Category Archives: Frontier Thesis

Do College Drop Outs Thrive?

The WSJ ran the headline, College Dropouts Thrive in Tech, a couple of weeks ago (sub required). The article highlights well known dropouts (Jobs, Zuckerberg) and Thiel Fellowship winners, even referring to one as a wunderkind (a concept I reference in my forthcoming research on student entrepreneurs at US colleges and universities).

From the piece ,

Messrs. Weinstein and Kramer live at Mission Control with 10 others, including two women; half are under 21 years old. Three, including Messrs. Weinstein and Kramer, are Thiel Fellows. The house was originally leased by fellowship organizers for grant winners; other young entrepreneurs moved in as some initial residents left.

More dormitory than frat house, there is more working than partying at Mission Control. Residents come from varied backgrounds with diverse interests, but share some common traits: a brush with early success, disillusionment with the education system, an irreverent world view and healthy self-confidence.

The housemates share their schedules through a Google calendar and conduct group chats on Facebook Messenger, alerting each other to events like Wine-and-Cheese Wednesdays, Freestyle Fridays, and house dinners. There are impromptu all-night sessions of role-playing games such as Werewolf, but the most popular activity is tinkering with technology

I pulled the above quote because my research investigates whether the campus offers frontier like attributes that support innovation and entrepreneurship. The picture painted above provides some insight, but the data set — 2 Thiel fellows — is too small and not sure how representative these folks are of ‘dropouts.’

My data, which includes many students in the information industries — ranging from software and saas to e-commerce and search engines, includes notable dropouts, but most of the students that created high growth ventures while in school do in fact graduate.

Interesting commentary on the article over at Y Combinator Hacker News.

More to come. I will be defending my PhD in mid-July.

PhD Update: Entrepreneurship, Students, and Universities

I am in the final month of my dissertation at George Mason University. This blog grew out of my early research, as did the twitter handle Campus_Entre. I’ve learned a great deal and am happy with the database of high growth student entrepreneurs, their firms, and schools, as well as the case study of the University of Chicago. cover_frontier_quote

I also developed basic campus ‘pathways’ based on themes that emerged from the qualitative and quantitative data collected.

The question of whether the campus offers frontier attributes (liberty, diversity, and assets) is the center of this research. This portion of the paper uses the ideas of Frederick Jackson Turner’s Frontier Thesis.

Moreover, if the campus does in fact offer frontier attributes and supports ‘frontier outcomes (new norms, innovative products, new organizations, and socio-economic change), how can we replicate these attributes in other organizations, institutions and sectors?

News from the World of High Growth Student Startups | GrubHub | Packback Books | #Entrepreneurship #Dissertation

Been awhile lots of research and busy with new opportunities at George Mason Universities. The Campus is indeed the frontier. Three items from the frontier…

University of Chicago Booth School high growth startup GrubHub has filed for an IPO. From winning the Edward L. Kaplan New Venture Challenge to raising millions in venture capital, Matt Maloney‘s startup has been on the move.

Big celebrations in Chicago and at 1871 as a student startup from Illinois State, Packback Books, appeared on Shark Tank last week. They closed a deal with Mark Cuban. The company, founded Kasey Gandham, Mike Shannon and Nick Currier offers short term, pay per use digital textbook rentals. Kind of like renting a movie from itunes etc. Big changes in #highered #textbook market!

My dissertation, The Campus as Frontier for Entrepreneurship: High Growth Student Startups at U.S. Universities, will be completed in April 2014. The dissertation will include a case study, a database of high growth student entrepreneurs, their firms, and universities. Additionally, the work will propose 5 archetypes of high growth student entrepreneurs and will suggest a frontier framework for evaluating U.S. higher education and its value. I look forward to sharing this work as I complete by PhD from GMU’s SPP.

