Idea Transcript
Entrepreneurship education From Wikipedia, the free encyclopedia Jump to: navigation, search This article should be divided into sections by topic, to make it more accessible. Please help by adding section headings in accordance with Wikipedia's style guidelines. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. Variations of entrepreneurship education are offered at all levels of schooling from K-12 schools through graduate university programs.[citation needed] What makes entrepreneurship education distinctive is its focus on realization of opportunity, where management education is focused on the best way to operate existing hierarchies. Both approaches share an interest in achieving "profit" in some form (which in non-profit organizations or government can take the form of increased services or decreased cost or increased responsiveness to the customer/citizen/client). Opportunities can be realized in several ways. The most popular one is through opening a new organization (e.g starting a new business). Another approach is to promote innovation or introduce new products or services or markets in existing firms. This approach is called corporate entrepreneurship or intrapreneurship, and was made popular by author Gifford Pinchot in his book of the same name. A recent approach involves creating charitable organizations (or portions of existing charities) which are designed to be self-supporting in addition to doing their good works. This is usually called social entrepreneurship or social venturing. Even a version of public sector entrepreneurship has come into being in governments, with an increased focus on innovation and customer service. This approach got its start in the policies of the United Kingdom's Margaret Thatcher and the United States' Ronald Reagan. The 1990s saw the growth of entrepreneurship as a profession within business, and in that professional approach lies the secret benefit of entrepreneurship education — it helps decrease the chances of failure by stressing a consistent and proven set of practices. That idea of professionalizing the process of entrepreneurship is the other great commonality across all of modern entrepreneurship education. Whether it is Treps , the National Foundation for Teaching Entrepreneurship or members of the Consortium for Entrepreneurship Education working with grade school and high school kids in the USA, or undergraduate or MBA programs like those at Saint Louis University, Babson College, or any of the over 200 schools with majors, there are formal entrepreneurship education programs turning out tens of thousands of prepared, motivated and connected student entrepreneurs each year. There are also non-profit organizations such as SCORE, government programs such as the U.S. Small Business Administration[1]. With entrepreneurship education, they know more, others (like bankers, investors, corporate customers, etc.) know what these student entrepreneurs are likely to know, and the entrepreneurs', their firms, and national economy are better off for their taking the time to learn how to do it right.
Entrepreneurship From Wikipedia, the free encyclopedia Jump to: navigation, search This article may contain original research or unverified claims. Please improve the article by adding references. See the talk page for details. (November 2008) This article's citation style may be unclear. The references used may be made clearer with a different or consistent style of citation, footnoting, or external linking. (August 2009) For the person who starts a new organization, see Entrepreneur. Entrepreneurship is the practice of starting new organizations or revitalizing mature organizations, particularly new businesses generally in response to identified opportunities. Entrepreneurship is often a difficult undertaking, as a vast majority of new businesses fail. Entrepreneurial activities are substantially different depending on the type of organization that is being started. Entrepreneurship ranges in scale from solo projects (even involving the entrepreneur only part-time) to major undertakings creating many job opportunities. Many "high value" entrepreneurial ventures seek venture capital or angel funding in order to raise capital to build the business. Angel investors generally seek returns of 20-30% and more extensive involvement in the business.[1] Many kinds of organizations now exist to support would-be entrepreneurs, including specialized government agencies, business incubators, science parks, and some NGOs. Lately more holisitc conceptualizations of entrepreneurship as a specific mindset (see also entrepreneurial mindset) resulting in entrepreneurial initiatives e.g. in the form of social entrepreneurship, political entrepreneurship, or knowledge entrepreneurship emerged.
History of Entrepreneurship The understanding of entrepreneurship owes much to the work of economist Joseph Schumpeter and the Austrian economists such as Ludwig von Mises and Friedrich von Hayek. In Schumpeter (1950), an entrepreneur is a person who is willing and able to convert a new idea or invention into a successful innovation. Entrepreneurship forces "creative destruction" across markets and industries, simultaneously creating new products and business models. In this way, creative destruction is largely responsible for the dynamism of industries and long-run economic growth. Despite Schumpeter's early 20th-century contributions, the traditional microeconomic theory of economics has had little room for entrepreneurs in its theoretical frameworks (instead assuming that resources would find each other through a price system.)
Some notable persons and their works in entrepreneurship history.
For Frank H. Knight (1921) and Peter Drucker (1970) entrepreneurship is about taking risk. The behavior of the entrepreneur reflects a kind of person willing to put his or her career and financial security on the line and take risks in the name of an idea, spending much time as well as capital on an uncertain venture. Knight classified three types of uncertainty.
Risk, which is measurable statistically (such as the probability of drawing a red colour ball from a jar containing 5 red balls and 5 white balls). Ambiguity, which is hard to measure statistically (such as the probability of drawing a red ball from a jar containing 5 red balls but with an unknown number of white balls). True Uncertainty or Knightian Uncertainty, which is impossible to estimate or predict statistically (such as the probability of drawing a red ball from a jar whose number of red balls is unknown as well as the number of other coloured balls).
