Student perspective is shifted by exploring a community ecosystem. The focus is changed from the individual towards a larger context. The pedagogy, modules, and exercises are structured around best practices in experiential education, engaging the whole class in activities and reflections as part of a course curriculum. These are widely recognized as high-impact teaching practices. (Kuh & O’Donnell, 2013).
Providing experiential learning opportunities for students is a hallmark of effective education that produces significant results for students (Kuratko, 2005; Malach & Malach, 2014). Experiential approaches are well-represented within the universe of pedagogical research (Neck, et al., 2014; Pittaway & Cope, 2007). Experiential projects are typically designed to allow students to learn-by-doing in a semi-controlled environment where students are exposed to actual experiences with the opportunity for coaching and structured reflection (Baden & Parkes, 2013; DeSimone & Buzza, 2013). Experiential models often include consulting projects, internships, pitches, plans, rapid prototyping, field interviews, and a variety of other experiences (Bechard & Gregoire, 2005; Cope & Watts, 2000; Noyes, 2018; Vincett & Farlow, 2008), as does the Street Challenge pedagogy.
Place-bound ecosystem approaches are also an established conceptual and pedagogical practice in higher education (Ferrandiz, et al., 2018; Hechavarria, et al, 2016). These approaches are rooted in the belief that understanding the impact of relationships, networks, and interconnected communities is an important component of educating and developing students (Feld, 2012; Isenberg, 2010). As noted by Spigel and Harrison (2017), this work is an extension of well-settled research on the importance of clusters (Porter, 1998) and network theory (Hoang & Antonic, 2003).
Even if a community partner is not formally involved, the value of engaging in a clearly bounded project with a service component allows the instructor to explore the core ecosystem concepts and observe their effect on students. In a business context, this lesson is consistent with what many academics argue is a central premise of an ecosystem approach to entrepreneurship - that the creation of value for society by entrepreneurs is a primary goal and outcome (Spigel and Harrison, 2017; Stam, 2015). As future professionals or active citizens, students learn how they might both contribute value to and depend on ecosystems, and assessing ecosystems and developing effective strategies within an ecosystem are essential skills for creating personal effectiveness and success.
Providing experiential learning opportunities for students is a hallmark of effective education that produces significant results for students (Kuratko, 2005; Malach & Malach, 2014). Experiential approaches are well-represented within the universe of pedagogical research (Neck, et al., 2014; Pittaway & Cope, 2007). Experiential projects are typically designed to allow students to learn-by-doing in a semi-controlled environment where students are exposed to actual experiences with the opportunity for coaching and structured reflection (Baden & Parkes, 2013; DeSimone & Buzza, 2013). Experiential models often include consulting projects, internships, pitches, plans, rapid prototyping, field interviews, and a variety of other experiences (Bechard & Gregoire, 2005; Cope & Watts, 2000; Noyes, 2018; Vincett & Farlow, 2008), as does the Street Challenge pedagogy.
Place-bound ecosystem approaches are also an established conceptual and pedagogical practice in higher education (Ferrandiz, et al., 2018; Hechavarria, et al, 2016). These approaches are rooted in the belief that understanding the impact of relationships, networks, and interconnected communities is an important component of educating and developing students (Feld, 2012; Isenberg, 2010). As noted by Spigel and Harrison (2017), this work is an extension of well-settled research on the importance of clusters (Porter, 1998) and network theory (Hoang & Antonic, 2003).
Even if a community partner is not formally involved, the value of engaging in a clearly bounded project with a service component allows the instructor to explore the core ecosystem concepts and observe their effect on students. In a business context, this lesson is consistent with what many academics argue is a central premise of an ecosystem approach to entrepreneurship - that the creation of value for society by entrepreneurs is a primary goal and outcome (Spigel and Harrison, 2017; Stam, 2015). As future professionals or active citizens, students learn how they might both contribute value to and depend on ecosystems, and assessing ecosystems and developing effective strategies within an ecosystem are essential skills for creating personal effectiveness and success.