Wheadon, J. D., & Duval-Couetil, N. (2015, June), Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24994

\bibitem{asee_peer_24994}
  Wheadon, J. D., \& Duval-Couetil, N. (2015, June), \emph{Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24994

Jacob Dean Wheadon and Nathalie Duval-Couetil.  "Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24994 Internet.  21 Apr, 2024

\bibitem{asee_peer_24994}
  Jacob Dean Wheadon and Nathalie Duval-Couetil.
  "Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24994 Internet.  21 Apr, 2024

@INPROCEEDINGS{asee_peer_24994
author = "Jacob Dean Wheadon and Nathalie Duval-Couetil"
title = "Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24994}
number = {10.18260/p.24994}
}

TY  - CPAPER
AB  - Using an intention-uncertainty matrix to categorize entrepreneurship education offerings. As the demand for entrepreneurial engineering students has increased in recent years, so has the availability of entrepreneurship education for engineering students. As researchers have sought to understand and articulate the benefits and outcomes of entrepreneurship education, there has been a lack of agreement on what is expected of an engineer who participates in such programs. For the program to be successful, does the student need to have started a new firm, or to just know a lot about entrepreneurship? Do they need to understand how to be entrepreneurial within a large engineering organization? What if they start a business in a non-technical field? Has the program failed if its graduates never really participate in any entrepreneurial endeavors, but leave school with better professional skills and business acumen?This paper argues for a broad definition of entrepreneurship programs that encompasses a wide range of outcomes and pedagogies. It proposes a framework for categorizing entrepreneurship education programs to create a common language among researchers, administrators, and students. With these categorizations, entrepreneurship programs can identify their intended outcomes and align them with the needs, experience levels, and desires of their students.This framework categorizes entrepreneurship programs along two dimensions: intention to start anew firm and the level of uncertainty in the area in which the student participates. These two dimensions create four quadrants into which entrepreneurship programs can be categorized to align the intentions of students, instructors, and administrators.                   Categorized emphases in entrepreneurship education goals                                               Current intention to start new firms                                                     Low High                                                                   Small business                                             Traditional business                                    Low                                creation and                                               skills programs              Level of                                                management          uncertainty in the                  Intrapreneurship,          value proposition                       corporate        Startup incubators,                                    High                                              entrepreneurship       workshops, etc.                                                  programs Categorizing along intention to start firms helps to differentiate between intensive startup experiences where students are guided in actively creating a new venture and more skills-based experiences where students learn about creativity, innovation, and business skills without actually starting a venture during the semester. Prior research has shown that some students who are ready to start new ventures are impatient with more skills-based courses. On the other hand students who are interested in entrepreneurship, but do not currently have the ideas or the confidence to start a firm may be intimidated by more intensive offerings.The level of uncertainty in the value proposition is important because the strategies that are employed differ greatly based on its predictability. For example, a student wishing to start a structural engineering firm that services local architects and builders will pursue a very different strategy than one who creates a new mobile application that has an unknown (or possibly non-existent) market.In addition to describing this framework in more detail, this paper demonstrates examples of each quadrant in the matrix, and provides potential program structures that administrators can use to develop and refine entrepreneurship offerings.
AU  - Jacob Dean Wheadon
AU  - Nathalie Duval-Couetil
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using an Intention–Uncertainty Matrix to Categorize Entrepreneurship Education Offerings
UR  - https://peer.asee.org/24994
DO  - 10.18260/p.24994
ER  -