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Entrepreneurial Journey: Learning, Creativity, and Future Ventures

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Learning and Experiences

Course content.

'Becoming a successful entrepreneur means much more than starting new businesses every other day. Rather, it means having the right attitude by managing a business and the determination and courage to succeed' (Anon, 2019).

International Collaboration

Group Dynamics and Creativity

Conclusion of the experience, future plans.

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Student Reflections: Why Entrepreneurship?

Students’ access to a wide variety of educational and experiential opportunities designed to enhance Purdue degrees continues to grow. New minors, concentrations, certificates, micro-credentials, internships, and cooperatives are just a click away. Given these options, we asked students from across campus why they chose to pursue entrepreneurship and innovation in addition to their majors. Here are some of their perspectives:

EXPANDING HORIZONS

As an underclassman, I wasn’t sure what career to pursue and believed the ENTR Program would complement my science degree and be a great transferrable set of skills for any career path.  Thus far, the ENTR Program has expanded my horizons on opportunities I have as a science major. While I do not see myself wanting to start my own business and be an entrepreneur per se, I have learned intrapreneurial skills that are invaluable to my future career.

PERSONALIZED & FLEXIBLE PROGRAM

I wanted an interesting yet feasible program to add to my major. After realizing the flexibility of the ENTR Program and that I could essentially personalize my path from a long list of approved courses, I knew an entrepreneurship credential was right for me. I now have entrepreneurial skills and feel ready to direct new initiatives in any company.

CREATIVE OUTLET

“I decided to become a biomedical engineer because I want to improve people’s lives through innovation. The ENTR Program has taught me how to develop business models and has been an outlet for my creative side. I’ve also been able to work with students from many different majors with diverse perspectives. Enrolling in the certificate is one of the best decisions I’ve made in my college career!”  

ALL-IN-ONE PROGRAM

Being raised among family entrepreneurs and business owners, I was inspired. One of my personal goals was to start my own company. I was eager to be a part of an entrepreneurial offering providing me access to creativity, innovation, and out-of-the-box thinking all in one program. Pursuing the ENTR Program was a great way to help me achieve my dream, and I can’t wait to see where the entrepreneurial skills that I have learned at Purdue take me!  

PEER RECOMMENDATION

The ENTR Program came highly recommended by the upperclassmen on my Engineering Projects in Community Service (EPICS) team. In a demanding Mechanical Engineering program, the certificate still fits so well into my plan of study. I’ve already applied my entrepreneurial courses to engineering design and I am excited to see how it will further impact my career.

 INTERPERSONAL SKILL GROWTH

Growing my interpersonal skills and with a very technically focused major was important to me. I was interested in applying my technical skills in a startup environment too.  Throughout my multiple cooperative rotations with an industry-leading aerospace corporation, I have utilized the business knowledge I gained from the ENTR Program and it has allowed me to stand out from other engineers who only possess technical knowledge.

DIFFERENT BUSINESS PERSPECTIVE

After changing my major to pursue a business-focus with Financial Counseling and Planning, I still wanted to take courses that allowed me to collaborate and think about business from a different perspective. The ENTR Program fit easily into my plan of study and gave me the chance to work together with students and learn from real business leaders in the classroom. I’m grateful to Purdue for the opportunity to interact with special people in a special program.

ENTREPRENEURIAL INTEREST

I grew up working for family businesses, learned to value the autonomy of small businesses, and developed an interest in entrepreneurship at a very young age. In high school, working for an independently-owned community pharmacy sparked my interest to gain more entrepreneurial skills. I was grateful Purdue had an academic credential in entrepreneurship open to all majors.  In the ENTR Program, I’ve learned so many practical methods and tools for innovating, the ability to think about problems and solutions in a different light, the value of diverse thoughts, and teamwork through students with different backgrounds and disciplines. I even have used many of the things I have learned to start a new business venture with my own family over the past year, and we have been successful and well-received thus far.

Entrepreneurship From Different Perspectives Reflective Essay

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Introduction

Positive aspects of entrepreneurship, negative side of entrepreneurship, philip medical systems.

