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Develop, implement, evaluate, and certify curricula that enable high school students to practice and apply a diverse and holistic range of skills in action-oriented experiences that promote collaboration, reflection, and self-discovery, rather than only expose students to and test their knowledge.

Build awareness at college and career level of high school programs that promote entrepreneurial mindset and skills.  This familiarity will lead to a narrower gapbetween secondary, collegiate, and workforce education programs, as well as a more streamlined talent development pipeline that promotes skills directly relevant to the nature of work in the Fourth Industrial Revolution and mitigate the potential of a skills gap.

Train teachers on how to teach, act, and deliver curricula with these skills

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Design/implement effective programs that enable students, our future workforce, to:

Develop and apply diverse, holistic skillsets in action-oriented, real-world settings

Leverage social relationships and collaboration to understand the value of support networks

Develop authentic identity through reflection and feedback

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Result 1: Uncertain and Non-Traditional Future Work Landscape Necessitates Diverse and Holistic Skillset, which the Entrepreneurship Diploma Promoted

Future work landscape is uncertain, emergence of more entrepreneurial/freelance ecosystem, task- focused teams; mirrors notion that >80% of jobs have not yet been invented (Institute of the Future for Dell Technologies, 2017); Granville’s (2018) emergence of the gig economy and echoes notion that 4th Industrial Revolution has disrupted the future of work --> reskilling revolution (Bakhshiet al., 2017; Butler-Adam, 2018; Hirishi, 2018); aligns w/Silverman (2018): importance of an entrepreneurial mindset

Former program faculty’s sentiment on entrepreneurial intention echoes Liñán’s (2004) sentiment that entrepreneurship education is a type of awareness education.

21st century skills, e.g. creativity, problem solving, communication, critical thinking, information literacy, and collaboration, promoted in ED and aligns with literature (Beetham, 2013; Butler-Adam, 2018; Campbell & Kresyman, 2015; Capraro& Han, 2014; Farmington Area Public Schools, 2013; Lee, Huh, & Reigeluth, 2015; Lynch, 2018b; Markman, 2017; Martz et al., 2016; Vander Ark, 2018)

Result 2: Participation in Numerous and Reoccurring Experiences that Enable High School Students to Apply Classroom Learning to Real World Problem-Solving and Presentation Empowers Students to Develop Confidence and Take Risks

The ED offered practical and real-world educational experiences: echoes Noworatzky(2018): importance of authentic, project-based learning fosters. One experience was the Capstone: apply knowledge in real-world context, rather than written exam, extended Martz et al. (2016): skills on a final exam but not a real-world project

Repeated exposure to real-world experiences, task-oriented activities, and collaboration-based assignments --> competencies that boosted confidence, take more risks, not fear failure: aligns with Chawla & Chushing (2007): experiential & social learning helps students develop a sense of competence as they collaborate and set and achieve goals; echoes Camacho-Miñanoand del Campo (2017): practice business plans in real-world --> confidence and skills

Real-world experiences increased confidence of female Cohort 1 members; echoes Johansen’s (2013) findings: for increasing startup activity in women, entrepreneurship education should focus on shaping confidence and increasing perceived competency

Echoes Bell (2015): experiential learning helped students develop entrepreneurial skills

Echoes Testa and Frascheri(2015): classroom as a living lab mitigated students’ fears, which include fear of failing, being too young to pursue entrepreneurial endeavors

Result 3: Sustained Collaborative and Teamwork-Based Learning Leverages Social Relationships and Helps Students Develop and Understand the Value of Support Networks

ED was valuable because it offered numerous collaboration and teamworking opportunities; Mirrors Daniel (2016): importance of a classroom culture of collaboration - Cohort 1 members discovered and applied their personal work styles and preferences on a team

Obschonkaet al. (2017): personality differences were important factors related to students’ development of their emerging entrepreneurial mindset; Echoes Al-Harti (2017): value not only ofcelebrating individuals’ characteristics through entrepreneurship education, but also of helping individuals understand how these characteristics relate to their potential career interests - ED Cohort 1 members learned to take ownership, delegate roles, and hold each other accountable

Huq and Gilbert (2017): enabling students to act as co-creators of their learning helped motivate students to learn

