1 - Designing Programs, Majors & Classes

These items can help you get oriented to the materials available on eWeb, on campus and in St. Louis to support entrepreneurship.

Question 1: How do you design entrepreneurship majors or minors?

Over the years I've been involved in designing classes and full curricula, for majors and minors in entrepreneurship at the undergraduate, masters and doctoral levels. This page gives you quick access to a lot of the documents I've generated on my own or with various teams.

Question 2: How do you map a textbook to a class?

Few textbooks are designed with program desiderata in mind, so one of the key jobs of the faculty is fitting the requirements of a course to the particulars of a textbook. At SLU for much of the past 20 years we've used the text developed by our program, but for those coming at it from the models of other programs, how do you fit topics to chapters? Here are our suggestions. It seems to be working. Entrepreneurial Small Business is in use in over 250 schools.

Question 3: How do you teach entrepreneurship to non-business students?

Today there is a growing idea on campuses called cross-campus entrepreneurship education (CCEE) and it recognizes that a lot of students will become entrepreneurs based on their majors, but those majors aren't necessarily in business disciplines. How can we help educate those non-business students in the basics of practicing entrepreneurship in their home disciplines? Here are two articles I helped develop that address these issues, and two sets of materials you can readily deploy in your CCEE classroom situations.

Question 4: How can you add entrepreneurship to your non-business course?

Question 5: What Is the History of Entrepreneurship Education?

Question 6: What Is Entrepreneurship's Standing as an Academic Discipline?

Katz, J. A. (2008). Fully mature but not fully legitimate: A different perspective on the state of entrepreneurship education. Journal of Small Business Management, 46(4), 550-566.

Link to article

This article seeks to demonstrate that the field of entrepreneurship/small business can be characterized as fully mature, a view contrasting one proposed by Kuratko. Evidence of the achievement of full maturity and marginal legitimacy is given based on benchmarks in the development of the field. In addition, this article adds additional support to the concept of partial legitimacy on which Katz and Kuratko agree. Building from these analyses, a theoretical life cycle model for the growth of disciplines in general is offered, using entrepreneurship as the example. The major consequence of entrepreneurship's full maturity is identified as the growing centrality of the business‐school based discipline of entrepreneurship in relation to the emerging entrepreneurship efforts across campuses, and the implication of this centrality for the discipline of entrepreneurship is discussed..

Question 7: What would a syllabus for a business plan (or launch) class look like?

Class Syllabi

Our University has had top-50 national rankings continuously since 1994. In the end it is based on our classes, and those are best understood through the syllabi of those classes. Below are a collection of recent sylalbi for our entrepeneurship courses. We hope you find them useful.

Question 11: How to help new and adjunct faculty in entrepreneurship?

Question 12: What are best practices for using entrepreneurs in your classes?

Question 13: What are best practices for mentors in the entrepreneurship class?

Question 14: What is best practice for agreements for outsiders you bring into the entrepreneurship class?

Question 15: What are best practices for handling NDAs (non-disclosure agreements) in the entrepreneurship classroom?

Question 16: What would a class NDA look like?

For More Questions Answered Look At Our Class Solutions Page