The health care industry has been undergoing tremendous transformation in the last three decades. These transformations have created both enormous opportunities and threats and at the same time, it has led into realization of creation of new organizations. Entrepreneurship is one of the opportunities that have resulted and drastically increased due to the changes in health care environment; indeed, it has become the best and effective strategic response to threats that are produced by the changes (Blair, 2007, p.130).

Discovering entrepreneur opportunity in health care generally requires individuals with relative adequate experience or information with the ability to recognize the availability of opportunity and thereafter device the means for exploiting the opportunity. In order to effectively exploit the identified opportunity in health care, an entrepreneur needs to understand the nature of the opportunity and develop orientation actions aimed at achieving the goals. Once the entrepreneur has outlined the opportunity, the next important thing is to evaluate costs and benefits of exploiting the opportunity. The nature of the opportunity is not just enough for an entrepreneur, but again certain key skills have been attributed to the success of most entrepreneurs irrespective of their fields. These characteristics include: propensity for risk taking, a tendency for positive self-efficacy and a high tolerance for ambiguity.

The emergence of entrepreneurship in health care industry has seen both positive and negative effects being realized. For example, the positive aspects of entrepreneurship include: first, through entrepreneurship in health care industry, jobs have been created thereby absorbing a large number of professionals who would otherwise have been jobless.

Second, entrepreneurship in the industry has led to provision of health services in regions or areas that, in some way, public or few managed private facilities available would not have managed.

Third, entrepreneurship is closely associated with innovation and as a result, more cost-effective technology has been developed and enhanced which in turn has led to greater number of members in society to get access to key and vital health products or services.

Fourth, entrepreneurship in health care industry has also promoted competition among the health products and service providers and the positive results of this competition have translated to the patients who are largely the consumers of these products and services.

Fifth, assessing the wider role of entrepreneurs in any society, it can be concluded that, entrepreneurship in health care is necessary as it positively contributes to research and development in the field. For instance, Margaret Miller has estimated that 75 per cent of all innovations are credited to entrepreneurs (Miller, 2008) and without innovations then the world would be a boring place to inhabit.

Sixth, the prosperity of a nation is largely dependent on entrepreneurship and because health care sector has been regarded as the biggest industry in the nation and to the world at large, it can be concluded that more entrepreneurship ventures in the sector will greatly contribute to the growth of the wealth of the nation as well as for the individual entrepreneurs.

Finally, entrepreneurship provides self sufficiency. In health care sector, self sufficiency has been realized in greater and better standards to the professions employed. In addition, it has provided numerous growth opportunities to professionals working in the organizations and this has contributed to enhancement of happiness and liberty among many professionals in the field (Miller, 2008).

There has not only been the positive side of entrepreneurship, but there have also been numerous negatives associated with entrepreneurship in health care industry. These negative aspects include:

• in the health care industry, entrepreneurship still attract little attention and this can be attributed to the existence of various barriers in form of structure and also culture in the health care sector. In a way these barriers have become a hindrance to new and aspiring entrepreneurs while at the same time, ‘suffocating’ and operating in disfavor of the existing entrepreneurs in the industry;
• entrepreneurship in health care sector is still faced by many problems that range from poor infrastructure, unstable economic climate, lack of government incentives and also poor managerial skills. These problems among entrepreneurs are escalated by inferior technology, sometimes due to poor capital, business and finance planning, lack of entrepreneurship development in the sector and generally presence of operational inefficiency in many entrepreneurship ventures;
• when analyzed from an economic point of view, entrepreneurships activities become less viable when one reviews the tax policies in the country. Primarily, marginal tax rates are still high and their movements downwards are unlikely – when marginal tax rates are high the rate of entrepreneurship remain relatively law and those who operate in such situations realize less returns;
• lastly, entrepreneurship spirit has led to instances where the quality of health care services has been compromised by professions out to rake in a lot of money. For example, comparing health care costs in three cities, McAllen, Texas and El Paso, Mandelbaum notes that, “McAllen has got more, surgery, more home care, more diagnostic testing, more hospital treatment, but more care does not equal better care” (Mandelbaum, 2009). The author traces this and calls it ‘overuse of medicine’ to which he associates to entrepreneurship spirit, which he describes as, “innovative and aggressive in finding ways to increase revenues from patient care” (Mandelbaum, 2009).