Study results did not necessarily illuminate the importance of entrepreneurial leadership in these networks (Renkoet al., 2015; Sernack, 2018; Zimmerman, 2014), but more the importance of the network itself as a support group

Result 4: Self-Reflection and Feedback in the Context of Entrepreneurial Mindset Development Enable Powerful and Purposeful Self-Discovery of Authentic Identity

The ED helped ED Cohort 1 members develop an entrepreneurial mindset in holistic zone; echoes Oganisjanaet al. (2014): entrepreneurship as a holistic system

Zamani and Mohammadi(2018): highlighted the nature of entrepreneurship as linked to life-long learning and suggested adopting a “holistic view of life to better understand all the complexities of entrepreneurship” (p. 312): Cohort 1 members engaged in holistic mindset development, authentic learning, discovery and adoption of personal values, and personal growth (Gedeon, 2014)

Echoes Hoppe (2016): learning through entrepreneurship, helped students develop not only entrepreneurship-related skills, but also identity development skills

Echoes Täkset al. (2014): related entrepreneurship education to “personal development through creating learners’ awareness of their own abilities [and skills] and enhancing the learner’s entrepreneurial mindset” (p. 575)

Self-awareness is important to entrepreneur (Aquilino, Horrigan, & Perlman, 2017; Foroux, 2017)

Kurczewskaet al. (2018): having a reflection practice --> entrepreneurial learning; Ustavand Venessar(2018): reflection opportunities --> the development of metacognitive competencies

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Adaptive Leadership

Adaptive leaders “iterate [on]: (1) observing events and patterns . . . (2) interpreting what [is observed] (developing multiple hypotheses about what is really going on); and (3) designing interventions based on the observations and interpretations to address the adaptive challenge [identified]” (Heifetz et al., 2009, p. 32).

The CHANGE-Driven Entrepreneur’s Mindset

The CHANGE-Driven Entrepreneur’s Mindset is the researcher’s own framework that links self-actualization, adaptive and transformational leadership, systems thinking, creativity, and innovation in a coherent way (Galib, 2018).

Creativity

Creativity is the ability to generate ideas that are novel, useful, and appropriate (Amabile, 1983, 1988; Mumford, 2003; Sternberg, 2011).  Creativity is an intraindividual process (Anderson et al., 2014).

Innovation

Innovation is applying bettersolutions that meet new or existing needs (Maranville, 1992). Innovation involves interindividual and social processes (Anderson et al., 2014).  Creativity and innovation are related and are:

the process, outcomes, and products of attempts to develop and introduce new and improved ways of doing things.  The creativity stage of this process refers to idea generation, and innovation refers to the subsequent stage of implementing ideas toward better procedures, practices, or products.  Creativity and innovation can occur at the level of the individual, work team, organization, or at more than one of these levels.  (Anderson et al., 2014, p. 1298)

Self-Actualization

Self-actualization is an individual’s motive to realize her or his fullest potential (Goldstein, 1940).  It relates to self-awareness, self-discovery, self-reflection, self-fulfillment, and wellbeing (Goldstein, 1940).  For Maslow (1943), self-actualization is the individual’sdesire for self-fulfillment and for the individual to do what he or she is capable of doing.

Systems Thinking

Systems are patterns of relationships (Senge, 2013).  Systems thinking is an approach that considers the “models, principles, and laws that apply to generalized systems or their subclasses. . . the nature of their component elements, and the relationships or ‘forces’ between them” (von Bertalanffy, 1968, p. 32) that “produce their own pattern of behavior” (Meadows, 2008, p. 2) such that the whole is “more than the sum of its parts [and] may exhibit adaptive, dynamic, goal-seeking, self-preserving . . . behavior”(Meadows, 2008, p. 12).  Systems thinking is a “holistic approach to solving complex problems by considering every issue as a part of a web of interconnected and interacting systems rather than as independent issues with unrelated consequences” (Dzomba, Mehta, & Bilén 2014, p. 594).

