Mapping the E Mindset AABAA Poster v 52

Mapping the E Mindset AABAA Poster v 52

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  RESEARCH POSTER PRESENTATIONDESIGN © 2015 www.PosterPresentations.com The enormous economic, social, and education benefits resulting from entrepreneurship have caused the proliferation of entrepreneurship education programs in colleges and universities around the globe. In the U.S. alone, more than 1,500 colleges and universities offer entrepreneurship related training in different formats. Entrepreneurship and entrepreneurial thinking are essential for economic survival as innovation and technological advancements continue to replace basic, entry-level employment opportunities. The results from the paired t-tests indicate critical difference in the Confidence Talent theme of entrepreneurial mindset on gender. The findings suggest that students’ E-mindsets can be positively affected by critical developmental experiences from a novice to an expert E-mindset tailored to enhance their students’ abilities. The findings have implications for curriculum development because the strengthening of these abilities is a precondition for further development of the participants’ innovative and creative thinking, risk-taking, entrepreneurial orientation and the understanding of sustainable business models. Since innovative and entrepreneurial activities have a positive impact on economies worldwide, the authors encourage the adaption of the BP10 strategies and tools applied in this study in other settings. Abstract Purpose Berea College Metrics / EPG Methods The longitudinal study design collected data over three years and compared all subjects from each first-year cohorts on Gallup Strengthsfinders BP10. Cohort member was competitively selected from an on-campus recruitment campaign calling for online applications, application training by advanced upper class persons, application screening, and a panel of interdisciplinary Liberal Arts faculty before being admitted to the EPG cohort. The BP10 assessment has 111-paired- comparison items, of which 93 are scored to determine the students’ primary Talent themes. The instrument has been examined in a number of confirmatory, reliability, validity, and utility studies both within Gallup and externally, which adds to a growing body of evidence regarding its content, construct, and criterion- related validity, as well as its reliability (Badal and Streur, 2017). Gallup researchers report the effect size for were 0.16 for race (with all nonwhite groups scoring higher than white), -0.22 for gender (while men scoring higher) and 0.09 for age (with those aged 40 and older scoring higher). The effects sizes may be considered practically small (Clifton & Badal, 2018). Rank orders of the respondent Talents were provided to two of the cohort classes of 40 respondents. Cohort data were merged and Talents themes distribution were reported. The distribution were examined to determine the top 4 and lowest prevalent Talent 4 in each cohort and compared to the general population and the Top-Quartile provided by a Clifton Gallup certified consultant for two cohort classes. Individual team, cohort, gender, and Liberal Arts majors were reported for the top 4 Talent themes and lowest 4 prevalent Talent themes. Results Relationship, Determination, Independence and Disruptor were reported by more than 40% of the respondents as the most frequent Talents. The “Top 4” least prevalent themes for the cohort were Selling and Delegator reported by over 40% of the respondents and Risk and Confidence were reported by 38% of the respondents in the three cohort members but in a different ranking for males and females. Differences in gender were compare. Males reported Profitability as the fourth most prevalent Top 4 Talent theme and females reported Disruptor as the fourth most prevalent Talent. The most significant difference was in the Confidence or strong self-belief reported by males as compared to females. The high prevalence of Determination, Relationship, and Independence Talent themes suggests that EPG students are highly motivated with a strong work ethic, tenacious, and willing to overcome obstacles, preserve through difficult and insurmountable obstacles, are self-aware, hold the ability to build relationship and networks, know how to get things done, and autonomously set goals and take action. These frequently reported Talent themes permit EPG students to take advantage of their strengths in personal and professional life. References Liberal Arts students can develop an E-ship mindset. Entrepreneurial leaders must have an understanding and develop one’s inner self and belief of