Title: Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 3
In today’s global market economy, equipping engineering students with a broader set of skills
associated with an entrepreneurial mindset will empower them to create value for the companies they join or to launch their own startups. In recent years, institutions across the nation have been investing resources in developing maker spaces plus curricular and extracurricular programs to provide opportunities for students to acquire knowledge and skills, and pursue innovative ideas in a safe environment – while still in college. This study presented assessment data from a NSFI-Corps site program at a Southwestern university to understand the impact of the program on undergraduate and graduate engineering students’ knowledge, perceptions, and practice of entrepreneurship. In the four-cohort assessment data, participants indicated significantly increased confidence in value proposition, self-efficacy in entrepreneurship, and customer discovery, while maintaining high interest in entrepreneurship. Furthermore, the data indicated that participants with a GO decision (to continue pursuing their technology) had significantly higher perception on the current status of technology and business model than did participants with a no-GO/unsure decision. In addition, this study presented a new pilot program to be offered in spring 2020 and aimed to further enhance the I-Corps Site efforts on campus for broader impacts. more »« less
Lagoudas, M.
Yoon(
, Zone 1 Conference of the American Society for Engineering Education)
Per National Science Foundation, the I-Corps Sites program was launched to provide research groups with infrastructure, advice, resources, networking opportunities, entrepreneurship training, and modest funding that enable their technology to transition into the marketplace directly or guide them into becoming NSF I-Corps Team applicants [1, 2]. Furthermore, several of the close to 100 existing Sites also serve student participants working on student-owned intellectual property. We are currently operating on the fourth year of our I-Corps Site grant, which has supported 11 cohorts and more than one hundred teams at a larger Southwestern university. In previous work, using pre- and post-program surveys, we evaluated student changes in perceptions of interest in entrepreneurship, confidence in defining their value proposition, and self-efficacy in entrepreneurship, and lessons learned from practicing customer discovery after their participation of the I-Corps Sites program [3]. Furthermore, we investigated how these student perceptions of interest, confidence, and entrepreneurship are associated with their decision to GO/No GO with regards to student demographics and classification (undergraduate vs. graduate students) [4]. In this study, we added new findings on the effects of the program on students’ learning to our previous work.
Entrepreneurial education has been rapidly expanding within universities over the past 15 years with colleges of engineering being amongst the most active participants in embedding entrepreneurship into curricular and cocurricular activities (Pittaway & Cope, 2007). Well-developed and theoretically grounded educational interventions have been shown to increase entrepreneurial skills and perception among students. (Pittaway & Cope, 2007; Matlay & Caray, 2007; Duval-Couetil & Wheadon, 2013; Duval-Couetil & Rheed-Roads, 2012). Organizations including the National Science Foundation through the Lean Launch Curriculum and I-Corps program, VentureWell through curriculum development grants and their E-Team program, and the Kern Family Foundation through the Kern Entrepreneurial Education Network (KEEN) have provided significant funding to embed and transform entrepreneurial teaching and practice into colleges of engineering (Matthew et al., 2017; Pistrui, Blessing & Mekemson, 2008; Smith et al. 2017). This activity combines with an added emphasis among engineering programs to develop an entrepreneurial mindset among their engineering students with the belief that this will lead to them being more productive and innovative whether their career path leads them into established industry (becoming “intrapreneurs”) or later as entrepreneurs.
While this trend toward developing more entrepreneurially minded engineering students is supported by global economic trends and a rapidly changing work environment, one factor has been largely overlooked in this process. Statistically, most entrepreneurial ventures fail, with disproportionately large value being created from a minority of entrepreneurial endeavors (Coats, 2019). Given this fact, until we find ways to drastically increase the success rate of entrepreneurial ventures, as we increase engineering students’ exposure to entrepreneurship, we are also increasing their exposure to failure very early in their careers. With this exposure, it is unknown whether sufficient preparation and education around project/venture failure is occurring to properly equip entrepreneurially minded engineering students to learn and grow from entrepreneurial failure.
In this work in progress study, current and former engineering students who formed entrepreneurial ventures and experienced either failure of the venture or significant failure during the venture are interviewed to better understand the influences that led to both adaptive and maladaptive responses to these failures. Participants have been selected from those that have received funding through the national VentureWell E-Team program. This program awards three levels of funding and provides mentorship, training, and networking for the teams. The study uses the framework developed by Henry, Shorter, Charkoudian, Heemstra, and Corwin (2018) in which they associate pre-failure dispositions related to fixed and growth mindset (Dweck, 2000, 2006) and mastery vs. performance disposition (Pintrich, 2000 a, b). Our work will utilize this framework to guide the research, but more importantly will provide a unique context for analysis, specifically within engineering entrepreneurship, which will add to the body of work and expand the understanding of this pre-failure/post-failure disposition framework. Initial interview data and analysis will be presented in the context of this framework with preliminary insights to be shared with those in the field.