 

 

 

 

University Efforts Grow in Support of Student Entrepreneurship | Chronicle of Higher Education

I was fortunate to speak with Beckie Supiano of the Chronicle of Higher Education as she put together a piece on the efforts of various universities to support student entrepreneurs. From Supiano’s To Develop Student Entrepreneurs, Colleges Incubate Their Idea (sub required):

Beyond student demand for entrepreneurship training, worries about the weak job market are driving colleges’ response. Teaching students to start their own businesses is one way to give them a leg up after graduation. And some institutions see a responsibility to foster job creation more broadly, especially in their own backyards. To that end, they are increasingly offering majors and minors, incubators and accelerators, business-plan competitions and internships—anything from a single academic course or co-curricular program to an array of opportunities—for interested students.

Lots of great information and coverage of many incredible programs and student entrepreneurs. I am quoted and referenced near the end of the piece. Supiano writes,

“The campus is the new frontier for entrepreneurship,” says David J. Miller, director of entrepreneurship at George Mason University’s Center for Social Entrepreneurship. For his Ph.D., he is researching the conditions that allow college students to start successful firms. He is using the historian Frederick Jackson Turner’s theory of the American frontier.

Like the frontier, colleges provide assets, Mr. Miller says: space and human resources. They offer an unregulated atmosphere with no one person or entity fully in charge. And they are diverse places, both in the traditional sense and in that they bring together scholars from many disciplines.

Turner thought the frontier set the stage for America’s success as a nation. Now colleges are trying to make that kind of mark on entrepreneurship.

Higher Ed Start-Up Teams With Top Universities to Offer ‘Free’ Courses

Nick DeSantis at the Chronicle of Higher Education has a really great piece on Coursera and some new university partnership announcement. The article explores some major players and their actions.

I have worked for 3 ‘internet startups’ over the past 14 years (my first .com was in 1999) and the two that relied on ‘free’ models (even with ‘freemium services’) did not survive. The one with a simple, clear business model that demanded payment up front is alive and pretty profitable (not Google, but a nice business that employees 25 people and provides value to customers). From DeSantis:

Coursera, the online-education outfit founded by Stanford professors Andrew Ng and Daphne Koller, will grow its course platform through official partnerships with three more top-tier institutions, the company announced today. Princeton University, the University of Pennsylvania, the University of Michigan at Ann Arbor, and Stanford will use Coursera’s technology to offer a mix of classes including computer science, business, and literature. The young company already serves seven courses, and about 30 more will be rolled out later this week and through the summer.The courses are offered free to anyone online, though students cannot earn university credit. Ms. Koller said Coursera will leave the choice to award unofficial credentials like certificates of accomplishment up to its partner institutions. And students cannot interact with the professors directly—for feedback, they can use an online forum to ask and rank questions, where popular submissions rise to the top. Quizzes embedded in the course videos test students’ understanding of the material as they go along.Ms. Koller said that in addition to opening courses to the entire world, Coursera’s platform could allow professors to build a better face-to-face experience by “flipping” their classrooms. Under this model, interactive classroom instruction replaces the traditional lecture, which is presented in other formats for students to absorb outside of class.“Our vision is that this kind of technology is going to improve the experience for both populations,” she said.Ms. Koller pointed to her own experience using the flipped classroom to explain why students would choose to pay top dollar to attend institutions like Stanford and Penn instead of simply getting their education free using Coursera’s platform. She said one of her classes has long been recorded and televised, partly because of Stanford’s need to support students who take courses through a continuing-education program at the university. Attendance would typically drop to about 30 percent of enrollment by the third or fourth week, she said.

Later on some more interesting information from DeSantis:

Other emerging providers of huge open online courses, such as Udacity and MITx, have so far limited their offerings to computer-science courses because the assignments can be automatically graded by computers, making it easier to teach hundreds of thousands of students at once. Coursera, meanwhile, plans to power classes in computer science, as well as courses in the humanities—though the company is still developing plans for the humanities classes. Ms. Koller said those courses could use a peer-assessment model in which some of the grading gets outsourced to students, who would use rubrics as guides to judge their peers’ work.

“They didn’t want this to be an engineering-centric effort,” Ms. Koller said of her company’s partner institutions.

