Successful outcomes of teaching minority undergraduate students entrepreneurial business planning concepts using andragogy and service learning.

Mancuso, Louis C. ; Alijani, Ghasem S. ; Kwun, Obyung 等

INTRODUCTION

Applying andragological techniques and service learning concepts to traditional college age minority students can produce dramatic outcomes. For example, from the Fall 2005 to the present semester, a Professor of Entrepreneurship at two New Orleans bases HBCU's conducted two classes, (1) an Introduction to Entrepreneurship Class and (2) the capstone Entrepreneurship class, using the above mentioned teaching methodologies. The universities have never participated in any form of a business plan competition nor worked with SIFE (Students In Free Enterprise). The students while completing these two courses entered the Ford HBCU (Historically Black Colleges and Universities) Business Plan Competition. The Ford Competition received over 900 entries with 200,000 students and 119 universities participating, at the undergraduate and graduate levels participated in the competition.

A student team consisting of four students; two sophomores, one junior, and one senior with grade point averages ranging from 2.03 to 3.1; were placed as one of the top five teams in the nation. In April 2007, another student team taking the same courses won The Ford $100,000 HBCU Business Plan Competition.

Five SIFE students participated in the national competition and won the Rookie of the Year Award. Again, the student body has never participated in such an event.

Some students taking the classes have opened their businesses and are doing quite well. These businesses include an entertainment business, real estate, a subway franchise and a music recording business.

During the Summer of 2006, a sophomore pre-med student taking the Introduction to Entrepreneurship course won the U.S. Department of Commerce MBDA Student Business Plan Competition.

Over the past two years at another HBCU in New Orleans, where students are exposed to Andragogy and Service Learning Techniques the results have been exciting. Every semester at least two businesses have been formed and one business has expanded from the New Orleans Market to also serving the Houston Market.

Obviously, these are dramatic results when applying andragological concepts and service learning techniques to the teaching of HBCU students Entrepreneurship courses. Significant research needs to be undertaken over the long-term to ascertain whether or not students are developing their own businesses and the "success" of these businesses.

THE NOTION OF ANDRAGOGY

The advent of computer simulation for business subjects in the seventies and the change in college populations in the United States, due to the baby boomer effect, adult education has grown in importance. The concept of teaching adult learners has been evolving and changing since the sixties.

One change in the education of adult learners is the concept of 'andragogy.' The term andragogy was first coined in 1833 by the German educationalist, Alexander Kapp (Bedi, 2004). In the eighties, Malcolm Knowles used the term andragogy in relation to adult learners in his paper entitled, The Adult Learner: a neglected species.

Over the years business educators have evolved from pedagogies; such pedagogies have included the lecture method, the case method, and the computer simulation teaching methodology. Recently, andragogy was applied to teaching adult student business entrepreneurship.

This paper will reveal the history of andragogy as applied to case studies for entrepreneurs. The results of applying andragogy into an entrepreneur case-based curriculum for minority undergraduate students age 18-24 should prove to be successful.

PEDAGOGY

Ajay Bedi (2004, p.94), in his discussion of the history of pedagogy, indicated the word "pedagogy" is derived from the Greek words paid, meaning "child", and agogus, meaning "leader of". Thus, pedagogy was interpreted as the art of teaching children a set of beliefs, which evolved from the Middle Ages, in the monastic and cathedral schools of Europe to today.

Bedi asserts that Knowles believes that pedagogy assigns to the teacher full responsibility for making all the decisions about what should be learned, how it will be taught, and when that teaching will occur. It makes the learner submissive in the process of education and is by its essence teacher centered. Furthermore, Knowles argues that pedagogy assumes that, in order to move on in the education process, learners only need to know that they must learn what the teacher imparts (2004, p.94). Around the world many universities continue to use this methodology, such as state run schools in the Middle East, and require the adult learner to memorize facts and figures rather than learning critical thinking (Mancuso, Gallagher, & Hafez, 1998).

ANDRAGOGY--THE GUIDELINES

Knowles (Bedi, 2004, p.95) reveals the following guidelines as a process towards training adult learners in andragogy:

1) The establishment of an effective learning climate

2) Learners are involved in the mutual planning of curriculum and teaching content

3) Learners are involved in their own needs assessment

4) Learners are encouraged to formulate their own learning objectives and to devise their own resources and strategies to meet these objectives

5) Learners are offered support and facilitation to carry out their learning plans

6) Learners are facilitated in the evaluation of their learning.

Andragogy in regards to Knowles guidelines illustrate that for adult learners the concepts of learning and experience are central ideas in the thinking and practice of adult learners (Wilson & Hayes, 2002, p. 173).

Gundars Kaupins (2002, p. 319) reveals in his research that Knowles suggested that adults learn more effectively through active training methods (e.g., role plays) and application of knowledge based on real-life events (e.g., internships, live cases). Kaupins also shows that Keyes suggested that adults learn best through active involvement in the classroom, though many methods of training are acceptable.

