hall.
Energy: Rising energy costs are reason top employers moving out >> Solar and wind technologies; small power facilities leading to new energy ventures
Education: Native enrollment at state schools is abysmal >> Create new VR-amplified Next Generation Learning; Integrated Clusters; competency-based education; technologies and distance learning
Advanced Manufacturing: Educate more generalist manufacture-entrepreneurs; we can repeat the “Kamen Effect”; open up new fields
Tourism/Culture: Changing habits of consumers, impacts of climate change >> three-season attractions; electric sports vehicles; fish and wildlife resources; theatre, music and galleries
Future Shock: Star, Work, Play; Cryptocurrency marketplace in NH is huge; Free State Project "Liberty in Our Lifetime"; driverless cars.
In October 2017, the CoBA Board of Advisors discussed
the change in the Core of Business Education and its impact on employers. Unanimously, they agreed on 16 Success
Factors that they seek. Entrepreneurial
cognition maps well to Success Factors identified by Board of Advisors.[72] See Video ‘What skills, abilities and mind-sets do ourgraduates need when they enter the workforce?
‘As an entrepreneur
and graduate of Plymouth State University, I believe the TIDE program would be
very beneficial for today's students. The motive of self-starting, motivating
and directing yourself is crucial in today's business world - whether or not
students choose to pursue a full entrepreneurial path following college, the
skills learned in his program will give students an advantage in their field.
The core principles of entrepreneurship can be applied to any field of business
and I believe it's crucial for PSU Students to have a base understanding/development
of entrepreneurial skills to thrive in today's quickly changing business
frontier.’ Ryan Chadwick, Entrepreneur, PSU Business Advisory Board, Grey Lady
Inc.
The proposed Bachelor of Science in Transformative Innovation & Design Entrepreneurship (TIDE) is in alignment with, and a fundamental enabler of, the University’s Vision Statement. The Statement has two key elements: 1.) transforming students through advanced practices and engaged learning; and, 2.) connecting with community and business partners for economic development, technological advances, healthier living, and cultural enrichment. The proposed program also aligns with the University’s Business Advisory Board’s depiction of key skills and knowledges needed for success in virtually every career path a student might choose. An enterprising mindset and entrepreneurship are highly valued in all organizations, from sole proprietorships to global entities. PSU's entrepreneurial ecosystem (U-BEE) aligns with the broad, university-wide, approach PSU seems to be embarking on. Randy Christian, Intrapreneur, Member of Business Advisory Board, former Johnson & Johnson
‘As a leading scholar and builder in the
entrepreneurship education ecosystem, Howard Frederick has again designed a fantastic program in the
Bachelor of Science in Transformative Innovation & Design Entrepreneurship
(TIDE). The strong foundation combines a practical development and
implementation of an entrepreneurial mindset with a strong conceptual analysis,
which Dr. Frederick has used to create a program that reflect his depth of
knowledge and experience in the entrepreneurship domain. Specifically, I highly
endorse the content and pedagogical approach Dr. Frederick has demonstrated in
the lesson plans and syllabi. These reflect best practices in our field, such
as design thinking and lean methodologies, and will surely prepare PSU students
for entering the post-college world!’ Dr
Doan Winkel, John J. Kahl Sr. Chair in Entrepreneurship & Director of the
Muldoon Center for Entrepreneurship, John Carroll University, Ohio USA[73]
‘Howard
Frederick, without a doubt, a leading scholar in entrepreneurship education,
carefully designs this program that provides an extraordinary breakthrough
improving and elucidating our current
conceptions of “traditional entrepreneurship higher education program”. The Bachelor of Science in Transformative
Innovation & Design Entrepreneurship (TIDE) provides a state-of-the-art
approach not only based on a strong conceptual analysis but also, and more
relevant, practical implementation of entrepreneurial mind-set for all the
students that will undertake the unique experience to be part of TIDE. For
University-Based Entrepreneurial Ecosystem, TIDE is a key component.’ Dr Jose Ernesto Amorós, National Director
of Doctoral Programs at EGADE Business School, Tecnológico de Monterrey, Mexico
City (ranked No. 1 in Latin
America).[74]
‘The proposed
Bachelor of Science in Transformative Innovation & Design Entrepreneurship
represents both contemporary thinking and practice in the domain of
entrepreneurship education. As one on the world’s leading educators in our domain,
I have no doubt Howard and his team with indeed enable students to become the
sole proprietor of their destinies through supporting a process of calculated
adventuring.’ Dr Colin Jones, Senior Lecturer in Entrepreneurship, Queensland
University of Technology.[75]
As a highly respected academic colleague and
Entrepreneur, Howard Frederick has been a trailblazer in Entrepreneurship
education in New Zealand, Australia, Mexico, Europe and the US. It does not
come as a surprise therefore that his proposed Bachelor of Science in
Transformative Innovation & Design Entrepreneurship (TIDE) program has all
the elements of a winning formula for Entrepreneurship in action at academic
level. The program is both very comprehensive in theory and layout as well as
highly practical in implementation and delivery and I have no doubt that Howard
and his team make it into a big success. Dr. Hermina Burnett,
Adjunct Professor, Murdoch University School of Management and Governance; and
Lecturing Fellow, University of Adelaide, both of South Australia.[76]
‘I thank you for allowing me the opportunity to endorse
this course at Plymouth State University. I have perused the proposal
documents, and happy to reflect on the significant and professional approach to
the development of this entrepreneurship education program. I am of the
professional opinion that the course (TIDE) aligns well with the strategic
direction of the PSU Integrated Clusters (Arts, Health, Justice, Tourism,
Entrepreneurship and Innovation). In particular, the mission and value,
rationale and alignment to PSU mission and goals, COBA strategic plan and URI
University Re-investment initiative fit appropriately and enhance an
enterprising mindset, transformative innovation and design entrepreneurship
approach. The proposed student learning
outcomes are well articulated through the introduction of 5 new subjects (from
Foundations to Senior Capstone), and content, pedagogy and assurance of
learning are demonstrated through detailed lesson plans and overviews. The transformational
innovation and design entrepreneurship is certainly a novel approach to
developing an enterprising mindset! This
programs reflects upon the experience and internationalisation of Professor
Frederick's expertise in the entrepreneurship domain, certainly a reflection of
best practice globally. In conclusion,
my congratulations on developing a well-rounded and complete Bachelors course
in entrepreneurship.’ Dr Alex Maritz, Professor of
Entrepreneurship, La Trobe University.[77]
‘The program presented is comprehensive yet appears
sustainable in terms of the resources and modest number of new courses
proposed. The justification for
extending on Plymouth State University’s existing entrepreneurship and innovation
eco-system is well argued, in itself blending innovative learning approaches
with well-established pedagogy for entrepreneurship education, focused
particularly on developing students’ self-efficacy in the field. I have personally known Professor Frederick
since we first met in the late 1990s. For over a decade we collaborated
successfully introducing postgraduate, undergraduate and support programmes in
innovation-based entrepreneurship in New Zealand. He has continued his success
with novel and effective programme introductions in Australia, Mexico, and the
United States, whilst also producing a widely adopted international teaching
text, now in its 5th edition. I have
every confidence in endorsing the program’s success and the team that Howard
would recruit to achieve implementation. Dr
Peter J Mellalieu, Industrial Associate Professor, Otago Polytechnic, Auckland
International Campus.[78]
Comparability
with other programs
TIDE’s content matches best practice globally. TIDE’s design draws heavily on North
America’s 14th leading school of innovation and entrepreneurship,
Monterrey (Mexico) Institute of Technology (ITESM).[79]Each
semester, Tec’s 120 entrepreneurship professors teach the subject to 8,000
students on 31 campuses. Thirty per cent
of students graduate with a sales-generating business, and 68 per cent of
alumni own a business within 25 years of graduation. Tec’s learning model also
shows many other downstream benefits, such as alumni giving and loyalty,
industry alignments, profitable incubators (including social incubators), and outstanding
student recruitment.[80]
Other colleges achieve similar metrics. Babson College shows that taking two or more
core entrepreneurship elective courses positively influenced the intention to
become an entrepreneur both at the time of graduation and long afterward.[81] University of
Arizona found that entrepreneurship students are three times more likely to be
self-employed, have annual incomes 27 per cent higher, and own 62 per cent more
assets than other graduates.[82] At the National
University of Singapore, entrepreneurship graduates have three times the
propensity to start their own business or to be employed in small start-upcompanies, compared to their peers.[83] At the University
of Southern California, an average of 37 per cent of students in entrepreneurship
launched businesses by the time they graduated.[84]
TIDE is central to PSU’s vision to become a Destination
University of Innovation. Our students
develop ideas and solutions to world problems and become society’s global
leaders within interdisciplinary strategic clusters, open labs, partnerships
and through entrepreneurial, innovative, and experiential learning.Consistent
with the general mission of Plymouth State University, TIDE seeks to produce
well-rounded graduates who are equipped both to continue life-long learning,
and enter the work force, as employers or employees. In addition, TIDE serves
the surrounding community by collaborating with local and regional agencies to
provide academic and research support. The fields of Entrepreneurship and
Innovation engage exceptionally well with a variety of other disciplines.
The Innovation & Entrepreneurship Cluster applies to all other clusters.
Alignment
with PSU’s Transformation to Clusters
Every PSU program that has enterprising students and
faculty -- from astronomy to women’s studies – finds intersections with our
pillars of transformation, innovation, design, and entrepreneurship. There are varied intersections between TIDE,
our Cluster Partners, and other PSU programs.
See Figure 3 TIDE
intersections with other PSU disciplines. TIDE variously aligns with the new Learning
Model:
TIDE aligns with the Cluster mission statement: ‘By promoting the enterprising habit of mind, we design solutions to the widest range of social, educational, commercial, and environmental problems.’
TIDE is a candidate ‘cluster major’ creating an integrated program of study. But it is important to note that the present submission is a new major within the School of Business.
TIDE has the potential for diverse, interdisciplinary toolkits, projects, service learning, applied labs, assistantships, travel, research, practicum, internships, and special topics.
TIDE promotes student recruitment and the University’s market positioning
Alignment
with CoBA Strategic Plan
This new program proposal responds to the 2017 CoBA
Strategic Plan, namely to:
Revise the Small Business Entrepreneurship option (in
light of new hires), embedding social entrepreneurship in the curriculum and
setting the stage for bringing entrepreneurship across the university
curriculum.The decision was taken to
invest in the undergraduate Small Business/Entrepreneurship option of
Management. In spring 2017, the search for two faculty positions in Innovation
and Entrepreneurship was successful in hiring one new faculty member who leads
curricular development in the SB/E program.
Alignment
with URI University Re-invention Initiative
TIDE’s strategic direction and program characteristics
can be seen in its URI submission, which CoBA faculty votedunanimously on March 7, 2018 toendorse. TIDE is listed as
Idea #127 in the URI Program Ideas document with an Action Path of 4 (further
evaluation is indicated). Goals
addressed were Recruitment (Program Enrollment, Alignment, etc.), Engagement
(Retention, Persistence, etc.), Graduation (Timeliness, Connections/2+2, etc.),
and Efficiency (Financial, Engaging Students, Course Enrollment, etc.)In the
cumulated URI 2018 Program Ideas document, ‘entrepreneurship’ was mentioned
repeatedly. This included Health
Education, Art History, Arts & Technologies, Music Technology and Music
Entrepreneurship, Dance Entrepreneurship.
We confident that other disciples will follow.
Alignment
with ACBSP Accreditation Council for Business Schools and Programs
As part of the grand curricular change, the new School
of Business ‘Foundations Core’ is being re-designed with features such as
alignment with general education “Connections”, a novel Signature Experience,
team teaching, innovative course scheduling, and a new Business 360 gateway
course. TIDE satisfies the ACBSP
Accreditation Council for Business Schools and Programs’ standards related to
the Undergraduate Common Professional Component, whereinbusiness programs recognize the interdisciplinary nature of knowledge when
‘the process of answering a question, solving a problem, or addressing a topic
is too broad or complex to be dealt with adequately by a single (academic) discipline’. CPC seeks to promote innovation in the
business curriculum and to challenge the outdated separation of disciplines.
[1]Indonesia: Kembaren, P., Simatupang, T. M., Larso, D.,
& Wiyancoko, D. (2014). Design Driven Innovation Practices in
Design-preneur led Creative Industry. Journal of Technology Management &
Innovation, 9(3), 91–105. https://doi.org/10.4067/S0718–27242014000300007; Larso, D., Yulianto,
Y., Rustiadi, S., & Aldianto, L. (2009). Developing techno-preneurship
program at the Center for Innovation, Entrepreneurship, and Leadership (CIEL),
School of Business and Management (SBM), Bandung Institute of Technology (ITB),
Indonesia. PICMET ’09—2009 Portland International Conference on Management
of Engineering & Technology, 1901–1908. http://bit.ly/2FGSw3c; Australia: Huq, A.,
& Gilbert, D. (2017). All the world’s a stage: transforming
entrepreneurship education through design thinking. Education + Training,
59(2), 155–170. https://core.ac.uk/download/pdf/83608131.pdf; Germany: Huber,
F., Peisl, T., Gedeon, S., & Brodie, J. (2016). Design thinking-based
entrepreneurship education: How to incorporate design thinking principles into
an entrepreneurship course. In ResearchGate. Leeds University. http://bit.ly/2B8Cnis;
; Slovenia: Desai, H. P. (2018). Integrating
ownership and entrepreneurial mind-set in design education. In Cumulus
Conference Proceedings Wuxi 2018 Diffused Transition & Design Opportunities.
Cumulus International Association of Universities and Colleges of Art, Design
and Media. http://bit.ly/2FtQxir ; European
schools: Val, E., Gonzalez, I., Iriarte, I., Beitia, A., Lasa, G., &
Elkoro, M. (2017). A Design Thinking approach to introduce entrepreneurship
education in European school curricula. The Design Journal, 20(sup1),
S754–S766. https://doi.org/10.1080/14606925.2017.1353022; USA: Fry, A., Alexander, R., & Ladhib, S. (2017).
Design-entrepreneurship in the post-recession economy: Parsons ELab, a Design
School Incubator. Cuadernos del Centro de Estudios de Diseño y Comunicación
No 64, 64, 175+. http://bit.ly/2Q7367G
[2] Cruz, Laura, Gillian
D. Ellern, George Ford, Hollye Moss, and Barbara Jo White. “Navigating the
Boundaries of the Scholarship of Engagement at a Regional Comprehensive
University.” Journal of Higher Education Outreach and Engagement 17, no.
1 (2013): 3–26; McMahan, Shari. “Creating a Model for High Impact Practices at
a Large, Regional, Comprehensive University: A Case Study.” Contemporary
Issues in Education Research 8, no. 2 (January 1, 2008): 111–16. https://eric.ed.gov/?id=EJ1058165;
Selingo, Jeffrey. “Regional Public Colleges—the ‘Middle Children’ of Higher Ed—Struggle
to Survive.” Washington Post, February 9, 2015. https://www.washingtonpost.com/news/grade-point/wp/2015/02/09/regional-public-colleges-the-middle-children-of-higher-ed-struggle-to-survive/;Somers,
Patricia. “The Freshman Year: How Financial Aid Influences Enrollment and
Persistence at a Regional Comprehensive University.” College Student Affairs
Journal 16, no. 1 (January 1, 1996): 27–38. https://eric.ed.gov/?id=EJ546955.