Lagoudas, M; Yoon, S Y; Boehm, R(
, Zone 1 Conference of the American Society for Engineering Education)
In 2011, the National Science Foundation launched the I-Corps Program and as of today close to one hundred institutions are participating through Nodes or Sites program. While both program focus on providing training and funds to accelerate the implementation of innovative ideas to market, they have different implementation models and thus challenges. For I-Corps Sites, while each institution utilizes similar approaches on the implementation, including an I-Corps team formation, knowledge and skills training, customer discovery and guidance from experienced entrepreneurs, each ecosystem is unique because the program outcomes are closely related to the entrepreneurial culture both on campus and also in the surrounding local community. A major challenge for Sites is recruiting quality teams and having access to qualified mentors to provide guidance to teams. In this paper, we will present the implementation of a Site in a large public institution located away from a large metropolitan area, the challenges we addressed both in recruiting teams and mentors, and how the program has evolved in its current state. In addition, authors will be able to present on data from the program evaluation which will include findings from pre- and post-quizzes on knowledge of entrepreneurship terms and pre- and post-program surveys that captured changes in perceptions of entrepreneurship, such as interest in entrepreneurship, confidence in value position, and self-efficacy in entrepreneurship, marketing/business planning, and customer interview. In this paper, we will present data from five I-Corps Site cohorts representing close to fifty student teams. Since program participants represent a diverse group (33% females and 15% ethnic minorities) and also wide range of educational levels (freshman to graduate students), we are able to evaluate program impact also with respect to gender, race/ethnicity, and classification. This paper will provide valuable information for institutions interested in pursuing an I-Corps grant and to those who are already have a grant but are looking for additional ways to further enhance program impact on their campus.
Purpose This paper addresses the significance of training students in entrepreneurship to enable sustained national and international competitiveness in the knowledge-based global marketplace. Entrepreneurial education is varied, ranging from basic to in-depth courses, including customer-focused programs, such as the National Science Foundation (NSF) sponsored Innovation Corps (I-Corps) program. This program is nationally-renowned with strong academic roots. A full site was launched at the University of Central Florida (UCF) in January 2015 and was the first I-Corps program in the state of Florida. Design/methodology/approach This paper addresses the importance of entrepreneurship education, reviews the available national training programs in entrepreneurship, presents the design methodology of the NSF I-Corps program, and analyzes the results of the teams who have participated in the NSF I-Corps program. Findings The results are categorized into innovative areas and show the percentage of teams who participated in the I-Corps program in each area. It also identifies the percentage of teams who engaged in actual startup activities following I-Corps participation. Practical implications Educators, students, and trainers can use the findings to benchmark the outcomes of training programs in entrepreneurship. Students and innovators interested in participating in I-Corps can use this paper to obtain insights and a broader understanding of what was done in terms of results and implications. Originality/value This paper contributes a unique analysis of the I-Corps program approach and its outcomes since its launch in 2015 and can be used as a reference for any training program in entrepreneurship.
Epstein, Alanna; Duval-Couetil, Nathalie; Huang-Saad, Aileen(
, International Journal of Gender and Entrepreneurship)
null
(Ed.)
Purpose Expanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design. Design/methodology/approach This quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program ( n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts. Findings In comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commercialization readiness at both the beginning and the end of the program. However, no gender differences were found in positive or negative perceptions of the instructional climate or perceptions of program usefulness. Originality/value This study is unique as it is based on a large-scale dataset drawn from sites across the United States. The results support potential changes to I-Corps and similar programs, including providing more explicit instructions for tasks with which female participants have less prior experience than males (e.g. in applying for patents), offering guidance for team interactions, and providing mentorship to assess whether low self-efficacy is leading women to underestimate the potential success of their projects.
Lagoudas, M, Yoon, S. Y, Boehm, R, and Asbell, S. Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 3. Retrieved from https://par.nsf.gov/biblio/10314843. Zone 1 Conference of the American Society for Engineering Education .
Lagoudas, M, Yoon, S. Y, Boehm, R, & Asbell, S. Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 3. Zone 1 Conference of the American Society for Engineering Education, (). Retrieved from https://par.nsf.gov/biblio/10314843.
Lagoudas, M, Yoon, S. Y, Boehm, R, and Asbell, S.
"Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 3". Zone 1 Conference of the American Society for Engineering Education (). Country unknown/Code not available. https://par.nsf.gov/biblio/10314843.
@article{osti_10314843,
place = {Country unknown/Code not available},
title = {Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 3},
url = {https://par.nsf.gov/biblio/10314843},
abstractNote = {In today’s global market economy, equipping engineering students with a broader set of skills associated with an entrepreneurial mindset will empower them to create value for the companies they join or to launch their own startups. In recent years, institutions across the nation have been investing resources in developing maker spaces plus curricular and extracurricular programs to provide opportunities for students to acquire knowledge and skills, and pursue innovative ideas in a safe environment – while still in college. This study presented assessment data from a NSFI-Corps site program at a Southwestern university to understand the impact of the program on undergraduate and graduate engineering students’ knowledge, perceptions, and practice of entrepreneurship. In the four-cohort assessment data, participants indicated significantly increased confidence in value proposition, self-efficacy in entrepreneurship, and customer discovery, while maintaining high interest in entrepreneurship. Furthermore, the data indicated that participants with a GO decision (to continue pursuing their technology) had significantly higher perception on the current status of technology and business model than did participants with a no-GO/unsure decision. In addition, this study presented a new pilot program to be offered in spring 2020 and aimed to further enhance the I-Corps Site efforts on campus for broader impacts.},
journal = {Zone 1 Conference of the American Society for Engineering Education},
author = {Lagoudas, M and Yoon, S. Y and Boehm, R and Asbell, S.},
}
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