From Concept Generation to Technology Transfer within an Entrepreneurship Curriculum
Craig Silvernagel, and Richard R. Schultz, University of North Dakota
Entrepreneurial-minded faculty who mentor student projects with potential market value are generally frustrated when the academic year ends with only written reports. This paper applies dynamic learning techniques to increase the chances of taking student projects closer to the realm of commercialization. A number of design-oriented courses exist at the University of North Dakota, in which student teams collaborate on prototyping technology product concepts. Projects emanating from these courses are nurtured in Entr 200 Concept Generation and Technology Entrepreneurship, an introductory course which recruits students into the entrepreneurship program and brainstorms new business concepts. After a preliminary opportunity assessment, the most viable ideas migrate from Entr 200 to Entr 385 Venture Initiation (business planning). In yet another stage of filtering, the highest-potential projects investigated in Entr 385 transfer to Entr 387 Venture Growth, where reorganized teams refine the business plans and pursue those concepts with the highest probability of success.
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