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CREATING A POWERFUL EDUCATIONAL EXPERIENCE FOR ENTREPRENEURSHIP STUDENTS: A MODEL FOR PROGRAM AND CURRICULUM DEVELOPMENT Abstract

Programs focused on entrepreneurship (innovation, creativity, product development, etc.) demand and require students to operate at high levels of intellectual, social, and emotional maturity and sophistication. To promote students’ learning and performance, and to help students develop increasingly higher levels of development and sophistication, entrepreneurship programs must organize their curricula, programs, and services to create a coherent, meaningful, powerful educational experience for students. This paper provides a research-based approach, plan, and process for helping entrepreneurship programs make the vision become a reality at their institution.

Introduction

Building a successful entrepreneurship program involves more than creating and

delivering a series of courses that meet accreditation or institutional requirements.

Programs focused on teaching entrepreneurship demand and require students to develop

sophisticated skills and abilities that cannot be developed in a single class or course, or,

necessarily, in traditional classroom environments. In my experience as a program

consult to entrepreneurship programs, I have found that while entrepreneurship and

engineering programs are often innovative in using non-traditional approaches to teach

engineering and entrepreneurship, the more rigorous demands of entrepreneurship

education which must bring students to a particularly high level of ability and maturity

can be more effective if delivered through a more coherent, seamless, educational

experience for students. In this article I explain how faculty and program directors can

utilize and apply curriculum development processes, student development theories, and

Bloom’s Taxonomy of Learning model to: (1) develop a curriculum that is tied to the

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Secor, M., & Arion, D. (2006, June), Creating A Powerful Educational Experience For Entrepreneurship Students: A Model For Program And Curriculum Development Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--601