Encouraging Entrepreneurship In Disruptive Environments -- The Case Of “Media Entrepreneurs“
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http://www.ijk.hmtm- hannover.de ENCOURAGING ENTREPRENEURSHIP IN DISRUPTIVE ENVIRONMENTS THE CASE OF “MEDIA ENTREPRENEURS” In the course, teams of five students create their own start-up idea, build a strategic plan for the venture and present it to a jury of real investors. During the entire course, each team is supported by a profound media entrepreneur, who assists in executing the business idea. Course teaching (e.g., of basic theories and models) not only takes place on-site but also in a Moodle-based eLearning environment where teams can collaborate. The final examination is a pitch in front of a jury of real venture capitalists who decide whom to invest in. Students also visit Berlin-based start-ups, investors and accelerators to get to know entrepreneurs as well as financiers from whom they receive valuable feedback on their business models. References Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Management Studies, 41(6), 977-1002. Claussen, D. S. (2011). Editor's note: CUNY's entrepreneurial journalism: Partially old wine in a new Bottle, and not quite thirst-quenching, but still a good drink. Journalism & Mass Communication Educator, 66(1), 3-6. Ferrier, M. (2013). Media entrepreneurship: Curriculum development and faculty perceptions of what students should know. Journalism & Mass Communication Educator, 68(3), 222-241. doi: 10.1177/1077695813494833 Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory. Journal of Business Venturing, 16(2), 101-117 Hindle, K. (2007) Teaching entrepreneurship at university: from the wrong building to the right philosophy. In: A. Fayolle (Ed.), Handbook of research in entrepreneurship education: A general perspective (pp. 104-126). Cheltenham: Edward Elgar. Hoag, A. (2008). Measuring media entrepreneurship. JMM: The International Journal On Media Management, 10(2), 74-80. doi:10.1080/14241270802000496 Hunter, A., & Nel, F. P. (2011). Equipping the entrepreneurial journalist: An exercise in creative enterprise. Journalism & Mass Communication Educator, 66(1), 9-24. Lassila-Merisalo, M., & Uskali, T. (2011). How to educate innovation journalists? Experiences of innovation journalism education in Finland 2004-2010. Journalism & Mass Communication Educator, 66(1), 25-38. Lewin, K. (1948). Resolving social conflicts. Selected papers on group dynamics. New York: Harper & Row. Stringer, E. T. (2007). Action research (3rd ed.). Thousand Oaks, CA: Sage. van Weezel, A. (2010). Creative destruction: Why not researching entrepreneurial media? JMM: The International Journal On Media Management, 12(1), 47-49. doi:10.1080/14241270903558442 Meanwhile, we constantly evaluate all these course’s modules in an Action Research process. Thus, we ensure data gathering as well as analysis and implementation throughout the whole course. Evidence is gathered from feedback discussions as well as from qualitative interviews with students and practitioners. Hereby, we hope to contribute to theory building in teaching entrepreneurship (e.g., Fiet, 2001; Hindle, 2007). BACKGROUND & AIMS Keywords: Media Entrepreneurship, Entrepreneurship Education & (e-)Learning, Curriculum Development, Action Research Sub-Theme: Student & Academic Entrepreneurship/Entrepreneurship Education Christopher Buschow¹, Beate Schneider¹ ¹ Department of Journalism and Communication Research (IJK), Hanover University of Music, Drama and Media, Germany Design: Max Schild IDEATION EVALUATION AGGREGATION BUSINESSMODEL & TARGET GROUPS TEAM & FOUNDER ORGANISATION & STAFF & TECHNOLOGY BUSINESS PLANING MARKETS & MARKETING FINANCE MEDIA ENTREPRENEURSHIP ROCKET BERLIN JUNE JULY COACHING APRIL MAY PITCH#1 MOODLE-BASED eLEARNING ENVIRONMENT JURY PITCH ▪ ▪ ▪ Our poster presentation shares some profound insights from teaching and learning processes in media entrepreneurship from which both academia as well as companies can benefit. Until now, such courses have only been peripheral. In our opinion, however, they are central to developing a comprehensive curriculum for media management in today’s disruptive environment. TEACHING METHOD & EVALUATION A B PITCH PREPARATION Disruptive technologies currently open up tremendous possibilities for entrepreneurs in the realm of digital media (e.g., Hoag, 2008; van Weezel, 2010). With the old economic structures partially destroyed, new ventures are supposed to fulfil not only the media’s role in economy but also in society. However, universities only recently started to prepare students in the field of communication, media and journalism to think and act entrepreneurially (Claussen, 2011; Ferrier, 2013; Hunter & Nel, 2011; Lassila-Merisalo & Uskali, 2011). At Hanover University of Music, Drama and Media, we address this development in our Bachelor’s and Master’s Programs of Media Management with the seminal course “Media Entrepreneurship”. Bringing together comprehensive theoretical knowledge and practical insights, we hope to encourage students’ entrepreneurial mindsets and behaviours. The objective of this poster is to (A) present the methodology of this course and (B) show best practices from the teaching and learning process evaluated in a qualitative Action Research. Action Research aims to contribute to practical concerns of the students involved as well as to theory building in entrepreneurship teaching (Burnes 2004; Lewin 1948; Stringer 2007). COACHES IN HOUSE
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Christopher Buschow & Prof. Dr. Beate Schneider (2014). Encouraging Entrepreneurship In Disruptive Environments -- The Case Of “Media Entrepreneurs“. Poster presented at University-Industry Interaction Conference, 23 - 25 April 2014, Barcelona/Spain. http://www.university-industry.com/index/program Design by Max Schild. More information on course (in German): http://bit.ly/1pbkscO
Transcript of Encouraging Entrepreneurship In Disruptive Environments -- The Case Of “Media Entrepreneurs“
http://www.ijk.hmtm-hannover.de
ENCOURAGING ENTREPRENEURSHIP IN DISRUPTIVE ENVIRONMENTS THE CASE OF “MEDIA ENTREPRENEURS”
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In the course, teams of five students create their own start-up idea, build a strategic plan for the venture and present it to a jury of real investors. During the entire course, each team is supported by a profound media entrepreneur, who assists in executing the business idea. Course teaching (e.g., of basic theories and models) not only takes place on-site but also in a Moodle-based eLearning environment where teams can collaborate. The final examination is a pitch in front of a jury of real venture capitalists who decide whom to invest in. Students also visit Berlin-based start-ups, investors and accelerators to get to know entrepreneurs as well as financiers from whom they receive valuable feedback on their business models.
References Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Management Studies, 41(6), 977-1002. Claussen, D. S. (2011). Editor's note: CUNY's entrepreneurial journalism: Partially old wine in a new Bottle, and not quite thirst-quenching, but still a good drink. Journalism & Mass Communication Educator, 66(1), 3-6. Ferrier, M. (2013). Media entrepreneurship: Curriculum development and faculty perceptions of what students should know. Journalism & Mass Communication Educator, 68(3), 222-241. doi: 10.1177/1077695813494833 Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory. Journal of Business Venturing, 16(2), 101-117 Hindle, K. (2007) Teaching entrepreneurship at university: from the wrong building to the right philosophy. In: A. Fayolle (Ed.), Handbook of research in entrepreneurship education: A general perspective (pp. 104-126). Cheltenham: Edward Elgar. Hoag, A. (2008). Measuring media entrepreneurship. JMM: The International Journal On Media Management, 10(2), 74-80. doi:10.1080/14241270802000496 Hunter, A., & Nel, F. P. (2011). Equipping the entrepreneurial journalist: An exercise in creative enterprise. Journalism & Mass Communication Educator, 66(1), 9-24. Lassila-Merisalo, M., & Uskali, T. (2011). How to educate innovation journalists? Experiences of innovation journalism education in Finland 2004-2010. Journalism & Mass Communication Educator, 66(1), 25-38. Lewin, K. (1948). Resolving social conflicts. Selected papers on group dynamics. New York: Harper & Row. Stringer, E. T. (2007). Action research (3rd ed.). Thousand Oaks, CA: Sage. van Weezel, A. (2010). Creative destruction: Why not researching entrepreneurial media? JMM: The International Journal On Media Management, 12(1), 47-49. doi:10.1080/14241270903558442
Meanwhile, we constantly evaluate all these course’s modules in an Action Research process. Thus, we ensure data gathering as well as analysis and implementation throughout the whole course. Evidence is gathered from feedback discussions as well as from qualitative interviews with students and practitioners. Hereby, we hope to contribute to theory building in teaching entrepreneurship (e.g., Fiet, 2001; Hindle, 2007).
BACKGROUND & AIMS
Keywords: Media Entrepreneurship, Entrepreneurship Education & (e-)Learning, Curriculum Development, Action Research Sub-Theme: Student & Academic Entrepreneurship/Entrepreneurship Education
Christopher Buschow¹, Beate Schneider¹ ¹ Department of Journalism and Communication Research (IJK), Hanover University of Music, Drama and Media, Germany Design: Max Schild
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JURY PITCH
▪ ▪ ▪
Our poster presentation shares some profound insights from teaching and learning processes in media entrepreneurship from which both academia as well as companies can benefit. Until now, such courses have only been peripheral. In our opinion, however, they are central to developing a comprehensive curriculum for media management in today’s disruptive environment.
TEACHING METHOD & EVALUATION
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Disruptive technologies currently open up tremendous possibilities for entrepreneurs in the realm of digital media (e.g., Hoag, 2008; van Weezel, 2010). With the old economic structures partially destroyed, new ventures are supposed to fulfil not only the media’s role in economy but also in society. However, universities only recently started to prepare students in the field of communication, media and journalism to think and act entrepreneurially (Claussen, 2011; Ferrier, 2013; Hunter & Nel, 2011; Lassila-Merisalo & Uskali, 2011). At Hanover University of Music, Drama and Media, we address this development in our Bachelor’s and Master’s Programs of Media Management with the seminal course “Media Entrepreneurship”. Bringing together comprehensive theoretical knowledge and practical insights, we hope to encourage students’ entrepreneurial mindsets and behaviours. The objective of this poster is to (A) present the methodology of this course and (B) show best practices from the teaching and learning process evaluated in a qualitative Action Research. Action Research aims to contribute to practical concerns of the students involved as well as to theory building in entrepreneurship teaching (Burnes 2004; Lewin 1948; Stringer 2007).
COACHES IN HOUSE