Transformational Leadership

Burns (1978) defined transformational leadership as a process where “leaders and their followers raise one another to higher levels of motivation and morality” (p. 20). Transformational leaders create an inspiring vision, motivate people to buy into the vision, manage the delivery of the vision, and build trust-based relationships to accomplish the vision (Mindtools, 2018).  Bass (1985) suggested that transformational leaders leverage charisma, personalized strategies to engage each individual, and intellectual stimulation to inspire others to create extraordinary change.

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Research Questions, Research Methods, and Limitations

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Research Questions, Research Methods, and Limitations

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Research Questions

1. How do ED Cohort 1 members, their parents, and former program faculty describe their perceptions of Cohort 1 members’ future work landscape?

2. How do ED Cohort 1 members, their parents, and former program faculty describe their perceptions about the value of Cohort 1 members’ participation in the ED, when compared to other high school diploma options

3. What ED experiences do Cohort 1 members, their parents, and former program faculty perceive have helped Cohort 1 members develop an entrepreneurial mindset?

Research Methods: Qualitative, Interpretive Phenomenology: Individuals’ lived experiences emerge in this space, as authentic descriptions of their subjective reality

Limitations

Qualitative phenomenology as a research approach

The data collection methods primarily relied on in this study, namely anonymous, self-administered, open-ended response questionnaire, interview, and reflection matrix data, yielded self-reported and specific descriptions, the relevance of which may be limited by the small sample size.  These descriptions enabled the researcher to articulate the essence of the Entrepreneurship Diploma experience as a phenomenon, rather than produced a generalizable theory (Pietkeiewicz & Smith, 2014).

Students self-selected to pursue the ED and may already display an entrepreneurial mindset when they entered the program.

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Research Topic & Abstract & Audio Introduction

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Research Topic & Abstract & Audio Introduction

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Research topic: entrepreneurial mindset development

Abstract: In 2015, 42 states reported some type of entrepreneurship education (EE) standards, guidelines, or proficiencies and 18 states required EE courses at the high school level. Yet, there is limited qualitative literature on students’ experiences in degree-granting EE secondary school programs that promote an entrepreneurial mindset. This leads to a limited understanding for secondary school leaders and curriculum developers designing and implementing these programs, which potentially results in the design and implementation of ineffective programs.  The purpose of this qualitative, phenomenological study was to explore high school students’ lived experiences earning a high school Entrepreneurship Diploma (ED) that was designed to promote an entrepreneurial mindset. This study collected and analyzed data from ED Cohort 1 members, their parents, and former program faculty through questionnaires, interviews, and reflection matrices.  Four results emerged: (a) Uncertain and Non-Traditional Future Work Landscape Necessitates Diverse and Holistic Skillset, which the ED Promoted; (b) Participation in Numerous and Reoccurring Experiences that Enable High School Students to Apply Classroom Learning to Real World Problem-Solving and Presentation Empowers Students to Develop Confidence and Take Risks; (c) Sustained Collaborative and Teamwork-Based Learning Leverages Social Relationships and Helps Students Develop and Understand the Value of Support Networks; and (d) Self-Reflection and Feedback in the Context of Entrepreneurial Mindset Development Enable Powerful and Purposeful Self-Discovery of Authentic Identity.  These results are directly valuable to individuals designing and implementing EE that promotes an entrepreneurial mindset in students and indirectly valuable to college administrators and employers, who desire entrepreneurially minded individuals or employees.

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After graduating from Princeton University, Christine co-founded a successful investment management team on Wall Street, for foundations and endowments. As a Teach for America alumna, female founder, and University of Pennsylvania Graduate School of Education instructor, Christine has over a decade of education and change leadership related experience.  As the Founder of Plan My Plate, a health and wellness consulting firm, Christine works with individuals, schools, and corporations to integrate mindfulness and stress management strategies into their personal and professional practices.  She was the former Director of Entrepreneurship and Wellness Programs at an international preK-12 private school in Houston, TX.

Christine currently serves as the Senior Director of Accelerator Programs at the Ion, where she directs the Ion Smart Cities Accelerator.  She also teaches an MBA-level Entrepreneurship class.  She holds her M.S.Ed. from Penn GSE and her doctorate from Drexel University, in Educational Leadership & Management, with a concentration in Creativity and Innovation. She speaks frequently on creativity, innovation, and entrepreneurial mindset development.