The reason for this Presentation is to highlight the fundamental and demanding role that educators have in entrepreneurship education. It unveils the delivery techniques that motivate students to stay connected to school and learn the skills required for entrepreneurial success. And the key components to results oriented entrepreneurship program. The Presentation also highlights a potential entrepreneurship training model based on pragmatic learning which will facilitate the “production” of business owners or entrepreneurs.

1. How Universities
Should Teach
Entrepreneurship

2. Presented @
ENTREPRENEURSHIP
DIRECTORS'
CONFERENCE, 2012.
KWARA STATE
UNIVERSITY, NIGERIA.

3. Presented By
Chinedum Azuh

4. Direct
Contact
Mobile: +2348032069925
www.facebook.com/motivationtoprosper
learninglab4@gmail.com

5. Purpose of Presentation
The reason for this Presentation is to highlight the
fundamental and demanding role that educators have
in entrepreneurship education. It unveils the delivery
techniques that motivate students to stay connected to
school and learn the skills required for entrepreneurial
success. And the key components to results oriented
entrepreneurship program. The Presentation also
highlights a potential entrepreneurship training model
based on pragmatic learning which will facilitate the
“production” of business owners or entrepreneurs.

6. What is
Entrepreneurship
Education?
Entrepreneurship Education seeks to
provide students with the knowledge,
skills and motivation to encourage
entrepreneurial success in variations

7. Challenges Faced By
Educators
The success of entrepreneurship education begins with
University Educators. Here are some of the challenges we need
to tackle to achieve success in our entrepreneurship programs:
1. Shortage of Quality Teaching Materials
2. Challenge to Provide students with Real-world Experiences
3. Shortage of Funds
4. Most People (Parents, Students, etc.) Believe More in Job
Security than Entrepreneurship
5. Technology is not Fully Integrated into the Program

8. Underlying Logic in Designing
Entrepreneurship Curriculum
The courses that constitute the entrepreneurship education
curriculum should be designed to capture two key
considerations: Contexts and Facilitators. First, the
Facilitators
curriculum should reflect the many organizational Contexts
in which entrepreneurship can be applied. In this regard,
entrepreneurship is concerned not only with start-ups but
other key areas that will be outlined in the Diagram below.
Second, the curriculum should reflect key Facilitators of
the entrepreneurial process. Facilitators are concerned with
inputs that are vital for making entrepreneurship happen
despite the context. Let’s look at the Diagram for details.

9. Underlying Logic in Designing
Entrepreneurship Curriculum
Contexts Facilitators
Start-up Ventures Entrepreneurship within Opportunity Identification Creativity/Ideation
Professions & Disciplines
Early growth firms Planning Resource Leveraging
Non-Profit & Social Risk Management
Family Businesses Networking
Entrepreneurship
Rapid Growth Guerrilla Techniques
Public sector Entrepreneurship Legal & Ethical Insights
Ventures Building the E Team
Cultural Entrepreneurship New Product- Service- Technology
Corporate
Process Development
Entrepreneurship Academic Entrepreneurship Venture Financing
Implementation Skills

10. Integration of Technology
into Entrepreneurship
Education
Technology is a gift of God. After the gift of life it is perhaps the greatest of God's
gifts. It is the mother of civilizations, of arts and of sciences. - Freeman Dyson.
Another critical factor in the landscape of entrepreneurship education is the
integration of technology, especially in the method of program delivery. As in
other educational arenas, technology offers the benefits of cutting long-term
costs while expanding training capabilities and opportunities. Other than the
use of computer-business tools, the most prevalent cutting-edge technology in
entrepreneurship education is virtual learning.
Technology has revolutionized the field of education. The importance of
technology in schools cannot be ignored. In fact, with the onset of computers in
education, it has become easier for teachers to impart knowledge and for
students to acquire it.

11. Integration of Technology into
Entrepreneurship
Education
The use of technology has made the process of teaching and learning
enjoyable. Entrepreneurship cannot be a field that succumbs to stagnation. It
must recognize and apply technologies in the educational setting. In many
respects entrepreneurship education may actually transform the educational
setting.
For example, some universities are applying unique technological applications
such as the George Washington University. They developed a software tool
entitled, “Prometheus.” In addition to offering students and teachers the
opportunity to interact via e-mail, bulletin boards and live discussion formats,
Prometheus and other course management programs also integrate
multimedia options into the course. Students can access a course site, download
a posted journal article, watch an instructional video or DVD and return a
completed assignment from any Internet connections. Educators can follow up

12. Teaching With
Enterprise Modules
This system has to do with tailoring start-up and entrepreneurship
modules to specific academic subjects.
It will show students in the sciences for instance, how to turn their
research into successful commercial products that can be used by
private and public organizations. What is important about this
initiative is that it gives a broader scope to enterprise, taking it away
from the bias that entrepreneurship is only of interest to business
students. Entrepreneurship education, because it is especially well
suited to interdisciplinary approaches, can be most effective when it
is integrated into various courses in the school curriculum.

