New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Entrepreneurship & Engineering Innovation
3 Day Startup: An Intensive Experiential Entrepreneurship Program
Abstract 3 Day Startup (3DS) -- a three-day, experiential entrepreneurship program, was conducted at Western New England University. Twenty-six participants were surveyed before and after the program in order to determine the impact of the program in terms of several entrepreneurial skills and mindsets including idea generation, pitching an idea, idea selection, primary and secondary consumer research, engaging customers, prototype fabrication and engaging potential business partners. Students from the University’s Colleges of Arts and Sciences, Business, Pharmacy and Engineering participated in the event with approximately one-half of the participating students being engineers. Students ranged from first year engineering students up to Pharm. D. candidates. The 3DS program was run in coordination with 3DS Global – the parent organization which oversees curriculum design and delivery. A volunteer facilitator trained by 3DS Global delivered the content, with assistance from an organization team of students and faculty from Western New England University. Throughout the experience, students were coached and guided by mentors and panelists from the local entrepreneurship ecosystem. A large portion of the event was held at a local business accelerator, Valley Venture Mentors (VVM). The event began on a Friday afternoon. All students involved with the event were required to arrive with one idea written on a piece of paper. Students worked in small teams to discuss ideas prior to voting on the most interesting idea for further development. Self-formed student teams spent the remainder of the weekend further developing the remaining ideas. By Sunday evening student teams delivered well pitched viable business opportunities and gained real interest from potential investors. The benefits of holding this experience partially off campus and with a non-faculty outside facilitator will be explored and emphasized. Instead of focusing on a set of concepts or terms, the program teaches a problem solving methodology that can be applied to a range of business settings. This methodology is more robust than theoretical education, which often cannot anticipate the highly variable nature of business creation. The paper strengthens the argument for the use of experiential programming for entrepreneurship education. Additionally, the methodology used in this study can be reproduced to effectively evaluate other entrepreneurship programming. The paper demonstrates the need for future research in this area to further understand the impact of experiential entrepreneurship education.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015