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

?

?

?

?

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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