13. Creating an
Entrepreneurial Network
First and foremost, entrepreneurship education
requires close cooperation between academia and
business. Entrepreneurship Education thrives in
networks in which multiple stakeholders play key
roles. Academic institutions are central in shaping
young people’s attitudes, skills and behaviors.
However, actors outside of the education systems
play an increasingly critical roles in promoting
entrepreneurial education by providing knowledge,
expertise, mentoring and social capital.

14. Creating an
Entrepreneurial Network
MENTORSHIP. Universities should create networks of accessible
experts, and bring these people into the university so that students
can learn from their ACTUAL experiences. This can be done
through Seminars, Workshops, any events that allow for offline
collaboration. Mentoring occurs naturally when students and
experts have the ability to meet in person. Through such
partnerships, instructors can expose students to successful small
businesses, provide opportunities for students to practice their
skills, enable students to become familiar with entrepreneurial and
management tasks, and introduce students to contacts that they can
draw upon to pursue their entrepreneurial dreams.

15. Creating an
Entrepreneurial Network
Collaboration With Entrepreneurs. Each department should act
as a pipeline into entrepreneurship. For instance, health and nursing
departments should partner with local small businesses within the
healthcare space to give their students hands-on experience
working with individuals who started healthcare companies. It’s a
win-win situation for everyone. Students get the desired experience
and connections, business owners get matched with ambitious
young people who they could work with.

16. Case Study on Creating
Entrepreneurial Network
The Donald H. Jones Center for Entrepreneurship at
Carnegie Mellon University’s Tepper School of
Business delivers cutting-edge innovations to the
global marketplace and groundbreaking research by
bringing together students, faculty and practitioners.
The center’s interdisciplinary academic approach,
coupled with experiential learning, is geared
towards students leading innovation, change, and
growth in start-ups, emerging companies, and
mature organizations.

17. Start-up Simulation in
Entrepreneurship Education
This simulation is designed to involve all participants in the Entrepreneurship
program in the activities of setting up a business. It can be used for instructor
training workshops or for actual students in the entrepreneurship program.
The tasks can be divided into work for three teams (Management Team, Marketing
Team, and Finance Team). Also there are tasks for the entire class that will
integrate the decisions of the whole business team. Depending on the number of
students in your class you could have them organize one, two, or three businesses. It
is more competitive if there is more than one business.
This activity is designed to give students a real experience in starting a business
while they are learning about the skills and planning their own business. We
recommend that the simulation be scheduled as a learning experience for the whole
group after the class has studied some of the elements of starting a business. By
then they will have spent time on planning their own business and learning about
marketing, finance, and legal issues. At the same time they will also work on the
unit on record keeping and continue to develop their own business plans during this
period.

18. Start-up Simulation in
Entrepreneurship Education
This system will help you to identify a few of your students who are having trouble
getting a real business idea that they can start. You may consider putting them
together in one group with the idea of using the simulation, and group thinking, to
come up with an idea they can continue after the simulation.
The instructor acts as banker or potential investor for the companies, approving or
not approving their decisions. You may wish to provide a small amount of seed
capital for each company that should be repaid after the grand opening. Develop an
appropriate contract with the group for repayment of this investment.
You may want to have a supply of colored markers and poster paper for the groups
to use as well as access to a copy machine and perhaps computers. It is your option
to charge the groups for use of these materials. Having them handy will facilitate
the activity.
The Grand Opening of each business should be scheduled for the last day of the
simulation. You will need to think about getting permission to use other teachers or
students in the school as your potential customers. Of course, anyone in the
community could also be the target audience. They will actually prepare for only
one day of operation, but their plans will represent what the business would do for
at least a year.

19. Start-up Simulation in
Entrepreneurship Education
Each business will be expected to make a 20-minute presentation
to the "potential investors" in a group session on the last day.
This should be seen as a role-playing demonstration of the group
presenting their business plan to a real banker or investor.
Actually the instructor, other teachers or community advisors will
serve in this role. They should be prepared to ask the business
teams some questions about their plans.
You may want to think about this simulation as an opportunity to
promote your program with the local news media or with others
in your school or community.

20. Integrating Startup & Income
Opportunity Seminars Into The
Entrepreneurial Program
These are meetings on specialized subjects: a single session or
short, often one-day or half-day meeting devoted to a presentation on
and discussion of a specialized topic. For instance a seminar on
Developing a Career in Public Speaking is an income opportunity
seminar while Creating a Distinctive Brand is an example of a
startup seminar. I have a joint venture deal with Success Attitude
Development Centre (SADC) an NGO devoted to nurturing
entrepreneurs. We run series of Income Opportunity seminars called
“Be Your Own Boss”. And we also organize startup seminars. This
year alone (2012) I have done over 5 seminars with them that have
helped over 500 Nigerians start their own businesses. And I have a
column in this NGO’s publication (Success Digest) called Startup
Tips.

21. Conclusion
These are ideas garnered from some of the most
successful entrepreneurship centers in Europe,
Asia and America. And as an entrepreneur and
entrepreneurship programs facilitator I have
seen these ideas at work in so many scenarios.
These ideas are tested and proven. Integrate
them into your programs today and you will see
amazing results.
Thank You!

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ENTREPRENEURSHIP AS DRIVER OF B-SCHOOL AND UNIVERSITY TRANSFORMATION
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 Dept. of Entrepreneurship
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