What about intellectual property laws?

As a former employee of the pharmaceutical industry, I find it interesting to hear the varied perspectives and emotions that arise when discussing pharma in connection with politically hot topics such as wages, corporate profits, healthcare and the global economy.  For us to have better insights on these topics along with guessing at the implications of specific policies such as those built into TPP (trans-pacific partnership), I think that we all need to decide what type of intellectual property laws we hope the world will embrace moving forward. 

If you have learning resources that could be used to help students understand "intellectual property laws in a global economy", please send them to me and I will update this blog post to be more inclusive (c@caronsart.com).

http://www.theglobalipcenter.com/why-are-intellectual-property-rights-important/

http://www3.weforum.org/docs/GAC/2013/WEF_GAC_IntellectualPropertyRights_GlobalCreativeEconomy_Report_2013.pdf

https://www.whitehouse.gov/blog/2013/06/20/intellectual-property-key-driver-our-economy

http://www.uspto.gov/about-us/news-updates/protecting-intellectual-property-rights-global-economy-current-trends-and

http://www.chinalawinsight.com/2010/04/articles/intellectual-property/protecting-pharmaceutical-intellectual-property-rights-in-china/

http://www.forbes.com/sites/theapothecary/2014/09/09/indian-patients-suffer-from-indias-weak-pharmaceutical-patents/#56c657ff3f48

http://www.ipwatchdog.com/2013/05/28/global-ip-reaction-to-indias-rejection-of-the-novartis-drug-patent/id=40778/

http://www.cfr.org/drug-trafficking-and-control/debate-over-generic-drug-trade/p18055

What is TPP and what do you think about it?

Between the two political conventions, we are hearing about who is "for", and who is "against", the trans-pacific partnership.  But, this is one of the issues that is not being discussed in enough detail for us to understand it by simply watching traditional news coverage.  Here is just one article ... what can you find to learn more about TPP so that you can make up your own mind?

http://www.nytimes.com/2015/04/26/upshot/economists-actually-agree-on-this-point-the-wisdom-of-free-trade.html?_r=0

We need more ...

As I continue to move between news stations after the shootings in Baton Rouge and I hear the commentary and "expert guests" along with "advocacy voices", I'm hoping that more wisdom will come soon. 

What do your wisest thoughts tell you we need to do together as a country?

IAT ... learning about bias as "we"

Attorney General Loretta Lynch is making her opening statement as I write.  It caught my attention when she mentioned multiple levels of implicit bias training for law enforcement.  This is a topic I have not heard in the emotionally charged news coverage of the week and I think it is a glimmer of hope if we all learn about implicit bias.  

Lynch's alma mater, Harvard, offers free online implicit association tests (IAT) that can provide us with insights into how bias can lurk below our level of awareness masked by our good intentions.  While we may strive to see each other without prejudice, culture and our experiences shape our thoughts in ways we cannot perfectly control.  What may surprise many people is that we share biases across demographic groups so this truly is an issue of "we" unlike the "us-them" news coverage and civil unrest that has escalated.

To complete implicit association tests on topics such as race, gender, religion and weight, visit Project Implicit at Harvard.  You may find that it feels difficult to complete the tests when you first attempt them because the testing requires that you respond very quickly which makes it hard to choose the "right" answer that could hide implicit bias.  We have made so much progress with regard to discrimination ... for us to move into the next era of positive change and inclusion, shared knowledge about implicit bias could bind us toward solutions.   


Prejudice - having a negative opinion or feeling toward someone without reason

Discrimination - a behavioral act based on prejudice

Implicit Bias - unconscious prejudicial thoughts that affect our understanding and actions


9:01 am - Sanders and Clinton are making a joint presentation now and Clinton just asked all of us to scan our own thoughts for implicit bias.  The problems with this statement are that 1) we all have implicit biases 2) very few people are aware of their implicit biases (most have not even heard the term and/or do not know what it means) and 3) many who are still discussing racism are not differentiating conscious and unconscious thoughts that make all of us vulnerable to the same mental and behavioral errors.  We are in our infancy of these discussions!



This show is old !  But, the information here has yet to become part of our American psyche and, again, it could be a basis for solutions if we acknowledge how our thoughts and behaviors develop and are expressed (8 min)

The 8th of July - how about sojourning to gender?

  

On the 1st through 3rd of July, I meant to write about Gettysburg.  On the 4th of July, I meant to write about Jefferson and Locke's thoughts' showing up in the Declaration of Independence.  