[3] Orphan, Cecilia. “Why
Regional Comprehensive Universities Are Vital Parts of U.S. Higher Education |
Scholars Strategy Network.” Accessed December 30, 2018. https://scholars.org/brief/why-regional-comprehensive-universities-are-vital-parts-us-higher-education;
Cruz, Laura, Gillian D. Ellern, George Ford, Hollye Moss, and Barbara Jo White.
“Navigating the Boundaries of the Scholarship of Engagement at a Regional
Comprehensive University.” Journal of Higher Education Outreach and
Engagement 17, no. 1 (January 1, 2013): 3–26. http://openjournals.libs.uga.edu/index.php/jheoe/article/viewFile/980/651;
Hickey, Anthony Andrew, and Kendall W. King. “A Model for Integrating Research
Administration and Graduate School Operations at a Regional Comprehensive
University.” Research Management Review 2, no. 1 (January 1, 1988):
31–44. https://eric.ed.gov/?id=EJ390845; McMahan, Shari. “Creating a Model for
High Impact Practices at a Large, Regional, Comprehensive University: A Case
Study.” Contemporary Issues in Education Research 8, no. 2 (January 1,
2008): 111–16. https://eric.ed.gov/?id=EJ1058165 .
Somers, Patricia.
“The Freshman Year: How Financial Aid Influences Enrollment and Persistence at
a Regional Comprehensive University.” College Student Affairs Journal
16, no. 1 (January 1, 1996): 27–38. https://eric.ed.gov/?id=EJ546955.
[4] Selingo, Jeffrey.
“Regional Public Colleges—the ‘Middle Children’ of Higher Ed—Struggle to
Survive.” Washington Post, February 9, 2015. https://www.washingtonpost.com/news/grade-point/wp/2015/02/09/regional-public-colleges-the-middle-children-of-higher-ed-struggle-to-survive/.
[5] Sorber, N. M. (2018). Land-Grant Colleges and Popular Revolt:
The Origins of the Morrill Act and the Reform of Higher Education. Ithaca:
Cornell University Press. See also, Geiger, R. L., & Sorber, N. M. (Eds.).
(2013). The Land-Grant Colleges and the Reshaping of American Higher
Education (1 edition). New Brunswick (U.S.A.) ; London (U.K.): Transaction
Publishers; Ferguson, L. (2015, November 19). Creating the Future Together.
Retrieved October 15, 2018, from https://www.plymouth.edu/magazine/uncategorized/creating-the-future-together/;
[6] Chandler, A. D. (2019). The Visible Hand: The Managerial
Revolution in American Business (Project 2000: Significant Works in
Twentieth-Century Economic History). http://www.eh.net/?s=the+visible+hand; Ferguson,
E. S. (1815). Oliver Evans: Inventive Genius of the American Industrial
Revolution. Hagley Museum & Library.; Ferguson, E. S., & Staff, H.
M. and L. (1980). Oliver Evans: Inventive Genius of the American Industrial
Revolution. Greenville, Del: Hagley Museum & Library. https://amzn.to/2DnAfF1
; Heath, N. (2011, September 22). American hero or British traitor? https://www.bbc.com/news/uk-england-derbyshire-15002318;
Library of Congress. (n.d.). Teacher’s Guide: The Industrial Revolution in
the United States (webpage). //www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/;
Taylor, G. R. (1976). The Transportation Revolution 1815–1860. M. E.
Sharpe.; ushistory.org. (n.d.). The First American Factories. Retrieved
November 14, 2018, from http://www.ushistory.org/us/25d.asp
[7] McCarthy, D. (2018). The Future of New Hampshire. New Hampshire
Magazine. http://www.nhmagazine.com/January-2018/The-Future-of-New-Hampshire/;
New Hampshire Center for Public Policy Studies. (2014). NH Center for Public
Policy—Public Colleges, Public Dollars: Higher Education in NH. New
Hampshire Center for Public Policy Studies. http://www.nhpolicy.org/report/public-colleges-public-dollars-higher-education-in-nh;
StayWorkPlay. (2017). Survey. Retrieved November 19, 2018, from http://stayworkplay.org/survey/;
Wood, J. (2018, November 19). New Hampshire facing demographic crunch as
population ages. The Guardian. https://www.theguardian.com/us-news/2018/nov/19/new-hampshire-facing-demographic-crunch-as-population-ages;
Patsarika, M. (2014). New capitalism, educational modernisation and the new
role of the professional student. Discourse: Studies in the Cultural
Politics of Education, 35(4), 527–539. https://doi.org/10.1080/01596306.2013.871224
[8] Birx, D. (2016, August). Welcome and the Three E’s: Empowerment,
Encouragement, and Excitement. University Day Speech. https://campus.plymouth.edu/president/welcome-and-the-three-es-empowerment-encouragement-and-excitement/
[9] Patel, Vimal. “Want to Revamp Your Curriculum? Here’s How to Avoid
a Quagmire.” The Chronicle of Higher Education, March 4, 2018. https://www.chronicle.com/article/Want-to-Revamp-Your/242725.
[10] Google: “integrated clusters”
cross-disciplinary education yields 2,100 results and the top organic
results are “Plymouth State University”. See mention of PSU in Patel, Vimal.
“Want to Revamp Your Curriculum? Here’s How to Avoid a Quagmire.” The
Chronicle of Higher Education, March 4, 2018. https://www.chronicle.com/article/Want-to-Revamp-Your/242725
[11] EAB. (2016). Inside Plymouth State’s experiment with academic “clusters.”
Retrieved November 14, 2018, from https://www.eab.com/daily-briefing/2016/06/24/inside-plymouth-states-experiment-with-academic-clusters;
Seltzer, R. (n.d.). Plymouth State announces layoffs, restructuring around
interdisciplinary clusters. Retrieved October 19, 2018, from https://www.insidehighered.com/news/2016/06/21/plymouth-state-announces-layoffs-restructuring-around-interdisciplinary-clusters
[12] In 2018, TIDE
submitted a University Reinvention Initiative
(URI) Program Report, endorsed unanimously by then CoBA faculty, Many PSU URI proposals mentioned
‘entrepreneurship’ in their credo, including Eating disorders, Human Relations,
Art History, Bio-chemistry, Music, Public Relations (e.g. The Business of
Eating Disorder (Mardie Burckes-Miller), The Business of Art (Sarah Parrish),
Bio-chemistry and Innovation (Jeremiah Duncan), Arts and Innovation, Music
Entrepreneurship (Rik Pfenniger)). TIDE received a “4” (Further Evaluation is
Indicated) in the URI review. A score of
“4” means ‘proceed or continue developing your detailed strategy and timeline
and keep us informed (academic affairs and provost council) of your progress’.
[13] Birx, Donald. “Town
Hall Progress Report,” July 14, 2016; Birx, Donald. Plymouth State University
Interim Report, § New England Association of Schools and Colleges (NEASC)
Commission on Institutions of Higher Education on (2018). https://campus.plymouth.edu/neasc/.Fall
[14] Plymouth State University. (2016). Integrated Clusters Working
Definitions—Plymouth State University. https://www.plymouth.edu/clusters/files/2016/01/Definitions-Final.pdf
[15] Edudemic Staff. “STEM vs. STEAM: Why The ‘A’ Makes a Difference |
Edudemic,” January 11, 2015. http://www.edudemic.com/stem-vs-steam-why-the-a-makes-all-the-difference/;
Gardiner, Bonnie. “Picking up STEAM: How the Arts Can Drive STEM Leadership.” CIO
(13284045), October 6, 2015, 1–1. https://www.cio.com.au/article/585493/picking-up-steam-how-arts-can-drive-stem-leadership/;
Guyotte, Kelly W., Nicki W. Sochacka, Tracie E. Costantino, Joachim Walther,
and Nadia N. Kellam. “Steam as Social Practice: Cultivating Creativity in Transdisciplinary
Spaces.” Art Education 67, no. 6 (November 1, 2014): 12–19. https://www.tandfonline.com/doi/abs/10.1080/00043125.2014.11519293;
Piperopoulos, Panagiotis, and Dimo Dimov. “Burst Bubbles or Build Steam?
Entrepreneurship Education, Entrepreneurial Self-Efficacy, and Entrepreneurial
Intentions.” Journal of Small Business Management 53, no. 4 (October 1,
2015): 970–85. https://doi.org/10.1111/jsbm.12116; Sochacka, Nicola W., Kelly.
W. Guyotte, and Joachim Walther. “Learning Together: A Collaborative
Autoethnographic Exploration of STEAM (STEM + the Arts) Education.” Journal
of Engineering Education 105, no. 1 (January 2016): 15–42. https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20112;
Watson, Andrew D., and Gregory H. Watson. “Transitioning STEM to STEAM:
Reformation of Engineering Education.” Journal for Quality &
Participation 36, no. 3 (October 2013): 1–4. https://www.academia.edu/8766909/Transitioning_STEM_to_STEAM_Reformation_of_Engineering_Education.
[16] Collins, A. (n.d.). How playing an instrument benefits your brain—Anita
Collins. Retrieved October 15, 2018, from https://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins; Clapp, E. P., & Jimenez, R. L. (2016).
Implementing STEAM in maker-centered learning. Psychology of Aesthetics,
Creativity, and the Arts, 10(4), 481–491. https://doi.org/10.1037/aca0000066;
Peppler, K., & Wohlwend, K. (2018). Theorizing the Nexus of STEAM Practice.
Arts Education Policy Review, 119(2), 88–99.
[17] In the cross-university context, any student can be enterprising
and launch ventures. It of course includes business ventures but also social,
environmental, and scientific ventures. But students can also launch (ad)ventures, such as an Outdoor Education
student who organizes a twenty-person climb up Mt Kilimanjaro. That trip may
not be an incorporated business but still will required business skills.
[18] Cousineau, M. (2016, June 19). Layoffs, “cluster” classes as PSU
attempts to revamp higher ed | New Hampshire. UnionLeader.Com. http://www.unionleader.com/Layoffs-cluster-classes-as-PSU-attempts-to-revamp-higher-ed-06202016
[19] Birx, Donald. “The Four Tools of Clusters—Office of President.”
Accessed October 15, 2018. https://campus.plymouth.edu/president/the-four-tools-of-clusters/.
[20] Clark, B. (2001). The Entrepreneurial University: New Foundations for
Collegiality, Autonomy, and Achievement. Higher Education Management, 13(2),
9–24.; Clark, B.R. (1998). Creating Entrepreneurial Universities: Organizational
Pathways of Transformation. Issues in Higher Education. Elsevier.; Clark, B.
R. (1998). The entrepreneurial university: Demand and response. Tertiary Education
and Management, 4(1), 5–16. https://doi.org/10.1007/BF02679392; Clark,
B. R. (2004). Delineating the Character of the Entrepreneurial University. Higher
Education Policy, 17(4), 355–370. https://link.springer.com/article/10.1057/palgrave.hep.8300062;
Etzkowitz, H. (2004). The evolution of the entrepreneurial university. International
Journal of Technology and Globalisation, 1(1), 64–77. https://doi.org/10.1504/IJTG.2004.004551;
Etzkowitz, H. (2014). The Entrepreneurial University Wave: From Ivory Tower to Global
Economic Engine. Industry and Higher Education, 28(4), 223–232. https://doi.org/10.5367/ihe.2014.0211;
Etzkowitz, H. (2016). T
Etzkowitz, H. (2016). The Entrepreneurial University: Vision
and Metrics. Industry and Higher Education, 30(2), 83–97. https://doi.org/10.5367/ihe.2016.0303
[21] Etzkowitz, H. (2014). The Entrepreneurial University Wave: From Ivory
Tower to Global Economic Engine. Industry and Higher Education, 28(4),
223–232. https://doi.org/10.5367/ihe.2014.0211
[22] Audretsch, D. B., & Keilbach, M. (2008). Resolving the knowledge
paradox: Knowledge-spillover entrepreneurship and economic growth. Research Policy,
37(10), 1697–1705. https://doi.org/10.1016/j.resp01.2008.08.008
[23] The first comprehensive textbook was our predecessor Kuratko, Donald
F., and Richard M. Hodgetts. Entrepreneurship: A Contemporary Approach. Dryden
Press Series in Management. Chicago: Dryden Press, 1989. See also: Greenwood, K.,
& And Others. (1984). Resources for Entrepreneurship Education. https://eric.ed.gov/?id=ED269577;
Miller, M. D., Wimberley, D., Oklahoma State University, Occupational and Adult
Education, United States, Office of Vocational and Adult Education, . . . Minority
Business Development Agency (Eds.). (1984). Promoting entrepreneurship education
in vocational education a final report. Stillwater, OK: Oklahoma State University,
College of Education, Occupational and Adult Education. https://eric.ed.gov/?id=ED269576;
National Center for Research in Vocational Education (U.S.), United States, &
Office of Vocational and Adult Education (Eds.). (1984). National Entrepreneurship
Education Forum. In National Entrepreneurship Education Forum proceedings of
a conference, September 5–6, 1984. Columbus, Ohio: National Center for Research
in Vocational Education. https://eric.ed.gov/?id=ED262153; Ross, N., National Center
for Research in Vocational Education (U.S.), United States, & Office of Vocational
and Adult Education (Eds.). (1984). A National entrepreneurship education agenda
for action. Columbus, Ohio: National Center for Research in Vocational Education,
Ohio State University. http://www.voced.edu.au/content/ngv:42680; Worthington, R.
M. (1984). Critical Issues Surrounding Entrepreneurship Education—Present, Past,
Future—A Federal Perspective. Office of Vocational and Adult Education. https://eric.ed.gov/?id=ED251612;
McMullan, W. E., & Long, W. A. (1987). Entrepreneurship education in the nineties.
Journal of Business Venturing, 2(3), 261–275. https://doi.org/10.1016/0883–9026(87)90013–9
[24] Gorman, G., Hanlon, D., & King, W. (1997). Some Research Perspectives
on Entrepreneurship Education, Enterprise Education and Education for Small Business
Management: A Ten-Year Literature Review. International Small Business Journal,
15(3), 56–77. https://doi.org/10.1177/0266242697153004; Henry, C., Hill,
F., & Leitch, C. (1996). Entrepreneurship Education and Training. Aldershot,
Hants, England ; Burlington, Vt: Ashgate Pub Ltd.; Hills, G. E. (1988). Variations
in University entrepreneurship education: An empirical study of an evolving field.
Journal of Business Venturing, 3(2), 109–122. https://doi.org/10.1016/0883–9026(88)90021–3;
Kent, C. A. (1990). Entrepreneurship education : current developments, future
directions. New York: Quorum Books.; Plaschka, G. R., & Welsch, H. P. (1990).
Emerging structures in entrepreneurship education: curricular designs and strategies.
