1. Ten
Steps
to
Improve
Entrepreneurship
Education
By
Bill
Aulet
(Managing
Director,
MIT
Entrepreneurship
Center
&
Senior
Lecturer,
MIT
Sloan
School
of
Management)
&
Fiona
Murray
(Sarofin
Family
Career
Development
Professor,
MIT
Sloan
School
of
Management
&
Associate
Director,
MIT
Entrepreneurship
Center)
(Article/
Short
White
Paper)
Entrepreneurs
and
educators
agree
on
two
fundamental
points.
The
first
is
so
obvious
that
it
hardly
bears
repeating
but
let’s
restate
it
anyway
–
entrepreneurship
is
very,
very
important.
Entrepreneurs
are
the
critical
driver
of
job
creation
and
economic
prosperity.
The
second
is
equally
important
and
often
left
unspoken
and
that
is
that
academic
institutions
can
and
should
play
a
more
central
role
in
improving
the
quality
and
quantity
of
entrepreneurs.
While
many
conversations
we
have
on
this
topic
start
by
someone
asking
whether
entrepreneurship
can
be
taught,
they
typically
end
with
an
impassioned
discussion
on
how
to
improve
entrepreneurship
education
in
the
United
States
and
around
the
world.
Why
not
learn
lessons
from
successful
and
failed
entrepreneurs
and
the
many
entrepreneurial
“experiments”
they
have
undertaken?
To
ignore
this
wealth
of
knowledge
and
expertise,
to
insist
that
entrepreneurship
is
an
art
learned
only
through
experience
is
to
ignore
the
potential
to
develop
systematic
lessons,
to
ignore
the
power
of
analysis
and
to
fail
to
apply
to
tools
of
social
science
to
a
critical
part
of
our
economy.
We
at
MIT
are
engaged
in
this
process
of
systematizing
the
lessons
from
entrepreneurs
around
the
world
especially
from
those
engaged
in
the
sorts
of
science
and
technology-­‐based
entrepreneurship
that
can
lead
to
high
growth
and
job
creation
in
sectors
as
diverse
as
biotechnology
and
clean
energy.
Recently,
we
were
asked
to
think
more
deeply
about
what
could
be
done
to
improve
Entrepreneurship
Education
based
not
just
on
our
research
and
our
teaching
experience
at
MIT
but
from
what
we
experienced
through
our
involvement
and
dialogue
with
dozens
of
other
institutions
providing
education
experiences
for
students
with
entrepreneurial
aspirations
–
whether
they
hope
to
start
companies
on
graduation,
later
in
their
careers
or
from
inside
large
corporations.
A
group
of
us
at
MIT
deeply
associated
with
entrepreneurship
education,
after
considerable
discussion,
have
drawn
on
lessons
we
have
learned
at
MIT
and
elsewhere
to
identify
a
list
of
ten
suggestions
for
organizing
education
and
programs
in
this
area
at
university
campuses.
While
at
first,
it
seems
simple,
upon
further
reflection
the
list
of
ten
points
we
agreed
upon
was
anything
but;
it
is
a
mix
of
the
obvious
and
(we
think)
the
not
so
obvious.
We
believe
these
ten
steps,
many
of
them
requiring
educators
to
look
well
beyond
the
walls
of
their
current
classroom,
have
the
potential
to
build
an
educational
experience
that
produces
many
more
successful
high
impact
entrepreneurs.
At
a
minimum,
by
laying
out
our
approach
we
hope
to
engage
in
a
meaningful
dialogue
on
what
should
be
done
in
this
area
in
order
to
meet
the
needs
of
our
increasingly
sophisticated
customers,
students
at
institutions
of
higher
education,
and
to
meet
the
needs
of
our
economy
-­‐
job
creation
and
economic
prosperity.

2. 1. Make
the
Case
Why
Entrepreneurship
is
Important:
High
performance
organizations
aspire
to
make
the
world
a
better
place
rather
than
simply
to
perform
a
task.
