Building Teams in Entrepreneurial Companies

2012 ◽  
Vol 18 (2) ◽  
Author(s):  
Arthur Boni ◽  
Laurie Weingart
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Panel Discussion ◽  
Boot Camp ◽  
Venture Capitalist ◽  
Pedagogical Approach ◽  
Effective Teams ◽  
Learning Module ◽  
Entrepreneurial Organizations ◽  
Background Material

This article focuses on the essentials of building effective, collaborative, team-based organizations. The entrepreneurs and innovators who found and build technology-based organizations comprise out target audience, but most specifically we address the biotechnology and biomedical field.  Two perspectives are provided in the article: 1) advice based on the experiential learning provided by years of experience of building and growing entrepreneurial organizations; and 2) identifying the keys to building effective teams based on some selected the academic or scholarly literature on building effective teams.  Our goal is to provide a perspective that blends real-world lessons filtered through a more scholarly approach based on case literature and other research-based studies.  The material summarized herein is presented as a learning module to the participants in the Biotechnology Entrepreneurship Boot Camp.  Our pedagogical approach in the Boot camp is to lead with the background material and perspective contained herein, and to then have a moderated panel discussion around these and other topics. The moderated panel consists of the key members of a real company consisting of key C-level officers and founders and a venture capitalist who funded the company.  Thus the “theory and practice” of team-based innovation come together via a real-time case.  

Project, Product or Company

2012 ◽  
Vol 18 (2) ◽  
Author(s):  
Arthur Boni
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Panel Discussion ◽  
Boot Camp ◽  
Venture Capitalist ◽  
Pedagogical Approach ◽  
Effective Teams ◽  
Learning Module ◽  
Entrepreneurial Organizations ◽  
Background Material

This article focuses on the essentials of building effective, collaborative, team-based organizations. The entrepreneurs and innovators who found and build technology-based organizations comprise out target audience, but most specifically we address the biotechnology and biomedical field.  Two perspectives are provided in the article: 1) advice based on the experiential learning provided by years of experience of building and growing entrepreneurial organizations; and 2) identifying the keys to building effective teams based on some selected the academic or scholarly literature on building effective teams.  Our goal is to provide a perspective that blends real-world lessons filtered through a more scholarly approach based on case literature and other research-based studies.  The material summarized herein is presented as a learning module to the participants in the Biotechnology Entrepreneurship Boot Camp.  Our pedagogical approach in the Boot camp is to lead with the background material and perspective contained herein, and to then have a moderated panel discussion around these and other topics. The moderated panel consists of the key members of a real company consisting of key C-level officers and founders and a venture capitalist who funded the company.  Thus the “theory and practice” of team-based innovation come together via a real-time case.

Crowdfunding Campaign As a Design-Based Pedagogical Approach for Experiential Learning of Technology Entrepreneurship

2018 ◽  
Author(s):  
Jianxi Luo ◽  
Kin Leong Pey ◽  
Kristin Wood
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Resource Constraints ◽  
Technology Entrepreneurship ◽  
Pedagogical Approach ◽  
Knowledge And Skills ◽  
University Of Technology ◽  
The World ◽  
Academic Courses ◽  
Quality Learning

Engineers are increasingly expected to master the knowledge and skills for entrepreneurship. Academic courses on entrepreneurship have been adopted in engineering schools around the world. However, the experiential learning of technology entrepreneurship remains challenging because it requires not only the experiences of ideation, design and prototyping in classrooms and fab labs but also broader engagement with users, manufacturers, marketers, and investors in business contexts. To conquer this challenge, we developed an approach to use an online crowdfunding campaign as a pedagogical approach to intensify the experiential learning of students in a technology entrepreneurship course. This approach, as part of a course module, provides a real-world context of uncertainty and resource constraints that characterize the entrepreneurship process, and it allows university students to discover and interact with actual users, investors, manufacturers and other stakeholders of their products around the world. We experimented with the use of a crowdfunding campaign as a pedagogical approach for experiential learning in the Entrepreneurship course at Singapore University of Technology and Design (SUTD). We found evidence of increased prototyping quality; learning intensity; empathy toward users, manufacturers, marketers and other stakeholders; and an increased interest in pursuing an entrepreneurial career.

scholarly journals Redesign of a Sustainability Experiential Learning Module for Transferability and Portability

2015 ◽  
Author(s):  
Claire Dancz ◽  
Kevin Ketchman ◽  
Melissa Bilec ◽  
Amy Landis
Keyword(s):  
Experiential Learning ◽  
Learning Module

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

Experiential Learning: a student perspective

2018 ◽  
Author(s):  
Sean Price ◽  
Jamie Mowbray ◽  
Lauren Turner ◽  
Emily Lewis
Keyword(s):  
Experiential Learning ◽  
Panel Discussion ◽  
Learning Experiences ◽  
Student Perspective

A panel discussion with four Queen’s undergraduates who will discuss their experiential learning experiences.

Computational Participation as a Portal to Collaborative STEM

2019 ◽  
pp. 334-347
Author(s):  
Ramya Sivaraj
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Stem Learning ◽  
Experiential Learning Theory ◽  
Digital Platforms ◽  
Sociocultural Perspectives ◽  
Innovative Solution ◽  
Problem Solving Strategies ◽  
Solution Design ◽  
And Mathematics

This chapter explores computational participation as an integrative portal, offering a model for integration across individual disciplines, with an emphasis on the transformative potential of innovative digital practices to engage learners in collaborative science, technology, engineering, and mathematics (hereafter “STEM”) learning. Drawing on sociocultural perspectives and Dewey's experiential learning theory, computational participation in STEM is examined with respect to how learners meaningfully engage with problem-solving strategies, innovative solution design, and multiple iterations of testing. Utilizing examples of interactive digital platforms, such as Scratch and Hypothes.is, this chapter makes a case for how computational participation in STEM creates opportunities for collaborative learning in the virtual and real world, while maintaining a central focus on real world issues. Integrating computational participation in STEM, consequently, supports active, experiential learning, where STEM learners are able to develop transferable conceptual understandings, along with application of skills, such as creativity, critical thinking, communication, and collaboration.

Virtual Field Trips: Synthetic Experiences and Learning

2005 ◽  
Vol 49 (6) ◽  
pp. 732-736 ◽  
Author(s):  
Alicia D. Sanchez ◽  
Haydee M. Cuevas ◽  
Stephen M. Fiore ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Experiential Learning ◽  
Educational System ◽  
Real World ◽  
State Of The Art ◽  
Field Trips ◽  
Anchored Instruction ◽  
Virtual Field Trips ◽  
Virtual Field

Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

scholarly journals Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments

2018 ◽  
Vol 140 (8) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Susan Mills
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
Learning Environment ◽  
Real World ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Clinical Settings ◽  
Clinical Learning Environment ◽  
Interdisciplinary Learning

This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.

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