REBUILDING
EDUCATION

Course Programme: (Re)Design Entrepreneurship and Impact 

Week 1: Introduction to entrepreneurship and impact 

• Definition and types of entrepreneurship 
• The role of entrepreneurship in creating social and environmental impact • Identifying and evaluating business ideas 

Week 2: Market research and customer discovery 

• Understanding customer needs and pain points 
• Conducting market research to validate business ideas 
• Identifying target customers and competitors 

Week 3: Business models and revenue streams 

• Types of business models (e.g. B2B, B2C, freemium, subscription) 
• Identifying and testing revenue streams 
• Building a financial model 

Week 4: Building a team and culture 

• Assembling a diverse and effective team 
• Building a positive and inclusive company culture 
• Communicating and leading a team effectively 

Week 5: Legal and regulatory considerations 

• Understanding the legal structure of a business (e.g. sole proprietorship, LLC,  corporation) 
• Filing for business registration and obtaining necessary licenses and permits • Understanding tax considerations for businesses 

Week 6: Raising capital 

• Understanding different types of funding (e.g. debt, equity, grants, crowdfunding) • Preparing a pitch and financial projections for investors 
• Negotiating and closing deals with investors 

Week 7: Marketing and branding 

• Developing a marketing strategy and plan 
• Identifying and reaching target customers through different channels (e.g. social media,  email, content marketing) 
• Building a strong and consistent brand 

Week 8: Sales and customer acquisition

• Understanding the sales process and building a sales pipeline 
• Identifying and qualifying leads 
• Closing deals and onboarding customers 

Week 9: Operations and supply chain management 

• Managing inventory and fulfillment 
• Building and optimizing processes for efficiency 
• Working with suppliers and partners 

Week 10: Financial management and accounting 

• Understanding financial statements and key performance indicators • Managing cash flow and budgeting 
• Implementing financial systems and controls 

Week 11: Product development and innovation 

• Developing a product roadmap and prioritizing features 
• Building and testing prototypes 
• Iterating and improving products based on customer feedback 

Week 12: Scaling and growth 

• Identifying and evaluating growth opportunities 
• Building and managing a distributed team 
• Managing risk and uncertainty during growth 

Week 13: Corporate social responsibility and sustainability 

• Understanding the principles of corporate social responsibility and sustainability • Identifying and addressing environmental and social impacts of a business • Integrating sustainability into business strategy and operations 

Week 14: Final project presentations 

• Students will present their final projects, which may include a business plan, pitch deck,  or prototype, to the class and potentially to external stakeholders 
• Students will receive feedback and mentorship from the instructor and peers • Students will reflect on their learning and progress throughout the course and discuss  potential next steps for their entrepreneurial journey. 

Furthermore, we were asked for ways to evaluate the progress of students throughout the  entrepreneurship and impact course. Here we have given some potential checkpoints that  could be used to evaluate the progress of students throughout the entrepreneurship and impact  course: 

1. Market research report: Students could be required to conduct market research and  write a report on their findings, including customer needs, competitors, and potential revenue streams. This would allow instructors to assess their understanding of customer discovery and market validation.  Potential incorporation in week 3. 

2. Financial model: Students could be required to build a financial model for their  business idea, including projected income statements, balance sheets, and cash flow statements. This would allow instructors to assess their understanding of financial  planning and forecasting. Potential incorporation in week 4. 

3. Pitch deck: Students could be required to prepare a pitch deck for their business idea,  including a clear value proposition, target market, and financial projections. This would  allow instructors to assess their ability to communicate and present their business idea  effectively. Potential incorporation in week 5 

4. Team building exercise: Students could be required to work in groups to solve a  problem or complete a task, allowing instructors to assess their ability to work in a team,  communicate effectively, and lead others. Potential incorporation in week 6 

5. Prototype or MVP: Students could be required to build a prototype or minimum viable  product (MVP) of their business idea, allowing instructors to assess their ability to turn  their ideas into tangible products or services.  Potential incorporation in week 8 

6. Final project presentation: Students could be required to present their final project,  which may include a business plan, pitch deck, or prototype, to the class and potentially  to external stakeholders. This would allow instructors to assess their overall progress  and understanding of entrepreneurship and impact. Potential incorporation in week 14. 