Centers
of
Entrepreneurship
Education
must
do
the
same.
Entrepreneurship
is
not
just
another
course
in
the
catalogue;
it
is
something
that
will
have
high
and
positive
impact
on
the
world
we
live
in.
Job
creation,
economic
prosperity
and
improvement
of
social
welfare
are
critical
goals
and
entrepreneurship
is
a
catalyst
on
the
path
to
their
accomplishment.
Educators
must
make
the
case
for
the
importance
of
entrepreneurship
to
cities,
regions,
nations
and
continents.
There
are
plenty
of
reports
and
evidence
to
support
the
case
–
this
does
not
have
to
be
a
statement
of
hope
it
can
be
a
statement
of
fact.
The
Kauffman
Foundation
has
a
great
deal
of
data
to
support
the
case.
Universities
around
the
nation
have
spun
out
companies
from
their
labs
and
created
new
industries
and
new
jobs
–
Google,
Akami,
Biogen,
A123
to
name
a
few.
At
MIT,
we
conducted
our
own
study
released
authored
by
Professor
Edward
Roberts
and
PhD
Student
Charles
Eesley,
which
showed
that
MIT
Alumni
are
entrepreneurs
–
they
create
200-­‐400
new
companies
each
year.
Just
to
put
this
into
perspective,
the
report
calculated
that
the
companies
started
by
MIT
Alumni
who
are
still
alive
and
whose
the
companies
still
exist,
number
over
twenty-­‐five
thousand
-­‐
their
combined
yearly
revenues
total
almost
US$2
trillion
which
if
it
were
a
standalone
economy
would
put
it
just
behind
Brazil
and
neck
and
neck
with
Russia.
Entrepreneurship,
new
venture
creation
and
venture
growth
is
what
we
need
to
get
ensure
future
prosperity.
It
is
also
one
important
way
that
we
translate
the
valuable
research
we
do
here
at
institutions
of
higher
learning
through
our
investments
in
science
and
engineering
to
the
real
world.
This
message
needs
to
be
clearly
communicated
to
all.
ACTION:
Educators
need
to
gather
their
facts
and
make
the
very
compelling
case
of
why
entrepreneurship
is
real,
real
important.
The
educator
must
then
work
to
educate
other
stakeholders
outside
the
classroom
(i.e.,
proselytize)
to
achieve
the
steps
below.
2. Tone
at
the
Top:
For
any
organization
to
succeed
especially
when
it
seeks
to
change,
support
from
the
top
of
the
organization
is
essential.
It
is
no
different
at
institutions
of
higher
learning.
Probably
the
most
important
person
who
must
believe
in
the
compelling
case
you
develop
in
Step
1
above,
is
the
President
of
your
college
or
university.
Without
their
support
your
impact
will
be
limited.
Therefore
you
must
have
a
plan
to
win
their
support
and
gather
the
necessary
resources
to
build
the
Entrepreneurial
Education
platform
you
need.
The
university
president
does
not
have
to
be
an
entrepreneur,
for
example,
MIT
President
Hockfield
is
not
an
entrepreneur
but
she
understands
the
importance
of
entrepreneurship
as
an
element
of
the
broader
educational
experience.
The
leader
of
the
institution
does
not
have
to
be
actively
involved
but
the
tone
setting
that
this
person
does
is
critical.
University
leadership
may
be
ambivalent
and
this
can
be
crippling.
In
most
universities
(MIT
included)
some
faculty
are
openly
hostile
to
entrepreneurship
regarding
it
as
a
corruption
of
the
pure
mission
of
their
institution
of
higher
learning
–something
unteachable
or
a
set
of
stories
that
don’t
match
the
rigorous
traditional
discipline-­‐based
courses.
Resolution
of
this
issue,
building
an
evidence-­‐
based
case
for
the
role
of
entrepreneurship
in
the
economy
and
for
the
rigorous
lessons
we
have
about
entrepreneurship
is
key.