Based on events in Dallas, I'm finally going to write - not about race but about gender.
_____________________

Our country has a history of revolutionary waves followed by unity and inclusion ... but I don't think history will commemorate this election cycle or today's divisions as signs of an enlightened era.

So, on this 8th of July, I'm looking to Sojourner Truth for wisdom and positive inspiration.  Some will discount her life's work and messages because she left her children, boldly changed her name or had visions from God.  But, I believe she can enlighten us at a time when I hope we will (again) begin to show the world a new American version of unity and inclusion without bloody revolution. 

Here's how I'm connecting today's dots ... what do YOU think?

1)  Sojourner Truth was critical of the abolitionist movement because it left women behind.  She is attributed with saying, "... colored men will be masters over the women, and it will be just as bad as it was before." 

Even when we were trying to make things better/right, there was still (obviously?) more for us to do. 

2)  Black men earned the right to vote in 1870.  Women earned the right to vote in 1920. 

From the present, it looks like "they" were slow in the past.  Even within past revolutions, conformity to established social norms left us blind to what is now easy to notice.  What will future generations say about "us" and our ability to challenge the status quo and transform?

3)  Harvard's Implicit Association Test (IAT) shows that we "all" have biases and that within group bias exists, too.  In other words, we aren't all victims of the biases of others - we share biases. 

It's a "we" issue, not an "us-them" issue ... listen and resist the messages of those who try to divide us!

4)  Prejudice includes thought processes (within and outside of our awareness) and discrimination includes behaviors - taking action.  

Our behaviors are easier to control than our biases.  

5)  We all have well established schema that allow us to take mental shortcuts and spare of us from cognitive overload and an inability to respond quickly to our dynamic environments ... this is good news and bad news from an evolutionary perspective. 

Our behaviors are easier to control than our biases - unless we have to act quickly.  When we act quickly, we are more likely to behave automatically and our established schema become more relevant.  

6)  From a cognitive perspective, we can influence our thinking and we can learn new things - we can change our well established schema. 

Our purposeful thoughts can change our thinking and behaviors.  As a species we may not overcome our biological wiring to notice differences in each other but we can still continue to move toward more sophisticated version of diversity, tolerance and inclusion.

7)  Protected class discussions of diversity ignore more types of diversity than they include.

In our human desire for simplicity and easy-to-understand-labeling, our politically defined groups are limiting our ability to think about the complexity of diversity and inclusion and we remain focused on problems instead of seeking solutions. 

Simpleton thinking contributes to "us-them" mindsets and maintains/promotes division.  So ... can we purposefully think ourselves out of a bloody revolution this time? 

__________________

How can Sojourner Truth remind us that we still have more work to do today?

With Ms Truth in mind, one idea is to look to "gender" as a current focus of diversity learning subject matter because it cuts across all other group identifiers that divide us into "us-them" schema.  While we may spend more time with those representing similar race, ethnicity, religious beliefs, socioeconomic status and other demographic factors, we can't help but be closely connected with the other gender(s).  Gender is relevant at home, work and in daily life for all of us. 

For example, imagine this .... a room of people arguing about Black Lives Matter and the Police who are then asked to divide themselves with the dichotomy or continuum of gender.  The room would mix with regard to all demographic groups except for gender and then an educational experience would help those present understand how human bias develops and is likely to be expressed.  Then, still separated by gender, the topic returns to Black Lives Matter and the Police as the 2 or more gendered groups are tasked with coming up with specific questions (for critical thinking/research) before making recommendations for specific solutions (if you are interested in this model, please contact me).  Then, a meaningful dialogue begins ...  

If we go deep into looking at gender issues over time and within the United States as well as other parts of the world, we may begin to see how we are still blind to prejudicial thinking and discrimination.  With new, shared awareness, even with our limitations as a species (i.e., hard wired to notice differences), perhaps we can advance as micro and macro cultures/society. 

More than 400,000 are buried at Arlington National Cemetery and 20-30 bodies per day arrive for burial ... although war and death have been part of our past revolutions, wouldn't it be historic if we could think our way through the next ones?  What if it was us (we!) who showed the world how to achieve revolution and transformation without violence?  

Rose colored glasses or possible?

__________________


We have a history of revolution.  We have a history of inclusion. 

The 1st through 3rd of July passed.  The 4th of July was just days ago.  It's the 8th of July ... what aspects of our shared cultural heritage can we focus on to become better versions of ourselves?  What do we still need to learn?  Now?  Soon?