Philips Medical Systems Company is a diversified and well-being Company which has focused on making people’s lives better through modern innovations. The company has mainly invested in health care, lifestyle and lighting and it largely integrates technologies and designs into finding solutions to problems affecting people. The company has diverse range of independent experts, international professions for setting its agendas, policymakers and also opinion leaders who co-operate into finding solutions to health problems facing people and therefore work for improvement. Most innovations by the company focus on cost reduction especially in response to the fast-growing care expenses (Floren, 2008, p.293). The company has not just restricted itself to rich countries, it has progressively enhanced market of health care products and services in developing countries.

In conclusion, it can be suggested that changes in health care industry will continue to spur entrepreneurism spirit and therefore, it is necessary for the government and other key stakeholders to formulate policies that will be favorable to entrepreneurs. At the same time, health care sector has to improve on the various rules guiding entrepreneurship activities and to institute a vibrant culture that encourages entrepreneurship, which is guided by ethics.

Blair, J. D. (2007). Strategic Thinking & Entrepreneurial Action in the Health Care Industry . UK, Emerald Group Publishing. Web.

Floren, R. (2008). The Entrepreneur & the Entrepreneur Cycle . Netherlands, Uitgeverij Van Gorcum. Web.

Mandelbaum, R. (2009). When Entrepreneurship Hurts Health Care. The Entrepreneurial Agenda. Web.

Miller, M. (2008). Importance of entrepreneurship. Web.

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IvyPanda. (2022, March 16). Entrepreneurship From Different Perspectives. https://ivypanda.com/essays/entrepreneurship-reflection-essay/

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Home — Essay Samples — Business — Business Success — Reflection on the Entrepreneurship Interview

Entrepreneur Interview Experience: a Reflection

• Categories: Business Success

About this sample

Words: 1393 |

Published: Nov 8, 2019

Words: 1393 | Pages: 3 | 7 min read

Works Cited

• Chrisman, J. J., Chua, J. H., & Sharma, P. (2021). Family Business Studies: An Annotated Bibliography. Journal of Family Business Strategy, 12(3), 100468.
• Gartner, W. B., Shaver, K. G., Carter, N. M., & Reynolds, P. D. (2004). Handbook of entrepreneurial dynamics: The process of business creation. Sage Publications.
• Gupta, V. K., Goktan, A. B., & Gunay, G. (2014). Succession planning in family businesses: Evidence from Turkey. Journal of Family Business Strategy, 5(2), 154-168.
• Hofstede, G. (1984). Culture's consequences: International differences in work-related values (Vol. 5). Sage.
• Li, J. T., Poppo, L., & Zhou, K. Z. (2008). Do managerial ties in China always produce value? Competition, uncertainty, and domestic vs. foreign firms. Strategic management journal, 29(5), 383-400.
• Nee, V. (1992). Organizational dynamics of market transition: Hybrid forms, property rights, and mixed economy in China. Administrative science quarterly, 1-27.
• Peng, M. W., Sun, S. L., Pinkham, B., & Chen, H. (2009). The institution-based view as a third leg for a strategy tripod. Academy of Management perspectives, 23(3), 63-81.
• Reynolds, P. D., Bosma, N., Autio, E., Hunt, S., De Bono, N., & Servais, I. (2005). Global entrepreneurship monitor: Data collection design and implementation 1998–2003. Small Business Economics, 24(3), 205-231.
• Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities. Sage publications.
• Sarasvathy, S. D. (2001). Causation and effectuation: Toward a theoretical shift from economic inevitability to entrepreneurial contingency. Academy of management review, 26(2), 243-263.