This
is
an
activity
that
requires
faculty
and
practitioners
to
work
together
and
can
be
a
complex
undertaking
but
no
bottom-­‐up
curriculum
effort
will

3. overcome
indifference
at
the
top.
ACTION:
Educators
need
to
educate
the
leaders
of
their
institution
about
the
benefits
of
entrepreneurial
education
based
on
real
evidence
and
jointly
develop
a
plan
for
its
role
on
campus.
Outside
resources
(e.g.,
alumni,
other
institutions,
Kauffman
Foundations)
should
be
used
if
helpful
to
help
make
this
case.
Real
and
visible
support
(e.g.,
quote
for
brochures
&
website,
regular
briefings,
support
for
cross-­‐campus
programs,
and
attendance
at
events/programs)
is
essential
for
meaningful
impact
to
be
achieved.
3. What
Type
of
Entrepreneurship?
The
Need
to
Collaborate
and
Focus:
Each
of
our
institutions
has
finite
resources
and
like
any
entrepreneurial
enterprise,
we
have
to
be
very
intelligent
about
how
we
deploy
them.
Entrepreneurship,
while
very
alluring,
is
an
incredibly
broad
category
and
has
many
different
areas
each
of
which
require
a
substantially
different
educational
focus.
While
it
is
important
to
experiment
with
your
offerings,
you
need
a
strategic
goal
for
your
education.
For
instance
at
MIT,
based
on
our
core
strengths,
we
have
chosen
to
focus
our
efforts
and
resources
on
science
and
technology
enabled
innovation-­‐based
entrepreneurship.
While
we
do
not
do
this
to
the
complete
exclusion
of
brand-­‐centric,
family,
social,
franchise,
retail,
corporate
or
many
other
types
of
entrepreneurship
like
any
business
we
need
to
focus
and
concentrate
our
resources
if
we
want
to
produce
excellence.
Yes
all
of
the
varieties
of
entrepreneurship
should
be
valued
and
many
are
vital
drivers
of
job
creation,
economic
prosperity
and
social
welfare.
But
institutions
must
determine
the
best
fit
for
them
given
their
students,
their
alumni,
the
region
and
its
economic
base
and
the
aspirations
of
institutions.
In
this
model,
the
benefits
of
open
and
honest
dialogue
among
regional
players
to
collaboratively
determine
each
institution’s
focus
within
the
broad
area
of
entrepreneurship
become
abundantly
clear.
ACTION:
Set
up
regional
workgroups
of
entrepreneurial
educators
to
discuss
collaboration
amongst
universities
what
each
institution’s
primary
area
of
expertise
to
avoid
duplication.
Institutions
could
then
concentrate
on
specific
areas
to
develop
deep
expertise
to
benefit
their
students
and
the
region.
4. Curriculum
Road
Map
Leading
to
Type
and
Industry
Specialization:
Once
the
institution
has
decided
on
the
focus
of
its
entrepreneurial
education,
it
must
determine
the
key
skills
and
critical
industries
of
interest.
This
will
guide
the
educators
in
developing
a
curriculum
that
be
cumulative
–
lessons
from
course
building
on
one
another
to
provide
a
deep
and
enduring
educational
experience.
While
entrepreneurship
may
have
the
perception
of
being
similar
across
many
fields
(and
there
are
common
truths
and
skills),
this
is
not
true
and
become
even
less
so
as
time
progresses.
At
the
base
of
the
curriculum
can
come
a
set
of
general
skills
(specific
to
entrepreneurial
settings)
-­‐entrepreneurial
strategy,
entrepreneurial
product
marketing,
sales
&
communications,
entrepreneurial
finance,
human
resources
for
small
early-­‐
stage
organizations
etc.).
But,
to
be
productive
in
the
real
world,
another
layer
of
specialization
must
be
added.