The acts of entrepreneurship is often associated with true uncertainty, particularly when it involves bringing something really novel to the world, whose market never exists. Before the Internet, nobody knew the market for Internet related businesses such as Amazon, Google, YouTube, Yahoo etc. Only after the Internet emerged did people begin to see opportunities and market in that technology. However, even if a market already exists, such as the market for cola drinks (which has been created by Coca Cola), there is no guarantee that a market exists for a particular new player in the cola category. The question is: whether a market exists and if it exists for you. The place of the disharmony-creating and idiosyncratic entrepreneur in traditional economic theory (which describes many efficiency-based ratios assuming uniform outputs) presents theoretic quandaries. William Baumol has added greatly to this area of economic theory and was recently honored for it at the 2006 annual meeting of the American Economic Association.[2] Entrepreneurship is widely regarded as an integral player in the business culture of American life, and particularly as an engine for job creation and economic growth. Robert Sobel published The Entrepreneurs: Explorations Within the American Business Tradition in 1974. Zoltan Acs and David B. Audrestch have produced an edited volume surveying Entrepreneurship as an
academic field of research in the Handbook of Entrepreneurship Research: An Interdisciplinary Survey and Introduction. In 2009, a new type of entrepreneurship emerged known as LILO entrepreneurship. LILO stands for "a little in, a lot out". This type of entrepreneurship does not use business plans; opting for an immediate try-out at minimal expense instead. LILO enterprises are set up with a minimum of start-up capital and are designed to operate at very low cost. Some of the companies set up via LILO entrepreneurship are no more costly than a hobby. [3]
[edit] Characteristics of an entrepreneur This section does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (April 2009)
Entrepreneurs have many of the same character traits as leaders, similar to the early great man theories of leadership; however trait-based theories of entrepreneurship are increasingly being called into question. Entrepreneurs are often contrasted with managers and administrators who are said to be more methodical and less prone to risk-taking. Such person-centric models of entrepreneurship have shown to be of questionable validity, not least as many real-life entrepreneurs operate in teams rather than as single individuals. Still, a vast literature studying the entrepreneurial personality found that certain traits seem to be associated with entrepreneurs:
David McClelland - primarily motivated by an overwhelming need for achievement and strong urge to build. Collins and Moore - tough, pragmatic people driven by needs of independence and achievement. They seldom are willing to submit to authority.
Bird - mercurial, that is, prone to insights, brainstorms, deceptions, ingeniousness and resourcefulness. they are cunning, opportunistic, creative, and unsentimental.
Cooper, Woo, & Dunkelberg - argue that entrepreneurs exhibit extreme optimism in their decision-making processes.
Busenitz and Barney - prone to overconfidence and over generalizations.
Cole - found there are four types of entrepreneur: the innovator, the calculating inventor, the over-optimistic promoter, and the organization builder. These types are not related to the personality but to the type of opportunity the entrepreneur faces.
Zhao & Seibert - meta-analysis (a statistical synthesis of previous research) showed that compared to managers, entrepreneurs score higher on Conscientiousness and Openness to Experience and lower on Neuroticism and Agreeableness. No difference was found for Extraversion.
John Howkins - focused specifically on creative entrepreneurship. He found that entrepreneurs in the creative industries needed a specific set of traits including the ability to prioritise ideas over data, to be nomadic and to learn endlessly. [4]
Other characteristics include
The entrepreneur has an enthusiastic vision, the driving force of an enterprise. The entrepreneur's vision is usually supported by an interlocked collection of specific ideas not available to the marketplace.
The overall blueprint to realize the vision is clear, however details may be incomplete, flexible, and evolving.
The entrepreneur promotes the vision with enthusiastic passion.
With persistence and determination, the entrepreneur develops strategies to change the vision into reality.
The entrepreneur takes the initial responsibility to cause a vision to become a success.
Entrepreneurs take prudent risks. They assess costs, market/customer needs and persuade others to join and help.
An entrepreneur is usually a positive thinker and a decision maker.
An entrepreneur has inspiration, motivation and sensibility.
[edit] Advantages of entrepreneurship This section does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (April 2009)
Every successful entrepreneur brings about benefits not only for himself/ herself but for the municipality, region or country as a whole. The benefits that can be derived from entrepreneurial activities are as follows: 1. Enormous personal financial gain 2. Self-employment, own bossing, offering more job satisfaction and flexibility of the work force 3. Employment for others, often in better jobs 4. Development of more industries, especially in rural areas or regions disadvantaged by economic changes, for example due to globalization effects
5. Encouragement of the processing of local materials into finished goods for domestic consumption as well as for export 6. Income generation and increased economic growth 7. Healthy competition thus encourages higher quality products 8. More goods and services available 9. Development of new markets 10.Promotion of the use of modern technology in small-scale manufacturing to enhance higher productivity 11.Encouragement of more researchers/studies and development of modern machines and equipment for domestic consumption 12.Development of entrepreneurial qualities and attitudes among potential entrepreneurs to bring about significant changes in the rural areas 13.Freedom from the dependency on the jobs offered by others 14.Ability to have great accomplishments 15.Reduction of the informal economy 16.Emigration of talent may be stopped by a better domestic entrepreneurship climate 17.Serious tax advantages
[edit] Promotion of entrepreneurship Given entrepreneurship's potential to support economic growth, it is the policy goal of many governments to develop a culture of entrepreneurial thinking. This can be done in a number of ways: by integrating entrepreneurship into education systems, legislating to encourage risktaking, and national campaigns. An example of the latter is the United Kingdom's Enterprise Week, which launched in 2004. Outside of the political world, research has been conducted on the presence of entrepreneurial theories in doctoral economics programs. Dan Johansson, fellow at the Ratio Institute in Sweden, finds such content to be sparse. He fears this will dilute doctoral programs and fail to train young economists to analyze problems in a relevant way.[5] Many of these initiatives have been brought together under the umbrella of Global Entrepreneurship Week, a worldwide celebration and promotion of youth entrepreneurship, which started in 2008.