Benghazi and Critical Thinking

Chairman Trey Gowdy just finished wrapping up the press conference on his committee's report.  I toggled back and forth between CNN and Fox News throughout the coverage and upon its completion. 


While we may all agree that what happened in Benghazi was horrific and tragically sad, after the report concluded, this is what was showing on the banners at the bottom of each news organization's screen shot:

CNN - "GOP-Led Panel Finds No Wrong Doing by Clinton"

FOX - "Republicans Accuse Obama Administration of Blocking Documents and Witnesses in Benghazi Attack Probe"

What?!  They were exposed to the same information in the press conference, yet their take away messages differed so drastically?  

During the press conference that offered the 800 page document, one reporter suggested that it is likely that the lenses through which individuals view this story will remain unchanged.  Researchers in psychology are likely to agree with the reporter.

What can we do?

Just as triangulation is relied upon to build credibility in some research methodologies, we can seek varied perspectives and evidence to challenge ourselves to deeper understanding and better solutions.  Our campus is continuing its Critical Thinking Institute and commitment to Positive Social Change skill building and initiatives ... I hope we are all watching different news stations and digging deep and wide in our research  (more than 3 sources, more than triangulation!).

Hmmmmm ... how open are we, really, to ideas that differ from our current thinking or from our favorite news station?

Innovation from the League for Innovation

An old innovation and a new innovation caught my attention at this year's Learning Summit (June 12-15 at the Omni Montelucia).

POGIL (process oriented guided inquiry learning)

POGIL training offers in-depth insights on how to create student discussions that lead to learning.  While I embrace radical student centered learning approaches to prepare students for the real world, even the most lecture addicted teacher is likely to acknowledge that students talking with students about content can be productive.  POGIL removes the typical pitfalls and, through process, improves the likelihood of productive small group learning activities.

This model has been around for about 15 years but since many of our classrooms remain what I'm calling PLCT (Passive Learning, Convergent Thinking), POGIL is a tool that could help move teacher centered comfort toward (new) student centered innovations in our college classrooms.   For more information:  www.pogil.org


Alamo Colleges - AlamoINSTITUTES

Alamo was one of 30 colleges selected through the American Association of Community Colleges (AACC) to receive a portion of a 5.4 million dollar grant from the Bill and Melinda Gates Foundation.  Alamo has created a pathways program that looks like they stepped out of the academic box and included workforce thinking for their students who, in most cases, will want to eventually join the workforce - beyond our endpoint of "completion."  It appears that Alamo really is thinking with Covey's "end in mind" and embracing the opportunity that we have to positively affect career trajectories IF we really get good at serving our students and communities. 

Alamo's Vice Chancellor, Jo-Carol Fabianke, Ed.D. said, this is a "different way of doing business."  For more information about Alamo and their innovations, visit:  www.alamo.edu/

This is new!  And, exciting !

The Learning Summit will take place again next summer ...

same beautiful location!  Hope to see you there ...............

Inclusion: Mohammad Ali

Earlier this week I attended a diversity meeting where we discussed the purpose of ending the "isms"  (i.e., racism, sexism etc.).  I believe we are still in the infancy of true diversity awareness, training and living.  And, as I watch the celebration of Muhammad Ali's life, it is full of highlights that suggest Muhammad Ali was ahead of most of our diversity training programs of today.  The interfaith service and individual stories being told portray a person who embraced diversity and demonstrated inclusion while serving humanity.

Muhammad Ali was born as Cassius Marcellus Clay, Jr. on January 17, 1942 and passed away on June 3, 2016.

Social Entrepreneurship Articles ... We have plenty of information! Know, Think, DO !

As I work on Club Zeitgeist ("Club Z"), intrapreneuerhip, entrepreneurship and social entrepreneurship initiatives, I continue to feel passionate about "know, think, DO!"  One of my broken record statements goes something like this ...

In higher education, we have been great at knowing for a long time and we're getting better at thinking (critical and creative thinking), but we still tend to struggle with DOing.

Below is a list of articles that (I think) relate to social entrepreneurship ... it's a research offering to accompany the assertion that we have plenty of information to move forward with action. 

What do colleges need to know before taking action with social entrepreneurship?

Beckman, G. D., & Cherwitz, R. A. (2009). Intellectual entrepreneurship: An authentic foundation for higher education Reform. Planning for Higher Education, 37(4), 27.

Bell, J. R. (2009). Designing an executive MBA around entrepreneurship: Changing a mindset and the creation of SMEs. Journal of Entrepreneurship Education, 12, 1.

