Post on 29-Mar-2015
EntrepreneurShip Investigation (ESI): A Holistic Integration of Youth, Community and Careers
NAE4-HA October 24, 2007 Atlanta, Georgia
EEntrepreneurntrepreneurSShip hip IInvestigationnvestigation
Patricia Fairchild, Ed.D.Associate Professor 4-H Curriculum Design and Youth Entrepreneur SpecialistUniversity of Nebraska—Lincoln Extension
Nancy EberleEntrepreneur CoordinatorUN—L 4-H
Diane Vigna, Ph.D. Associate Professor and Extension Specialist UN—L Department of Textiles, Clothing & Design
Nebraska Community FoundationRUPRI Center for Rural EntrepreneurshipHeartland Center for Leadership DevelopmentCenter for Rural Affairs
Congressional Office of the Honorable Tom Osborne
•Un—L Extension•4-H Youth Development•UN—L Department of Agricultural Economics•College of Agriculture and Natural Resources•UN—L Department of Textiles, Clothing & Design•College of Education and Human Sciences
Southeast Community CollegeMcCook Community College
The Jim and Penny Krieger Family Foundation
Assessing Opportunities for Assessing Opportunities for Community Support for Youth Community Support for Youth
Entrepreneurship In Rural NebraskaEntrepreneurship In Rural Nebraska
Nathan Haman, M.S.November 2005
The Research StatementThe Research Statement
The purpose of the research
•To determine the entrepreneurial opportunities available to youth in rural communities in Nebraska
The Research StatementThe Research Statement
•To discover how diverse community members view the opportunities for youth entrepreneurship within the community.
Focus GroupsFocus Groups
•Three communities were selected for this study based on perceived levels of awareness of importance of entrepreneurship, and entrepreneurial activity within the community.
Focus GroupsFocus GroupsThree focus groups in each community Group 1 - Community leaders Group 2 - Informal community
leaders – Ag teacher, business ed teacher, former
mayor, etc.
Group 3 - Extension faculty, 4-H volunteers and youth
ConclusionsConclusions
A curriculum is needed to link youth to community through entrepreneurship.
RecommendationsRecommendations
Address the issue of youth entrepreneurship from the youth perspective.
Recommendations for 4-HRecommendations for 4-HA youth-focused entrepreneurship
curriculum is needed• Must involve the community
• Provide training for mentors
• Create a roadmap to becoming an entrepreneur
Recommendations for 4-HRecommendations for 4-HA youth-focused entrepreneurship
curriculum is needed• Teach youth to write a business plan
• Make it accessible to all, regardless of age, community, school
• The whole curriculum should be available in one book, or a series of manuals
Why Entrepreneurship?Why Entrepreneurship?
New hope
for rural America
Why Entrepreneurship?Why Entrepreneurship?
Communities can control their own destinies
Why Entrepreneurship?Why Entrepreneurship?
Opportunities for youth to return to rural areas
What is Entrepreneurship?What is Entrepreneurship?
Entrepreneur – a person who creates and grows an enterprise
What is Entrepreneurship?What is Entrepreneurship?
Entrepreneurship – the process through which entrepreneurs create and grow enterprises. • Opportunity recognition• Idea creation• Venture creation and operation• Creative thinking
(Dabson et. al, 2003)
Economic contributions of Economic contributions of entrepreneursentrepreneurs
In the USA, between 1996-2004, nearly 550,000 new businesses were started every month (Fairlie, 2005)
Small rapid-growth companies grow nearly 2/3 of the new jobs in this country (National Commission on Entrepreneurship).
Why Youth Entrepreneurship Education?
25% of kindergartners demonstrate important entrepreneurial characteristics (need for achievement and risk taking).
3% of high school age youth demonstrate the same characteristics.
(Kourilsky,Walstad, 1998)
Why Youth Entrepreneurship Education?
69% of high school age students would like to start their own business
94% of those feel they are not prepared to do so (Gallup, 1994).