[edit] Notes 1. ^ Angel Investing, Mark Van Osnabrugge and Robert J. Robinson
2. ^ "Searching for the invisible man". The Economist (The Economist Newspaper Limited): pp. 67. 2006-03-11. http://www.economist.com/finance/displaystory.cfm?story_id=E1_VGDTRJD. Retrieved 2008-03-05. 3. ^ Time magazine describing LILO entrepreneurship 4. ^ Howkins, John, “The Creative Economy: How People Make Money From Ideas”, Penguin, 2001, p.155-158 5. ^ Johansson, Dan. "Economics Without Entrepreneurship or Institutions: A Vocabulary Analysis of Graduate Textbooks" (December 2004). [1]
[edit] See also General Business
Business opportunity Junior enterprise
Educational Master of Enterprise Lists List of management topics, List of social entrepreneurs Other Bootstrap funding
[edit] References and external articles Books and publications
Zoltan Acs and David B. Audretsch (2003) Handbook of Entrepreneurship Research: An Interdisciplinary Survey and Introduction, Springer. William J. Baumol, Litan, R. E., Carl Schramm, (2007) Good Capitalism, Bad Capitalism, Yale University Press
Bird, B. (1992)"The Roman God Mercury: An Entrepreneurial Archetype", Journal of Management Enquiry, vol 1, no 3, September, 1992.
Busenitz, L. and Barney, J. (1997) "Differences between entrepreneurs and managers in large organizations", Journal of Business Venturing, vol 12, 1997.
Richard Cantillon, Essai sur la Nature du Commerce in Général. 1759 [2]
Casson, M. (1982) The Entrepreneur: An Economic Theory Reprint. 1991.
Casson, M. (2003) The Entrepreneur: An Economic Theory, second edition", Edward Elgar Publishing 2003.
Cole, A. (1959) Business Enterprise in its Social Setting, Harvard University Press, Boston, 1959.
Collins, J. and Moore, D. (1970) The Organization Makers, Appleton-CenturyCrofts, New York, 1970.
Peter Drucker, (1970) "Entrepreneurship in Business Enterprise", Journal of Business Policy, vol 1, 1970.
Folsom Jr., Burton W. (1987) The Myth of the Robber Barons, Young America.
Gold, Steven K (2005) "Entrepreneur's Notebook" Learning Ventures Press, 2005.
Hebert, R.F. and Link, A.N. (1988) The Entrepreneur: Mainstream Views and Radical Critiques. New York: Praeger, 2nd edition.
Knight, Frank H. (1921). Risk, Uncertainty, and Profit. Boston, MA: Hart, Schaffner & Marx; Houghton Mifflin Company
Knight, K. (1967) "A descriptive model of the intra-firm innovation process", Journal of Business of the University of Chicago, vol 40, 1967.
Israel Kirzner, (1997) 'Entrepreneurial Discovery and the Competitive Market Process: An Austrian Approach', Journal of Economic Literature 35: 60-85
Lumpkin, GT and Dess, GG (1996) 'Clarifying the Entrepreneurial Orientation Construct and Linking it to Performance', Academy of Management Review 21(1): 135-172
McClelland, D. The Achieving Society, Van Nostrand, Princeton NJ, 1961.
Pinchot, G. (1985) Intrapreneuring, Harper and Row, New York, 1985.
Joseph Schumpeter, (1950) Capitalism, Socialism, and Democracy, 3rd edition, Harper and Row, New York, 1950.
Carl Schramm, (2006) The Entrepreneurial Imperative, Harper Collins, 2006.
Shane S., (2003) A general theory of entrepreneurship : the individualopportunity nexus in New Horizons in Entrepreneurship series, Edward Elgar Publishing.
Shane, S and Venkataraman, S (2000), 'The Promise of Entrepreneurship as a Field of Research', Academy of Management Review 25(1): 217-226
Stevenson, HH and Jarillo, JC (1990) 'A Paradigm of Entrepreneurship: Entrepreneurial Management', Strategic Management Journal 11: 17-27
Onuoha G., (2007)"Entrepreneurship" AIST International Journal 10:20-32.
Zhao, H., & Seibert, S. E. (2006). 'The Big Five personality dimensions and entrepreneurial status: A meta-analytical review', Journal of Applied Psychology, 91: 259-271.