Bendell, J., & Thomas, L. (2013, December). The appearance of elegant disruption: theorising sustainable luxury entrepreneurship. The Journal of Corporate Citizenship, (52), 9+. Retrieved from http://go.galegroup.com/ps/i.do

Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349-362. doi:10.1080/14703290701602748

Buller, P. F., & Finkle, T. A. (2013). The Hogan entrepreneurial leadership program: An innovative model of entrepreneurship education. Journal of Entrepreneurship Education, 16(1), 113.

Clark, C., & Brennan, L. (2012). Entrepreneurship with social value: a conceptual model for performance measurement. Academy of Entrepreneurship Journal, 18(2), 17+. Retrieved from http://go.galegroup.com/ps/i.do

Clark, T., & Stewart, J. (2012). Teaching social entrepreneurship: Arts management with a community engaged perspective. Journal of Entrepreneurship Education, 15(S1), S1.

Colakoglu, S. N., & Sledge, S. A. (2013). The development of critical thinking skills through a service-learning oriented entrepreneurship course. Journal of Entrepreneurship Education, 16, 115+. Retrieved from http://go.galegroup.com/ps/i.do

Conners, S. E., & Ruth, D. (2012). Factors influencing success in an introductory entrepreneurship course. Journal of Entrepreneurship Education, 15(S1), S63+. Retrieved from http://go.galegroup.com/ps/i.do

Duval‐Couetil, N. (2013). Assessing the impact of entrepreneurship education programs: Challenges and approaches. Journal of Small Business Management, 51(3), 394-409. doi:10.1111/jsbm.12024

Elmuti, D., Khoury, G., & Omran, O. (2012). Does entrepreneurship education have a role in developing entrepreneurial skills and ventures' effectiveness? Journal of Entrepreneurship Education, 15, 83+. Retrieved from http://go.galegroup.com/ps/i.do

Enos, S. L. (2014). What's all this I hear about social entrepreneurship? Michigan Journal of Community Service Learning, 21(1), 91.

Foley, D. (2012). Teaching entrepreneurship to indigenous and other minorities: Towards a strong sense of self, tangible skills and active participation within society. The Journal of Business Diversity, 12(2), 59-74.

Harkema, S. J. M., & Schout, H. (2008). Incorporating Student‐Centred learning in innovation and entrepreneurship education. European Journal of Education, 43(4), 513-526.

Hulme, E., Thomas, B. and DeLaRosby, H. (2014), Developing Creativity Ecosystems: Preparing College Students for Tomorrow's Innovation Challenge. About Campus, 19: 14–23. doi: 10.1002/abc.21146

Hughes, K. D., Jennings, J. E., Brush, C., Carter, S., & Welter, F. (2012, May). Extending women's entrepreneurship research in new directions. Entrepreneurship: Theory and Practice, 36(3), 429

Jones, A. L., Warner, B., & Kiser, P. M. (2010). Social entrepreneurship: The "new kid" on the university block: Been wondering what people mean when they say "social entrepreneurship"? wonder no more. Planning for Higher Education, 38(4), 44.

Jones, J. A., & Donmoyer, R. (2015). Multiple meanings of social entrepreneurship and social enterprise and their implications for the nonprofit field. The Journal of Nonprofit Education and Leadership, 5(1)

Kauanui, S. K., Thomas, K. D., Rubens, A., & Sherman, C. L. (2010). Entrepreneurship and spirituality: A comparative analysis of entrepreneurs' motivation. Journal of Small Business and Entrepreneurship, 23(4), 621.

Kuckertz, A. (2013). Entrepreneurship education: status quo and prospective developments. Journal of Entrepreneurship Education, 16(1), 59+. Retrieved from http://go.galegroup.com/ps/i.do

Lanero, A., García, M. P., Vázquez-Burgete, J. L., & Raišienė, A. G. (2012). Entrepreneurship education in humanities and social sciences: Are students qualified to start a business? Verslas: Teorija Ir Praktika, , 27-35.

Lautenschläger, A., & Haase, H. (2011). The myth of entrepreneurship education: Seven arguments against teaching business creation at universities. Journal of Entrepreneurship Education, 14, 147

Levin, J. S., Cox, E. M., Cerven, C., & Haberler, Z. (2010). The recipe for promising practices in community colleges. Community College Review, 38(1), 31-58. doi:10.1177/0091552110374505

Letovsky, R., & Banschbach, V. S. (2011). Developing "green" business plans: using entrepreneurship to teach science to business administration majors and business to biology majors. Journal of College Science Teaching, 40(6), 24. Retrieved from http://go.galegroup.com/ps/i.do

Mars, M. M. (2009). Student entrepreneurs as agents of organizational change and social transformation: A grassroots leadership perspective. Journal of Change Management, 9(3), 339-357.

