theentrepreneuriallearning initiative

Gary Schoeniger, @gschoeniger

Inside The

ENTREPRENEURIAL MINDSET

theentrepreneuriallearning initiative

•Maker Spaces •Collaboration & Design Thinking, •Experiential Education and Mentoring

theentrepreneuriallearning initiative

How and Why?

Situation

theentrepreneuriallearning initiative

Process

Person

Search Growth Obsolescence

Transformation Theory Adapted from Dr. George Land

Search Growth Obsolescence

Observation

Inquiry

Experimentation

Adaptation

Problem solving

Collaboration

Teamwork

Resourcefulness

Networking

Communication

Commitment

Resilience

Search Growth Obsolescence

Management

Organization

Replication

Procedures

Efficiency

Improvement

Scalability

Marketing

Sales

Formulaic

Conformity

Compliance

Observation

Inquiry

Experimentation

Adaptation

Problem solving

Collaboration

Teamwork

Resourcefulness

Networking

Communication

Commitment

Resilience

Observation

Inquiry

Experimentation

Adaptation

Problem solving

Collaboration

Teamwork

Resourcefulness

Networking

Communication

Commitment

Resilience

Large scale

Innovation

Diversification

Acquisitions

Careful planning

In-depth research

Experienced managers

Access to resources

Visible market

Established channels

Known customer

Known brand

Search Growth Obsolescence

Management

Organization

Replication

Procedures

Efficiency

Improvement

Scalability

Marketing

Sales

Formulaic

Conformity

Compliance

theentrepreneuriallearning initiative

Entrepreneurship is a DISCOVERY PROCESS

theentrepreneuriallearning initiative

1.Problem Finding 2.Problem Solving 3.Communicating

Three Phases of Discovery

theentrepreneuriallearning initiative

S V C D

iliconalleyognitiveisorder

theentrepreneuriallearning initiative

Process

Person

theentrepreneuriallearning initiative

The underlying knowledge structures and cognitive processes that influence entrepreneurial behavior.

Entrepreneurial Mindset

theentrepreneuriallearning initiative

Visible Artifacts and Observable Behavior

Explicit (declarative) Knowledge and Espoused Values

Implicit (procedural) Knowledge, Deeply held, Taken-for-Granted Beliefs & Tacit Assumptions

theentrepreneuriallearning initiative

Source: Deci & Ryan, 1985, 1991

Self-determination Theory

• Autonomy, competence, relatedness • Intrinsic versus extrinsic motivation

Situation

theentrepreneuriallearning initiative

Process

Person

Fundamental Attribution Error:

Source: Nisbett & Ross, 1991

The tendency to overemphasize the importance of traits while failing to

recognize the importance of situational factors that influence behavior.

Large scale

Innovation

Diversification

Acquisitions

Careful planning

In-depth research

Experienced managers

Access to resources

Visible market

Established channels

Known customer

Known brand

Search Growth Obsolescence

Observation

Inquiry

Experimentation

Adaptation

Problem solving

Collaboration

Teamwork

Resourcefulness

Networking

Communication

Commitment

Resilience

Management

Organization

Replication

Procedures

Efficiency

Improvement

Scalability

Marketing

Sales

Formulaic

Conformity

Compliance

Nature of goal pursued

Ambiguous & uncertain

Resource constrained

Self-directed

theentrepreneuriallearning initiative

Entrepreneurial Learning • Situated • Facilitated • Largely Implicit• Tacit Knowledge

theentrepreneuriallearning initiative

• Constructivist: emphasizes active engagement through strategies such as talking (not just listening), writing (not just reading), interaction, problem-solving, and other active approaches.

• Behaviorist: emphasizes changing behavior through rewarding correct performance.

Entrepreneurial Learning

• Experiential• Problem-Based • Peer-to-Peer• Self-Directed

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Entrepreneurial Learning

theentrepreneuriallearning initiative

Experiential Learning Emphasizes process over content • Students identify and analyze a problem

• Search for relevant information

• Seek “customer” input/perspective

• Synthesize and apply relevant information

• Reflect and articulate

• Experiential• Problem-Based • Peer-to-Peer• Self-Directed

theentrepreneuriallearning initiative

Entrepreneurial Learning

Problem-Based Learning• Student Centered• Occurs in Small Groups • Teacher as Facilitator • Problems are Introduced Early• Problems Stimulate Problem-Solving Skills• New Knowledge is Obtained

theentrepreneuriallearning initiative

theentrepreneuriallearning initiative

Ill-Structured Problems • Require more information for understanding the

problem than is initially available• Contain multiple solution paths• Change as new information is obtained• Prevent students from knowing they have made the

“right” decision• Generate interest and controversy and cause the

learner to ask questions• Are open-ended and complex enough to require

collaboration and thinking beyond recall

• Experiential• Problem-Based • Peer-to-Peer• Self-Directed

theentrepreneuriallearning initiative

Entrepreneurial Learning

theentrepreneuriallearning initiative

Increases knowledge retention by turning passive, note-taking students

into active, de facto teachers who explain their ideas to each other.

Source: Lasry, Mazur, & Watkins, 2008

Peer-to-Peer Learning (PI)

• Experiential• Problem-Based • Peer-to-Peer• Self-Directed

theentrepreneuriallearning initiative

Entrepreneurial Learning

theentrepreneuriallearning initiative

Self-Directed Learning

Source: Gerald Grow

theentrepreneuriallearning initiative

Source: Bandura, 1991

1. Efficacy experience 2. Relatable social models 3. Mentors4. Emotional regulation

Guided Mastery

theentrepreneuriallearning initiative