[edit] External links
Starting a Business Articles about entrepreneurship
Entrepreneurship Theory and Practice (ET&P) is a leading scholarly journal in the field of entrepreneurship studies. The journal's mission is to publish original papers which contribute to the advancement of the field of entrepreneurship. ET&P publishes conceptual and empirical articles of interest to scholars, consultants, and public policy makers. Most issues also feature a teaching case. Article topics include, but are not limited to:
National and International Studies of Enterprise Creation Small Business Management
Family-Owned Businesses
Minority Issues in Small Business and Entrepreneurship
New Venture Creation
Research Methods
Venture Financing
Corporate and Non-Profit Entrepreneurship
Final Entrepreneurship Lecture
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terrific!! i have learned... no surprise Post a comment
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Final Entrepreneurship Lecture - Presentation Transcript 1. Final thoughts 2. Follow your interests o
Work on things you’re passionate about
o
Find others who are equally passionate
o
Don’t be dissuaded easily
o
Don’t be distracted easily
3. First who…then what o
Get the right people involved
o
Get the wrong people uninvolved
o
When you find a core group, protect it
4. hedgehog o
Passion, what you can do best, economic driver
o
Let it filter out distraction
5. progress o
Measure progress incrementally
o
Celebrate small victories
o
Get something to market soon
6. values
Listen to customers
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Look out the window to apportion success
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Look to yourself when placing blame
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Embed some social element into all of your ventures
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Put family first
7. creativity o
Comes from activity/motion
o
comes from quiet
o
comes from organization
o
Keep your antenna up at all times
Write your ideas down
8. Business o
Get your affairs in order (banking, taxes, business structure) early
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Remember your equity is your most valuable asset (give it away grudgingly)
o
Get in the habit of immediately asking who the customer is
o
Pay one vendor on time ALL the time
9. confidence o
Create a mantra for success (“I will succeed”)
o
Don’t be fooled into thinking that people know what they’re doing
Be confident enough to risk and smart enough shift
10.negotiation o
Don’t talk too much
o
Let the other party talk, you listen (they will give themselves away)
o
Don’t do deals that you wouldn’t take the other side of
11.Execute o
Create something worth executing
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Set goals
o
Communicate the goals
o
Measure the goals weekly
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Establish a single point of responsibility
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Follow through until it’s done or irrelevant
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Reward achievers
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Establish a culture of execution
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Be honest about your efficacy
12.More values o
Help people who cannot help you
o
Help without the expectation of return
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Help many people
o
Do the right thing the right way
o
Pay back society
13.Keep in touch o
[email_address]
o
See my interests: www.9giantsteps.com
o
Twitter: gah650
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entrepreneurship lecture - Presentation Transcript 1. ... 2. "Every day we do things, we are things that have to do with peace. If we are aware of our life..., our way of looking at things, we will know how to make peace right in the moment, we are alive." Thich Nhat Hanh 3. be happy now 4. the great Western disease is: “I’ll be happy when...” 5. thank people 6. Let it Go 7. Let it Go o
We’ve all done bad things we could dredge up
o
What is the value add of feeling miserable?
o
It’s done
o
It’s not that it doesn’t matter what you do, it only matters what you do now
8. character, in the sense of a coherent, continuously accumulating self is an illusion 9. take a deep breath, in, let it out, you are a new you 10.there are no selves. only behaviors 11.your focus is not your past or your inner psyche. all that matters is your future behaviour 12.in biz and Buddhism, the self is an obstacle 13.the thing that inhibits innovation is attachment to the self in the form of habits and doctrines and smugness and memories of the past 14.The rationale businessperson and the good Buddhist considers each moment afresh, unencumbered by old frameworks 15.each asks: what should I do based on the evidence before me, rather than on how people usually behave 16.it’s easier to get un-fucked up, then to figure out why you’re fucked up. so, get un-fucked up 17.Life isn’t fair...thank God (look around) (look around) 18.Life is good
Friday, March 7, 2008