Entrepreneurship Theory and Practice, 14(3), 55–71. http://journals.sagepub.com/doi/abs/10.1177/104225879001400308;
Solomon, G. T., & Lloyd W. Fernald, J. (1991). Trends in Small Business Management
and Entrepreneurship Education in the United States. Entrepreneurship Theory
and Practice, 15(3), 25–40. https://doi.org/10.1177/104225879101500303
[25] Vesper, K. H., & Gartner, W. B. (1997). Measuring progress in entrepreneurship
education. Journal of Business Venturing, 12(5), 403–421. https://doi.org/10.1016/S0883–9026(97)00009–8
[26] Baptista, R., & Naia, A. (2015). Entrepreneurship Education: A Selective
Examination of the Literature. Foundations and Trends® in Entrepreneurship,
11(5), 337–426. https://doi.org/10.1561/0300000047; Baptista, R., & Naia,
A. (2015). Entrepreneurship Education: A Selective Examination of the Literature.
Foundations and Trends in Entrepreneurship, 11(5), 337–426. https://doi.org/10.1561/0300000047;
Gartner, W. B., & Vesper, K. H. (1994). Experiments in entrepreneurship education:
successes and failures. Journal of Business Venturing, 9(3), 179–187.
https://www.researchgate.net/publication/256620228_Experiments_in_entrepreneurship_education_Successes_and_failures;
Katz, J. A. (2003). The chronology and intellectual trajectory of American entrepreneurship
education: 1876–1999. Journal of Business Venturing, 18(2), 283–300.
https://doi.org/10.1016/S0883–9026(02)00098–8; Vesper, K. H., & Gartner, W.
B. (1997). Measuring progress in entrepreneurship education. Journal of Business
Venturing, 12(5), 403–421. https://doi.org/10.1016/S0883–9026(97)00009–8;
Henry, C., Hill, F., & Leitch, C. (2003). Entrepreneurship Education and
Training: The Issue of Effectiveness. Routledge; Naia, A., Baptista, R., Januário,
C., & Trigo, V. (2015). Entrepreneurship Education Literature in the 2000s.
Journal of Entrepreneurship Education, 18(1), 111–135; Solomon, G.
(2014). The National Survey of Entrepreneurship Education. Retrieved February 11,
2018, from http://www.nationalsurvey.org/files/2014KauffmanReport_Clean.pdf; Finkle,
T. A. (2010). Entrepreneurship education trends. Research in Business and Economics
Journal, 1, 35. http://www.aabri.com/manuscripts/08034.pdf
[27] Streeter, D. H., Kher, R., & Jaquette Jr., J. P. (2011). University-wide
trends in entrepreneurship education and the rankings: a dilemma. Journal of
Entrepreneurship Education, 14, 75–92. https://www.abacademies.org/articles/jeevol142011.pdf#page=83
[28] Bae, Tae Jun, Shanshan Qian, Chao Miao, and James O. Fiet. “The Relationship
Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic
Review.” Entrepreneurship Theory and Practice 38, no. 2 (March 1, 2014):
217–54. https://doi.org/10.1111/etap.12095; Raposo, Mário, and Arminda do Paço.
“Entrepreneurship Education: Relationship between Education and Entrepreneurial
Activity.” Psicothema 23, no. 3 (August 2011): 453–57; Aronsson, M. (2004).
Education Matters—But Does Entrepreneurship Education? An interview with David Birch.
Academy of Management Learning & Education, 3(3), 289–292. https://doi.org/10.5465/AMLE.2004.14242224.
Jiménez, Alfredo, Carmen Palmero-Cámara, María Josefa González-Santos, Jerónimo
González-Bernal, and Juan Alfredo Jiménez-Eguizábal. “The Impact of Educational
Levels on Formal and Informal Entrepreneurship.” BRQ Business Research Quarterly
18, no. 3 (July 1, 2015): 204–12. https://doi.org/10.1016/j.brq.2015.02.002; Tiwari,
Preeti, Anil K. Bhat, and Jyoti Tikoria. “Relationship between Entrepreneurship
Education and Entrepreneurial Intentions: A Validation Study.” In Entrepreneurship
Education, 171–88. Springer, Singapore, 2017. https://doi.org/10.1007/978–981–10–3319–3_9; Coduras MartÍnez, Alicia, Jonathan Levie, Donna J. Kelley,
RÖgnvaldur J. SÆmundsson, and Thomas SchØtt. “Global Entrepreneurship Monitor Special
Report: A Global Perspective on Entrepreneurship Education and Training.” Global
Entrepreneurship Research Association, 2010. https://www.babson.edu/Academics/centers/blank-center/global-research/gem/Documents/gem-2010-special-report-education-training.pdf;
Maresch, Daniela, Rainer Harms, Norbert Kailer, and Birgit Wimmer-Wurm. “The Impact
of Entrepreneurship Education on the Entrepreneurial Intention of Students in Science
and Engineering versus Business Studies University Programs.” Technological Forecasting
and Social Change 104 (March 1, 2016): 172–79. https://doi.org/10.1016/j.techfore.2015.11.006;
Shinnar, R., Pruett, M., & Toney, B. (2009). Entrepreneurship Education: Attitudes
Across Campus. Journal of Education for Business, 84(3), 151–159.
https://doi.org/10.3200/JOEB.84.3.151–159
[29] Jianying Cai, & Deyi Kong. (2017). Study on the Impact of Entrepreneurship
Education in Colleges and Universities on Students’ Entrepreneurial Intention. Revista
de La Facultad de Ingenieria, 32(14), 899–903. http://revistadelafacultaddeingenieria.com/index.php/ingenieria/article/viewFile/2795/2754;
Rauch, A., & Hulsink, W. (2015). Putting Entrepreneurship Education Where the
Intention to Act Lies: An Investigation Into the Impact of Entrepreneurship Education
on Entrepreneurial Behavior. Academy of Management Learning & Education,
14(2), 187–204. https://doi.org/10.5465/amle.2012.0293; Maresch, D., Harms,
R., Kailer, N., & Wimmer-Wurm, B. (2016). The impact of entrepreneurship education
on the entrepreneurial intention of students in science and engineering versus business
studies university programs. Technological Forecasting and Social Change,
104, 172–179. https://doi.org/10.1016/j.techfore.2015.11.006; Sánchez, J.
C. (2011). University training for entrepreneurial competencies: Its impact on intention
of venture creation. International Entrepreneurship and Management Journal,
7(2), 239–254. https://doi.org/10.1007/s11365–010–0156-x; Kiyani, S. A. (2017).
Role of Entrepreneurship Education on Student Attitudes. Abasyn University Journal
of Social Sciences, 10(2), 270–293. http://www.aupc.info/wp-content/uploads/2017/12/4-AJSS-10–2–17.pdf;
Jones, P., Pickernell, D., Fisher, R., & Netana, C. (2017). A tale of two universities:
graduates perceived value of entrepreneurship education. Education + Training,
59(⅞), 689–705. https://doi.org/10.1108/ET-06–2017–0079; Wilson, F., Kickul,
J., & Marlino, D. (2007). Gender, Entrepreneurial Self–Efficacy, and Entrepreneurial
Career Intentions: Implications for Entrepreneurship Education. Entrepreneurship
Theory and Practice, 31(3), 387–406. https://doi.org/10.1111/j.1540–6520.2007.00179.x;
Thrane, C., Blenker, P., Korsgaard, S., & Neergaard, H. (2016). The promise
of entrepreneurship education: Reconceptualizing the individual–opportunity nexus
as a conceptual framework for entrepreneurship education. International Small
Business Journal, 34(7), 905–924. https://doi.org/10.1177/0266242616638422.
See also: Fayolle, A., Gailly, B., & Lassas‐Clerc, N. (2006a). Assessing the
impact of entrepreneurship education programmes: a new methodology. Journal of
European Industrial Training, 30(9), 701–720. https://doi.org/10.1108/03090590610715022;
Kamovich, U., & Foss, L. (2017). In Search of Alignment: A Review of Impact
Studies in Entrepreneurship Education [Research article]. https://doi.org/10.1155/2017/1450102;
Lee, S. M., Chang, D., & Lim, S. (2005). Impact of Entrepreneurship Education:
A Comparative Study of the U.S. and Korea. The International Entrepreneurship
and Management Journal, 1(1), 27–43. https://doi.org/10.1007/s11365–005–6674–2;
Lorz, M., Mueller, S., & Volery, T. (2013). Entrepreneurship education: a systematic
review of the methods in impact studies. Journal of Enterprising Culture,
21(02), 123–151. https://doi.org/10.1142/S0218495813500064; Matlay, H. (2008).
The impact of entrepreneurship education on entrepreneurial outcomes. Journal
of Small Business and Enterprise Development, 15(2), 382–396. https://doi.org/10.1108/14626000810871745;
Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The Impact
of Entrepreneurship Education in Higher Education: A Systematic Review and Research
Agenda. Academy of Management Learning & Education, 16(2), 277–299.
https://doi.org/10.5465/amle.2015.0026; Oosterbeek, H., Praag, M. van, & Ijsselstein,
A. (2010). The impact of entrepreneurship education on entrepreneurship skills and
motivation. European Economic Review, 54(3), 442–454. https://papers.ssrn.com/s013/papers.cfm?abstract_id=2520492
[30] Lackéus, Martin, Mats Lundqvist, and Karen Williams Middleton. “Bridging
the Traditional-Progressive Education Rift through Entrepreneurship.” International
Journal of Entrepreneurial Behavior & Research 22, no. 6 (September 5, 2016):
777–803. https://doi.org/10.1108/IJEBR-03–2016–0072; Lackéus, Martin, and Karen
Williams Middleton. “Venture Creation Programs: Bridging Entrepreneurship Education
and Technology Transfer.” Education + Training 57, no. 1 (February 9, 2015):
48–73. https://doi.org/10.1108/ET-02–2013–0013; Lackéus, Martin. “Entrepreneurship
in Education: What, Why, When, How.” OECD, 2015. https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf.
[31] Jiménez, A., Palmero-Cámara, C., González-Santos, M. J.,
González-Bernal, J., & Jiménez-Eguizábal, J. A. (2015). The impact of
educational levels on formal and informal entrepreneurship. BRQ Business
Research Quarterly, 18(3), 204–212. https://doi.org/10.1016/j.brq.2015.02.002;
Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how.
OECD. https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf; Maresch,
D., Harms, R., Kailer, N., & Wimmer-Wurm, B. (2016). The impact of
entrepreneurship education on the entrepreneurial intention of students in
science and engineering versus business studies university programs. Technological
Forecasting and Social Change, 104, 172–179. https://doi.org/10.1016/j.techfore.2015.11.006;
Raposo, M., & do Paço, A. (2011). Entrepreneurship education: relationship
between education and entrepreneurial activity. Psicothema, 23(3),
453–457. http://www.psicothema.com/pdf/3909.pdf; Raposo, M., & Paço, A. do.
(2011). Entrepreneurship and education—links between education and
entrepreneurial activity. International Entrepreneurship and Management
Journal, 7(2). https://doi.org/10.1007/s11365–010–0152–1; Tiwari,
P., Bhat, A. K., & Tikoria, J. (2017). Relationship between
Entrepreneurship Education and Entrepreneurial Intentions: A Validation Study.
In Entrepreneurship Education (pp. 171–188). Springer, Singapore. https://doi.org/10.1007/978–981–10–3319–3_9;
[32] Davey, T., Hannon, P., & Penaluna, A. (2016). Entrepreneurship
education and the role of universities in entrepreneurship: Introduction to the
special issue. Industry and Higher Education, 30(3), 171–182. https://doi.org/10.1177/0950422216656699;
Huq, A., & Gilbert, D. (2017). All the world’s a stage: transforming
entrepreneurship education through design thinking. Education + Training,
59(2), 155–170. http://www.emeraldinsight.com/doi/abs/10.1108/ET-12–2015–0111;
Maritz, A. (2017). Illuminating the black box of entrepreneurship education
programmes: Part 2. Education + Training, 59(5), 471–482. https://doi.org/10.1108/ET-02–2017–0018;
Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The
Impact of Entrepreneurship Education in Higher Education: A Systematic Review
and Research Agenda. Academy of Management Learning & Education, 16(2),
277–299. https://doi.org/10.5465/amle.2015.0026; Omer Attali, M., & Yemini,
M. (2017). Initiating consensus: stakeholders define entrepreneurship in
education. Educational Review, 69(2), 140–157. https://www.tandfonline.com/doi/abs/10.1080/00131911.2016.1153457?journalCode=cedr20;
Panos Castro, J. (2017). Entrepreneurship education and active methodologies
for its promotion. Revista Electronica Interuniversitaria De Formacion Del
Profesorado, 20(3), 33–48. https://doi.org/10.6018/reifop.20.3.272221;
Papadopoulos, P. M., Burger, R., & Faria, A. (2016). Innovation and
Entrepreneurship in Education (Vol. 2). Emerald Group Publishing.; Sanchez
Garcia, J. C., Ward, A., Hernandez, B., & Lizette Florez, J. (2017).
Entrepreneurship Education: State of the Art. Propositos Y Representaciones,
5(2), 401–473. http://revistas.usil.edu.pe/index.php/pyr/article/view/190/325;
Thrane, C., Blenker, P., Korsgaard, S., & Neergaard, H. (2016). The promise
of entrepreneurship education: Reconceptualizing the individual–opportunity
nexus as a conceptual framework for entrepreneurship education. International
Small Business Journal, 34(7), 905–924. https://doi.org/10.1177/0266242616638422;
Welsh, D. H. B., Tullar, W. L., & Nemati, H. (2016). Entrepreneurship
education: Process, method, or both? Journal of Innovation & Knowledge,
1(3), 125–132. https://doi.org/10.1016/j.jik.2016.01.005;
[33] Sen, A. (2001). Development as Freedom. OUP Oxford; Sen, A. (2004a).
Elements of a Theory of Human Rights. Philosophy & Public Affairs, 32(4),
315–356. https://doi.org/10.1111/j.1088–4963.2004.00017.x; Sen, A. (2004b). Rationality
and freedom. Harvard University Press; Sen, A. (2005). Human rights and capabilities.
Journal of Human Development, 6(2), 151–166; Sen, A. (2011). The
Idea of Justice. Harvard University Press; Sen, A. K. (1999). Democracy as a
Universal Value. Journal of Democracy, 10(3), 3–17. https://doi.org/10.1353/jod.1999.0055
[34] Fetters, M. L., Greene, P. G., Rice, M. P., & Butler, J. S. (Eds.).
(2010). The Development of
University-Based Entrepreneurship Ecosystems: Global Practices. Cheltenham,
UK ; Northampton, MA: Edward Elgar Pub.; Feld, B. (2012). Startup Communities: Building an Entrepreneurial
Ecosystem in Your City: Wiley & Sons. https://www.wiley.com/en-us/Startup+Communities%3A+Building+an+Entrepreneurial+Ecosystem+in+Your+City-p-9781118483312; Acs, Z. J., Stam, E., Audretsch, D. B., & O’Connor, A. (2017).