Macy, A., & Walker, J. (2002). Service-learning and entrepreneurship: students teaching students. Journal of Entrepreneurship Education, 5, 31+. Retrieved from http://go.galegroup.com/ps/i.do

Mars, M. M., & Ginter, M. B. (2012). Academic Innovation and Autonomy: An Exploration of Entrepreneurship Education Within American Community Colleges and the Academic Capitalist Context. Community College Review, 40(1), 75-95. doi:10.1177/0091552111436209

Mars, M. M., & Rhoades, G. (2012). Socially Oriented Student Entrepreneurship: A Study of Student Change Agency in the Academic Capitalism Context. Journal Of Higher Education, 83(3), 435-459.

Martin, R. L., & Osberg, S. (2007). Social entrepreneurship: The case for definition. Stanford Social Innovation Review, 5(2), 28.

Mayhew, M., Simonoff, J., Baumol, W., Wiesenfeld, B., & Klein, M. (2012). Exploring Innovative Entrepreneurship and Its Ties to Higher Educational Experiences. Research In Higher Education, 53(8), 831-859. doi:10.1007/s11162-012-9258-3

Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49(1), 55-70. doi:10.1111/j.1540-627X.2010.00314.x

Pizarro, N. (2014). An institutional and pedagogical model that fosters entrepreneurial mindset among college students. Journal of Entrepreneurship Education, 17(2), 143.

Robinson, S., & Stubberud, H. A. (2014). Incorporating the triple bottom line in an entrepreneurship summer camp. Journal of Entrepreneurship Education, 17(1), 13+. Retrieved from http://go.galegroup.com/ps/i.do

Sluis, v. d., J, Hartog, J., & Praag, v., M. (2010). If you are so smart, why aren't you an entrepreneur? returns to cognitive and social ability: Entrepreneurs versus employees. Journal of Economics and Management Strategy, 19(4), 947-989.

Sjøvoll, J. (2014). Entrepreneurial mindsets in entrepreneurial schools. European Scientific Journal

Swanzen, R., & Rowe, C. D. (2013). Community engagement as a form of social entrepreneurship in higher education curriculum.  Journal of Community Positive Practices, 13(4), 55-70.

Urban, B. (2013). Social Entrepreneurship in an Emerging Economy: A Focus on the Institutional Environment and Social Entrepreneurial Self-Efficacy. Managing Global Transitions: International Research Journal, 11(1), 3-25.

Warnecke, T. (2014). The "individualist entrepreneur" vs. socially sustainable development: Can microfinance build community? Journal of Economic Issues, 48(2), 377-386.

DO !

It's all the same stuff ... parenting, teaching, entrepreneurship, leadership etc.

Since I have lived and worked in many different contexts, something I've noticed and said about best practices and success is that "it's all the same stuff."  Psychology (ok and other disciplines, too) has given us plenty of information to help us understand circumstances that influence and represent human thriving.  With the four websites below, I believe that we all have enough insights to make a meaningful difference for individuals (of all ages), groups, organizations and society if we have the courage to learn, change and take action.

Information generating and gathering is just a start.
For results to occur, we have to have the courage to learn, change and take action.

Search Institute (40 developmental assets)
http://www.search-institute.org/

Parent Further  (5 essential actions of developmental relationships)
http://www.parentfurther.com/

UPENN Positive Psychology Center (positive psychology hub - academic)
http://ppc.sas.upenn.edu/

Gallup  (positive psychology hub - individual, group, organizations, society)
http://www.gallup.com/home.aspx



This post was inspired by my mom, Sharon Eivinsen, who found the following: "Developmental relationships in families contribute 10 times as much as demographic factors (i.e., income, race, ethnicity, family composition) in predicting whether children are developing key character strengths (i.e., motivated to learn, being responsible, caring for others).    www.parentfurther.com

Photo:  Sharon, my mom, with Trendsetters - students who work together and are "raising the bar for tomorrow's leaders" through service learning and other youth development activities.


PS - Yes, I agree with Dan Brown (previous post/video)
:)

What do you think of Dan Brown's Open Letter to Educators?  This video was part of a curriculum design workshop I attended quite a while ago and it recently resurfaced ... the graphics below are also controversial. 