It
is
imperative
to
provide
expertise
relevant
to
your
type
of
entrepreneurship
be
it
social,
family,
franchise,
technology,
B2B,
B2C,
corporate
or
other.
These
have
different
models
and
second
level
fundamentals.
In
addition,
to
be
productive,
the
student
should
have
industry
specific
expertise
to
be
successful
in
areas
like
software,
web,
biotech,
clean
energy,

4. water,
retail
to
name
a
few.
The
world
is
much
more
complex
and
building
entrepreneurs
–
actually
teams
of
entrepreneurs
to
be
more
accurate
–
that
have
the
domain
expertise
in
their
specific
type
of
entrepreneurship
and
their
target
industry
makes
them
much
more
effective.
Developing
a
multilevel
curriculum
that
starts
with
introductory
courses
but
allows
the
students
to
advance
into
courses
that
offer
a
deeper
dive
into
specific
skills
and
industries
is
the
formula
we
use
to
make
our
students
more
successful.
ACTION:
Educators
should
develop
a
multilevel
curriculum
that
starts
with
introductory
courses
but
allows
the
students
to
advance
into
courses
that
offer
a
deeper
dive
into
specific
skills
and
industries.
This
is
a
formula
to
make
our
students
more
successful.
5. Combining
Academics
and
Practitioners
in
the
Class
Room:
The
motto
of
MIT
“Mens
et
Manus”
(literally
translated
meaning
mind
and
hand)
is
omnipresent
in
the
air
at
MITand
is
well
summarized
by
the
iconic
image
of
the
philosopher
and
the
iron
worker
standing
side
by
side
in
the
traditional
MIT
logo.
While
most
universities
building
entrepreneurial
education
cannot
call
upon
such
a
convenient
local
motive
to
remind
them
of
the
power
of
combining
of
academic
rigor
with
the
practical
application,
this
is
nonetheless
critically
important.
While
MIT
has
championed
the
use
of
practitioners
in
the
class
room
with
great
results,
it
is
imperative
to
maintain
a
proper
balance.
Academics
with
social
science
training
in
economics,
management
and
sociology
who
focus
on
understanding
the
drivers
and
consequences
of
entrepreneurship
are
critical
partners
in
entrepreneurial
education
and
are
in
short
supply.
We
greatly
value
our
excellent
practitioners
and
our
strong
academic
instructors.
And,
when
given
equal
standing
in
the
classroom
the
students
benefit
greatly
from
the
dual
perspectives.
Today,
we
have
plenty
of
the
former
and
too
few
of
the
latter.
We
have
a
hard
time
filling
spots
we
have
for
academic
tenure
track
professors
of
entrepreneurship
while
maintaining
our
standards
of
excellence.
To
fill
this
void
with
practitioners
is
sub-­‐optimal.
Data
is
not
the
plural
of
anecdotes
and
while
students
do
like
to
hear
stories,
it
is
our
duty
to
ensure
that
what
the
foundations
of
entrepreneurial
education
are
based
on
rigorous
research
not
simply
anecdotes
from
famous
successful
alumni.
There
are
numerous
examples
of
the
insights
from
serious
research
being
brought
into
the
classroom.
One
is
the
myth
of
the
singular
mercurial
entrepreneur
creating
companies.
Research
shows
that
this
is
not
the
case,
that
in
fact
the
larger
the
team
the
more
likely
the
odds
of
success
in
an
innovation-­‐based
new
venture.
The
factors
influencing
women
to
enter
entrepreneurship
have
also
been
the
subject
of
serious
analysis
that
can
be
brought
to
bear
in
the
classroom.
There
are
countless
more
examples
but
the
point
is
simple
–
we
need
both
academics
who
do
rigorous
research
in
this
entrepreneurship
and
practitioners
who
start,
build
and
fund
entrepreneurial
companies
to
create
the
successful
“mens
et
manus”
educational
balance
we
have
achieved
here
at
MIT.