The lineages of the entrepreneurial ecosystem approach. Small Business
Economics, 49(1), 1–10. https://doi.org/10.1007/s11187–017–9864–8; Stam,
E. (2014). The Dutch Entrepreneurial Ecosystem (SSRN Scholarly Paper No.
ID 2473475). Rochester, NY: Social Science Research Network. https://papers.ssrn.com/abstract=2473475;
Stam, E. (2015). Entrepreneurial Ecosystems and Regional Policy: A Sympathetic
Critique. European Planning Studies, 23(9), 1759–1769. https://doi.org/10.1080/09654313.2015.1061484;
Adner, R., & Kapoor, R. (2010). Value creation in innovation ecosystems:
How the structure of technological interdependence affects firm performance in
new technology generations. Strategic Management Journal, 31(3),
306–333. http://onlinelibrary.wiley.com/doi/10.1002/smj.821/full; Alvedalen,
J., & Boschma, R. (2017). A critical review of entrepreneurial ecosystems
research: towards a future research agenda. European Planning Studies, 25(6),
887–903. https://doi.org/10.1080/09654313.2017.1299694; Aulet, B. (2008). How
to build a successful innovation ecosystem: educate, network, and celebrate. Xconomy.
Com, 14. https://www.xconomy.com/national/2008/10/14/how-to-build-a-successful-innovation-ecosystem-educate-network-and-celebrate/;
Autio, E., & Levie, J. (2017). Management of Entrepreneurial Ecosystems. In
The Wiley Handbook of Entrepreneurship (pp. 423–449). Wiley-Blackwell. https://doi.org/10.1002/9781118970812.ch19;
Belitski, M., & Heron, K. (2017). Expanding entrepreneurship education
ecosystems. Journal of Management Development, 36(2), 163–177. https://www.emeraldinsight.com/doi/abs/10.1108/JMD-06–2016–0121;
Brush, C. G., Edelman, L. F., Harrison, R. T., Hechavarria, D., Justo, R.,
& McAdam, M. (2018). A Gendered Look at Entrepreneurship Ecosystems. Academy
of Management Annual Meeting Proceedings, 2018(1), 1–1. https://doi.org/10.5465/AMBPP.2018.16912symposium;
Frederick, H. H. (2015). The role of universities as entrepreneurship
ecosystems in the era of climate change: A new theory of entrepreneurial
ecology. Jurnal Intelek, 6(2). http://jurnalintelek.uitm.edu.my/index.php/main/article/download/35/19;
Isenberg, D. J. (2010). How to start an entrepreneurial revolution. Harvard
Business Review, 88(6), 40–50. http://bit.ly/20URYpD ; Manolova, T.
S., Brush, C. G., Edelman, L. F., Robb, A., & Welter, F. (2017). Entrepreneurial
Ecosystems and Growth of Women’s Entrepreneurship: A Comparative Analysis.
Cheltenham, UK: Edward Elgar Pub. http://bit.ly/2PGuOZb; Rice, M. P., Fetters,
M. L., & Greene, P. G. (2010). University-based Entrepreneurship
Ecosystems: Key success factors and recommendations. In M. L. Fetters, P. G.
Greene, M. P. Rice, & J. S. Butler (Eds.), The development of
university-based entrepreneurship ecosystems : global practices (pp.
177–196). Cheltenham, UK ; Northampton, MA: Edward Elgar.; Stam, E., &
Bosma, N. (2014). Growing entrepreneurial economies: Entrepreneurship and
regional development. In T. Baker & F. Welter (Eds.), The Routledge Companion
to Entrepreneurship. Routledge. http://bit.ly/2S4RFKJ
[35] Pugh, R., Lamine, W., Jack, S., & Hamilton, E. (2018). The entrepreneurial
university and the region: what role for entrepreneurship departments? European
Planning Studies, 1–21. https://doi.org/10.1080/09654313.2018.1447551
[36] Brush, C., Edelman, L. F., Manolova, T., & Welter, F. (2018). A
gendered look at entrepreneurship ecosystems. Small Business Economics. https://doi.org/10.1007/s11187–018–9992–9;
Brush, C. G., Edelman, L. F., Harrison, R. T., Hechavarria, D., Justo, R.,
& McAdam, M. (2018). A Gendered Look at Entrepreneurship Ecosystems. Academy
of Management Annual Meeting Proceedings, 2018(1), 1–1. https://doi.org/10.5465/AMBPP.2018.16912symposium’
Manolova, T. S., Brush, C. G., Edelman, L. F., Robb, A., & Welter, F.
(2017). Entrepreneurial Ecosystems and Growth of Women’s Entrepreneurship: A
Comparative Analysis. Cheltenham, UK: Edward Elgar Pub. http://bit.ly/2PGuOZb
[38] Galor, O., and S.
Michalopoulos. “Evolution and the Growth Process: Natural Selection of
Entrepreneurial Traits.” Journal of Economic Theory 147, no. 2 (2012):
759–80. https://doi.org/10.1016/j.jet.2011.04.005; Galor, Oded, and Stelios
Michalopoulos. “The Evolution of Entrepreneurial Spirit and the Process of
Development,” 2006. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=996684.;
Mokyr, Joel. The Lever of Riches: Technological Creativity and Economic
Progress. Oxford University Press, 1992; Wennekers, S., and R. Thurik.
“Linking Entrepreneurship and Economic Growth.” Small Business Economics
13, no. 1 (1999): 27–56. https://link.springer.com/article/10.1023/A:1008063200484.
[39] His famous Theory of Economic Development (1911, transl.
1934), in German was Theorie der
Wirtschaftlichen Entwicklung.In German, ‘Entwicklung’ also means evolution.
Indeed, the root verb entwickeln literally means to unwrapping or unfolding, as
in a flower. Translators of the day preferred ‘development’ because it had a
French equivalent in ‘développement’. Schumpeter, Joseph A., and John E. Elliott. The
Theory of Economic Development: An Inquiry into Profits, Capital, Credit,
Interest, and the Business Cycle. New edition edition. New Brunswick, N.J:
Transaction Publishers, 1982 (1911).
[40] Margolis, H. (1993). Paradigms and Barriers: How Habits of Mind
Govern Scientific Beliefs. University of Chicago Press. http://bit.ly/2TlRa0m;
Costa, A. (n.d.). The Art Costa Centre For Thinking. Retrieved November 19, 2018,
from https://artcostacentre.com/html/habits.htm;
Costa, A. L., & Kallick, B. (2000a). Activating & Engaging Habits of
Mind. A Developmental Series, Book 2. Association for Supervision and
Curriculum Development. https://eric.ed.gov/?id=ED444935;
Costa, A. L., & Kallick, B. (2000b). Discovering & Exploring Habits
of Mind. A Developmental Series, Book 1. Association for Supervision and
Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311–1714
(ASCD members, $16. https://eric.ed.gov/?id=ED439101;
Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of
Mind: 16 Essential Characteristics for Success. ASCD. http://bit.ly/2TiaD20; Baños Monroy, V. I.,
Ramírez Solís, E. R., & Gutiérrez Patrón, L. M. (2015). Lean Scientific
Method Canvas: A New Model to Design Research Documents from an Entrepreneurial
Mindset. In Allied Academies International Conference. Academy of
Entrepreneurship. Proceedings; Arden (Vol. 21, pp. 1–3). Arden, United
States: Jordan Whitney Enterprises, Inc. https://www.highbeam.com/doc/1P3–3763277691.html;
Daniel, A. D. (2016). Fostering an entrepreneurial mindset by using a design
thinking approach in entrepreneurship education. Industry and Higher
Education, 30(3), 215–223. https://doi.org/10.1177/0950422216653195;
Desai, H. P. (2018). Integrating
ownership and entrepreneurial mindset in design education. In Cumulus
Conference Proceedings Wuxi 2018 Diffused Transition & Design Opportunities.
Cumulus International Association of Universities and Colleges of Art, Design
and Media. http://bit.ly/2FtQxir; McGrath,
R. G., & MacMillan, I. C. (Eds.). (2000). The entrepreneurial mindset
strategies for continuously creating opportunity in an age of uncertainty.
Boston, Mass: Harvard Business School Press. http://bit.ly/2PxZ60t;
Moreau, C. P., & Engeset, M. G. (2015). The Downstream Consequences of
Problem-Solving Mindsets: How Playing with LEGO Influences Creativity. Journal
of Marketing Research, 53(1), 18–30. https://doi.org/10.1509/jmr.13.0499;
Pijl, P. V. D., Lokitz, J., Solomon, L.
K., Pluijm, E. van der, & Lieshout, M. van. (2016). Design a Better
Business: New Tools, Skills, and Mindset for Strategy and Innovation (1
edition). Hoboken, N.J.: Wiley.; Ramakrishna, S. (2015). Strategies for the
Universities to be Locally Engaged while Globally Visible. Asian Journal of
Innovation & Policy, 4(3), 271–287. http://bit.ly/2PDQa9S
[41] Bridge, Simon, Ken O’Neill, and Stan Cromie, eds. Understanding
Enterprise, Entrepreneurship and Small Business. Houndmills, Basingstoke,
Hampshire: Macmillan Business, 1998, p. 36. http://bit.ly/2Q481Gd
[42] Breslin, D., & Jones, C. (2014). Developing an
evolutionary/ecological approach in enterprise education. The International
Journal of Management Education, 12(3), 433–444. https://doi.org/10.1016/j.ijme.2014.05.010;
David, R., & Harry, M. (2010). Enterprise education and university
entrepreneurship. Industry & Higher Education, 24(6),
409–411. https://journals.sagepub.com/doi/abs/10.5367/ihe.2010.0019?journalCode=ihea;
Draycott, M., & Rae, D. (2011). Enterprise education in schools and the
role of competency frameworks. International Journal of Entrepreneurial
Behavior & Research, 17(2), 127–145. https://doi.org/10.1108/13552551111114905;
Gibb, A. A. (1993). Enterprise Culture and Education: Understanding Enterprise
Education and Its Links with Small Business,Entrepreneurship and Wider
Educational Goals. International Small Business Journal, 11(3),
11–34. https://doi.org/10.1177/026624269301100301;
Gorman, G., Hanlon, D., & King, W. (1997). Some Research Perspectives on
Entrepreneurship Education, Enterprise Education and Education for Small
Business Management: A Ten-Year Literature Review. International Small
Business Journal, 15(3), 56–77. https://doi.org/10.1177/0266242697153004;
Hytti, U., & O’Gorman, C. (2004). What is “enterprise education”? An
analysis of the objectives and methods of enterprise education programmes in
four European countries. Education + Training, 46(1), 11–23.; Iredale,
N., & Jones, B. (2010). Enterprise education as pedagogy. Education +
Training, 52(1), 7–19. https://doi.org/10.1108/00400911011017654;
Jones, C., & Penaluna, A. (2013). Moving beyond the business plan in
enterprise education. Education + Training, 55(8/9), 804–814. https://www.emerald.com/insight/content/doi/10.1108/ET-06-2013-0077/full/html;
Jones, C., Penaluna, K., Penaluna, A., & Matlay, H. (2014). Claiming the
future of enterprise education. Education + Training, 56(8/9),
764–775. https://doi.org/10.1108/ET-06–2014–0065;
Lewis, K., & Massey, C. (2003). Delivering enterprise education in New Zealand.
Education + Training, 45(4), 197–206. https://www.emeraldinsight.com/doi/abs/10.1108/00400910310478120;
Peterman, N. E., & Kennedy, J. (2003). Enterprise Education: Influencing
Students’ Perceptions of Entrepreneurship. Entrepreneurship Theory and
Practice, 28(2), 129–144. https://doi.org/10.1046/j.1540–6520.2003.00035.x;
Rae, D. (2010). Universities and enterprise education: responding to the
challenges of the new era. Journal of Small Business and Enterprise
Development, 17(4), 591–606. http://www.emeraldinsight.com/doi/abs/10.1108/14626001011088741;
Sims, P. A., Huang, X., & Niles, J. (2017). Curriculum Design for
Transformative Enterprise Education within the Context of Strategic Sustainable
Development. http://www.diva-portal.se/smash/get/diva2:1137848/FULLTEXT01.pdf;
Welsh Enterprise Institute. (n.d.). Enterprise Education Initiatives. Retrieved
January 2, 2001, from https://web.archive.org/web/20010107081300/http://www.itc.glam.ac.uk:80/wei/Education.htm;;
[43] Quality Assurance Agency for Higher Education. (2018). Enterprise
and Entrepreneurship Education: Guidance for UK Higher Education Providers.
https://www.qaa.ac.uk/docs/qaa/about-us/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=20e2f581;
see also Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G.
(2016). EntreComp: The Entrepreneurship Competence Framework.
Luxembourg: European Union. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf
, p.9
[50] Brown, T. (2008, June
1). Design thinking. https://hbr.org/2008/06/design-thinking; Brown, T. (2009). Change by design: How design thinking transforms
organizations and inspires innovation. New York: HarperBusiness; Chen, S., & Venkatesh, A. (2013). An
investigation of how design-oriented organisations implement design thinking. Journal of Marketing
Management, 29, 1680–700; Martin, R. L. (2009). The design of business: Why design
thinking is the next competitive advantage. Harvard Business Press; Martin,
R. L., Christensen, K., & Martin, R. L. (Eds.). (2013). The design of
business. In Rotman
on design: The best on design thinking from Rotman magazine (pp. 15–19). University of Toronto Press.
[53] Cross, N. (1982). Designerly ways of knowing. Design Studies, 3, 221–7. See also Cross, N. (2006). Designerly ways of knowing. Springer. https://link.springer.com/chapter/10.1007%2F1-84628-301-9_1;
Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science.
Design Issues, 17(3), 49–55; Cross, N.
(2007). From a design science to a design discipline: Understanding designerly ways
of knowing and thinking. Design ResearchNow, 41–54; Rittel,
H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning.
Policy Sciences, 4, 155–69; Buchanan,
R. (1992). Wicked problems in design thinking. Design Issues,
8, 5–21. https://web.archive.org/web/20200107113337/https://www.jstor.org/stable/1511637 .
[54] Brown, T. (2008, June 1). Design thinking. https://hbr.org/2008/06/design-thinking;
Brown, T. (2009). Change by design: How design thinking transforms
organizations and inspires innovation. New York: HarperBusiness; Chen, S.,
& Venkatesh, A. (2013). An investigation of how design-oriented organisations
implement design thinking. Journal of Marketing Management,
29, 1680–700; Martin, R. L. (2009). The design of business: Why design thinking
is the next competitive advantage. Harvard Business Press; Martin, R. L., Christensen,
K., & Martin, R. L. (Eds.). (2013). The design of business. In Rotman on design: The best on design thinking from Rotman magazine
(pp. 15–19). University of Toronto Press.
[55] For inspiring this definition, we credit Lackéus, M., Lundqvist, M.,
& Middleton, K. W. (2016). Bridging the traditional-progressive education rift
through entrepreneurship. International Journal of Entrepreneurial Behavior &
Research, 22(6), 777–803. https://doi.org/10.1108/IJEBR-03–2016–0072.