Kuliah I: Pengertian Kewirausahaan Kewirausahaan berasal dari kata wira dan usaha. Wira, berarti pejuang, pahlawan, manusia unggul, teladan, berbudi luhur, gagah berani dan berwatak agung. Usaha, berarti perbuatan amal, bekerja, berbuat sesuatu. Jadi wirausaha adalah pejuang atau pahlawan yang berbuat sesuatu. Ini baru dari segi etimologi (asal usul kata). Menurut Kamus Besar Bahasa Indonesia, wirausaha adalah orang yang pandai atau berbakat mengenali produk baru, menentukan cara produksi baru, menyusun operasi untuk mengadakan produk baru, mengatur permodalan operasinya serta memasarkannya. Dalam lampiran Keputusan Menteri Koperasi dan Pembinaan Pengusahan Kecil Nomor 961/KEP/M/XI/1995, dicantumkan bahwa: a. Wirausaha adalah orang yang mempunyai semangat, sikap, perilaku dan kemampuan kewirausahaan. b. Kewirausahaan adalah semangat, sikap, perilaku dan kemampuan seseorang dalam menangani usaha atau kegiatan yang mengarah pada upaya mencari, menciptakan serta menerapkan cara kerja, teknologi dan produk baru dengan meningkatkan efisiensi dalam rangka memberikan pelayanan yang lebih baik dan atau memperoleh keuntungan yang lebih besar. Jadi wirausaha itu mengarah kepada orang yang melakukan usaha/kegiatan
sendiri dengan segala kemampuan yang dimilikinya. Sedangkan kewirausahaan menunjuk kepada sikap mental yang dimiliki seorang wirausaha dalam melaksanakan usaha/kegiatan. Kewirausahaan yang sering dikenal dengan sebutan entrepreneurship berasal dari Bahasa Perancis yang diterjemahkan secara harfiah adalah perantara, diartikan sebagai sikap dan perilaku mandiri yang mampu memadukan unsur cipta, rasa dan karsa serta karya atau mampu menggabungkan unsur kreativitas, tantangan, kerja keras dan kepuasan untuk mencapai prestasi maksimal . Stoner, James: kewirausahaan adalah kemampuan mengambil faktor-faktor produksi-lahan kerja, tenaga kerja dan modal-menggunakannya untuk memproduksi barang atau jasa baru. Wirausahawan menyadari peluang yang tidak dilihat atau tidak dipedulikan oleh eksekutif bisnis lain. Kewirausahaan berbeda dengan manajemen. Paul H. Wilken menjelaskan bahwa kewirausahaan mencakup upaya mengawali perubahan dalam produksi, sedangkan manajemen mencakup koordinasi proses produksi yang sudah berjalan. Faktor-faktor psikologi Pada pertengahan 1980-an Thomas Begley dan David P. Boyd mempelajari literatur psikologi mengenai kewirausahaan. Mereka menemukan 5 dimensi :
1. Kebutuhan untuk berprestasi. Wirausahawan mempunyai kebutuhan untuk berprestasi yang tinggi: Need for achievement sangat tinggi. 2. Letak kendali : individu mengendalikan hidup mereka sendiri- bukan keberuntungan atau nasib 3. Toleransi terhadap resiko : wirausahawan yang bersedia mengambil resiko memperoleh hasil yang lebih besar daripada orang yang tidak mau ambil resiko 4. Toleransi terhadap keragu-raguan 5. Tingkah laku tipe A : ambisius, energik. SUMBANGAN KEWIRAUSAHAAN Kewirausahaan memiliki 4 manfaat sosial
1. Memperkuat pertumbuhan ekonomi : menyediakan pekerjaan baru dalam ekonomi. Ekonomi saat ini adalah tanah yang subur bagi wirausahawan misalnya : permintaan pelayanan sektor jasa meledak 2. Meningkatkan produktivitas : kemampuan untuk menghasilkan lebih banyak barang dan jasa dengan TK dan input lain yang lebih sedikit. 3. Menciptakan teknologi, produk dan jasa baru: Komputer digital,mesin fotokopi, laser, power steering. 4. Mengubah dan meremajakan persaingan pasar : pasar internasional menyediakan peluang kewirausahaan. Misalnya : Steve Jacobs dan Steve Wozniak membalik pasar komputer dengan Apple Computer
Friday, March 7, 2008
Kuliah IV: Bentuk_Bentuk Hukum Perusahaan Perusahaan perseorangan Sole propriotership:
Adalah bentuk perusahaan yang kepemilikan perusahaannya terletak pada satu orang saja. Resiko yang harus ditanggungnya tidak hanya terbatas pada kekayaan perusahaan, tetapi mencakup keseluruhan kekayaan pribadinya. Pemilik perusahaan beserta seluruh kekayaannya dapat digugat untuk semua hutang perusahannya.
Pemilik perusahaan perseorangan bertanggung jawab atas pembayaran pajak atas laba yang dibuat oleh perusahaan perseorangan. 70 % bisnis di AS dibuat dalam bentuk perusahaan perseorangan Perusahaan yang didirikan oleh dua orang atau lebih yang menjalankan perusahaannya atas nama perusahaan. Para partner-nya (yang disebut firman) bertanggung jawab sepenuhnya terhadap hutang-hutang firma yang menyangkut kekayaan pribadi firmannya. Kelemahan firma: kemungkinan adanya perbedaan pendapat dari para mitranya
Perseroan Terbatas Modal terbagi atas saham-saham, dan para mitra dapat mengambil bagian dengan membeli satu lembar saham atau lebih. Para pemegang saham hanya bertanggung jawab atas modal setorannya. Para pemegang saham tidak dapat dimintai tanggungjawab untuk jumlah yang melebihi setorannya Kepemimpinan dari PT dibentuk oleh rapat umum pemegang saham dan oleh Dewan Komisaris. Sifat dewan komisaris adalah wajib dalam PT dan memiliki tugas :
Mengawasi kebijaksanaan direksi dan mengawasi jalannya perusahaan jalannya perusahaan. Mendampingi direksi dengan nasihat-nasehat. Dalam PT, bagaimana laba harus dibagi juga ditentukan di dalam anggaran dasar.