What is our vision for college students' learning experiences and outcomes?

 

Where does learning occur?

On our campus, through our President's leadership we talk often about "taking learning outside of the classroom" and, today, we were ... outside.  Why not a breath of fresh air for our students?

During one of our Women's History Month events, we relocated to our outdoor amphitheater in the center of our campus to discuss "philosophy and gender" facilitated by the head of our philosophy department, Kelly Fitzsimmons-Burton.

Disruptors - welcomed by the penguins or soon to be leaving for the land of opportunity?

Earlier in the week, I wrote a post commenting on the Higher Learning Commission's (HLC) changes to credentialing requirements.  In combination with other consequences, I see the move as additional insurance to prevent peacocks from entering a land of penguins but I thought my comments might be too pointed so I've hidden that post.  I'm still new in my teaching position so I'm going to be cowardly quiet for the moment.

However, the 4 minute video below says so much that I'm still sharing it here!  I was lucky enough to view this during a Cultural Agility workshop offered by the talented Dr. Catherine Mendoza and Dr. Norma Chandler. 

What kind of diversity can we really handle?  While we may say we want to innovate and are in need of disruptors (aka peacocks), what really happens when they arrive?  Do we accept their gifts or send them on their way losing their potential contributions to another land that is more inclusive of diversity and innovation?

I hope that's enough to make you watch the video ...

4 Minute Video - Penguins and the Peacock

An entrepreneurship article that encourages faculty to be entrepreneurial

When I get frustrated about something, I sometimes dive into the soothing comfort of journal articles that make my case for the way things "ought to be" according to me.  As I told my Psychology and Culture class today, if I was being an exemplary critical thinker I would actually look for articles that are counter to what I believe.  But, when I want encouragement I look for affinity.

I found an article that says what I needed in a nutshell.  It's such a good overview of what I think to be the most salient topics of entrepreneurial education, I'm letting it speak for itself with the citation. To be cross-cultural/multi-disciplinary I'll offer it in both APA and MLA ~

Pizarro, N. (2014). An institutional and pedagogical model that fosters entrepreneurial mindset among college students. Journal of Entrepreneurship Education, 17(2), 143+. Retrieved from http://go.galegroup.com

Pizarro, Nelson. "An institutional and pedagogical model that fosters entrepreneurial mindset among college students." Journal of Entrepreneurship Education 17.2 (2014): 143+. Academic OneFile. Web. 23 Feb. 2016.

Critical Thinking in Honor of Martin Luther King, Jr.

At the college where I teach, the president of the college writes reflective pieces to share with our campus - giving all of us opportunities to think about topics and issues relevant in higher education and our communities at large.  I always appreciate his thoughtful and positive tone.  Today he shared a quote from Martin Luther King, Jr. that I hadn't heard before and I find it useful as our campus spent extra time focusing on critical thinking skills before the start of the spring semester.

“Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity.”
~ MLK

It made me think of another quote I've shared before:

"If you make people think they're thinking, they'll love you.  If you really make them think, they'll hate you."
~ Don Marquis

In honor of Martin Luther King, Jr. and because we are in an election cycle, perhaps we can practice our critical thinking skills by choosing to hear, and seek understanding of, political voices we disagree with as we strive to reduce the likelihood of our good intentions leaving us ignorant.  For example, last night was the Democratic debate and today Donald Trump is speaking to Liberty University.  How likely are we to watch both events that share, and do not share, our "best" ideas for our country?

When we hear ideas that do not fit with what we currently believe, researchers have provided evidence with several findings that could represent a high likelihood of continued ignorance rather than critical thinking.  For example,  we may immediately discount what we have heard or we seem unaware that we were even exposed to a new way of thinking.  This may also relate to the Marquis quote - when we hear ideas we disagree with, we may label the people sharing them as dumb or as having negative intentions.  These are critical thinking errors that can be overcome.  

Below is one of my favorite descriptions of a "highly developed individual" labeled The Elder (adapted from Coaching with Positive Psychology).  I believe that MLK's broad ability to contribute to positive social change in his time, and still in ours, can be related to this way of being that exemplifies critical thinking (and creative thinking, too).

The Elder sees and understands the perspectives of others and uses those perspectives to continuously transform their own system becoming more expansive and inclusive.  He or she does not use the perspectives of others to fine tune his or her own argument or principles; rather, she or he puts the entire system at risk for change with each interaction with others.

