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Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning

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Item Summary Swayne, Dominic Selznick, Benjamin McCarthy, Sean Fisher, Kimberly 2019-01-03T00:37:49Z 2019-01-03T00:37:49Z 2019-01-08
dc.identifier.isbn 978-0-9981331-2-6
dc.description.abstract When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” are often used interchangeably with respect to curricular practices and their associated learning and developmental outcomes. In this paper, we chart a course through the vast and growing multidisciplinary literature that governs both topics to argue that, not only are innovation and entrepreneurship different concepts, but they play out in institutional contexts in different and important ways. Based on these differences, we propose that developing innovators must precede teaching future entrepreneurs. To illustrate the concept, we point to an existing program where professors and students from different disciplines work together on actual problems provided by clients from both the public and private sectors. Finally, we propose a research agenda that would allow for a deep analysis of the interaction between organizational behaviors and student outcomes, providing insight into effective practices and strategies for mobilizing institutional efforts aimed at teaching innovation.
dc.format.extent 9 pages
dc.language.iso eng
dc.relation.ispartof Proceedings of the 52nd Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.subject Innovation and Entrepreneurship Theory and Practice
dc.subject Knowledge Innovation and Entrepreneurial Systems
dc.subject innovation, entrepreneurship, leadership, management, development
dc.title Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning
dc.type Conference Paper
dc.type.dcmi Text
dc.identifier.doi 10.24251/HICSS.2019.651
Appears in Collections: Innovation and Entrepreneurship Theory and Practice

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