4-H Connection Accessible to all youth no matter where they
live or go to school Tied to all 4-H curriculum areas Horizontal and vertical integration with the
existing 4-H curriculum Experiential Learning Model Each chapter is linked with School Standards.
What Makes this curriculum Unique?
4-H programming targets
life skills
EntrepreneurShip Investigation: EntrepreneurShip Investigation: Experiential LearningExperiential Learning
4-H Motto: Learning by Doing
Experiential Learning Model
Community Involvement Based on research Crucial for success Input from experts
RUPRI Center for Rural Entrepreneurship UN—L Rural Initiative UN—L Agricultural Economics Dept. UN—L Extension Community Resource
Development Action Team
What Makes this curriculum Unique?
Integrated Technology• Used as a tool for entrepreneurs• As a delivery method
ESI Website
www.4hcurriculum.unl.edu ESI CD-Rom
What Makes this curriculum Unique?
Case Studies• Youth entrepreneurs• Adult entrepreneurs
What Makes this curriculum Unique?
What Makes this curriculum Unique?
EdwinPerkins
Creativity
Risk Taker
Independent
?
?
?
?
?
Investigator’s
Notebook
ESI Authors and ContributorsESI Authors and Contributors
Gregg Christensen Brittany Davidson Gwen Davidson Lois Dietsch Nancy Eberle Dennis Kahl Katelyn Larson Becky Moock
Shelley Mowinkel Charlotte Narjes Patricia Fairchild Marilyn Schlake Craig Schroeder Donna Strabala Derry Trempe Diane Vigna DeEtta Vrana
Unit 1 – Discover the E-Scene
Learn what it means to be an Entrepreneur
Investigating the Entrepreneur Profile
Learn what an entrepreneur is by interpreting information about Edwin Perkins, founder of Kool Aid®.
Investigating Who is Down the Block
Identify local community entrepreneurs and understand how entrepreneurs had a role in making the community what it is.
Investigating Yourself
Exploration of talents, interests and hobbies and how they can relate to a business idea.
Investigating What it Takes to Be an Entrepreneur
Identify skills entrepreneurs need to succeed, and see how those skills relate to personal skills.
Discovering your Family Entrepreneur
Explore and better understand how entrepreneurship can be a career opportunity by looking at examples from family history.
Investigating the Risks
Learn to make decisions using a decision making grid while exploring the risks and rewards of entrepreneurship.
Peeking into the Future
Identify and write accomplishable smart goals.
What’s Changed?
Explore how communities have changed, and how the changes have affected the business climate.
Use Geographic Information System (GIS) technology to help with community research.
Celebration for CompletionCelebration for Completion
After completing Unit One, and an evaluation form online, youth will be sent a certificate (suitable for framing) declaring them to be an
ESI Explorer!
Unit 2 – The Case of MeUnit 2 – The Case of Me
Develop basic skills needed to succeed in the professional and business world
Is that My ConscienceIs that My Conscience I Hear Talking I Hear Talking
Let Your Conscience Be Your Guide Where Do You Stand? This I Believe Building Your Reputation
YOU Can Make A DifferenceYOU Can Make A Difference
Undercover Kindness Sharing the Wealth Discover Philanthropy Finding a Cause Who’s Giving?
Playing the PartPlaying the Part
Dress Like a Pro Think Positive Acting the Part
Got Time?Got Time?
• Time Flies• Time is Wasted, Time is Saved• The Value of Time• Getting Control of Your Time
Selling Yourself Selling Yourself and Your Ideasand Your Ideas
• Selling the Big Idea• You Can Sell• Selling the Real You!
Staying in Business Staying in Business and Out of Courtand Out of Court
Legally Named? Pay my Uncle
Sam? Help! I Need
Somebody
Mapping the RouteMapping the Route
• Who Needs a Road Map?• Worst Case Scenario
Celebration for CompletionCelebration for Completion
After completing Unit Two, and filling out an evaluation form, youth will be sent a certificate (suitable for framing) declaring them to be an
ESI Detective!