Innovation Challenge Questions for Higher Ed and a look at ASU and GCU

I've said these things a few times and decided to write them down today ... I'm really wound up about the opportunities we have in higher education!  Today - at this moment ... we could DO so many things to create more value for students and contribute to American productivity ...

So ... Have you heard people say, "The first step is admitting you have a problem"?  Well, we still have a conformity and/or lack of innovation problem in higher education.  Here is real world evidence in the form of challenge questions:

1.  Would University of Phoenix ever have come into existence if the traditional universities addressed those unmet market needs?  Now, the traditionals are taking this business back with their prestige advantage.

 

  

2.  Why did Grand Canyon University have to be saved by investors?  The campus is bustling with excitement now!

 

 

3.  As the Thunderbird School of Global Management shared its wisdom with students about how to lead international companies, why did they experience a slow public death in the global economy?  ASU, the #1 Innovative college (US News & World Report), came to the rescue!

If we are aware, we can open our minds to new ways of being.  We can change!  We can be non-conformists and innovators!  Let's look at just two recent examples from ASU and GCU to inspire us ...

ASU Innovation - for students
President Michael Crow, known as an innovator, has said, "...we can't keep doing things the same old way."  (Arizona Repulic 12/13/13).  One ASU innovation that represents a real growth opportunity for students is the Entrepreneurship Challenge (see links below).  This is a series of competitions such as the Changemaker Challenge that is currently offering a $10,000 award.

ASU video on their Entrepreneurship Challenge Opportunity

ASU video on entrepreneurship


GCU Innovation - for students
For students considering GCU, one of the most noteworthy innovations is their new hotel through the Colangelo School of Business.  If you want students to learn the hospitality business, why not open a hotel for them to run?  So much better than a text book!

And, GCU must be good at developing relationships because Jerry Colangelo has shown a highly personal commitment to the college.  He is present on campus speaking for small groups of students and offering expansion advice - much more than just a name on a college.  

Welcome to GCU video


Conclusion

Regardless of the culture(s) we are part of, we always have a choice ... we can go beyond conformity and what most people around us would typically do.  Thank you to ASU and GCU for examples of creativity, innovation and ... entrepreneurship in higher education!


Additional Reading

The following articles calls for specific innovations within higher education:

U.S. COLLEGES AND UNIVERSITIES MUST TAKE ENTREPRENEURIAL APPROACH TO OVERCOME CHALLENGES, ACCORDING TO KAUFFMAN FOUNDATION REPORT. (2012, June 7). States News Service. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA292238485&sid=summon&v=2.1&u=mcc_pv&it=r&p=AONE&sw=w&asid=d8381facb0f0b57f2e2c363bff3291d7

Intrapreneurship, Positive Social Change and Social Entrepreneurship - more inclusive skill building invitations on campuses?

Who can be entrepreneurial?  WE can.

Yes, I just published a little writing about entrepreneurship and a common rebuttal within higher education is, "Why are we involved in this entrepreneurship fad - sure, lots of people say they want to have their own business, but do you know how few people are actually "real" entrepreneurs responsible for significant job creation?"

When some people think of entrepreneurs, or entrepreneurial individuals, only legends like Bill Gates or Mark Zuckerberg come to mind, but ...

1. Do small businesses and large organizations need people who are capable of solving yet-to-be-solved-problems and/or creating yet-to-be-created-solutions?  Intrapreneurship
2. Have we solved all of the humanitarian issues that matter to us?  Positive Social Change
3. What do you think of generous people who start organizations contributing to individuals, groups and/or society going beyond profit motives?  Social Entrepreneurship

For those who are unmoved by discussions of entrepreneurship or see that as a topic limited to business departments, perhaps intrapreneurship, positive social change and social entrepreneurship invite more participation in developing the entrepreneurial skills of students and creating more entrepreneurial practices in college systems?

Skills and traits associated with entrepreneurship are transferrable and valuable in a variety of contexts.  

You can easily find a plethora of popular and scholarly lists of entrepreneurial traits and skills.  For example, according to a 1/6/16 article published by Inc. (link below), the five most important skills for an entrepreneur are:  sales, planning, communication, customer focus and curiosity.  An 11/26/13 article published by Forbes (link below) asserted the following "top skills" for entrepreneurs:  resiliency, focus, investment for the long term, finding/managing people, selling, learning, self-reflection and self-reliance. 