See also Lackéus, M. (2013). Developing Entrepreneurial Competencies—An Action-Based
Approach and Classification in Education. Chalmers University of Technology.
https://research.chalmers.se/publication/186625; Lackéus, M. (2014). An emotion
based approach to assessing entrepreneurial education. The International Journal
of Management Education, 12(3), 374–396. https://doi.org/10.1016/j.ijme.2014.06.005;
Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how.
OECD. https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf; Lackéus,
M., Lundqvist, M., & Middleton, K. W. (2011). Obstacles to Establishing Venture
Creation Based Entrepreneurship Education Programs. Nordic Academy of Management
Meeting (NFF) Conference, Stockholm. https://research.chalmers.se/publication/142642;
Lackéus, M., & Middleton, K. W. (2015). Venture creation programs: bridging
entrepreneurship education and technology transfer. Education + Training,
57(1), 48–73. https://doi.org/10.1108/ET-02–2013–0013
[56]Entrepreneurial Will means eagerly committing to expend great
energy and take calculated risks to create value. Enterprising Mind-Set means
marked by imagination, initiative and readiness to undertake new endeavors. Transformative
Innovations create opportunity spaces for entrepreneurs and give rise to entirely
new industries. Design Entrepreneurship combines creativity and imagination
to achieve break-through solutions to ill-defined yet complex problems.
[57] The origins of the
phrase is in dispute. Senator John F. Kennedy’s speechwriter Theodore Sorensen
writes that the aphorism stems from JFK's tenure in the Senate, when Sorensen
noticed that ‘the regional chamber of commerce, the New England Council, had a
thoughtful slogan: ‘A rising tide lifts all the boats.’ Sorensen, Ted. Counselor: A Life at the
Edge of History. Reprint edition. Harper Perennial, 2009, p. 227; “Etymology
- Origin of ‘a Rising Tide Lifts All Boats.’” English Language & Usage
Stack Exchange. Accessed February 19, 2019. https://english.stackexchange.com/questions/230520/origin-of-a-rising-tide-lifts-all-boats; Quora. “How to Lift Boats by Raising Your
Tide.” Nina Amir (blog), December 10, 2018. https://ninaamir.com/lift-boats-raising-your-tide/; Wikipedia. “A Rising Tide Lifts All Boats.”
In Wikipedia, January 30, 2019. https://en.wikipedia.org/w/index.php?title=A_rising_tide_lifts_all_boats&oldid=880887294.
[60] Bright, David S., Ronald E. Fry, and David L. Cooperrider. “Transformative
Innovations for the Mutual Benefit of Business Society, and Environment.” BAWB
Interactive Working Paper Series 1, no. 1 (2006): 17–31 http://bit.ly/2EijawA;
Leicester, Graham. Transformative Innovation: A Guide to Practice and Policy.
Axminster, England: Triarchy Press Ltd, 2016. http://www.gbv.de/dms/zbw/863658369.pdf;
International Futures Forum.
“Transformative Innovation,” 2018. http://www.internationalfuturesforum.com/transformative-innovation.
[61] Scrase, I., Stirling, A., Geels, F. W., Smith, A., & Van Zwanenberg,
P. (2009). Transformative Innovation: a report to the Department for Environment,
Food and Rural Affairs. SPRU—Science and Technology Policy Research, University
of Sussex. https://www.sussex.ac.uk/webteam/gateway/file.php?name=spru-for-defra—-transformative-innovation.pdf&site=264/;
Stankiewicz, R. (1992). Technology as an Autonomous Socio-Cognitive System. In Dynamics
of Science-Based Innovation (pp. 19–44). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978–3–642–86467–4_2
[62] Sustainable Development Goals (SDGs). (n.d.). Retrieved September 7,
2016, from http://www.undp.org/content/undp/en/home/sdgoverview/post-2015-development-agenda.html
[63] Schot, J., & Steinmueller, E. (2017). Framing Innovation Policy
for Transformative Change: Innovation Policy 3.0. SPRU Draft. http://www.johanschot.com/wordpress/wp-content/uploads/2016/09/SchotSteinmueller_FramingsWorkingPaperVersionUpdated2018.10.16-New-copy.pdf;
Schot, J. (2016). Confronting the Second Deep Transition through the Historical
Imagination. Technology and Culture, 57(2), 445–456. https://doi.org/10.1353/tech.2016.0044;
Schot, J., & Kanger, L. (2016). Deep Transitions: Emergence, Acceleration,
Stabilization and Directionality (SSRN Scholarly Paper No. ID 2834854). Rochester,
NY: Social Science Research Network. https://papers.ssrn.com/abstract=2834854; Anderson, Philip, and Michael L. Tushman. 1990. “Technological
Discontinuities and Dominant Designs: A Cyclical Model of Technological Change.”
Administrative Science Quarterly, 604–633; http://www.jstor.org/stable/2393511;
Schumpeter, Joseph.A. 1942. Capitalism and Socialism and Democracy. New York:
Harper Brothers; Tushman, M., & Anderson, P. (1990). Technological discontinuities
and dominant designs: A cyclical model of technological change. Administrative
Science Quarterly.Sen, A. (2014). Totally radical: From transformative research
to transformative innovation. Science & Public Policy (SPP), 41(3),
344–358. https://academic.oup.com/spp/article/41/3/344/1633533
[64] Daniel, A. D. (2016). Fostering an entrepreneurial mind-set by
using a design thinking approach in entrepreneurship education. Industry and
Higher Education, 30(3), 215–223. https://doi.org/10.1177/0950422216653195;
Fry, A., Alexander, R., & Ladhib, S. (2017). Design-entrepreneurship in the
post-recession economy: Parsons ELab, a Design School Incubator. Cuadernos
del Centro de Estudios de Diseño y Comunicación No 64, 64.
http://bit.ly/2Pv6fON ; Dong, A., Lin, N., Tschang, T., & Lovallo, D.
(2018). Demystifying the Genius of Entrepreneurship: How Design Cognition Can
Help Create the Next Generation of Entrepreneurs. Academy of Management
Learning & Education, 17(1), 41–61. https://doi.org/10.5465/amle.2016.0040;
Gunes, S. (2012). Design Entrepreneurship in Product Design Education. Procedia—Social
and Behavioral Sciences, 51, 64–68. https://doi.org/10.1016/j.sbspr0.2012.08.119;
Huber, F., Peisl, T., Gedeon, S., & Brodie, J. (2016). Design
thinking-based entrepreneurship education: How to incorporate design thinking
principles into an entrepreneurship course. In ResearchGate. Leeds
University http://bit.ly/2B8Cnis ; Huq, A., & Gilbert, D. (2017). All the
world’s a stage: transforming entrepreneurship education through design
thinking. Education + Training, 59(2), 155–170. https://core.ac.uk/download/pdf/83608131.pdf;
Imboden, E. (n.d.). The role of design in entrepreneurship. https://www.lynda.com/Business-Skills-tutorials/role-design-entrepreneurship/495768/567467–4.html;
Lahn, L. C., & Erikson, T. (2016). Entrepreneurship education by design. Education
+ Training, 58(⅞), 684–699. http://www.emeraldinsight.com/doi/abs/10.1108/ET-03–2016–0051;
Nielsen, S. L., & Stovang, P. (2015). DesUni: university entrepreneurship
education through design thinking. Education + Training, 57(8/9),
977–991. https://www.emeraldinsight.com/doi/abs/10.1108/ET-09–2014–0121; Val,
E., Gonzalez, I., Iriarte, I., Beitia, A., Lasa, G., & Elkoro, M. (2017). A
Design Thinking approach to introduce entrepreneurship education in European
school curricula. The Design Journal, 20(sup1), S754–S766. https://doi.org/10.1080/14606925.2017.1353022;
Von Kortzfleisch, H. F. O., Zerwas, D., & Mokanis, I. (2013). Potentials of
Entrepreneurial Design Thinking® for Entrepreneurship Education. Procedia—Social
and Behavioral Sciences, 106, 2080–2092. https://doi.org/10.1016/j.sbspr0.2013.12.237;
Von Kortzfleisch, H., Mokanis, I., & Zerwas, D. (2012). Introducing
Entrepreneurial Design Thinking (Arbeitsberichte aus dem Fachbereich
Informatik). University of Koblenz-Landau, Germany. https://userpages.uni-koblenz.de/~fb4reports/2012/2012_05_Arbeitsberichte.pdf;
Zupan, B., & Nabergoj, A. S. (2012). Developing Design Thinking Skills in
Entrepreneurship Education. Leading Through Design, 525. http://www.academia.edu/download/30766326/DMI2012_V21.pdf#page=555;
Zupan, B., & Nabergoj, A. S. (2016). Incorporating Design Thinking in
Entrepreneurship Education. Proceedings of the European Conference on
Innovation & Entrepreneurship, 876–883 http://bit.ly/2zVaAAw ; Vignati,
A., & Carella, G. (2018). Design Thinking as new leverage for
Entrepreneurship Education. In Cumulus Conference Proceedings Wuxi 2018
Diffused Transition & Design Opportunities. Cumulus International
Association of Universities and Colleges of Art, Design and Media. http://www.academia.edu/34066459/Cuaderno_64-_Design-entrepreneurship_in_the_post-recession_economy_Parsons_ELab_a_Design_School_Incubator
[65] Comstock, Beth, Vice Chair of General Electric, cite in Imboden, E.
(n.d.). The role of design in entrepreneurship. https://www.lynda.com/Business-Skills-tutorials/role-design-entrepreneurship/495768/567467–4.html
[66] Hassi, L., & Laakso, M. (2011). Making sense of design thinking.
In T.-M. Karalainen, M. Koria, & M. Salimäki (Eds.), IDBM
papers (Vol. 1, pp. 51–62). Helsinki: IDBM Program, Aalto University. https://www.researchgate.net/publication/301293326_IDBM_Papers_V011.
[69] Lackéus, Martin, Mats
Lundqvist, and Karen Williams Middleton. “Opening up the Black Box of
Entrepreneurial Education.” In 3E Conference, 23–24, 2015. http://bit.ly/2F0YhXd
.
[72] William B. Gartner. (1989). Some Suggestions for Research on Entrepreneurial
Traits and Characteristics. Entrepreneurship Theory and Practice, 14(1),
27–38. https://doi.org/10.1177/104225878901400103
[73] Celuch, K., Bourdeau, B., & Winkel, D. (2017a). Entrepreneurial
Identity: The Missing Link for Entrepreneurship Education. Journal of Entrepreneurship
Education, 20(2), 1–20. ; https://www.researchgate.net/publication/324414280_Entrepreneurial_identity_The_missing_link_for_entrepreneurship_education;
Celuch, K., Bourdeau, B., & Winkel, D. (2017b). Entrepreneurial identity: the
missing link for entrepreneurship education. Journal of Entrepreneurship Education,
20(2), 1–20; Kassean, H., Vanevenhoven, J., Liguori, E., & Winkel, D.
E. (2015). Entrepreneurship education: a need for reflection, real-world experience
and action. International Journal of Entrepreneurial Behavior & Research,
21(5), 690–708. https://doi.org/10.1108/IJEBR-07-2014-0123;
Liguori, E., Winkler, C., Winkel, D., Marvel, M. R., Keels, J. K., van Gelderen,
M., & Noyes, E. (2018). The Entrepreneurship Education Imperative: Introducing
EE&P. Entrepreneurship Education and Pedagogy, 1(1), 5–7. https://doi.org/10.1177/2515127417737290;
Rushworth, S., Vanevenhoven, J., Winkel, D., & Liguori, E. (2016). Applying
Entrepreneurial Action to Explore Entrepreneurship Pedagogy: The Entrepreneurship
Education Project. Journal of Business and Entrepreneurship, 27(2),
1. ; https://www2.stetson.edu/asbe/wp-content/uploads/2017/07/JBE-Spring-2016-Digital.pdf#page=10;
Vanevenhoven, J., Winkel, D., Malewicki, D., Dougan, W. L., & Bronson, J. (2011).
Varieties of Bricolage and the Process of Entrepreneurship. New England Journal
of Entrepreneurship, 14(2), 53. ; https://goo.gl/GSDLRK
[74] Amorós Espinosa, J. E., Ciravegna, L., Mandakovic, V., & Stenholm,
P. (2017). Necessity or opportunity? the effects of State fragility and economic
development on entrepreneurial efforts (Serie Working Paper No. 42). Universidad
del Desarrollo, School of Business and Economics. https://econpapers.repec.org/paper/dsrwpaper/42.htm;
Amorós, J. E., Basco, R., & Romaní, G. (2016). Determinants of early internationalization
of new firms: the case of Chile. International Entrepreneurship and Management
Journal, 12(1), 283–307. https://doi.org/10.1007/s11365-014-0343-2;
Amorós, J. E., Ciravegna, L., Etchebarne, M. S., Felzensztein, C., & Haar, J.
(2015). International Entrepreneurship in Latin America: Lessons from Theory and
Practice. In W. Newburry & M. A. Gonzalez-Perez (Eds.), International Business
in Latin America: Innovation, Geography and Internationalization (pp. 57–82).
London: Palgrave Macmillan UK. https://doi.org/10.1057/9781137409126_4;
Amorós, J. E., Ciravegna, L., Mandakovic, V., & Stenholm, P. (2017). Necessity
or Opportunity? The Effects of State Fragility and Economic Development on Entrepreneurial
Efforts. Entrepreneurship Theory and Practice, 1042258717736857. https://doi.org/10.1177/1042258717736857;
Amorós, J. E., Etchebarne, M. S., Zapata, I. T., & Felzensztein, C. (2016).
International entrepreneurial firms in Chile: An exploratory profile. Journal
of Business Research, 69(6), 2052–2060. https://doi.org/10.1016/j.jbusres.2015.10.150;
Amorós, J. E., von Bloh, J., Levie, J., & Sternberg, R. (2016). Transnational
Diaspora Entrepreneurship (TDE) meets Global Entrepreneurship Monitor (GEM) : Preliminary
results of an empirical attempt to measure TDE between countries. In 2nd International
Conference on Migration and Diaspora Entrepreneurship (p. 43). University of
Bremen. https://strathprints.strath.ac.uk/61080/;
Mandakovic, V., Cohen, B., & Amorós, J. E. (2015). Entrepreneurship Policy and
Its Impact on the Cultural Legitimacy for Entrepreneurship in a Developing Country
Context. In M. Peris-Ortiz & J. M. Merigó-Lindahl (Eds.), Entrepreneurship,
Regional Development and Culture: An Institutional Perspective (pp. 109–125).
Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-15111-3_7
[75] Jones, Colin. Teaching Entrepreneurship to Postgraduates. Cheltenham
UK ; Northampton, MA, USA: Edward Elgar Pub, 2014; Jones, Colin. Teaching Entrepreneurship
to Undergraduates. Edward Elgar, 2011. https://www.e-elgar.com/shop/teaching-entrepreneurship-to-undergraduates;
Jones, Colin, Kathryn Penaluna, Andy Penaluna, and Harry Matlay. “Claiming the Future
of Enterprise Education.” Education + Training 56, no. 8/9 (October 31, 2014):
764–75. https://doi.org/10.1108/ET-06-2014-0065;
Maritz, Alex, Colin Jones, and Claudia Shwetzer. “The Status of Entrepreneurship
Education in Australian Universities.” Education + Training 57, no. 8/9 (October
2015): 1020–35; Breslin, Dermot, and Colin Jones. “Developing an Evolutionary/Ecological
Approach in Enterprise Education.” The International Journal of Management Education
12, no. 3 (November 1, 2014): 433–44. https://doi.org/10.1016/j.ijme.2014.05.010;
Jones, Colin. “Contemplating an Evolutionary Approach to Entrepreneurship.” World
Futures 62, no. 8 (2006): 576–594.