THE NEXT STEP--APPLYING ANDRAGOGY TO THE TEACHING OF ENTREPRENEURSHIP

The study of entrepreneurship is on the threshold of helping the Gulf Coast region, state, nation and the world attain an economic outcome that will benefit all of mankind. William Walstad and Marilyn Kourilsky (1999, p. 15) in their book Seeds of Success Entrepreneurship and Youth stated that:

" ... youth have a view of entrepreneurship that was much more positive than we had ever expected. When we asked youth, 'Do you think you would want to start a business of your own?' almost seven in 10 said yes."

Walstad and Kourilsky (1999, p. 28) also noted that their study was not an aberration or a sampling fluke. The percentage of youth who stated they were interested in starting a business is essentially equivalent, within the margin of sampling error, to the results from another national survey of youth that the authors conducted.

According to Walstad and Kourilsky (1999, p. 19), the US Department of Commerce noted that black entrepreneurship has experienced significant growth in recent years; the youth responses also were studied for important differences by ethnicity. The authors noted that one indicator of this trend is the change in the number of black-owned businesses. From 1987 to 1992, the number of black-owned businesses increased by 46 percent. By contrast, the total number of firms increased just 26 percent. Black-owned businesses also experienced substantial growth during the period, with sales and receipts rising by 63 percent, compared with a 50 percent increase for all firms.

Walstad and Kourilsky's (1999, p.19) data showed:

"... that the number and size of black-owned firms are still relatively small and that they employ few workers. In 1992, they represented only 3.6 percent of all firms and accounted for approximately one percent of sales and receipts. Also, only 10 percent of these firms had employees, although they generated 70 percent of the sales and receipts for all black-owned firms. With the growth of our economy increasingly relying on entrepreneurship, these data indicate the need for more participation by black Americans."

Since Hurricane Katrina struck New Orleans in August 2005, entrepreneurship is playing an important part in the recovery of Orleans Parish. Since Hurricane Katrina U.S. Census data has revealed a loss of nearly half of its pre-Katrina population and all of the city's headquarter companies have left.

Promoting entrepreneurship is a key component to the state of Louisianas' economic development strategies. The effectiveness of ongoing efforts of local New Orleans universities working to develop and expand local businesses will be enhanced by the establishment of an academic program in entrepreneurship. Due to the restructuring of the economy nationally and internationally, there is a critical need to augment the way young people at every educational level are prepared to participate in the economy--so that they are better able to evaluate and pursue available opportunities, to calculate risks, and to foster mutually supportive economic networks.

One local HBCU has recently won a grant from Ford's Partnership for Advanced Studies in which one component will be to train high school teachers in the fundamentals of entrepreneurship. To accomplish this training task a six-course (eighteen semester hours) of coursework will be developed using andragogy as the infrastructure of the coursework training. The course delivery system will be placed on-line in Blackboard; because teachers are located throughout the State of Louisiana. Future research will show the various outcomes of this instructional methodology to high school teachers of entrepreneurship.

APPLYING THE CONCEPT OF SERVICE LEARNING TO THE CURRICULUM

Service learning is a teaching and learning method that connects meaningful academic learning with community service, personal growth, community involvement and civic responsibility. It is a method by which people learn and develop through active participation in thoughtfully organized service experiences.

In the students' syllabus, students are told through service learning not only will they have an opportunity to learn academic concepts and skills, but they will understand the relevance of those concepts and skills in the real world.

There are five key elements of the Service Learning program:

   Reciprocity--Reciprocity is the belief that Xavier University and
   the community have something to gain from each other. Each
   individual functions as both a teacher and learner. Community
   participants are viewed as partners in teaching and learning.
   Therefore, students work with, rather than do for the community.

   Collaboration--Service learning requires a special partnership
   between Xavier University students and the community. Service
   expectations are clearly defined. It is a process of engaging
   partners to work together to share resources to meet an identified
   community need.

   Orientation--The Service Learning Program and service agencies
   provide students with information about the project prior to
   beginning their assignment.

   Accountability--The goals and objectives of students' service
   learning assignments are clearly defined and each partner's role
   and responsibilities are clarified.

   Assessment--Evaluations are conducted to assess both community and
   student development and to improve the program structure.

The Entrepreneurship classes are using problem-based service learning activities. Problembased service learning entails a team of students working with community members to understand a particular community problem or need. Students are relating to the community as their "consultants" working for a "client."

This model presumes students will have some knowledge they can draw upon to make recommendations to the community or develop a solution to the problem, for example, business students might develop a marketing plan for a small business.

"Clients" are chosen by the various teams and develop a business plan for each client. During the test period the students completed numerous case studies, such as, a bed and breakfast located in Houston, real estate companies, music industry companies, entertainment companies, and a spa.

University students helping small business operations are also helping high school students understand the concepts of entrepreneurship. The 18-24 age college students are helping high school students in the Gulf Coast Region to understand there are business opportunities rather than criminal opportunities. The students use the Ford Partnership for Advanced Studies curriculum (Ford PAS Program) to train these young high school students. At the end of the high school session students competed in a business plan competition that was judged by business entrepreneurs in the Gulf Coast Region. Of course, it is too early for long-term results for the high school participants, but for the Fall Semester 2006, twenty-five percent of the new students entering the Business Program at Xavier were participants in the Service Learning Project.