Towards
this
end,
we
need
to
relook
at
how
we
are
generating
a
pipeline
of
social
scientists
studying
entrepreneurship
and
integrate
them
into
the
educational
process.
ACTION:
Educators
should
recognize
entrepreneurship
as
a
serious
field
of
scholarship
and
ensure
that
research
is
integrated
into
the
curriculum.
A
dual
teaching
approach
to
course
development
and
teaching
that
combines
academics
and
practitioners
should
be
attained
whenever
possible
and
always
sought
after.
To
reduce
the
shortage
of
good
academics
in
this
area,
developing
a
pipeline
of
entrepreneurship
research
and
people

5. capable
of
doing
research
and
ultimately
teaching
should
also
be
a
priority
and
such
a
policy
should
be
advocated
within
the
university
as
well
as
in
the
government.
6. Cross
Campus
Collaboration
to
Produce
Hybrid
Vigor:
Great
entrepreneurship
(at
least
innovation-­‐based
entrepreneurship)
requires
new
thinking
and
this
arises
from
heterogeneous
teams
working
in
complex
environments.
Different
perspectives
on
a
problem
or
opportunity
must
be
sought
and
incorporated.
As
such
it
is
not
surprising
that
successful
entrepreneurial
ventures
most
often
have
a
multidisciplinary
team
at
their
core.
What
does
this
mean
for
entrepreneurial
education?
At
MIT
our
success
comes
in
large
part
from
our
ability
to
create
educational
experiences
for
teams
of
students
from
the
different
schools.
This
is
especially
true
across
the
schools
of
engineering,
science
and
management.
By
bringing
together
the
technologists
(a/k/a
“geeks”)
and
the
business
people
(a/k/a
“suits”)
in
a
setting
that
seeks
to
build
mutual
respect
and
mutual
understanding
-­‐-­‐
a
sort
of
bilingualness
(or
at
least
pigeon)
–
we
better
prepare
our
students
to
operate
effectively
in
entrepreneurial
teams.
This
is
in
fact
is
one
of
the
fundamental
roles
of
the
MIT
Entrepreneurship
Center
-­‐
to
be
the
connective
tissue
between
these
multiple
worlds.
Entrepreneurship
education
needs
to
be
seen
as
cross
disciplinary
and
not
just
the
purview
of
a
single
school
–
otherwise
you
will
end
up
missing
the
incredible
value
of
hybrid
vigor
which
historically
has
been
a
vital
source
of
new
DNA
resulting
in
major
successes
in
this
field.
ACTION:
Courses
should
be
designed
and
marketed
to
draw
students
from
many
different
backgrounds.
At
least
some
of
the
courses
should
have
active
projects
which
require
students
working
together.
Entrepreneurship
Education
should
not
be
seen
as
the
responsibility
of
one
school
for
one
school
but
rather
a
cross
campus
collaborative
initiative.
7.
Build
an
Ecosystem
of
Experiences
to
Foster
and
Grow
Class
Room
Developed
Skills:
A
class
room
does
not
exist
in
a
vacuum
nor
does
a
university
exist
on
its
own.
The
value
of
an
ecosystem
is
a
vital
part
of
the
promoting
effective
entrepreneurial
education
as
demonstrated
in
the
MIT
and
Kauffman
“Entrepreneurial
Impact:
The
Role
of
MIT”
Report.
This
study
shows
the
enormous
leverage
gained
when
education
in
the
class
room
is
put
to
use
immediately
and
in
an
interactive
way
outside
the
class
room
directly
with
the
real
world.
The
comprehensive
assortment
of
student
clubs,
activities,
,
conferences,
internships,
alumni
organizations
and
action
learning
opportunities
both
make
the
class
room
learning
real
but
also
motivate
the
student.
This
has
led
to
our
strategy
simply
stated
as
“Educate-­‐Nurture-­‐Network-­‐Celebrate-­‐
Research”
-­‐
codified
after
we
realized
that
what
we
were
doing
was
much
more
than
educate.