We also decided to give some suggestions regarding field activities for the course. Field  activities could be beneficial to include in the entrepreneurship and impact course for the  following reasons: 

1. Practical experience: Field activities can provide students with hands-on experience  and real-world examples that can help them apply their knowledge and skills to real  business situations. 
2. Network building: Field activities, such as company visits, networking events, and  mentorship sessions, can provide students with valuable opportunities to connect with  entrepreneurs, industry experts, and potential partners or investors.
3. Problem-solving and critical thinking: Field activities, such as customer interviews,  industry research, and social impact projects, can challenge students to think critically  and creatively, and come up with solutions to real-world problems. 
4. Engagement and motivation: Field activities can help keep students engaged and  motivated by providing them with a break from traditional classroom activities and a  chance to apply their learning to more practical, real-world contexts. 
5. Preparation for entrepreneurship: Field activities can help prepare students for the  challenges and realities of entrepreneurship by exposing them to different business  environments and providing them with a taste of what it takes to start and run a business. 

Here we have given seven potential field activities that could be incorporated in to the program:

1. Customer interviews: Students could be required to conduct in-person or virtual  interviews with potential customers to gather insights on their needs and preferences, as  well as validate their business ideas. Possible incorporation in week 2 

2. Industry research: Students could be required to research and report on a specific  industry or sector, including trends, key players, and potential opportunities for  disruption. Possible incorporation in week 3 

3. Company visits: Students could have the opportunity to visit local businesses or  startups to learn about their operations, culture, and challenges, and potentially connect  with entrepreneurs and industry experts. Possible incorporation in week 4 

4. Business simulation game: Students could participate in a business simulation game,  where they can experience the challenges and decisions of running a business in a  simulated environment. This could be incorporated into weeks 4-8, depending on the  length and complexity of the game. Possible incorporation into weeks 4-8, depending on the length and complexity of the  game 

5. Mentorship sessions: Students could be paired with a mentor in their field of interest,  who can provide guidance and support on their entrepreneurial journey. Possible incorporation in week 5 

6. Social impact projects: Students could have the opportunity to work on a social impact  project, such as developing a solution to a local or global challenge, or volunteering  with a nonprofit organization. This can help students understand how businesses can  create positive social and environmental impact. Possible incorporation in week 6

7. Networking events: Students could attend local or online networking events, such as  pitch competitions, startup fairs, or industry conferences, to connect with other  entrepreneurs and potential partners or investors. Possible incorporation in week 7

Analysis

Based on our analysis, the main educational challenge in our final redesign of the  entrepreneurship and impact course is the lack of practical, hands-on experience and resources  for students interested in starting their own businesses. Through observations and interviews  with stakeholders, including current and prospective students, entrepreneurs, and industry  experts, we have identified several key issues: 

1. Limited access to industry knowledge and connections: Many students report feeling  isolated from the business world and lacking access to industry knowledge and  connections that could help them validate and grow their business ideas. 
2. Lack of practical skills and resources: While students may have theoretical knowledge  about entrepreneurship, they often lack the practical skills and resources needed to turn  their ideas into reality. This includes everything from understanding the legal and  regulatory requirements of starting a business, to developing and testing prototypes, to  building a financial model. 
3. Fear of failure and uncertainty: Many students express fear of failure and uncertainty  about their ability to start and run a successful business, particularly in the face of  challenges such as funding and scaling. 

To address these challenges, our final redesign includes a range of field activities, such as  customer interviews, company visits, and networking events, as well as practical skills training,  such as financial modeling and pitch preparation. We have also incorporated mentorship and  support from entrepreneurs and industry experts to provide students with access to real-world  knowledge and connections. Our goal is to empower students with the confidence and resources  they need to overcome fear and uncertainty and turn their entrepreneurial dreams into a reality. 

Redesign

Our proposed solution to tackle the educational challenge described in the entrepreneurship and  impact course is to create a minimum viable product (MVP) that provides students with  practical, hands-on experience and resources for starting their own businesses. 

