University of South Florida

1
University of South Floridas Interdisciplinary
Entrepreneurship
Bridging Entrepreneurship Across Disciplines
Education
Training
Research
2
Traversing Disciplines Across the Campus Using
Innovative Interdisciplinary Entrepreneurship
Learning Programs

• Michael W. Fountain, PhD, MBA
• Director, Center for Entrepreneurship
• John and Beverley Grant Chair in Entrepreneurship
• College of Business Administration
• Professor, Industrial Management Systems
  Engineering
• College of Engineering
• Professor of Behavioral Medicine and Psychiatry
• USF Health
• The University of South Florida

3
How Entrepreneurship Educational Content Is
Currently Delivered

• Traditional Undergraduate and Graduate Programs
• Certificate Programs
• Continuing Education Programs
• Professional Training Programs
• Individualized Education and Training
• Internships and Practicums

4
Current Best Practices for Cross-Disciplinary
Entrepreneurship Education

• Programs Use of Business and Engineering Core
  Curriculum
• Students Need Acceptance from Business, Medicine
  and Engineering Programs
• GRE, GMAT MCAT Testing Requirement
• Students Generally Integrate with Regular
  Business and Engineering Students for a Portion
  of Coursework

5
Recent Trends in U.S. Interdisciplinary
Entrepreneurship Education

• Integrate Entrepreneurship Education Courses Into
  Other Curricula Across a University (e.g.,
  Sciences, Engineering, Liberal Arts)
• Increased Emphasis on Experiential Learning
• Creation of Multi-Disciplinary Teams to Identify,
  Evaluate, and Capitalize on Opportunities
• Greater Emphasis on Accelerating the
  Commercialization of University-Based
  Technologies

January 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
6
Partnerships for InterdisciplinaryEntrepreneurshi
p at USF
HEALTH SCIENCES
ENGINEERING
USF CENTER for ENTREPRENEURSHIP
BUSINESS
January 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
7
Scope of Entrepreneurship Activities at USF

• For-Profit Entrepreneurship
• Socially Aware and Not-For-Profit
  Entrepreneurship
• Intrapreneuring and Innovation Within Existing
  Enterprises
• International Entrepreneurship

January 2009 Michael W. Fountain, Center for
Entrepreneurship, University of South Florida,
Tampa, FL
8
Strategic Focus of Entrepreneurship at USF
Education Innovative Approaches
Interdisciplinary Curricula Cross-Disciplinary
Team Learning

• Research
• Enhancing Technology Translation
• Success Factors for Technology Ventures
• Financing New Technology Ventures

• Training
• Clinical Focus
• Team Building Leadership
• Student Internships
• Continuing Education

9
USF Entrepreneurship Educational Philosophy

• Primary Purpose Is To Enhance Students
  Educational Experience
• Function and Work in Interdisciplinary/Project-Foc
  used Teams
• Develop and Initiate Entrepreneurial Behavior
• Build Life-Skills Necessary to Create, Lead and
  Work Within Entrepreneurial Ventures
• Learn Techniques of Innovation and
  Intrapreneuring Within Existing Organizations

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
10
USF Entrepreneurship Educational Philosophy
(Cont.)

• Secondary Purpose Is To Facilitate Interaction
  With Stakeholders
• Explain the Importance of Innovation and the
  Entrepreneurial Thought Process
• Raise Faculty Awareness of Importance of
  Technology Commercialization and Venture Creation
  
• Educate and Train Faculty on the Steps to
  Successful Entrepreneurship
• Assist USF and Private Partners in Identification
  of Technologies and Products for
  Commercialization

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
11
Development of Entrepreneurial Behaviors for
Student Learners

• Seek to Utilize Entrepreneurship Education To
  Enhance Learners
• Opportunity Recognition, Assessment, and
  Capitalization
• Risk Recognition and Management
• Risk-Taking
• Leadership
• Commitment
• Recovery from Adversity and Failure

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Pedagogy

• The Art or Science of Teaching
• Strategies of Instruction
• Style of Instruction

13
Constructivist Theory

• Not a Specific Pedagogy
• Requires Learner Accommodation and Assimilation
  of Subject Matter
• Describes How Active Learning Takes Place

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Instructor Roles in Constructivism

• Teacher
• Tells
• Lectures from Front
• Gives Answers from Set Curriculum
• Mostly Monologue

• Facilitator
• Asks
• Supports from Back
• Provides Learning Guidelines
• Creates Learning Environment
• Continuous Dialogue
• Adapt Learning Experience Mid-Air

15
Collaborative Learning

• Strategic Approach to Learning
• Involves Joint Intellectual Effort by Students
  and Instructors
• Utilizes both Creative Methodologies and Learning
  Environments
• Learners Engage in Common Learning Task
• Individual Learners Depend on and are Accountable
  to Others in Group
• Usually Involve Group Projects

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Situated Learning

• Model for Learning
• Utilizes a Community of Practice
• Knowledge is Constructed in a Specific Context
• Learning is Embedded in the Practioners
  Environment
• Examples
• Laboratories Used as Classrooms
• Real World Role Playing, Medical and Military
  Training
• Apprenticeships

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Cross-Disciplinary Entrepreneurship Educational
Strategy