Perusahaan Modal Ventura Salah satu dari perusahaan-perusahaan atau individu-individu yang menginvestasikan uang dalam bisnis-bisnis baru atau yang sedang berkembang. Misalnya : Di Amerika Serikat (AS): selama tahun 2000, para pemodal ventura menginvestasikan $103 miliar dalam 5380 perusahaan. Membeli waralaba (franchising): adalah sebuah pengaturan dimana pemilik dari sebuah produk atau jasa mengizinkan orang lain untuk membeli hak untuk mendistribusikan produk atau jasa dengan bantuan dari pemilik. Terwaralaba (franchisee) biasanya membayar biaya tetap ditambah persentase dari penjualan kotor. Keunggulan sangat kuat: bantuan manajemen disediakan oleh pemilik Calon wirausahawan yang mempertimbangkan untuk membeli waralaba harus melakukan penyelidikan terhadap perusahaan secara menyeluruh. BEKAL PENGETAHUAN DAN KOMPETENSI WIRAUSAHA Wirausaha adalah seseorang yang memiliki jiwa dan kemampuan tertentu dalam berkreasi dan berinovasi. Kemampuan kreatif dan inovatif tercermin dalam :
1. Memulai usaha 2. Mengerjakan sst yang baru
3. Kemampuan dan kemauan mencari peluang
4. Kemampuan dan keberanian menanggung resiko
5. Kemampuan untuk mengembangkan ide dan memanfaatkan sumber daya.
Kemampuan wirausaha meliputi : 1. Self knowledge : memiliki pengetahuan tentang usaha yang akan dilakukan atau ditekuni. 2. Imagination : memiliki imajinasi, ide dan tidak mengandalkan kesuksesan masa lalu 3. Practical knowledge : misalnya pengetahuan teknik, desain, pemrosesan, pembukuan, adm, pemasaran 4. Search skill: kemampuan menemukan, berkreasi dan berimajinasi 5. Foresight : berpandangan jauh ke depan 6. Computation for skill : kemampuan berhitung dan memprediksi keadaan di masa yad. 7. Communications skill : kemampuan berkomunikasi, bergaul dan berhub dgn orang lain.
Friday, March 7, 2008
KULIAH III Entrepreneurship SUMBER-SUMBER PELUANG IDE Agar ide-ide potensial menjadi peluang bisnis yang riil, maka wirausaha harus bersedia melakukan evaluasi terhadap peluang secara terus menerus. Cara terbaik untuk menuangkan ide Adalah proses penjaringan ide atau disebut dengan proses screening. Langkah dalam penjaringan ide : 1. Menciptakan produk baru dan berbeda
Barang dan jasa: harus berbeda, dan menciptakan nilai bagi pengguna barang. Kemampuan untuk memperoleh peluang itu sendiri sangat tergantung dari kemampuan:
Menganalisis demografi pasar Menganalisis sifat serta tingkah laku pesaing
Menganalisis keungguan bersaing dan kevakuman pesaing yang dapat dijadikan sebagai peluang.
2. Mengamati pintu peluang : wirausaha harus mengamati potensi yang dimiliki oleh pesaing, mengembangkan produk baru, pengalaman keberhasilan pesaing dalam mengembangkan produk baru,dukungan keuangan dan keunggulankeunggulan yang dimiliki pesaing.
3. Analisis produksi dan proses produksi Analisis ini sangat penting untuk menjamin apakah jumlah dan kualitas produk yang dihasilkan memadai atau tidak.
Berapa biaya yang dikeluarkan untuk membuat produk tersebut ? Apakah biaya yang kita keluarkan lebih efisien daripada yang dikeluarkan oleh pesaing ?
4. Menaksir Biaya Awal Biaya awal yang diperlukan oleh usaha baru. Darimana sumbernya dan untuk apa digunakan? Berapa yang diperlukan untuk operasional, perluasan dan biaya lainnya. 5. Menghitung Resiko yang mungkin terjadi Resiko teknik, finansial dan pesaing
Resiko pesaing : kemampuan dan kesediaan pesaing utk mempertahankan posisinya di pasar Resiko teknik : kegagalan dalam proses pengembangan produk
Resiko finansial: kegagalan yang timbul akibat ketidak cukupan dana
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Teaching Entrepreneurship in Colleges and Universities: How (and Why) a New Academic Field Is Being Built by Judith Cone, Vice President, Entrepreneurship, Ewing Marion Kauffman Foundation Entrepreneurship is one of the most important aspects of our economy and students understand that. They no longer believe they can take a job with a large corporation and expect that they will spend their careers in one place. Students know they have to build a wide range of interdisciplinary skills that give them maximum flexibility and preparation for the future. Entrepreneurship is one such skill. Whether considering starting an enterprise or just wanting to be an outstanding employee, students want to learn how to recognize opportunity, harness the resources to exploit that opportunity, exercise their creativity, create sustainable solutions, take the inherent risks, and participate in the rewards. Schools are trying to meet this student demand. Since entrepreneurship is relatively new to higher education, it has yet to become a legitimate academic field of study. In fact, we are frequently asked: Can entrepreneurship even be taught? Entrepreneurs have long been seen as self-taught, self-made individualists. The perception dates from the days of men like Carnegie, Edison, and others, who had little formal schooling. However, the great entrepreneurs of the past did not really learn or do it all themselves. In the early industrial cities-which were adventurous places, teeming with entrepreneurial activity in then-new fields like telegraphy and railroading-entrepreneurs had access to informal communities of teachers and learners. There they were able to tap into rich networks of contacts for the additional skills and resources their own new ventures needed. Today, the learning communities and networks are mostly found in and around college campuses. The modern American campus is anything but an ivory tower. It is the crossroads of civilization; just as young people from all points once converged on the great cities to learn and shape their destinies, today they go to college. The campus is where all fields can intersect and cross-pollinate- mathematics and medicine, philosophy and public policy, engineering and the arts -and where all sectors of the real-world economy are represented. Private firms and investors, government agencies, and nonprofits all come to campus to sponsor research, to breed and recruit talent, to search for new ideas. It is no coincidence that the regions flourishing with entrepreneurial activity today tend to grow up around universities: that is where the high-impact entrepreneurs of tomorrow are.