The MVP would include the following key features: 

1. Practical skills training: Students would have access to a range of practical skills  training, such as financial modeling, pitch preparation, and product development, to  help them turn their ideas into tangible products or services. 
2. Industry knowledge and connections: Students would have access to industry  knowledge and connections through mentorship and support from entrepreneurs and  industry experts, as well as company visits and networking events. 
3. Social impact projects: Students would have the opportunity to work on social impact  projects, such as developing solutions to local or global challenges, or volunteering with  a nonprofit organization, to help them understand the role of entrepreneurship in  creating positive social and environmental impact.
4. Final project presentations: Students would have the opportunity to present their final  project, such as a business plan, pitch deck, or prototype, to external stakeholders, such  as investors, entrepreneurs, or industry experts, for feedback and mentorship.

Overall, our MVP aims to provide students with the practical skills, knowledge, and resources  they need to overcome fear and uncertainty and turn their entrepreneurial dreams into a reality. 

Justification

Under here you will find 10 scientific perspectives that provide a justification for the redesign  of the entrepreneurship and impact course: 

1. Education psychology: Research in educational psychology suggests that hands-on,  experiential learning can be more effective than traditional classroom instruction in  helping students retain and apply knowledge (Kolb, 1984). By incorporating field  activities, such as customer interviews, company visits, and social impact projects, into  the course, students can gain practical experience and apply their learning to real-world  situations. 
2. Social learning theory: According to social learning theory, people learn through  observation and imitation of others (Bandura, 1977). By providing students with access  to mentors and industry experts, and opportunities to observe and learn from successful  entrepreneurs, we can help students model and replicate successful behaviors and  strategies. 
3. Self-determination theory: Self-determination theory proposes that people are more  motivated and engaged when they feel competent and autonomous in their learning  (Deci and Ryan, 1985). By providing students with practical skills training and the  opportunity to work on their own business ideas, we can help them feel more confident  and empowered in their learning. 
4. Constructivism: Constructivism suggests that people learn best when they are actively  involved in constructing their own knowledge and understanding (Piaget, 1952). By  incorporating field activities that challenge students to think critically and creatively,  and work on real-world problems, we can help them construct their own understanding  of entrepreneurship and impact. 
5. Humanistic psychology: Humanistic psychology emphasizes the importance of personal  growth and self-actualization in learning (Maslow, 1943). By providing students with  the opportunity to work on their own business ideas and create positive social and  environmental impact, we can help them fulfill their potential and achieve a sense of  purpose and meaning in their learning. 
6. Positive psychology: Positive psychology focuses on the study of positive emotions,  well-being, and flourishing (Seligman and Csikszentmihalyi, 2000). By providing  students with a supportive and positive learning environment 
7. Cognitive psychology: Cognitive psychology focuses on how people process, store, and  retrieve information (Baddeley and Hitch, 1974). By incorporating field activities, such  as customer interviews and industry research, that challenge students to gather and  analyze information from a variety of sources, we can help them develop critical  thinking and problem-solving skills. 
8. Educational neuroscience: Educational neuroscience studies the neural basis of learning  and education (Kosslyn and Thompson, 2003). Research in this field suggests that experiential learning and hands-on activities can be more effective in engaging the brain  and promoting learning than traditional classroom instruction (Sousa, 2011). By  incorporating field activities into the course, we can help students activate multiple brain  regions and promote deeper learning and retention.
9. Motivational psychology: Motivational psychology focuses on the factors that influence  people’s goals, interests, and engagement in learning (Ryan and Deci, 2000). By  providing students with the opportunity to work on their own business ideas and create  positive social and environmental impact, we can tap into their intrinsic motivation and  help them feel more engaged and invested in their learning. 
10. Organizational psychology: Organizational psychology studies how people and groups  behave and interact in organizational settings (Den Hartog, Koopman, and Thierry,  1996). By incorporating team building exercises and group projects into the course, we  can help students develop important teamwork and communication skills, which are  essential for success in business and leadership roles.