[76] Burnett, Hermina. “Designing and Implementing an Undergraduate Course
in Entrepreneurship in Australia Using Experiential and Problem-Based Learning Techniques.”
Training & Management Development Methods 22, no. 5 (2008): A75.; Burnett,
Hermina HM, and Adela J. McMurray. “Exploring Business Incubation from a Family
Perspective: How Start-up Family Firms Experience the Incubation Process in Two
Australian Incubators.” Small Enterprise Research 16, no. 2 (January 1, 2008):
60–75. https://doi.org/10.5172/ser.16.2.60.;
Burnett, Hermina, and Adela McMurray. “Exploring the Influence of Communication
on Innovation and Readiness for Change in Small Business.” Journal of New Business
Ideas and Trends 2, no. 1 (2004): 1–11.; Burnett, Hermina, Megan Paull, and
D. A. Holloway. “Entrepreneurship and the Third Sector: Volunteering Practises in
Not-for-Profit Organisations,” 2011. https://researchbank.swinburne.edu.au/file/96a70cb2-2300-43fe-997c-d38d2335be14/1/PDF%20%28Published%20version%29.pdf.
[77] Maritz, Alex. “Illuminating the Black Box of Entrepreneurship Education
Programmes: Part 2.” Education + Training 59, no. 5 (May 9, 2017): 471–82.
https://doi.org/10.1108/ET-02-2017-0018;
Maritz, Alex, and Christopher R. Brown. “Illuminating the Black Box of Entrepreneurship
Education Programs.” Education + Training 55, no. 3 (2013): 234–52. https://doi.org/10.1108/00400911311309305;
Maritz, Alex, Colin Jones, and Claudia Shwetzer. “The Status of Entrepreneurship
Education in Australian Universities.” Education + Training 57, no. 8/9 (October
2015): 1020–35; Maritz, Alex. “Enhancing Entrepreneurial Self-Efficacy through Vocational
Entrepreneurship Education Programmes.” Journal of Vocational Education &
Training 65, no. 4 (2013). https://www.tandfonline.com/doi/abs/10.1080/13636820.2013.853685.
[78] Abdullah, M., Nel, P., Mellalieu, P., & Thaker, A. (2016). Immigrant
entrepreneurs in Malaysia : an exploratory study on their business success and prospects
in small retail business. ; http://unitec.researchbank.ac.nz/handle/10652/3576;
Frederick, H. H., Thompson, J., Mellalieu, P. J., & Dana, L.-P. (2004). New
Zealand Perspectives of International Entrepreneurship. In Handbook of research
on international entrepreneurship (pp. 533–548). Cheltenham, U.K. and Northampton,
Mass.: Elgar; Kearns, N., Saifoloi, M., & Mellalieu, P. (2014). Introducing
Education for Enterprise within island and immigrant Pacific communities: Capacity
building lessons from the New Zealand experience; Mellalieu, P. (2015). Wealth with
green : lessons with exemplary green enterprise. http://unitec.researchbank.ac.nz/handle/10652/3382
[80] Aguirre Guillén, J. M., Torres García, A., & Giordano, K. (2010).
Tecnológico de Monterrey. In M. L. Fetters, P. G. Greene, M. P. Rice, & J. S.
Butler (Eds.), The Development of University-Based Entrepreneurship Ecosystems:
Global Practices (pp. 122–149). Cheltenham, UK ; Northampton, MA: Edward Elgar
Pub.
[83] Yuen-Ping, H., Singh, A., & Wong, P.-K. (2010). National University
of Singapore. In M. L. Fetters, P. G. Greene, M. P. Rice, & J. S. Butler (Eds.),
The Development of University-Based Entrepreneurship Ecosystems: Global Practices
(pp. 122–149). Cheltenham, UK ; Northampton, MA: Edward Elgar Pub.
[84] Allen, K., & Lieberman, A. (2010). University of Southern California.
In M. L. Fetters, P. G. Greene, M. P. Rice, & J. S. Butler (Eds.), The Development
of University-Based Entrepreneurship Ecosystems: Global Practices (pp. 122–149).
Cheltenham, UK ; Northampton, MA: Edward Elgar Pub.
We can look at design entrepreneurship through a variety of lenses, including history, mindsets, perception, problems, cognition/reasoning, and tools and practices.
Designerly ways of knowing
The roots of design thinking theory go back to two streams of literature: the design literature, dating back to the 1960s; and management theory literature, starting around the turn of the millennium.[1] Most people date the origin of design thinking to Herbert Simon’s 1969 book Sciences of the Artificial. Simon wrote that ‘everyone designs who devises courses of action aimed at changing existing situations into preferred ones’.[2]
Yet Simon’s notion was largely limited to architecture, engineering, and urban planning; the field had to wait until the 1980s, when Cross made the mental leap to ‘designerly ways of knowing’, to bridge the gap between architecture and social sciences. Cross’ conceptual breakthrough was to see design as one of three ‘cultures’ of knowing, alongside science (as in physics or chemistry but also the social sciences) and the humanities (as in arts and history). There are things to know, ways of knowing them, and ways of finding out about them that are specific to each discipline.
What do we study: In science we study the natural world; in humanities the human experience. But in design we study the artificial world that is all around us.
How do we study each culture? In the sciences we use experimentation, analysis and classification; in the humanities analogy, metaphor, criticism and evaluation. However, in design we study pattern formation, synthesis and modelling.
What are the supreme values of each culture? In the sciences we value above all else objectivity, rationality, neutrality and truth; in the humanities subjectivity, imagination, commitment and justice. What makes design different is that here we value most highly practicality, ingenuity, empathy and appropriateness. [3]
Science, humanism, and design united through wicked problems
Despite this breakthrough, scientists,
humanists and designers continued down their separate paths. Lawson lamented
the situation that ‘the psychologists and sociologists have gone on researching
and the designers designing, and they are yet to re-educate each other into
more genuinely collaborative roles … the creators and users of environments
often remain uncomfortably remote’.[4]
A wicked problem is challenging or impossible to solve.
The connections really came together in the
1990s when Rittel and Webber argued that design and planning should focus on wicked
problems[5]
and Buchanan noted that design thinking could address intractable human
concerns.[6]
A wicked problem is a problem, usually social or cultural, that is challenging
or impossible to solve because not enough is understood about either the
problem, the number of stakeholders involved, the number of varying opinions,
the economic burden, or the impact of these problems on other problems.
Design Thinking and the New Liberal Arts
Cross originally argued that design should be considered part of general education because, quite like science and the humanities, design develops unique innate abilities in solving real-world, ill-defined problems and sustains unique forms of cognitive development. This has now become a creed: ‘Design Thinking is the new Liberal Arts.’ Design thinking helps overcome the false dichotomy between the humanities and science because it prepares students for the active creation of the new realities that science and the humanities have imagined as possible.[7]
Finally, in the early 1990s, design
thinking began to be adapted for business purposes by brothers Tom and David
Kelley, who as practitioners took these lessons and founded the global design
and innovation consultancy IDEO, and who produced significant works themselves that
observed the connection between design, management, and entrepreneurship. The
Kelleys’ most enduring contributions are to human-centred design methodology, design
thinking, and unlocking the capacity of ‘confidence’.[8]Even so, it took yet another decade for serious literature on the
design-focused workplace to appear.[9]
Since about 2000, serious works have poured forth a theory and practice of
design thinking in the business realm that entrepreneurs cannot ignore.[10]
In 2008, the Bill & Melinda Gates Foundation asked IDEO to codify the
process of human-centred design, which resulted in the Human-Centered Design Toolkit.[11]
The process of design entrepreneurship
The teaching approach of design thinking as we know it today goes back to Hasso Plattner’s and IDEO’s influence on Stanford’s d.school and the University of Toronto’s Rotman School, among others, who collectively over some three years outlined the design thinking process model (see below).[12] These works are now best represented in the Field Guide to Human-Centered Design and the Designing for Growth Field Book.[13]
Design entrepreneurship is now conceived as a method that allows non-designers, including business and social entrepreneurs, to innovate proactively. The use of design thinking in entrepreneurship is seen in Roger Martin’s article ‘Design and business: Why can’t we be friends?[14]Tim Brown, former CEO of IDEO, described the sea change in business logic:
Most of us are trained in what I would call analytical thinking. Analytical thinking is … good for analysis and cutting things apart and slicing and dicing the world. It’s also good for extrapolation or prediction from the past into the future. What analytical thinking isn’t very good for is trying to envision a new future and figure out how to change it. … In design thinking, … you’re trying to create a future.[15]
Summary
There are different ways of acquiring
knowledge today. Science uses experimentation to analyse the natural world. Humanities
use metaphor and criticism to describe the human experience. Design, however,
uses pattern formation, synthesis and modelling to study the artificial world
all around us. Design can address intractable human concerns, also known as wicked
problems. These problems are difficult to solve because we do not know enough
and the stakeholders involved are too numerous and their opinions too
divergent. We see that design thinking is used by non-designers such as
entrepreneurs to innovate proactively and create a future. The technique has
been used in many interesting areas, such as product development, architectural
space, curriculum, and even personal problems. Design reduces pain. Design
satisfies need. Design creates value. History shows that designers have applied
the human-centric creative process to build meaningful and effective solutions
that meet the needs of humanity.
Design thinking theory goes back to
design literature and management theory. Only in the 1980s did designers and social
scientists make the mental leap to ‘designerly ways of knowing’ to solve the
world’s wicked problems. The connection between design, management, and
entrepreneurship occurred relatively late, but now many have realised what a
powerful methodology it is in many realms, from new product and service design
to personal growth.
Source: Excerpted from Frederick, H. H., A. O’Connor, and D. F. Kuratko. Entrepreneurship Theory Process Practice. 5th Asia-Pacific edition. Melbourne, Australia: Cengage Learning Australia, 2019. https://bit.ly/cengage-etpp.
Endnotes
[1] Hassi, L., &
Laakso, M. (2011). Making sense of design thinking. In T.-M. Karalainen, M.
Koria, & M. Salimäki (Eds.), IDBM papers (Vol.
1, pp. 51–62). Helsinki: IDBM Program, Aalto University. Retrieved from https://www.researchgate.net/publication/301293326_IDBM_Papers_Vol1.
[2] Simon (1969). The sciences of the
artificial, 111. Retrieved
from https://monoskop.org/images/9/9c/Simon_Herbert_A_The_Sciences_of_the_Artificial_3rd_ed.pdf. Simon did have one predecessor, L. Bruce
Archer, who argued that design was ‘not merely a craft-based skill but should
be considered a knowledge-based discipline in its own right’: Archer, L. B. (1979). Design as a discipline. Design Studies, 1(1), 17–20.
[3] Cross, N. (1982).
Designerly ways of knowing. Design Studies, 3, 221–7. See also Cross, N. (2006). Designerly ways of knowing. Springer. Retrieved from https://link.springer.com/content/pdf/10.1007/1-84628-301-9_1.pdf; Cross, N. (2001). Designerly ways of knowing:
Design discipline versus design science. Design Issues, 17(3), 49–55; Cross,
N. (2007). From a design science to a design discipline: Understanding designerly
ways of knowing and thinking. Design ResearchNow, 41–54.
[5] Rittel, H. W. J.,
& Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–69.
[7] Burnette, C. (2016). Bridging design and business thinking. In S. Junginger & J. Faust (Eds.),Designing Business and Management, 95–104. Bloomsbury Publishing; Szasz, O. (2016). Design thinking as an indication of a paradigm shift. In S. Junginger & J. Faust (Eds.), Designing Business and Management, 105–16. Bloomsbury Publishing; Cross, A. (1980). Design and general education. Design Studies, 1(4), 202–6; Schrand, T. (2016). Design thinking as a strategy for consensus in general education reform. Peer Review, 18(3), 17–20.; Marber, P., & Araya, D. (2017). The evolution of liberal arts in the global age. Taylor & Francis. Retrieved from http://bit.ly/2RbzDGG ; Miller, P. N. (2015, March 26). Is ‘design thinking’ the new liberal arts? The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/Is-Design-Thinking-the-New/228779 ; Miller, P. N. (2017). Is ‘design thinking’ the new liberal arts? In P. Marber & D. Araya (Eds.), The evolution of liberal arts in the global age, 167. Routledge; Smith College, Maestria Virtual (n.d.). Design thinking and the liberal arts: A framework for re-imagining a liberal arts education. Retrieved from https://www.academia.edu/25787095/Design_Thinking_and_the_Liberal_Arts_a_framework_for_re-imagining_a_liberal_arts_education?auto=download ; Wladawsky-Berger, I. (2016). Is design thinking the ‘new liberal arts’? Retrieved from http://blog.irvingwb.com/blog/2016/10/design-thinking-and-the-liberal-arts.html
[8] Kelley, T. (2001). The art of innovation:
Lessons in creativity from IDEO, America’s leading design firm (Vol. 10). Broadway Business; Kelley, D.,
& Kelley, T. (2013). Creative confidence: Unleashing the creative potential within us
all. Crown Business; Kelley,
T. (2005). The
ten faces of innovation: IDEO’s strategies for beating the devil’s advocate
& driving creativity throughout your organization. Broadway Business; Kelley, T., & Kelley,
D. (2012). Reclaim your creative confidence. Harvard Business Review, 90, 115–8
[9] Bolland, R. J., &
Collopy, F. (2004). Managing as designing. Stanford University Press; Dunne, D., & Martin, R. (2006). Design thinking
and how it will change management education. Academy of Management Learning & Education, 5, 512–23; Florida,
R. L. (2004). The
rise of the creative class: And how it’s transforming work, leisure, community
and everyday life. New York,
NY: Basic Books. Gullberg, G., Landström, A., Widmark, E., & Nyström, M.
(2005). Design thinking
in business innovation.
REMOTEL. Retrieved from http://www.diva-portal.org/smash/record.jsf?pid=diva2:414819; Heskett, J. (2005). Design: A very short
introduction (Vol. 136). Oxford
University Press; Kelley (2005). The ten faces of innovation; Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual
age (1st edn). New York: Riverhead Books.
[10] Brown, T. (2008).
Design thinking. Harvard
Business Review, June. Retrieved
from https://hbr.org/2008/06/design-thinking
; Brown, T. (2009). Change by design: How design thinking transforms organizations and
inspires innovation. New York:
HarperBusiness; Lockwood, T. (2009). Transition: How to become a more
design-minded organization. Design Management Review, 20, 28–37; Martin, R. (2009). What is design
thinking anyway? Retrieved from http://designobserver.com/feature/what-is-design-thinking-anyway/11097
; Martin (2009). The
design of business.