Unit 3 – Your Business Unit 3 – Your Business InspectionInspection
Largest Unit• 65 Activities• 23 Chapters• 3 Sections
Concept Development Resourcing Start-up
Concept DevelopmentConcept Development
First 4 Chapters:• What are the Possibilities?• Uncovering Your Business
Ideas• Digging Deeper, Flying
Higher
• Spotlight on Your Business.
Narrow the field
DecisionDecision
Possibilities
ResourcingResourcing
Chapters 5 - 7• Takin’ Care of Business• Show Me the Money!!!!• Building Your Team
StartStart UpUp
Chapters 8 - 22• Customer Service:
What is Customer Service? Create a Customer Service Handbook We’ll Keep in Touch
• Marketing: Who Is the Intended Target? Product:
Packaging Under Wraps Investigating the Product Scene
Start UpStart Up
• Marketing Place:
At the Scene A Thorough Sweep of the Competition
Price: Products at All Costs The Motive
Promotion: The Clues are Everywhere The Advertising Detective
Start-UpStart-Up
• Understanding Financials Collecting and Organizing Clues Analyzing the Clues Going with the Flow The Motive (Pricing)
• Final Chapter (to be developed)
Celebration for Completion
After completing Unit Three, and filling out an evaluation form online, youth will be sent a certificate which is suitable for framing, declaring them to be an
ESI Case Investigator!
Let’s Experience ESI!
Questions to ConsiderQuestions to Consider
Please envision how this curriculum can be successfully delivered in the following settings:• 4-H Club
• Community Group
• Camp
• School – after school
• School – in classroom
What resources or who from your community would you like involved?
What is your initial impression of the curriculum?
ReferencesReferences
Dabson, B., Malkin, J., Matthews, A., Pate K., and Stickle, S. (2003). Mapping Rural Entrepreneurship. W.K. Kellogg Foundation, Corporation for Enterprise Development. Retrieved February 15, 2006 from http://cfed.org/publications/Mapping%20Rural%20Entrepreneurship.pdf
Fairlie, R.W. (2005). Kauffman Index of Entrepreneurial Activity. Ewing Marion Kauffman Foundation. Retrieved February 15, 2006 from http://www.kauffman.org/resources.cfm?itemID=665
Gallup Organization, Inc. & National Center for Research Education. 1994. Entrepreneurship and Small Business in the United States: A Survey Report of tne Views of the General Public, Highs Csholl Students, and Small Business Owners and Managers. Ewing Marion Kauffman Foundation. Kansas City, MO.
ReferencesReferences
Kourilsky, M. L., and Walstad, W. B. 1998. Entrepreneurship and female youth: Knowledge, attitudes, gender differences, and educational practices. Journal of Business Venturing, 13 (1), 77-88.
Markley, D., Macke, D., Luther, V. B., 2005. Energizing Entrepreneurs: Charting a Course for Rural Communities. Lincoln NE: Heartland Center for Leadership Development.
Minniti, M., Bygrave W. D. (2003). Global Entrepreneurship Monitor (GEM) National Entrepreneurship Assessment, United States of America. Retrieved February 15, 2006 from http://www.gemconsortium.org
ReferencesReferences
National Commission on Entrepreneurship. Embracing Innovation: Entrepreneurship and American Economic Growth. Retrieved on February 16, 2006 from http://www.cecunc.org/entre/reports/embracing-innovation.pdf
National 4-H Enrollment Statistics. Retrieved on February 15, 2006 from http://www.national4-hheadquarters.gov/library/2003-es237.pdf
EntrepreneurShip InvestigationEntrepreneurShip Investigation
Thank You!
ESI: Explore the Possibilities!
Patricia Fairchild, Ed.D. pfairchild2@unl.edu 402-472-4067