Que funciona y que no en educacion para el emprendimiento

Si bien este paper lo encontre todo empolvado en un rincon del quinto piso de la biblioteca, es de los pocos estudios que se han dado el trabajo de recolectar informacion entre mas de 350 profesores de emprendmiento. Vesper y Gartner son clasicos de la investigacion en el area. Esta es una lista sacada de una encuesta hecha por ellos el anio 1994.

Entrepreneurship Education Experiment Successes (Vesper & Gartner 1994)

Business plan for goods rather that services

Former students-become-entrepreneurs back to speak

Entrepreneurial finance planning software used

Speakers contribute $5,000 and fundraise for entrepreneurship endowment

Early/preliminary b-plan presentation good-early warning/feedback

Financing negotiation in class, bidding on business plans

Family business academy, boot camps of future family business leaders

Field trip to patent office to “search ideas”

Experienced alumni acting as paid mentors

Encouraging students to develop business plan for employers

Focusing on new local cases; wedding out old established cases.

Doing crazy “right-brained” stuff to examine barrier to creativity

Contest, puzzles, etc. with cash prizes to get and keep attention

Two or three remedial session on financial pro formas and budgeting

Students select and consult for an existing non-start up company

Visit to money management firms, then students manage real portfolio

By weekly self grading by students and preliminary b-plan presentation

Personality test instrument to develop strength and weakness awareness

Use mentors after groups choose industry or theme for b-plan

Entrepreneurship Education Experiment Failures

Course did not work for college juniors

Computer simulation game used for two years

Entrepreneurship as a summer course: too little time

Book review not successful

Whole class on b-plan, bright students’ coattails ridden

Term project on new manufacturing firm: too much work

Group b-plan effort deteriorates toward the end, ends up disjointed.

Guest speaker do not address assigned tasks

Lead team on each case dropped because others did not read/prepare

Assuming accounting, financing, and marketing backgrounds

Undergraduates section not requiring business core prerequisites

Students researching and writing “live” entrepreneurs case studies

Group larger than two or three students

Use other faculty members as management or engineering advisors

Use of text material or other cases has never worked very well

Use of journals to record business plan details

Ending the course with a final exam

Working through quantitative exercises (i.e. cash flows) in class

Class size > 35

Using a case approach for class

Films videos and straight lecturing by the instructor

Students critically reviewing the work of others students in class

Series of monopoly tournaments, last one counting for 10% of the grade

Student papers

Letting students suggest their ideas for the course – ideas few and poor



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