[12] Acumen + HCD (2009). The human-centered design
toolkit; IDEO. (2009). Design
kit: The human-centered
design toolkit. Retrieved from
http://www.designkit.org/; Hasso Plattner Institute of Design at
Stranford (2010). An introduction to design thinking process guide. The
Institute of Design at Stanford: Stanford. Retrieved from https://stanford.io/2KykQ6I ; IDEO LLC & Riverdale Country School
(2012). Design thinking
for educators toolkit
(2nd edn). Retrieved from https://designthinkingforeducators.com/; Liedtka, J., & Ogilvie, T. (2014). Designing for growth : A design
thinking tool kit for managers.
New York: Columbia University Press. Retrieved from https://www.amazon.com/Designing-Growth-Thinking-Managers-Publishing/dp/0231158386
.
[13] IDEO LLC (2015). The field guide to
human-centered design.
Retrieved from http://www.designkit.org/resources/1; Liedtka, J., Ogilvie, T., & Brozenske, R.
(2014). The
designing for growth field book: A step-by-step project guide. Columbia University Press. Retrieved from http://www.designingforgrowthbook.com/
.
[14] Martin, R. (2007).
Design and business: Why can’t we be friends? Journal of Business Strategy, 28, 6–12.
A lo largo de la historia, ha habido emprendedores que descubrieron y explotaron oportunidades que cambiaron al mundo. Al mismo tiempo, los seres humanos desarrollaron un sentido de individualismo, “los soñadores que hacen [dreamers who do]“, como los llamó el experto en innovación Gifford Pinchot, a menudo han enfrentado desafíos desalentadores, incluso mortales, para realizar sus sueños. Los empresarios frecuentemente enfrentan prejuicios, discriminación e incluso la muerte por sus creencias y prácticas. En 2015, la xenofobia levantó su cabeza del terror a menudo con los emprendedores inmigrantes, por ejemplo, los inmigrantes somalíes en Sudáfrica fueron los primeros en ser asesinados.[1]
Cazadores recolectores William MacKenzie's National Encyclopaedia (1891)
¿Había emprendedores en el periodo paleolítico hace 40 000 años? Depende que entendamos por emprendimiento, pero desde la perspectiva Darwiniana, tal vez sí. Por ejemplo, la tolerancia necesaria para sobrevivir, fue generando una ventaja evolutiva sobre otras especies. En la terminología de hoy en día, probablemente diríamos que un cazador-recolector que desarrolló una nueva arma o instrumento, buscó "una ventaja de nicho en el mercado salvaje". A medida que la tecnología para la agricultura se fue desarrollando, se tuvo la oportunidad de acumular excedentes más allá del autoconsumo, dando origen a las primeras civilizaciones, iniciando nuevas estructuras sociales, poco a poco abandonando la lucha por mera supervivencia, para usar estos excedentes de producción y conocimiento acumulado para iniciar comunidades establecidas y comercio con otras sociedades. ¿Algunas personas también pudieron haber decidido prestar su ¿capital? y conocimiento a otros para beneficio personal o del clan, pero en una sociedad colectiva era mejor ocultar la ganancia individual.? Nota: creo que en etapas tempranas del desarrollo de las sociedades, no podríamos hablar de capital, la emisión de moneda, llegó más tarde.
Los datos antropológicos nos dicen que la creación de la riqueza ha existido durante milenios. En excavaciones en la antigua Sumeria, se encontraron ejemplos de escritura cuneiforme en tabletas de arcilla, mostrando registros de operaciones comerciales, de impuestos. Estos primeros registros de negocio muestran que la innovación y el emprendimiento son los aspectos clave en las civilizaciones que han estado con la humanidad desde hace mucho tiempo.[2] Los antiguos Asirios, situados en lo que hoy es Iraq, llevaron a cabo la transferencia tecnológica y de innovación de ese tiempo, tuvieron un cuerpo de trabajadores del conocimiento y desarrollaron empresas de comunicación.[3] Los Asirios heredaron de Sumeria y Babilonia los indicios de lo que podríamos llamar un sistema de empresa privada
Tablilla cuneiforme: carta privada sobre el envío de textiles
Wingham cree que el emprendimiento tal como lo conocemos hoy se desarrolló en el siglo XI AC en la antigua Fenicia.[4] Una nación navegante de mercaderes y comerciantes, los fenicios conectaron pacíficamente un imperio comercial que iba de Siria en el este, a España e incluso a Irlanda en el oeste. Los comerciantes fenicios eran los trekkers o tractores estrella de su edad - verdaderos emprendedores que vieron oportunidades de negocio, desarrollaron una solución y la ejecutaron asumiendo los riesgos respectivos. Exploraron el desconocido y enfrentaron el caos y la incertidumbre diario. Ciertamente devolvieron beneficios a los inversionistas, a los comerciantes y a ellos mismos. Esta pacífica nación comercial fue barrida por el belicoso y avaricioso imperio persa, y así como estos primeros esfuerzos emprendedores y comerciales de los fenicios.
Cristo expulsa a los usureros del templo, una xilografía de Lucas Cranach el Viejo en Pasionario de Cristo y el Anticristo
En los tiempos bíblicos, un individuo emprendedor con gran habilidad e independencia enfrentaba los prejuicios que las sociedades tenían contra la usura (cobrar una tarifa por el uso del dinero), que en la Biblia era vista como una abominación. Ezequiel 18:13 dice: “que presta a interés y exige con usura (dinero); ¿vivirá? ¡No vivirá! Ha cometido todas estas abominaciones, ciertamente morirá; su sangre será sobre él.” Imagínense que significa buscar la ventaja de nicho en esos tiempos.
Barco fluvial romano que transporta barriles, se supone que son vinos.
Los romanos permitieron la usura, pero, curiosamente, no para ellos mismos. Cualquier empresa de negocios por alguien de la nobleza en realidad llevaba a la pérdida de prestigio. La acumulación de riqueza fue muy valorada siempre que no implicara la participación de un noble en la industria o el comercio.[5] En Roma no había ausencia de creación de riqueza, solo de comercio. La tenencia de la tierra y la usura eran las rutas habituales para la creación de riqueza: "El dinero provenía del botín, indemnizaciones, impuestos provinciales, préstamos y extracciones diversas”.[6] Esta aversión al comercio entre la nobleza dejó el camino abierto para los libertos empresariales, antiguos esclavos que fueron por sus amos para dirigir los negocios. La esclavitud puede haber sido una de las pocas vías de avance comercial para las personas de las clases bajas.
Por sorprendente que pueda parecer, en la antigua Roma, la innovación y el beneficio estaban completamente desconectados.
Tiberius, Romisch-Germanisches Museum, Cologne
Ciertamente, los romanos hicieron avances considerables en tecnología, pero esto estaba desconectado del comercio. Pliny escribe que un día un inventor se presentó ante el emperador Tiberio para mostrarle su invención de una ventana de vidrio irrompible y suplicarle por una cuota de inventor. Tiberio preguntó si le había dicho a alguien sobre la fórmula. El hombre le aseguró que la invención era absolutamente secreta, con lo cual el emperador cortó inmediatamente su cabeza “para que el oro no se redujera al valor de barro”. Esta historia de terror, no solo implica la pobreza de liderazgo de este gobernante, si no que esta historia nos revela algo relevante para efectos de emprendimiento, y es que el inventor tuvo que recurrir al emperador por una posible recompensa; es decir la recompensa estaba sujeta al gobernante y no al mercado, por lo que pensar en un inversionista no estaba dentro de la mente de este inventor, ¡ni tampoco podía proteger su propiedad intelectual![7]. En el Imperio Romano, el desarrollo de innovaciones, solo estaba conectado si el gobernante veía un clara e inmediata aplicación militar y de conquista, no estaba conectado con la creación de riqueza y mucho menos con el desarrollo de la sociedad.
Emperador chino antiguo
En la China medieval surge una importantísima innovación que cambia la historia de la humanidad: el papel moneda. Sin embargo, era difícil la actividad empresarial y más aún iniciar alguna aventura emprendedora, ya que el monarca poseía toda la propiedad. Cuando el emperador necesitaba dinero en efectivo, simplemente lo extraía de sus nobles ricos y de los impuestos. Esta forma de hacerse de ingresos por parte del monarca, representaba un fuerte desincentivo para poner nuevas empresas, por temor a perderla tan fácilmente, además de lo complicado de los permisos imperiales. La erudición y acceso a un puesto gubernamental eran los principales caminos hacia el éxito o el acceso a la riqueza y el valor estaba atado en la tierra, al gobierno. La riqueza estaba asociada a aquellos que pasaban los exámenes y ganaron puestos de gobierno, más que a los esfuerzos comerciales o de empresa. No obstante, la ruta de la seda del lejano oriente al occidente europeo, o mejor dicho las rutas de la seda, ya que era una gran cantidad de rutas que en conjunto le llamamos "la ruta de la seda", si bien, necesitaba de un permiso imperial y pagar los impuestos respectivos para operar, desde la China medieval y por alrededor de mil años, represento un esfuerzo emprendedor excepcional. Los comerciantes de la ruta de la seda, enfrentaron un esfuerzo empresarial impresionante que implicaba, incertidumbre, capacidad de adaptación, retos y todo tipo de peligros que difícilmente un emprendedor de nuestros tiempos, sería capaz de enfrentar.
Un ejemplo muy interesante en la historia, es el surgimiento del Islam, desde sus orígenes, promovió el emprendimiento empresarial. Si bien tenía estrictas normas de conducta, como por ejemplo, la prohibición en el consumo de carne de cerdo, de alcohol, los juegos de azar, la prostitución y la usura. Salvo estas restricciones, los musulmanes eran libres de invertir su dinero en cualquier actividad económica, produciendo, comerciando y consumiendo lo que consideraran pertinente. Las negociones y el comercio han sido parte del islam, desde los días pre-islámicos, la Ciudad Santa de La Meca ha sido el centro de las actividades comerciales. Culturalmente, en el islam no existe un conflicto básico entre las buenas prácticas empresariales y las ganancias. Un estudioso de la iniciativa empresarial de Turquía escribe que en la primavera de 595 D.C., la empresaria Lady Khadija tuvo un sueño diciéndole que contratar a un hombre llamado Mohammed como su agente comercial por su honestidad y resistencia en las largas rutas de camellos. De hecho, escribe Adas, si el profeta Mahoma viviera hoy “en su tarjeta de presentación se habría escrito” exportador e importador “.[8]
Mientras tanto, en Europa en la Edad Media, la riqueza y el poder no provenían de la perspicacia empresarial, sino de la conquista militar. Innovaciones como la armadura, la ballesta y la pólvora eran necesarias para las campañas militares, no para las tiendas minoristas. En la cortes reales, la nobleza aprendían la guerra como el medio aceptado para acumular riqueza.
Como anécdota, en el libro de Mark Twain, “Yankee de Connecticut en la Corte del Rey Arturo”, compite en la Mesa Redonda cuando un empresario americano es transportado mágicamente de vuelta al pasado, establece una academia de empresas y una fábrica de armas competidora y hace un trato con el Rey para tomar un porcentaje del incremento en el producto bruto del reino.[9] Vea a Bugs Bunny interpretar al empresario yanqui en la Corte del Rey Arturo!
A medida que Europa pasaba de una economía feudal al capitalismo naciente, las condiciones comenzaron a cambiar. Los empresarios comerciantes sobresalieron en la construcción naval, construyeron redes comerciales globales y usaron armamento avanzado para protegerlos. Aparecieron formas de usura, tales como préstamos a gobernantes, monopolios arrendados, compra a crédito, tipos de cambio fijos y así sucesivamente. Los empresarios mercaderes se convirtieron en protagonistas importantes de la política europea y los propietarios de flotas marítimas y de bancos produjeron descendientes que, como los Medici, podían convertirse en gobernantes seculares o incluso en papas.[10] A finales de la Edad Media, los siervos emancipados y las ciudades sin impuestos, y los mercados medievales de esta etapa, favorecieron un espíritu emprendedor y empresarial en Europa, hasta surgir los primeros grandes corporativos como la Compañía de las Indias Orientales del Reino Unido y Holanda, o la Compañía de las Indias Orientales, también Holandesa, en donde la relación empresa-estado cambió hasta nuestros días, teniendo ahora los grandes corporativos una importante influencia en las acciones del estado.
Aún en peligro y ambientes poco propicios, el espíritu emprendedor ha impulsado muchos de los logros de la humanidad. La actividad emprendedora empresarial se puede observar en corporaciones multinacionales que existieron en Asiria. Los antiguos griegos tenían competiciones del nombre de "una marca" o región. Un viaje de negocios no era desconocido para los tíos de Marco Polo y para los emprendedores de la ruta de la seda. Habían clusters industriales en Fenicia, formas creativas e innovadoras de libre empresa perduraron, a veces durante siglos.[11]
El progreso de la humanidad desde las cuevas hasta los campus ha sido explicado de muchas maneras, pero un factor crítico en prácticamente todas estas explicaciones ha sido el rol del agente del cambio que inicia e implementa el progreso material. El nuevo pensamiento incluso ve un aspecto Darwiniano. Al igual que los organismos seleccionados en los sistemas biológicos, los emprendedores están a la vanguardia de desarrollar, retener y seleccionar información útil para la supervivencia.[12]
Los emprendedores de hoy pueden ser los individuos proto-típicos soberanos. En El Soberano Individual, Davidson y Rees-Mogg ven la historia como ciclos de aproximadamente 500 años -desde la gloria y el declive de Atenas (500 AEC), hasta el amanecer del cristianismo y la caída de Roma (500 EC), hasta el surgimiento del feudalismo (1000 EC) y su colapso alrededor de 1500. Cada ciclo ve el agarre rígido del sistema gubernamental que finalmente se derrumba y la liberación (temporal) de individuos de controles indeseables. Los autores dicen que en la edad moderna los ciudadanos ya no necesitan estar sujetos a la autoridad de un estado-nación. Los emprendedores del mañana residirán en Internet y seleccionarán dónde residir y hacer negocios basándose en el costo versus el beneficio. Compararán los servicios (servicios públicos, protección policial e incluso la moneda) en un mercado que ya no está dominado por los monopolios estatales.[14]
La historia del emprendimiento ha evolucionado con el espíritu empresarial desde los siglos antiguos hasta los tiempos modernos.
[1] Ramachandran, V., & Shah, M. K. (1999). Minority entrepreneurs and firm performance in Sub-Saharan Africa. Journal of Development Studies, 36(2), 71–87. core-hf.
[2] Moore, K., & Lewis, D. (1999). Birth of the Multinational: 2000 Years of Ancient Business History - From Ashur to Augustus.
[5] Baumol, W. J. (1990). Entrepreneurship: Productive, unproductive, and destructive. Journal of Political Economy, 98(5), 893–921.
[6] Finley, M. I. (1965). Technical Innovation and Economic Progress in the Ancient World. The Economic History Review, 18(1), 29–45. https://doi.org/10.2307/2591872
[7] Finley, M. I. Technical innovation, cited in Baumol (1990), 32.