• Utilizes Constructionist-Learning Theory
• Applies Collaborative Learning
• Engages Active, Team-Based Learning
• Inter-Disciplinary Teams
• Student-Centered
• Cross-Disciplinary Students
• Multi-Disciplinary Faculty

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Functional Learning Frameworks for
Entrepreneurship Education

• USF Adaptive Entrepreneurship Education Pedagogy
• Provides Opportunities for Situated Learning
• Allows Students to Become a Part of Community of
  Practice
• Encourages Active Apprentice Engagement with
  Increasing Levels of Responsibility and Skill

19
Application of Constructivist-Learning Theory to
Entrepreneurial Education

• Learner Teams Are Required to Construct Knowledge
  Based on
• What They Know
• What They Learn
• What They Experience
• Teachers Role is to
• Scaffold Information into Entrepreneurship
• Conceptual Clusters of Problems, Questions and
  Resolve Conflicting Situations
• Engage Learning as a Team-Based Active Rather
  Than a Passive Process

January 2009 Michael W. Fountain, Center for
Entrepreneurship, University of South Florida,
Tampa, FL
20
Shared Cognitive Processing by Entrepreneurship
Learner Teams

• Modeling Use of Prepared Assessment Tools
• Coaching Observing Student Teams Offering
  Feedback
• Articulation Presentations of Findings and
  Recommendations
• Reflection Comparison of Student-Team Problem
  Solving to Peers and Teachers
• Exploration Forcing Students into Mode of
  Problem Solving on Their Own

January 2009 Michael W. Fountain, Center for
Entrepreneurship, University of South Florida,
Tampa, FL
21
Development of a Model for Entrepreneurial
Learning Environment

• Use of Appropriate Instructional Strategies
• Direct Instruction
• Indirect Instruction
• Experiential Learning
• Independent Study
• Interactive Instruction

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Implications for How Teachers Teach Using an
Interactive Entrepreneurship Education Pedagogy

• Instruction Should Be
• Concerned with Experiences, Convictions and
  Constructs That Learners Already Possess
• Structured to Be Understood and Modified by
  Learner Teams
• Designed to Facilitate Exploration, Extrapolation
  and Elaboration by Students and Learner Teams

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
23
USF Uses Strong Learner Threads

• Authentic Content
• Authentic Activity
• Expert Performances
• Multiple Perspectives

Learning Opportunities
Learner Teams

• Coaching Scaffolding
• Integrated Assessment

Teacher Roles

• Collaboration
• Reflection
• Articulation

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Integration of Center for Entrepreneurship
Functions
Research
Education
USF Academics and Technology Venturing
Training
25
Interdisciplinary Entrepreneurship Educational
Opportunities at USF

• Undergraduate Electives and Honors College
  Thesis Dissertation
• Business Electives, Tracts, Minors, Thesis and
  Dissertation
• Engineering Elective, Minor, Thesis and
  Dissertation
• Arts and Sciences Electives and Minor
• Health Sciences Electives and Minor
• M.S. Entrepreneurship in Applied Technologies
• Graduate Certificate in Entrepreneurship
• Minor Concentration for Medical Students
• Dual Graduate Degrees with Engineering, Business,
  Cancer Biology, Medicine, Arts and Sciences and
  Public Health

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
26
USFs Entrepreneurship Educational Programs

• Education and Training Programs
• 39 Graduate and Undergraduate Courses (Most
  Distance Learning and Web-Enabled)
• 1 Undergraduate Minor in Entrepreneurship
• 1 University-Wide Interdisciplinary
  Web- enabled Certificate Program (In
  Classroom Saturday Courses)
• 1 University-Wide Interdisciplinary
  Master of Science Degree Program
  Entrepreneurship in Applied Technologies
• 1 Professional Development Programs for
  Economic Development Professionals
• 3 Continuing Education Programs for Health
  Care Professionals
• 13 Dual Graduate Degree Programs with
  Entrepreneurship

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Faculty Participation in Center Education and
Training Programs

• College of Business Administration 9
• College of Engineering 9
• College of Health Sciences 4
• Center for Entrepreneurship 5 Total
  27

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
28
Entrepreneurship in Applied
TechnologiesGraduate Courses

• Strategic Market Assessment
• Intellectual Property
• FDA Regulatory Compliance
• Product Development
• Entrepreneurship Strategy

• Business Plan Development
• New Venture Formation
• New Venture Financing
• Internship Practicum
• Ethics

January 2009 Michael W. Fountain, Center for
Entrepreneurship, University of south Florida,
Tampa, FL
29
Curricula and Program Approval Process

• Faculty Course Development
• Departmental Approval
• College Curriculum Committee Approval
• College Faculty Vote
• Cross-College Curriculum Approval
• University Undergraduate or Graduate Curriculum
  Approval
• Provost Office Approval for New Curriculum and
  Programs
• USF Board of Trustees Approval
• State of Florida Curriculum and Course Approval

January, 2009
Michael W. Fountain, Center for Entrepreneurship,
University of South Florida, Tampa, FL
30
Thank You

• Dr. Michael Fountain
• USF Center for Entrepreneurship
• www.entrepreneurship.usf.edu
• fountain_at_coba.usf.edu
• 813-974-7900