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Reflection as a practice in Entrepreneurship Education

Reflective thinking could help our students learn more by connecting their experiences with theory and incorporate their learning into future tasks. why and how can we integrate reflective thinking into our educational activities.

By Sigrid Westad Brandshaug , PhD Student, NTNU and Håvard Engen , Assistant Professor, NTNU

Header photo: Elin Iversen / NTNU

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Why encourage students to reflect  , reflection – a skill for learning and development .

Reflection is in our context of entrepreneurship education one of five key elements together with act, interact, challenge and embrace. It can be seen as the bridge back and forth between theory and practice and from prior experiences to future challenges. In entrepreneurship education with its use of experience-based learning, reflection is a vital part of the learning process – by reflecting on our experiences we enable and internalize learning.  

Reflection is also what helps us “close the gap” when we are dealing with a confusing or problematic situation. External disturbances and perception of uncertainty, which often is present in entrepreneurial processes, are according to Dewey (1933) major cues for reflection. In these situations, reflection is the key to help us make meaning of our experiences, help us to clarify our intentions and move forward to further experiences.  Reflection deals with our subjective and therefore personal relevant experiences. In an educational setting this implies that the students are exposed to real-life challenges in which they are engaged and motivated to invest time and effort solving. These experiences have the potential to encourage the students urge to reflect.  

Through reflective processes we reconstruct this experience; we make sense of it and create our very personal understanding of an experience. Reflection therefore is a relational activity that helps us with recreating the world. Reflection and experience are closely intertwined, as any insight into our own thinking, feeling and acting also involves certain changes with respect to how we experience a (future) situation. Knipfer, Kump, Wessel, & Cress (2013)

The benefit of group reflection 

Reflection as a collaborative activity has major benefits. Firstly, it triggers us to make tacit knowledge explicit and facilitates individual reflection by challenging one’s own understanding and interpretations of an experience. Secondly, it fosters sharing of individual experience and promotes joint sense-making on shared work practice. Hence, collaborative reflection both acts as a catalyst for individual reflection and enables sharing of knowledge and construction of new knowledge on a group level (Knipfer et al., 2013)

…But what is reflection, really?  

Reflection is often referred to as a conscious cognitive process of thinking over a situation, person, problem or question. Boud, Keogh, and Walker (2013) also include the affective activities in their definition, by saying:  ‘Reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations’  (p.19).

Towards a common understanding   For most of us, reflection is an activity we do on an everyday basis without labelling it “reflection”. However, in an educational context, many students find reflection a troubling and difficult concept to grasp. (Meyer & Land, 2005) Therefore, many students question how to reflect and what the difference is between a reflection and a description of an experience. The diversity among the students when it comes to for instance family background, learning style and chosen discipline in higher education can influence the pre-understanding of the concept. Still, a common understanding of reflection among those involved is often taken for granted. Since this is not the case, we believe that the concept should be explored explicitly to enhance clarity and unity on two levels: within the teaching team and within the student groups.

How?  

Since reflection may be a troublesome concept and may be given less value than the actual problem-solving activities, the support, scaffolding, and facilitation we provide as educators are crucial. Below, we have described four aspects of reflection worth to consider when introducing reflection as a learning activity:  

1. What to reflect  on ? 

The learning objectives of the program, course or workshop will help you to find the themes that is central for reflection. What are the main goals for student learning? Reflection can help the students to  look back   at experiences either individually or in a group . In this case, the themes to reflect upon may be related to the activity the students just went through, for instance by focusing on the content, the problem-solving process, the entrepreneurial process or the cooperation if the activity is a group task. Reflection can also be used to  investigate possibilities and challenges   ahead , through asking question related to a) a problem they are working on (e.g. “What alternatives can you find that may help to solve the problem?”).

