Abstract
Nowadays, many countries are promoting entrepreneurial education or the “innovation, entrepreneurship, and creativity” education. Entrepreneurial education can enhance a nation’s economic competitiveness and give rise to new business. At the moment, entrepreneurial courses are mostly designed by school teachers; however, while school teachers may possess business experience, they lack in entrepreneurial experience. Hence, entrepreneurial education courses call for experts with entrepreneurial experience to contribute to course designs and assist with course teachings. Entrepreneurial education not only improves a student’s entrepreneurial skills, but also enables each student to explore their personal characteristics in order to advance the collaboration efficacy of the team as a whole. This study asked six experts with entrepreneurial experience in the information industry to work with school teachers in course design as well as teaching collaboration. The course design starts with three talk sessions given by professionals who share with students their thoughts and experiences in entrepreneurial products, team organization, fund raising, and profit calculation. Following that, each student is asked to share their own thoughts on entrepreneurial products and start searching for team members and planning their project. During the course, each team receives six individual advising sessions from the professionals, with topics ranging from product modeling, feasibility, product market estimation, fundraising methods, and profit calculation. The experts also provide each team member with personal trait analysis. Last but not least, the course invites five management-level industry professionals to play the role of venture capital investor, and evaluate each team’s product modeling based on their presentation. This study reviews the grades given by the experts as well as the evaluations given by the three industry managers to assess whether the entrepreneurial education course’s student entrepreneur teams satisfy the industry’s expectations.
Highlights
The modern technology industry is in rapid development and often demands sizable financial input toward product development; among them, many successful stories started in campuses with students forming teams and taking up entrepreneurial activities (Jones and Liu, 2017), notably Microsoft and Google
Information technology (IT) products require great amount of funding for the development and marketing processes; students can hardly meet such financial demand, which is why they often rely on venture capital from private firms or crowdfunding
While school teachers may have professional skills and industry experiences, they lack in entrepreneurial experience; they need the joint effort of businessmen with entrepreneurial experience to help them with teaching
Summary
The modern technology industry is in rapid development and often demands sizable financial input toward product development; among them, many successful stories started in campuses with students forming teams and taking up entrepreneurial activities (Jones and Liu, 2017), notably Microsoft and Google. Information technology (IT) products require great amount of funding for the development and marketing processes; students can hardly meet such financial demand, which is why they often rely on venture capital from private firms or crowdfunding. School education focused on fostering students’ professional skills or academic capabilities (Medina et al, 2018), and students had no access to entrepreneurial training. Given the Information Age’s rapid growth, schools should help students develop teamwork and communication skills so as to satisfy the needs of their future career positions
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