A Chronicle of Higher Education story reports on a nationwide trend I’ve been studying myself: the increasing proliferation of entrepreneurship classes for college undergraduates (April 20, 2015, “Now everyone’s an entrepreneur.”). Lots of students love the classes, because they combine fun and creative activities with hands-on internships and links to interesting job opportunities. They also send a message of empowerment that’s popular with today’s students: “You can make a difference, you can change the world.” As the Chronicle article puts it, “entrepreneurship offers the creativity and independence that traditional careers seem to lack.”
College leaders and supporters love it, too, because it provides an important rationale for the modern university: It’s a source of economic growth, a way to commercialize innovations that create value for the region and the country. This is the argument made by Holden Thorp and Buck Goldstein, of the University of North Carolina at Chapel Hill, in their book Engines of Innovation. And in fact, way back in 2009, Carolina was one of the first universities to embed innovation and entrepreneurship throughout all academic units, not just in the school of business–for example, by creating its entrepreneurship minor, and a “special assistant to the Chancellor” position in innovation and entrepreneurship, held since 2009 by Judith Cone, formerly of the Kauffman Foundation.
Beth McMurtrie, the author of the Chronicle article, writes with a mild underlying tone of skepticism. When it’s not done well, such programs can seem like “a superficial blend of buzz words and rosy promises.” They quote one professor saying, sensibly, that “it’s unrealistic to imagine that one or two classes will help a student become more entrepreneurial.” They anonymously quote “some professors” worrying that “focusing on entrepreneurship gives students an exaggerated sense of their own power”.
I read this article closely, because here at Carolina I’m charged with creating entrepreneurship programs in our School of Education. I think this article does a good job of pointing out the potential strengths and also the potential ways that such programs can go wrong. I think we’re doing it right here in the School of Education. First of all, our programs will be graduate degrees for adults–for example, a master’s degree for experience professionals, who have some expertise and possibly, some valuable successes and failures already completed. My classes will focus on the science of creativity and innovation, on how to manage effective collaboration, how to foster innovative organizational designs and cultures–and how these come together to foster successful innovation and entrepreneurship. I’ll also be requiring a hands-on internship with a local innovative educational organization.
Because I study improvisational creativity, I love that “one lecturer likened teaching entrepreneurship to improvisational jazz” :)