The
education
really
comes
to
life
in
the
extracurricular
internships,
competitions,
conferences
and
other
activities
which
create
the
vibrant
environment
for
experimenting
with
different
elements
of
entrepreneurship
and
gaining
experience
applying
the
lessons
learned
in
the
class
room.
While
some
of
these
elements
of
the
ecosystem
were
developed
by
faculty
many
are
student
driven
or
have
been
spurred
by
ideas
and
engagement
from
alumni.
ACTION:
Educators
should
design
and
help
develop
an
ecosystem
for
entrepreneurship
on
the
campus
and
within
the
local
community.
Investments
of
time
and
money
should
be
made
to
initially

6. create
the
ecosystem
but
students
must
play
a
critical
part
in
its
evolution
and
ongoing
sustainability.
8. Include
an
Entrepreneurial
Sales
Course
in
the
Curriculum:
While
not
wanting
to
micromanage
your
curriculum,
we
believe
that
it
is
critical
to
teach
sales
as
part
of
an
Entrepreneurship
Education
curriculum.
The
entire
purpose
of
a
business,
particularly
an
entrepreneurial
start-­‐up
with
no
deep
pockets
and
patient
funding
source,
is
to
provide
value
for
a
group
of
customers
and
get
paid
enough
such
that
the
new
venture
makes
money
and
does
so
in
a
sustainable
way.
We
do
not
spend
enough
time
in
Entrepreneurial
Education
teaching
our
students
how
to
understand,
learn
from,
listen
to
and
talk
to
customers
and
ultimately
how
to
close
a
deal
with
them
–
i.e.,
separate
them
from
some
money
–
when
it
comes
to
the
companies
with
novel
products.
This
is
one
of
the
most
fundamental
skills
of
an
entrepreneur
must
possess.
Perhaps
because
it
is
more
manus
than
mens,
it
has
traditionally
had
little
or
no
place
within
the
university.
Today,
this
is
exacerbated
by
the
fact
that
many
of
the
companies
who
used
to
train
young
people
in
this
skill
through
extensive
in-­‐house
programs
no
longer
do
so.
Sales
education
and
training
has
a
poor
perception
amongst
most
academics
and
it
is
believed
to
run
counter
to
what
academic
institutions
what
to
be
associated
with.
But
if
we
ignore
this
critical
skill,
we
are
doing
our
students
a
significant
disservice
to
them
by
not
teaching
it.
When
placed
in
the
context
of
a
broad
and
well-­‐designed
curriculum,
a
sales
course
has
an
important
place
and
can
enable
the
creation
of
truly
comprehensive
entrepreneurship
education.
ACTION:
Teach
entrepreneurial
sales
at
university
level
immediately.
Money
should
be
spent
to
develop
a
curriculum
at
a
national
level
and
then
made
available
to
colleges
and
universities.
9. Spirit
is
as
Important
as
Skills:
While
we
strive
to
provide
skills
training
in
the
class
room
that
will
fully
prepare
our
students
to
be
successful
entrepreneurs
when
the
time
is
right
in
their
careers,
we
know
that
undertaking
the
challenge
of
an
entrepreneurship-­‐oriented
career
is
a
mindset
as
well.
Since
they
must
do
what
others
have
not
done
before,
we
must
get
them
comfortable
with
experimentation
which
involves
failure
and
most
importantly,
learning
from
failure.
We
must
set
a
tone
that
is
accepting
of
failure
as
an
integral
part
of
the
learning
process.
As
mentioned
above
in
#7
(“Context”),
we
actively
design
an
ecosystem
that
provides
opportunities
for
experimentation
in
the
safety
of
the
educational
institution
with
competitions,
“laboratories”
and
simulations.