2. The art of asking open-ended questions  

The ‘secret’ of facilitating reflection is to ask open-ended questions, in which you do not know the answer. Simply because there is not one right answer, but many possible ways to perceive the situation or object of reflection. This may sound easy, but surprisingly many of us fall into the trap of asking questions from a role of being an ‘expert’, searching for right and wrong answers. If we want to stimulate reflection, we have to put the expert role aside and our curiosity in front (Schein, 2013). Therefore, we must try our best to formulate questions that may have multiple answers and that will engage the students in exploring  their  experiences based on their own curiosity and motivation to learn, and not to satisfy us as educators. Some tips are: Start the questions with ‘What’ or ‘How’ (or ‘when’ and ‘who’ if relevant).  Try to avoid asking ‘why’, at least in the beginning, because this often makes us narrow down our thinking in trying to find one answer or a ‘good explanation’, but what we want is our students to open up and look at an experience and explore it from different perspectives.  

3. A safe environment to reflect  

In contrast to sharing factual knowledge, sharing our reflections is something personal, that can make us feel vulnerable. Some people are comfortable with introspection and sharing these thoughts, but for others this is very challenging. Therefore, it is crucial to create a safe environment that enable the students to “think aloud”. This may take time, but for a start, it is important to emphasize that there are no right and wrong answers, and that you as an educator see reflection as a means to learn something new about yourself and the content of the course. We will learn much more if we support each other! One way to do this in practice is to start with individual reflections, then ask the students to share what they are comfortable with in a small group, preferably with people they know. Eventually you can ask some questions in plenary that potentially open up those who wants to share with the whole class. Remember to be curios, humble and grateful for those who chose to share.

4. Practice makes perfect!   

There are opportunities for learning through reflection from all our experiences – trivial or complex. We would encourage you as educators to find allocated time for reflection after, or possibly also before and during, all learning activities where the students have been exposed to problem solving activities individually or as a group. If reflection is done at a regular basis as part of the learning activities, this will help the students to develop reflection itself as an integrated skill. Therefore, we argue that 10 minutes at the end of a learning activity is much better than one day at the end of the semester. As all other skills, reflection is a skill that can be learned and further developed, – and practice makes perfect!   However, time is always a limited resource be it during learning activities or in working life.  Although time for learning and development through reflection may sound like a good investment, students may lack motivation to reflect if they have not experienced that the time invested will pay back later. This may be particularly challenging in action-oriented courses if the students experience reflection as a sudden break in their workflow. Hence, the educators need to think through when to introduce reflection activities. Anyhow, reflection must be integrated in the time schedule of the course within the time of the course to ensure it is given the needed priority timewise. The students will probably not initiate this by themselves! Reflection can be done both “in and on action”, but to put an explicit focus on it from the start, giving time to reflect through structured exercises is recommended. Below you will find two examples of structures for reflection on action.

Learning the method, not only learning from the method  

No matter how much we prioritise the possibilities for our students to learn through experience and reflection, the skill level they can achieve is somehow limited due to limited time and the “not totally real life”-context they operate within. However, if we can give them both a deep understanding of skills, knowledge and general competence and rewarding experiences with deliberately reflecting on both previous experiences and scenarios to come, they can keep learning and developing skills and mindset in a lifelong perspective as professionals. Entrepreneurs often operate in a market where uncertainty and rapid change are trademarks. Through reflection to be able to use previous experiences to develop the team performance as well as the actual product or service provided from the company, are important both at the individual-, team- and organisational level to enable learning and success.

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning Experience into Learning : Routledge Ltd.

Dewey, J. (1933). How we think : a restatement of the relation of reflective thinking to the educative process . Boston: D.C. Heath and Company.

Knipfer, K., Kump, B., Wessel, D., & Cress, U. (2013). Reflection as a catalyst for organisational learning. Studies in continuing education, 35 (1), 30-48. doi:10.1080/0158037x.2012.683780

Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher education, 49 (3), 373-388. doi:10.1007/s10734-004-6779-5

Schein, E. H. (2013). Humble inquiry : the gentle art of asking inst- ead of telling . San Francisco: Berrett-Koehler Publishers.

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Self-Reflection During the Course of Entrepreneurship - Assignment Example

• Subject: Business
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• Pages: 13 (3250 words)
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