Is Entrepreneurship "Scientific"? Does entrepreneurship deserve to be a legitimate part of the interdisciplinary nature of a modern university education? Can it be taught? We think yes. Many people once thought that management-a related field-could not be taught. It was largely seen as a personal knack or a set of elusive, intangible skills. But as firms grew too large and complex for
seat-of-the-pants managing, there was a need to make the practice more "scientific" and learnable. Today, management is taught everywhere. Only in recent times have we begun to see entrepreneurship as a field of study in its own right. Since the 1970s, the nation's growth has again become reliant on waves of new ventures in emerging industries. This has made it manifestly clear that conceiving and starting an enterprise-taking the germ of an idea and turning it into an ongoing concern-is not the same as managing what already exists and that, likewise, the practice needs to be made more understandable and available to students regardless of discipline. Despite the success stories of Bill Gates and Michael Dell, who started college but dropped out to start their companies, many people start companies and fail or have great ideas that are unrealized due to lack of knowledge. Peter Drucker put it bluntly: "Entrepreneurship is 'risky' mainly because so few of the so-called entrepreneurs know what they are doing. They lack the methodology," he wrote in his 1985 book Innovation and Entrepreneurship. That book was an early attempt to codify basic principles. Since then, entrepreneurship education has taken off.
The State of the Art More than 2,000 college and universities in the United States, about two-thirds of the total, now offer a course in entrepreneurship. A smaller but growing number have entire sequences leading to an undergraduate minor, a master's in entrepreneurship, or something similar. Entrepreneurship "centers," with outreach activities led by seasoned entrepreneurs serving as coaches, are proliferating. The Kauffman Foundation has helped to fuel much of this growth. For instance, grants to Stanford University in the 1990s helped launch the Stanford Technology Ventures Program and the Educator's Corner, a modest name for a technology-based program that aggregates and offers resources for those teaching entrepreneurship to engineering, science, and technology students. This material is available to any educator via the Web and contains course syllabi, case studies, and videos of noted entrepreneurs such as Google's Larry Page and Eric Schmidt. More than 1,000 diverse grants to other institutions have funded internships, development of specific courses, dissertations, faculty development seminars, consortium of educators and center directors, and the like. In short, entrepreneurship education on campuses is vibrant, popular, and useful, but hovering at an emergent stage. The Kauffman Foundation has, therefore, shifted its strategy in this area. Rather than cast a multitude of relatively small grants far and wide to seed the effort, we are now focused on looking at a university as a whole-engaging with an institution in a campus-wide, cross-disciplinary approach to entrepreneurship. We are now funding schools that-as institutions-want to provide an interdisciplinary education in entrepreneurship. Presidents, chancellors, provosts, deans of various disciplines, professors, and center directors are committed to work together to provide all students with access to entrepreneurship courses, most often taught in combination with other subjects. We started on this new path in late 2003, when we awarded $25 million in grants to eight colleges and universities-now referred to as the Kauffman Campuses-to help them move entrepreneurship education across campus, outside of the business or engineering school. Less than two years into the program, the Kauffman Campuses already have made substantial progress in cultivating a more entrepreneurial environment at their schools-
one in which students of all academic disciplines can learn and experience the benefits of an entrepreneurial mind-set.
Facing the Challenges Despite these gains, entrepreneurship still lives mostly on the fringes of academe, not in the mainstream. Many in the academic world itself still view entrepreneurship as not quite a legitimate, full-fledged field of study. It is natural that, as a new field emerges on campus, it takes time to find its rightful place and often shifts along the way. A recent Kauffman Foundation-sponsored survey found that the names and key concepts of entrepreneurship courses vary widely from school to school. And though most programs have some basic features in common, there is so much variation it is hard to identify a typical curriculum, let alone an exemplary one. While diversity is good, this field needs more of the consistency found in others. For instance, we can agree that engineering students must have Calculus I and II or English students must have Shakespeare. In those fields there is also a firm sense of what the courses should look like. We have barely scratched the surface in learning to teach entrepreneurship in fields other than business and engineering. Just as most schools of fine arts now teach arts management, we want students to learn how best to start a new theater company or arts center. Education majors ought to be able to learn how best to start a new magnet or charter school-and so on through the humanities, the social sciences, and the various professional schools. Moreover, beneath the gaps there is a conundrum. To develop good curricula in all these areas, we need more faculty who research entrepreneurship to understand how it works. This research is typically done or led by qualified Ph.D.-holding faculty, of whom there are still few in entrepreneurship. Most faculty are either adjuncts (having practical-life experience but not the academic standing required), or they are "crossovers" from other disciplines (having the standing and the research skills, but little familiarity with entrepreneurship).