Our
range
of
“Action-­‐learning’
entrepreneurial
experiences
include
working
on
projects
to
assess
the
commercial
potential
of
real
ideas
developed
by
leading
science
and
engineering
faculty,
to
working
on
pressing
problems
of
local
entrepreneurs
as
part
of
an
“E(ntrepreneurship)
Laboratory”.
People
who
take
risks
and
learn
in
these
settings
and
in
the
student
run
competitions
and
clubs
in
an
intelligent
manner
are
celebrated
with
awards,
special
assignments,
public
relations
articles
and
exposure
through
the
institutions
digital
communications
platforms
(i.e.,
web
site
and
other
social
media)
in
recognition
of
their
efforts,
milestones
and,
maybe
even,
success.
We
look
to
make
our
entrepreneurs
feel
like
rock
stars
and
encourage
entrepreneurial
behavior
–
and
part
of
our
larger
dynamic
and
growing
community.
ACTION:
Institutions
should
allocate
money
and
resources
to
have
an
active
program
to
celebrate
its
students
who
effectively
apply
the
lessons
learned
in
the
class
room

7. whether
they
succeed
or
not.
Encourage
educators
to
include
entrepreneurs
who
have
“failed”
once
but
succeeded
later
to
be
included
in
the
course
and
have
them
talk
frankly
about
the
role
of
failure
and
the
joys
of
success.
10. Bias
to
Action
and
Practicing
What
We
Preach
-­‐
Experimentation:
Studies
have
shown
that
successful
innovators
and
entrepreneurs
have
a
bias
to
action
and
are
quick
to
experiment
as
the
most
effective
form
of
learning.
It
is
clear
that
over
analysis
stifles
entrepreneurship
and
instead
organizations
would
be
better
off
trying
small
experiments
with
limited
exposure
rather
than
attempting
to
determine
the
perfect
outcome
before
they
act.
So
why
don’t
we
apply
this
to
ourselves
in
Entrepreneurship
Education?
Eleanor
Roosevelt
once
said,
“Do
one
thing
every
day
that
scares
you.”
With
that
in
mind,
each
semester
we
try
an
educational
experiment,
modeling
the
behavior
we
want
to
see
in
our
students.
We
experiment
with
the
market
(which
students),
the
technology
(the
content)
and
the
business
model
(modes
of
delivery).
This
allows
us
to
learn
but
it
can
only
be
a
successful
way
of
learning
if
we
can
be
as
rigorous
in
stopping
as
we
are
in
starting.
These
experiments,
like
the
one
we
launched
to
explore
opportunities
in
natural
gas,
can
be
as
challenging
as
they
are
exciting
but
if
we
until
we
have
all
the
data
about
student
interest
and
intellectual
content
the
window
of
opportunity
would
have
closed.
Some
of
these
experiments
built
on
a
foundation
of
a
rigorous
and
well
designed
curriculum
and
course
roadmap
keep
us
on
our
toes,
make
our
work
exciting
and
show
that
we
are
willing
to
walk
the
talk
when
it
comes
to
experimentation.
ACTION:
Institutions
of
higher
education
set
a
goal
to
have
one
course
each
year
to
experiment
with
a
new
emerging
area
or
skill
–
understanding
that
it
will
be
unlike
the
other
more
well
defined
classes.
Whether
you
agree
or
disagree
with
our
perspective,
we
have
succeeded
if
we
have
convinced
you
that
entrepreneurship
education
is
a
meaningful
activity
and
not
an
oxymoron.
We
will
have
succeeded
if
you
think
a
little
more
carefully
about
how
to
improve
entrepreneurship
education.
And
we
will
have
succeeded
if
you
are
inspired
to
join
this
conversation
with
us.
Any
improvement
in
this
area
will
have
enormous
positive
impact
going
forward
and
while
we
might
debate
the
details
of
the
ten
points
above,
we
can
all
agree
that
the
imperative
to
improve
education
in
this
area
is
as
essential
as
it
is
entrepreneurial.