An article by David Siefert, of Sinclair Community College, available on the NACCE website (link below) lists the following 25 traits associated with entrepreneurs and I agree with him that the entrepreneur within each of us can be awakened ... this is an interdisciplinary opportunity for higher education to prepare our students, the workforce, for success in an ever-changing global economy:

 

1. Achievement Orientated

2. Ambitious

3. Business Acumen

4. Communicator (clear thinker and communicator)

5. Competitive

6. Creative

7. Critical Thinker

8. Customer Oriented

9. Decisive

10. Enthusiastic

11. Flexible

12. Focused (able to)

13. Goal Oriented

14. Implementer

15. Independent

16. Innovative

17. Learner (Continuous learning and experimenter)

18. Opportunistic

19. Passionate

20. Persistent

21. Problem Solver

22. Risk Taker (calculated)

23. Self-Confident

24. Self-Disciplined

25. Strategic Thinker

 

 

Who can be entrepreneurial?  WE can.

 

David Siefert article available at NACCE:
http://www.nacce.com/news/35132/

Inc Article:
http://www.inc.com/murray-newlands/5-most-important-business-skills-every-entrepreneur-must-have.html

Forbes Article:
http://www.forbes.com/sites/aileron/2013/11/26/the-top-skills-every-entrepreneur-needs/

Why not straight to entrepreneur?

When I think of higher education conversations about infusing entrepreneurship into the system, I think of three related continuums.  1) From creator to entrepreneur for students and 2) From teacher centered to student centered models of teaching and learning for faculty and 3) From bureaucracy to entrepreneurship for organizations.  I'm not usually a fan of linear models, but I think these linear continuums are illustrative as we work toward implementing meaningful entrepreneurship initiatives.   

A student continuum

It's hard to change and move along a continuum that involves well established mindsets and behaviors.  One way to nudge progress is to take steps in the right direction without being overwhelmed by how far we still have to go.  So, for example with students, rather than beginning with, "what kind of start up do you have planned?", we might begin with "what creative endeavor would you like to experience?" and this could take place in a class representing any discipline.  In asking students what they are good at during the first week of classes, I have found that many students are at a loss.  A good starting place on this student continuum is to help students see what they are capable of creating and remind them that being a creative person is not limited to being skilled in the arts.

A faculty continuum

As I think of my students' future careers, I want to be part of creating an entrepreneurial context so that my classes offer students learning experiences without limits - studio or incubator type experiences that are facilitated but not controlled by me as the teacher.  I'll call this "taking the top off the syllabus."  I can get students to check the boxes of my stale teacher centered assignments and earn an "A" for convergent thinking about course content, but what if they engage in divergent thinking and design part of their learning experience that represents their own goals?

While I'm part of teams that want to produce and support entrepreneurs (and I do, too!), I believe all of our students will be more marketable (e.g., intrapreneurs) and have a better chance of directing their lives if we reduce (not eliminate) our passive learning models and increase active learning that builds students' identity around their skills and awareness of their potential role in their success while increasing the likelihood that we capture their attention and intrinsic motivation leading to their personal accomplishments of meaningful goals.  For example, I have students who wrote and performed a play about gender for a psychology and gender class where participants clearly felt the creative endeavor was a meaningful achievement.  The students demonstrated a variety of academic and entrepreneurial skills as they explored and debated course content.  This could be contrasted with more typical successes you hear on campuses such as, "Thank God, I got a 91% on my multiple-choice test."

An organizational continuum

We may work in a largely bureaucratic context (it's safe and predictable compared to working for a start up organization), but that does not keep us from offering interdisciplinary/multidisciplinary opportunities so that our students, and our colleges, can move on a continuum toward more entrepreneurial thinking and behavior.  In other words, before we open an incubator or find the next 21 year old who is going to sell their new technology for 6 billion dollars, why not offer all of our students a chance to take a step along the continuum - even if they aren't signed up for business classes?  This is a first step, and a very easy step, for colleges to become more entrepreneurial because our students are likely to help us expand our ideas of what really is possible when we give them these opportunities.  

So, why not straight to entrepreneur?

Some will say that entrepreneurs are born, not made.  If so, then we should encourage these genetically blessed individuals to skip school and not waste time and investment dollars on our classes - with their entrepreneurial thinking and behaviors they can get what they need without us.  But, if higher education has a role in the teaching and learning of entrepreneurial thinking and behavior, then we should be prepared for students to come to us anywhere along the relevant continuums.  And, if we are good at what we do, then we can be part of helping today's creators become tomorrow's entrepreneurs.