oneself. Dweck (2007) acknowledges how to develop a more expert mindset and distinguishes the difference in a fixed or growth oriented mindset. A fixed mindset assumes talents and abilities are set, the growth mindset believes that talents and abilities can be developed. The E-ship mindset involves employing numerous cognitive strategies to identify opportunities, consider alternative options, and take action. Because working in uncertain environments “goes with the territory” in entrepreneurship, the E-mindset requires constant thinking and rethinking, adaptability, self-regulation and the capacity to control one’s emotions and impulses. The concept of metacognition, which is the way in which people understand their own performance or the process of “thinking about thinking” can be applied to help students to monitor and adapt to changing circumstances by thinking about alternative routes to take and choosing one or more strategies based on those options. Badal, S.B. (2010). Entrepreneurship and Job Creation, Leveraging the Relationship, Gallup White Paper, Omaha, NE. Baumol, W.J. (1996). Entrepreneurship: Productive, unproductive, and destructive. Journal of Business Venturing, 11, 3-22. Dweck, C. (2007). Mindset: The New Psychology of Success. Ballatine Books. Hartley, S. (2017). The Fuzzy and the Techie: Why the Liberal Arts will Rule the Digital Age. San Francisco, Brilliance Publishing. Ireland, R.D., Hitt, D.A., & Sirmon, D.G. (2003). A Model of Strategic Entrepreneurship: The construct and its dimensions, Journal of Management 29 (2003): 963-990. Higdon.L.J. (2005). Liberal Education and the Entrepreneurial Mindset: A Twenty-First Century Approach, Peer Review, 7(3):4-7. Kruger, N., & Welpe, I. (2014). Neuroentrepreneurship: What Can Entrepreneurship Learn from Neuroscience? In M.H. Morris (ed.) Annuals of Entrepreneurship Education and Pedagogy, Cheltenham: Edward Elgar, pp. 60-90. Schumpeter, J.A. (1934). The Theory of Economic Development. Cambridge, MA: Harvard University Press. Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive Psychology, American Psychological Association. 55(1):5. The purposes of this paper are to: (1) define and describe “mindset” and explain its importance to Liberal Art student entrepreneurial leaders; (2) to appraise the effectiveness of the E-mindset for the Liberal Arts; (3) to describe the Berea College Entrepreneurship for the Public Good Program; (4) map and explain how the Gallup BP10 StrengthsFinder model is used to profile EPG cohort participants’ E-mindset profiles. Gyanu Karki, Alberto Cepeda, & Peter H. Hackbert Berea College Mapping Students’ Entrepreneurial Mindset: The Berea College Experience EPG Mission, Definition & Outcomes Mission: Liberal Arts undergraduate students through a multi-year learning experience hope to develop their E-mindset and leadership skills to make a positive impact on the Central Appalachia communities of practicing Entrepreneurial Leadership. The belief is that the best hope for stabilizing and diversifying Appalachia’s economy lies in the creation and expansion of businesses that provide jobs, build local wealth and contribute broadly to community economic development. Berea College's unique distinctive aspect would lead to a strong program that effectively integrates entrepreneurship and leadership for social good. Definition: Entrepreneurial Leadership is “A process when one person or a group of people in a community originate an idea or innovation for a needed change and influence others in that community to commit to realizing that change, despite the presence of risk, ambiguity, or uncertainty”. Student Learning Outcomes: • Engaging Complexity and Uncertainty • Exploring Values and Ethical • Facilitating Group Decisions • Recognizing Opportunity • Mobilizing Resources • Advocating Change Discussion Conclusion Gallup’s BP10 tool were consistent among student cohorts. The consistent top 3 Talent themes, Determination, Relationship, Independence. Results suggest that EPG student members are achievement-oriented, enjoy learning, value networks and building relationships, know how to get things done, and set goals and take action autonomously. Differences in Talent themes exist in creativity and having the instinct for building sustainable business models. Liberal Art graduates need to understand how to increase their self-efficacy, self-identity, and self-awareness in highly dynamic times. The BP10 strategies and tools can help faculty members to understand student Talent and develop activities that are critical to the change in pedagogical model of content and structure to move student from a novice E-mindset to a more expert E-mindset. The Model