[8] Adas, E. B. (2006). The Making of Entrepreneurial Islam and the Islamic Spirit of Capitalism. Journal for Cultural Research, 10(2), 113–137. https://doi.org/10.1080/14797580600624745
[13] Kent, C. A., Sexton, D. L., & Vesper, K. H. (1982). Encyclopedia of Entrepreneurship (SSRN Scholarly Paper ID 1496225). Social Science Research Network, p.xxix.. https://papers.ssrn.com/abstract=1496225
#DesignEntrepreneurship Magazine Bot | entreVersity uses expert-driven AI to choose top articles/posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | Like this feed? Subscribe here | This article from IQ Magazine has great content on showing how HackATL uses ideation and prototyping to design new ventures.| Other Design Thinking in Lean Business Model Design.
Every year, our organization Emory Entrepreneurship & Venture Management (EEVM) hosts HackATL, the most prominent business hackathon in the Southeast. This article details key aspects of the hackathon process- how to ideate and prototype.
Ideation typically occurs after a problem is identified. In the traditionally used Design Thinking Process, ideation occurs after one researches and connects with a problem. This is a time to connect passion with practicality and catalyze one’s interests into a wide range of solutions. Ideation is all about thinking big, asking the right questions, culminating perspectives, and uncovering undiscovered areas of thought.
After ideation, the prototyping phase takes place, where the implementation of your ideas starts to develop.. Now that an abundance of ideas and possible solutions have been created in ideation, you can now test the ideas and put them in action. This is a time where ideas become more concrete and therefore, comparable and testable. In this phase, people typically create an early stage, inexpensive form of their innovation. This is highly variable as well, prototypes could be a wireframe of a website or app, detailed sketches, or even real models.
Prototypes can vary in terms of their extensiveness but the main goal of creating these examples is allowing for evaluation and testing. After this testing, you can then alter the prototypes so they are more effective, practical, and well-received by the target demographic. Now, I should clarify that while ideation is extremely important, ideation is not equivalent to innovation as a whole.
This article is a great lament about the lack of experiential education in engineer while promoting Engineering as a 'clever' occupation | Other Design Thinking in Science Entrepreneurship | | Re-imagining education for entrepreneurs through design-based enterprising mind-sets. | #DesignEntrepreneurship Magazine Bot uses expert-driven AI to choose top articles/posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento Like this feed? Subscribe here |
The whole essence of engineering education is to enable students to create solutions for complex technical problems. But the model being followed in most educational set-ups in India focusses more intensively on teaching just the principles and not their application. Such a way of education, which promotes the ‘Chalk and Talk Model’, trains students to ceaselessly gulp all the information, but nowhere tests the student’s skill to apply the same in a real-world scenario. When such graduates are dispersed into the job market, the mismatch between what the industry so desires and what the education system offers is realised. Such a mismatch handicaps the whole purpose of education which is, to enable individuals to make a living and be better human beings.
A place where almost all the educational set-ups lack is fostering entrepreneurial culture within the academic set-up. Our education system has always encouraged students to get placed and never to innovate, and start-up. Education should be liberating and not constraining, and such an approach puts barriers in the learning process. Hence, entrepreneurial guidance to identify and pursue innovative ideas, in sync with industry standards pushes the growth graph of the students beyond the academic boundaries and proves to be an essential part of their education.
This article has great content on COVID-19 is about COVID-19 and innovation -- breaking traditional ways of thinking about work, productivity and people management. | Other Design Thinking in Health and Medical Entrepreneurship | Re-imagining education for entrepreneurs through design-based enterprising mind-sets. | #DesignEntrepreneurship Magazine Bot uses expert-driven AI to choose top articles/posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento Like this feed? Subscribe here | It's similar to Empathic mindset: Key to design entrepreneurship
Apply design thinking. Engage employees in design-thinking workshops that encourage questioning across a broad spectrum of functional areas.
Develop a virtual lab for experimentation. Create a forum for testing ways to positively impact the remote employee working experience.
Create diverse networks. Find ways to connect a diverse network of individuals who vary significantly in their backgrounds and perspectives but who share common threads of experience and knowledge that will elicit new and productive insights, and encourage them to explore ideas together.
#DesignEntrepreneurship Magazine Bot | entreVersity uses expert-driven AI to choose top articles/posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | Like this feed? Subscribe here | John Kao (radical creativity for distrupted time writes great content on How the Endless Frontier Act could bring the USA back from the brink of losing its competitive edge.| Other Design Thinking in Transformative Innovation
American innovation is deep in the red zone. We currently lack a national strategy to guide us and our innovation base is eroding. Federal funding for scientific research has declined along with respect for the value of science. Domestic opportunities for young scientists have narrowed. Our traditional leadership role in the world has given way to a kind of innovation isolationism as we shed a variety of international collaborations. Our current posture regarding immigration curtails the traditional supply of upwardly mobile talent looking to align with the American dream. And our national agenda regarding artificial intelligence and data science simply cannot compare at the moment with the cohesive and well-funded national program that is on display in China. FANG valuations and legions of digital millionaires in the San Francisco Bay Area are newsworthy, but do not add up to a national agenda for innovation.
Enter the Endless Frontier Act, a $100 billion bipartisan bill now being put forth in Congress at a historically resonant time. It was 75 years ago that science policy. Of course, passing some version of the Endless Frontier Act will be the result of negotiation and the political process that lies ahead. But it already has the potential to steer us in the right direction to be the best “ Innovation Nation” of which we are capable.
This significant article has great content about Design Entrepreneurship and Innovation and on how design education (including design entrepreneurship) can better prepare students to play value-creating roles in brand-driven innovation| Other posts inDesign Thinking | Re-imagining education for entrepreneurs through design-based enterprising mind-sets. | #DesignEntrepreneurship Magazine Bot uses expert-driven AI to choose top articles/posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento Like this feed? Subscribe here |
How can design education better prepare students to play value-creating roles in future practices? This paper discusses strategy, entrepreneurship and innovation in design education, using examples of educational projects initiated by the authors. These projects range from: strategic design of systems, services and user-experiences to projects that enhance entrepreneurial skills and the intervention of designers — educating management students. The paper offers ideas for design educators and exemplifies increasing values in design education.
Design disciplines are evolving with society and technology, and a ‘dematerialisation’ of design is manifesting in service design, user experience design, digital design, strategic design, and others. An interesting example of this evolution is the recently changed orientation of the former International Council of Societies of Industrial Design (ICSID), which was re-branded as the World Design Organization (WDO). WDO (2017) proposed that ‘(Industrial) Design is a strategic problem-solving process that drives innovation, builds business success, and leads to a better quality of life through innovative products, systems, services, and experiences’. This demonstrates a change in roles within design, from stylistic, cosmetic or decorative, to more tactic roles such as making products and services more functional and desirable, through interaction design, experience design and brand-driven innovation. The broader role of contemporary design acquires new value as a strategic resource, capable of fostering innovation, sustainability, as well as the creation of new business models and national policies which are shaping today’s society.
Design disciplines are evolving with society and technology, and a ‘dematerialisation’ of design is manifesting in service design, user experience design, digital design, strategic design, and others. An interesting example of this evolution is the recently changed orientation of the former International Council of Societies of Industrial Design (ICSID), which was re-branded as the World Design Organization (WDO). WDO (2017) proposed that ‘(Industrial) Design is a strategic problem-solving process that drives innovation, builds business success, and leads to a better quality of life through innovative products, systems, services, and experiences’. This demonstrates a change in roles within design, from stylistic, cosmetic or decorative, to more tactic roles such as making products and services more functional and desirable, through interaction design, experience design and brand-driven innovation. The broader role of contemporary design acquires new value as a strategic resource, capable of fostering innovation, sustainability, as well as the creation of new business models and national policies which are shaping today’s society.
#DesignEntrepreneurship Magazine Bot | Like this magazine? Subscribe here | design thinking and coronavirus COVID-19 | Expert-driven AI top articles posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | "design thinking" and "corona virus" or covid-19 | Other Design Thinking in Health & Medicine
Beijing tends to prefer solutions that involve top-down edict and central control rather than “empathy” and “ideation.” The Wuhan outbreak, and China’s struggle to contain it, demonstrates the need for a different approach.
Many of the early victims of coronavirus worked in or visited one of Wuhan’s largest wet markets, where a wide array of wildlife species—bats, civet cats, snakes, live wolf pups—were sold as food. Experts say that close contact with these creatures can accelerate the mutations that spawn viruses capable of jumping to humans. Chinese authorities imposed a temporary nationwide ban on the trade of wild animals and quarantined all wildlife breeding centers. Designers may not be able to change a country’s dietary preferences. But they could address the infrastructure around wet market hygiene.
Many of the early victims of coronavirus worked in or visited one of Wuhan’s largest wet markets, where a wide array of wildlife species—bats, civet cats, snakes, live wolf pups—were sold as food. Experts say that close contact with these creatures can accelerate the mutations that spawn viruses capable of jumping to humans. Chinese authorities imposed a temporary nationwide ban on the trade of wild animals and quarantined all wildlife breeding centers. Designers may not be able to change a country’s dietary preferences. But they could address the infrastructure around wet market hygiene.
#DesignEntrepreneurship Magazine Bot | coronavirus and business reinvention| Like this magazine? Subscribe here | Business reinvention in the post-virus era | Expert-driven AI top articles posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | More on Health & Medicine
Corona Virus Business Word Cloud
Whoever is behind Citi Small Business has their head screwed on right! The author takes an evidence-based approach to entrepreneurship and design. Relying on evidence to reinvent your business improves business success. They make reference to the leaders in the field: Discovery Driven Planning, pioneered by Rita McGrath[i]; the Lean Startup Method, crisply described by Ash Maurya[ii]; and Design Thinking, first articulated by David Kelley.[iii]
Business has changed, perhaps forever, due to the coronavirus. To start, let's admit the obvious disruptions to existing businesses: supply chains are missing a link; company owners have little cash on hand; employees are eager but scared; consumer confidence is low except for staple products and services; and consumer habits have shifted to online-only channels.
After business managers have made immediate decisions to reduce cash burn, you have a lull during self-isolation to contemplate what the future might hold. Once we emerge from this crisis, entrepreneurs must re-invent or pivot their product offerings to survive in the post-coronavirus economy used evidence-based scientific methods. We call it Hypothesis-Based Entrepreneurship. In the future, we have to re-state each of our basic assumptions as a testable hypothesis .
#DesignEntrepreneurship Magazine Bot | Like this magazine? Subscribe here | coronavirus ventilator prototype | Expert-driven AI top articles posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases |
Etherington, C. (n.d.). Open-source project spins up 3D-printed ventilator validation prototype in just one week. TechCrunch. Retrieved March 29, 2020, from https://techcrunch.com/2020/03/19/open-source-project-spins-up-3d-printed-ventilator-validation-prototype-in-just-one-week/
In a great example of what can happen when smart, technically-oriented people come together in a time of need, an open-source hardware project started by a group including Irish entrepreneur Colin Keogh and Breeze Automation CEO and co-founder Gui Calavanti has produced a coronavirus ventilator prototype using 3D-printed parts and readily available, inexpensive material. The ventilator prototype was designed and produced in just seven days, after the project spun up on Facebook and attracted participation from over 300 engineers, medical professionals and researchers.
The prototype will now enter into a validation process by the Irish Health Services Executive (HSE), the country’s health regulatory body. This will technically only validate it for use in Ireland, which ironically looks relatively well-stocked for ventilator hardware, but it will be a key stamp of approval that could pave the way for its deployment across countries where there are shortages, including low-income nations.
Wonder whether the Irish are using the Validation Board, by the Lean Startup Machine, which is a tool to test assumptions for a coronavirus ventilator prototype. Coming up with new ideas is not the hardest part of true innovation. The hard part is to check if someone is waiting for it in the market. The Validation Board is based on Eric Ries’s Lean Startup methodology.
How do you know if your idea is as good as you think?
Hypothesis to validate: Write
the hypothesis to validate in this activity. What do you expect to validate,
confirm, verify with this work? What decisions do you need to make based on
this research? Remember that the hypothesis must be falsifiable.
Describe the validation
technique: In which audiences will you validate (e.g. customers, distributors,
subject matter experts, etc.)? What method will you use? (e.g. an experiment, a
survey, a focus group, etc.) What tools, materials do you need (e.g. Prototype,
question guide, questionnaire, etc.), etc.?
Results And Analysis. Report
the results and perform an analysis of the information you found.
Most likely you’ll make adjustments to your business model
#DesignEntrepreneurship Magazine Bot | Like this magazine? Subscribe here | Israeli open source ventilator prototype | Expert-driven AI top articles posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | coronavirus design thinking COVID-19 prototyping| Other Design Thinking in Health & Medicine | See also Dr. Eitan Eliram
Ambuvent ventilator by Israeli tech startup @Giora Kornblau https://socialimpactil.com/corona-virus/
Ambuvent ventilator by Israeli tech startup https://www.linkedin.com/posts/eitaneliram_rapidprototyping-productdesign-makers-activity-6647229287432798208-UqSP/
Innovative Israeli makers group just hacked this Ambuvent open source ventilator prototype. Based on design thinking, rapid prototyping and open code source mentality this team of 40 makers, engineers and physicians led by Dr. Alkahar build this new machine in just 5 days. They defined the bottleneck of hospitals in Israel: lack of ventilators in ICU units. So they transformed this manual resuscitator into a new breathing machine. It is expected that within a week to 10 days Israel will have 700+ new units for its growing Coronavirus patients. Cost per unit is just under 450$. Institutions from Italy England and Canada are now in touch for collaborative manufacturing. Totally free from any IP, sent with love from the Israeli team to heel anyone in need anywhere in the world. This article contains a list of Innovative Israeli companies who are contributing to the combat against the Corona virus pandemic. SDG 3 (sub-target 3.3) aims to achieve by 2030 “the end of the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases”.
Design is about more than creating beautiful objects. We’ve embraced the broad notion of design that includes “design thinking,” the use of empathy, brainstorming, prototyping, testing, and other techniques to solve practical problems in areas not traditionally associated with design.
Already, designers and design thinkers play a vital role in solving the identified pain points such as poor hospital administration, government bureaucracy, lack of stockpiles, and policy indecision.
This article describes three ways design thinkers could contribute. One has to do with Cleaning up China’s wet markets. Many of the early victims of coronavirus worked in or visited one of Wuhan’s largest wet markets, where a wide array of wildlife species—bats, civet cats, snakes, live wolf pups—were sold as food. . . . Designers may not be able to change a country’s dietary preferences. But they could address the infrastructure Coronavirus and wet markets hygiene.
Design thinking’s methods aren’t widely understood in China. Beijing tends to prefer solutions that involve top-down edict and central control rather than “empathy” and “ideation.” The Wuhan outbreak, and China’s struggle to contain it, demonstrates the need for a different approach.
#DesignEntrepreneurship Magazine Bot | Like this magazine? Subscribe here | Redesign of the coronavirus temperature gun | Expert-driven AI top articles posts about #DesignEntrepreneurship, #DesignThinking, and #LeanStartUp in #entrepreneurshipeducation #entrepreneurialmindset #emprendimiento More Design Thinking Use Cases | Other Design Thinking in Health & Medicine