ANDRAGOLOGICAL AND SERVICE LEARNING STUDENT ASSIGNMENTS

Table 1 presents a simplified application of andragogy and service learning concepts to one assignment given to the students in the advanced class for Entrepreneurship at Xavier University of Louisiana:

An examination of the assignment in Table 1 reveals the establishment of an effective learning climate by allowing the student to choose his/her client and the type of business the student desires to work with. Table 1 also reveals that the learners are involved in the mutual planning of curriculum and teaching content. For example, if a student and/or team have a problem with a learning concept in entrepreneurship, the student/team will discuss the area of concern with the instructor to get a better understanding of the concern. Of course, coupled with the previous andragological concept is the concept that correlates directly with learners are involved in their own needs assessment. Again, the student and/or team will work with the instructor to help the student/team with any theories that need to be addressed.

The sample assignment clearly shows how the student and/or team will formulate their learning objectives and to devise their own resources and strategies to meet these objectives. Certainly, the instructor will have weekly meetings with the student/teams to discuss their concerns about the assignment. Basically, in this learning situation, the instructor is a 'coach' providing necessary information, support, and facilitation to aid the student/team in the completion of his/her objectives. At the end of the assignment the student and/or team must make a presentation to their client. The 'give and take' and feedback from the client helps the student/team evaluate their learning outcomes.

Service learning is a teaching and learning technique that connects meaningful academic learning with community service, personal growth, community involvement, and civic responsibility. The assignment located in Table 1 reveals that the student and/or team is helping businesses in the New Orleans area. As the census data reveals in Fedstats, New Orleans is one of the poorest cities in the United States with thirty percent of the population in Orleans Parish below poverty level and the average income is $27,000. It is certainly necessary for the university students to aid in helping New Orleans out of the quagmire of poverty and into prosperity by helping to develop in the community entrepreneurial knowledge and savvy.

CONCLUSION

Since 2005, two HBCU's have used in the teaching of entrepreneurial courses andragological concepts and service learning techniques to enhance the learning experiences of students taking these courses. The results have been dramatic where students have won major national awards and are currently opening successful businesses.

One HBCU in New Orleans now has the only major in Entrepreneurship in the State of Louisiana. Since the inception of this major, the program has grown to over five hundred majors with every semester since 2007 at least two businesses have been formed by students and the businesses are expanding from the New Orleans market to markets in Texas, Arkansas, Mississippi, Alabama, North Carolina, and Florida.

FUTURE RESEARCH

The short-term results of applying andragological techniques and service learning concepts to the curriculum of an HBCU (Historically Black College or University) have been positive. Certainly, proper research techniques indicate that a long-term research study must be undertaken to check the validity and reliability of earlier short-term results.

REFERENCES

Bedi, A. (2004) An Adragogical Approach to Teaching Styles. Education for Primary Care, 15.

Blanco, K. (2004) Entre'LA: Creating Opportunities by Creating Jobs, Exploring Entrepreneurship for Louisiana's Future. Lafayette, Louisiana.

Knowles, M.S. The Adult Learner: a neglected species. (3rd ed.), Houston: Gulf Publishing.

Mancuso, L., Gallagher, G. and Hafez, M. (1998) The Graining Needs Assessment for Growth Through Globalization (GTG-0264). Under SO 1, Accelerated Private Sector Led Export Oriented Economic Growth, International Management and Marketing Improvement (IMMI), Institute of International Education Development Training 2 Project. Cairo, Egypt.

Wilson, A. & Hayes E. (2002) From the Editors: The Problem of (learning In-From- To) Experience. Adult Education Quarterly. 52( 3), 173.

Kaupins, G. (2002) Computer-Based Training Research.

Walstad, W. & Kourilsky, M. (1999) Seeds of Success Entrepreneurship and Youth. Kendall/Hunt Publishing Company. Dubuque, Iowa.

Web site: www.fedstats.gov

Louis C. Mancuso, Southern University at New Orleans

Ghasem S. Alijani, Southern University at New Orleans

Obyung Kwun, Southern University at New Orleans

Larry D. Smith, Charleston Southern University

Table 1: Example of a Typical Assignment Applying Andragogy and Service
  Learning Concepts to an Undergraduate Minority Entrepreneurship Class

Objective:    Course Project

              Another component of the course is to conduct a live case
              study for a 'real' business client. The
              project will consist of the following elements:

              1. Research the problem of the Client
              2. Meeting with the Client to discuss various aspects of
                   the business
              3. Analyzing the business data
              4. Creating a business plan and any other data
                   appropriate for the client's needs
              5. Presentation of findings to the client

              Since the client is working at a real business the client
              will give you certain times that you can meet with
              him/her. Also he/she will give you an email address to
              send the client queries about his/her business.

              The final project will consist of a written project and
              PowerPoint presentations. It is important to note that
              you can place your business plans into various
              competitions, such as, the Ford HBCU Business Plan
              competition which awards the top three finalists a
              price package consisting of $100,000.)