The company’s founders said they have limited their partnerships for now because Coursera is a small company, with about a dozen employees. They plan to focus on teaming up with top institutions, because those colleges have the highest concentration of talented faculty members working across disciplines—though they added that discussions with other potential partners are continuing. (Two of the classes listed on Coursera’s Web site, “Computer Vision” and “Software as a Service,” are taught by professors from the University of California at Berkeley, but Ms. Koller described Coursera’s relationship with that institution as “experimental.”)

To keep growing, Coursera will pull from a rich venture-capital investment provided by two prominent firms. Kleiner Perkins Caufield & Byers and New Enterprise Associates have invested $16-million in the company.

via Online-Education Start-Up Teams With Top-Ranked Universities to Offer Free Courses – Wired Campus – The Chronicle of Higher Education.

Business Contest Innovation | 2012 Maryland Pinterest Pitch Contest | Gov O’Malley

7 years ago I wrote a paper that included the case of Wisconsin as the first state hosting a business plan competition. Today, I learned via a student @georgemasonU that Governor Martin O’Malley of Maryland was hosting a business plan contest on Pinterest. Brilliant, Simple, Fun!

Governor O’Malley with UMD President Wallace Loh and UMD Student Entrepreneur at the Cupids Cup in College Park. 30 March 2012

I saw O’Malley speak at the Cupid’s Cup a few weeks ago (see pic) and he was pretty hyped up about his state (where I live) and all of the things going on there for entrepreneurship. This latest turn is great! From Governor O’Malley’s office:

The contest will allow participants to pitch their businesses using 10 images on a Pinterest board. Winners will be featured on Governor Martin O’Malley’s Pinterest page and will also receive a prize courtesy of our generous partners at the Baltimore Angels.

Contest Guidelines and Rules

Submissions will consist of a maximum of 10 images arranged on a Pinterest board.

Images must be credited to the source and follow all copyright rules.

This contest is restricted to Maryland residents, students attending a Maryland University or College and Maryland based businesses.

All submissions must be received by April 30, 2012 at 5 p.m. (Eastern).

Board Categories

Pitches must be made in one of the following two categories:

Student Entrepreneurs: This category is limited to students enrolled in a K-12 or post secondary program at a Maryland school, college and/or University.

Bootstrappers: This category is limited to people and organizations who have not have raised money outside of family and friends.

The Awards

Submissions will be showcased on Governor Martin O’Malley’s website. Boards and pins will be available for public comment.

Following the public comment period, a panel of judges will select a first place and second place winner for each of the two categories.

First place winners will receive a MacBook Air and second place winners will receive an iPad courtesy of our generous partners at the Baltimore Angels. First place winners will also be featured on Governor Martin O’Malley’s official Pinterest page.

via 2012 Maryland Pinterest Pitch Contest.

Real Innovations in Higher Education? | Ann Kirschner | Chronicle of Higher Education

CUNY’s Ann Kirschner has an excellent piece in the Chronicle of Higher Education exploring how much innovation is really happening in US higher education. A nice read for anyone interested in the present and future of higher education.

Even major higher-education projects and government initiatives are just playing around the margins. Take the international-export activity in education: Some institutions have indeed begun ambitious expansions with overseas branch campuses or partnerships, but they are merely transporting the old model to new physical space abroad. Or technology: Although e-learning has been around for nearly 20 years, technology in and out of the classroom is at the discretion of the professor, with rare institutional support or enthusiasm. Online learning has about as much credibility on some campuses as global warming at a Tea Party rally. About the only thing within academe that has moved rapidly is tuition.

A recent spate of books diagnoses the impediments to change and offers a broad menu of recommendations. We have Reinventing Higher Education: The Promise of Innovation, edited by Ben Wildavsky, Andrew Kelly, and Kevin Carey Harvard Education Press, 2011; the second edition of Higher Education? How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do About It, by Andrew Hacker and Claudia Dreifus St. Martins Griffin, Reprint Edition, 2011; The Innovation University: Changing the DNA of Higher Education From the Inside Out, by Clayton M. Christensen and Henry J. Eyring Jossey-Bass, 2011; and Change.edu: Rebooting for the New Talent Economy, by Andrew S. Rosen Kaplan Publishing 2011. Continue reading