A New Strategy Curriculum has to be made deeper, sounder, and more consistent across the board. So instead of supporting "one-off" curriculum projects at various institutions, we are now focused on piloting and replicating true world-class coursework. For instance, we will be partnering with schools to develop and disseminate an entire new learning sequence for students. To fill a key gap in the curriculum, we are looking at refining and disseminating a very promising new approach to teaching opportunity recognition. And to spread entrepreneurship across the campus, we will help propagate some of the best new curriculum developed at the Kauffman Campuses. Faculty development is a crucial, related issue. Many schools do not have enough qualified faculty to meet the growing student demand. We are thus intensifying efforts to recruit faculty from all disciplines-be it business, the social sciences, or any other discipline-and prepare them to teach and do research in entrepreneurship. One way we will do this is by seeding and supporting networks of like-minded faculty across the United States. There are few such mechanisms at present, and they are needed so that entrepreneurship educators can learn from one another and work together to raise the bar for all. We are also looking at novel ideas. Faculty of exceptional promise, for instance, might soon be competing for Kauffman-sponsored sabbaticals: a new kind that
would give them time off to study entrepreneurship, develop a course, or lay plans for an academic journal-plus follow-up support to then implement and disseminate what they have learned and done. As curriculum and faculty grow stronger, we need to assure that entrepreneurship gains full academic status in higher education. All efforts require enlisting partners and champions. Kauffman is working at this from every angle, not only among faculty, but with university presidents and chancellors. We are also working "from the outside in" with successful entrepreneurs and other champions in the private sector. Many have been very generous thus far, in matters such as creating endowed chairs and professorships in entrepreneurial studies. The key is to lift this groundswell to a new level: we have been working with others, for instance, to form a national panel on entrepreneurship education that might, among other things, take the lead on defining the curriculum for entrepreneurship in higher education. Our ultimate goal is to see that any young person who enters college, in any field of study, has the chance for a great education in entrepreneurship. Of course not everyone will aspire to be an entrepreneur. But we believe that everyone should at least be acquainted with the role entrepreneurship plays in the economy, aware of the possibility of entrepreneurship as a choice at some point in their careers, and know how to engage with the process. The world in our time-the world these young people will go into-is never static; it is always being re-invented. And that is precisely what entrepreneurship is about. It is a means of re-inventing the world.
Study: Entrepreneurship Programs Continue to Expand More than 1,600 colleges nationwide now offer courses on starting and growing businesses. By Jasmine D. Adkins | Jun 2, 2006
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As entrepreneurship continues to grow in popularity with college students, the nation's entrepreneurial centers are responding with more classes, teachers, and programs focused on the business of entrepreneurship, according to a new study by the Johnson Center for Entrepreneurship and Innovation at Indiana University. The study found 533% growth in the number of schools offering courses and programs in entrepreneurship since the 1980s. "These findings will be extremely useful to budding entrepreneurial centers as well as colleges and universities looking to start their own programs," said Donald F. Kuratko, executive director of the Johnson Center, who headed the project. During the early 1980s, more than 300 universities reported courses in small business and entrepreneurship. Within a decade, that number had grown to 1,050 schools. Today, entrepreneurial education includes more than 2,200 courses at more than 1,600 schools, 277 endowed faculty positions, 44 academic journals, and nearly 150 research centers. The average age of all responding entrepreneurial centers is 8.3 years. Centers that were ranked in the top tier of U.S. News & World Report's annual list, which Kuratko used as a basis for the study, have an average age of 11.9 years, while honorable mention centers have an average age of 7.7 years. Every program responding to the survey said it employs full-time faculty with experience starting or operating their own businesses. Ranked centers averaged 2.9 faculty members with entrepreneurial experience, whereas non-ranked centers averaged 1.2 faculty members, according the survey "The ideal faculty member would have a mix of real-world experiences as well as strong academic credentials," Kuratko said. "They would be able to share their real world experiences as well as examples from their academic research." Seventy-five percent of entrepreneurship directors surveyed said their programs have a heavy academic focus, as opposed to centers established to help existing businesses. Entrepreneurship programs are successful when there is a direct link with the university's other academic programs, according to Kuratko. In the study, program directors also cited endowments as crucial to the reputation and success of their programs. Top-ranked programs brought in $10,409,500 more endowment money than nonranked centers. However, endowments usually don’t come until the center has a longer track record. "So many centers have less than $500,000 in endowments," said Kuratko, "It's not surprising because they are new, and build the credibility to become more visible to sponsors."
Small-business owners have many opportunities to become involved with their local colleges and universities, according to Kuratko. "Existing entrepreneurs could serve as an advisory board member to existing entrepreneurial centers, assist professors in classrooms, or donate financially," he said. "By giving back to an entrepreneurial center, existing successful entrepreneurs have the ability to impact many more young entrepreneurs."