Conference PaperPDF Available

Encouraging Entrepreneurship In Disruptive Environments -- The Case Of “Media Entrepreneurs“

Authors:

Abstract

Design by Max Schild.
http://www.ijk.hmtm-
hannover.de
ENCOURAGING ENTREPRENEURSHIP IN DISRUPTIVE ENVIRONMENTS
THE CASE OF “MEDIA ENTREPRENEURS”
!
In the course, teams of ve students create their own start-up
idea, build a strategic plan for the venture and present it to a jury of
real investors. During the entire course, each team is supported by a
profound media entrepreneur, who assists in executing the business
idea. Course teaching (e.g., of basic theories and models) not only
takes place on-site but also in a Moodle-based eLearning
environment where teams can collaborate. The nal examination is a
pitch in front of a jury of real venture capitalists who decide whom to
invest in. Students also visit Berlin-based start-ups, investors and
accelerators to get to know entrepreneurs as well as nanciers from
whom they receive valuable feedback on their business models.
References
Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal.
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Claussen, D. S. (2011). Editor's note: CUNY's entrepreneurial journalism: Partially old wine in a new Bottle, and not quite thirst-quenching, but still a good drink.
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Ferrier, M. (2013). Media entrepreneurship: Curriculum development and faculty perceptions of what students should know.
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(3), 222-241.
doi: 10.1177/1077695813494833
Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory.
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(2), 101-117
Hindle, K. (2007) Teaching entrepreneurship at university: from the wrong building to the right philosophy. In: A. Fayolle (Ed.),
Handbook of research in entrepreneurship education:
A general perspective
(pp. 104-126). Cheltenham: Edward Elgar.
Hoag, A. (2008). Measuring media entrepreneurship.
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Hunter, A., & Nel, F. P. (2011). Equipping the entrepreneurial journalist: An exercise in creative enterprise.
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Lewin, K. (1948).
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New York: Harper & Row.
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Action research
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Meanwhile, we constantly evaluate all these course’s modules
in an Action Research process. Thus, we ensure data gathering as
well as analysis and implementation throughout the whole course.
Evidence is gathered from feedback discussions as well as from
qualitative interviews with students and practitioners. Hereby, we
hope to contribute to theory building in teaching entrepreneurship
(e.g., Fiet, 2001; Hindle, 2007).
BACKGROUND & AIMS
Keywords: Media Entrepreneurship, Entrepreneurship Education & (e-)Learning, Curriculum
Development, Action Research
Sub-Theme: Student & Academic Entrepreneurship/Entrepreneurship Education
Christopher Buschow¹, Beate Schneider¹
¹ Department of Journalism and Communication Research (IJK),
Hanover University of Music, Drama and Media, Germany
Design: Max Schild
IDEATION
EVALUATION
AGGREGATION
BUSINESSMODEL &
TARGET GROUPS
TEAM & FOUNDER
ORGANISATION & STAFF
& TECHNOLOGY
BUSINESS PLANING
MARKETS &
MARKETING
FINANCE
MEDIA
ENTREPRENEURSHIP
ROCKET
BERLIN
JUNE JULY
COACHING
APRIL MAY
PITCH#1
MOODLE-BASED eLEARNING ENVIRONMENT
JURY
PITCH
Our poster presentation shares some profound insights from teaching and learning processes in media entrepreneurship from which both
academia as well as companies can benet. Until now, such courses have only been peripheral. In our opinion, however, they are central to
developing a comprehensive curriculum for media management in today’s disruptive environment.
TEACHING METHOD & EVALUATION
A
B
PITCH
PREPARATION
Disruptive technologies currently open up tremendous possibilities for
entrepreneurs in the realm of digital media (e.g., Hoag, 2008; van
Weezel, 2010). With the old economic structures partially destroyed,
new ventures are supposed to full not only the media’s role in
economy but also in society. However, universities only recently
started to prepare students in the eld of communication, media and
journalism to think and act entrepreneurially (Claussen, 2011; Ferrier,
2013; Hunter & Nel, 2011; Lassila-Merisalo & Uskali, 2011).
At Hanover University of Music, Drama and Media, we address this
development in our Bachelor’s and Master’s Programs of Media
Management with the seminal course “Media Entrepreneurship”.
Bringing together comprehensive theoretical knowledge and practical
insights, we hope to encourage students’ entrepreneurial mindsets and
behaviours. The objective of this poster is to (A)
present the
methodology of this course
and (B)
show best practices from the
teaching and learning process evaluated in a qualitative Action
Research
. Action Research aims to contribute to practical concerns of
the students involved as well as to theory building in entrepreneurship
teaching (Burnes 2004; Lewin 1948; Stringer 2007).
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