Conference PaperPDF Available

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



Design by Max Schild.
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.
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.
Journalism & Mass Communication
(1), 3-6.
Ferrier, M. (2013). Media entrepreneurship: Curriculum development and faculty perceptions of what students should know.
Journalism & Mass Communication Educator, 68
(3), 222-241.
doi: 10.1177/1077695813494833
Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory.
Journal of Business Venturing, 16
(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.
JMM: The International Journal On Media Management
(2), 74-80. doi:10.1080/14241270802000496
Hunter, A., & Nel, F. P. (2011). Equipping the entrepreneurial journalist: An exercise in creative enterprise.
Journalism & Mass Communication Educator
(1), 9-24.
Lassila-Merisalo, M., & Uskali, T. (2011). How to educate innovation journalists? Experiences of innovation journalism education in Finland 2004-2010.
Journalism & Mass Communication Educator
(1), 25-38.
Lewin, K. (1948).
Resolving social conicts. Selected papers on group dynamics.
New York: Harper & Row.
Stringer, E. T. (2007).
Action research
(3rd ed.). Thousand Oaks, CA: Sage.
van Weezel, A. (2010). Creative destruction: Why not researching entrepreneurial media?
JMM: The International Journal On Media Management
(1), 47-49. doi:10.1080/14241270903558442
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).
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
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.
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
. 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).
Full-text available
Finland has been among the very first nations to apply for practice theories of innovation journalism—journalism covering innovations. This essay is based on deep interviews since 2004 of all former Finnish innovation journalism fellows (N = 9), and two surveys of undergraduate journalism students (N = 16) who took part in the world's first innovation journalism courses for university students in Finland. We argue that a fellowship program is often a part of a larger professional process of change, and that innovation journalism education should mainly focus on mid-career journalists.
Full-text available
The need for journalism curriculum reform is widely acknowledged in the United Kingdom, yet the wheels of the academy turn slowly. How are its journalism educators to resolve this dichotomy and meaningfully prepare their students for the realities of a fast-changing profession? This essay critically reviews an intervention designed to complement and inform the process of curriculum development, while equipping journalism students with the additional skills and attributes that they will need in order to break into an industry that is, by all accounts, changing its shape and shifting its expectations of its workforce.
Full-text available
As the United States enters a significant newera of entrepreneurship, strategies for teaching entrepreneurship effectivelybecome an important aspect of entrepreneurship scholarship. A growing demandfor information on how to launch a business has caused a surge in the number ofclasses and programs in entrepreneurship. Acknowledging the difficulty ofteaching theory to entrepreneurship students -- given the frequent complaints,"Theory is boring!" "Lectures are boring!" "School isboring!” – the author argues that an effective strategy for teaching theory tostudents must be approved by students and monitored by teachers. The most effective measure is to establish a student-approved system forclass meetings, requiring students to practice specific skills. In this way,students acquire competencies by practicing theory-based activities. Goodtheory can always pass the test of applicability, and if teachers fail to teachtheir students how to apply it, it is the faculty of the instructor ratherthanthe theory. This approach gives the classroom a less teacher-centeredposition and introduces more variety and surprise by delegating learningactivities to students. The obstacles to the success of this approach are also examined, includingthe loss of predictability during class and the need ofteacherpreparation for multiple class scenarios (a major time commitment to thesuccess of the class). The greatest advantage of using a theory-based activityapproach is that students will learn theory that can improve their chances asentrepreneurs. (CBS)
Entrepreneurship theory complements established approaches to media management research with an alternative frame for viewing media ownership and the media's capacity for content diversity. Established entrepreneurship metrics were applied to media industries in the United States. All media sectors experienced varying rates in the second half of the last century; by the turn of the new century, nearly all were more entrepreneurial than any other U.S. service or manufacturing industry.
The work of Kurt Lewin dominated the theory and practice of change management for over 40 years. However, in the past 20 years, Lewin's approach to change, particularly the 3-Step model, has attracted major criticisms. The key ones are that his work: assumed organizations operate in a stable state; was only suitable for small-scale change projects; ignored organizational power and politics; and was top-down and management-driven. This article seeks to re-appraise Lewin's work and challenge the validity of these views. It begins by describing Lewin's background and beliefs, especially his commitment to resolving social conflict. The article then moves on to examine the main elements of his Planned approach to change: Field Theory; Group Dynamics; Action Research; and the 3-Step model. This is followed by a brief summary of the major developments in the field of organizational change since Lewin's death which, in turn, leads to an examination of the main criticisms levelled at Lewin's work. The article concludes by arguing that rather than being outdated or redundant, Lewin's approach is still relevant to the modern world. Copyright Blackwell Publishing Ltd 2004.