Transcript University of San Diego Graphic and Visual Identity

Higher Education &
Economic Development
Welcome to the webinar.
We will begin momentarily.
Please remember to call in:
1-888-850-4523 and enter code 151937
Sponsored by:
Higher Education &
Economic Development
• Reflect on the question, “what is the role of higher education
in economic development”
• Discuss service learning, social entrepreneurship/innovation,
microventuring, and other methods to explore economic
development strategies to address social problems
• Look at three vastly different campuses from three regions in
the United States dealing with unique contexts
• Each panelists will discuss their program for 10 minutes
• Encourage lots of questions
Higher Education &
Economic Development
Stephanie Barksdale, Director
Tulane University
Office of Social Entrepreneurship Initiatives
Stephen Conroy, Associate Professor of Economics,
University of San Diego
Melissa Paulsen, Social/Micro Venturing Programs Manager
University of Notre Dame
Gigot Center for Entrepreneurial Studies/Mendoza College of Business
Moderator:
Chris Nayve, Director, Center for Community Service Learning
University of San Diego
Tulane University
Driver of Economic Growth
Presentation by Stephanie Barksdale
Tulane Social Innovation and Entrepreneurship Programs
BACKGROUND
August 2005
– 70% of University flooded by Katrina
December 2005
– Renewal Plan: Series of broad, sweeping
changes that reinvent the university into a
smaller, more focused institution committed to
community engagement
February 2006-Present
– Tulane University Hospital & Clinic Reopens
– Center for Public Service
– Cowen Institute for Public Education Initiatives
– City Center
– Bio- Innovation Center
– SIMS Center *
– Disaster Resilience Leadership Academy
– Social Entrepreneurship Programming
– RiverSphere **
April 2010
– New Orleans’ largest private employer
– Best Place to work in NOLA
– $920 million in annual economic activity
– directly and indirectly creating 10,600 jobs
throughout Louisiana
http://tulane.edu/k5/timeline.cfm
Civic Engagement/
Economic Development
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280+ Service Learning courses offered annually
250+ Internships per year
400+ Community Partners
135,000+ Public Service hours performed
annually
60 + Community Design/Build projects
completed
93+ Community Health Access Points
5 Student Ventures launched
$115,000 Raised for student ventures in 2010-11
Opportunities
• Human Capital Support
• Applied Research
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Bio-Innovation Lab
Bio- Medical
Science and Engineering
Social Sciences
Health Sciences
Architecture
Public Policy
Urban Innovation Fellowships
Inter-disciplinary Curriculum
Collaborative Partnerships
Creating an Ecosystem
New Orleans Entrepreneurship Ecosystem
Talent Development
Talent Recruitment
and Retention
Support
(Consulting, Networks, Education, Grants, Events)
Incubate
Entrepreneurs Row
Invest
(Foundation, Angel, VC, Banks)
Scale
(Retention, Incentives, Workforce, Policy)
Leadership Development
Creating Collective Impact
• Collective approach and commitment of a
group of important actors from different
sectors to a common agenda for solving a
specific social problem
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Common agenda
Shared measurement system
Continuous communication
Mutually Reinforcing Activities
Backbone Support Organizations (I.E. Universities)
http://www.ssireview.org/pdf/2011_WI_Feature_Kania.pdf
Thank you!
Stephanie Barksdale
Special Assistant to President Cowen
Social Entrepreneurship Initiatives
Tulane University
218 Gibson Hall
New Orleans, LA 70118
(504) 862-3361
[email protected]
http://tulane.edu/socialentrepreneurship/
Higher Education and Economic
Development
Stephen J. Conroy, Ph.D.
Associate Professor of Economics
USD School of Business
[email protected]
University of San Diego — San Diego Community Partnerships:
Community Service Learning and School of Business
Administration partnering with CBO’s.
1.
Supporting microenterprise development through San Diego Microfinance Coalition
Fund (“Coalition Fund”)
(La Maestra, University of San Diego, Via International, ACCESS)
• Currently 46 Women borrowers in the “Coalition Fund” (Chula Vista and San Diego)
(Began 10/09)
• Business consulting projects—from business classes
• Microfinance Club supports the “Coalition Fund”:
- Students attend SDMCF meetings
- Quickbooks Training Program
- Purchasing products made/sold by microentrepreneurs
2.
Support the San Diego Microfinance Alliance and other MFIs:
• Foundation For Women
• ACCION San Diego
• CDC Small Business Development
• International Rescue Committee San Diego
3.
Support Tijuana Economy through partnership with Via International “Voluntours”
La Maestra Family Clinic
“Coalition Fund” Meetings
Quickbooks Training-Prof. Romney
CraigsList and Ebay PowerPoint
San Diego Microfinance Summit
Via International and Microentrepreneurs
The importance of CSL in Business
Education
Tijuana and Immersion Trips
• Principles of Microeconomics (ECON101) Honors
Preceptorial classes from fall 2005 - 2008 have gone to
Tijuana for immersion experiences.
• Trips included
– Visiting poor neighborhoods or “colonias” in Tijuana
– Maquiladora tour/conversation about international
trade, outsourcing, labor conditions in Mexico
– Walk along the border from Mexican side
– Eating in Zona Rio area
– Working on community service (e.g., house repair,
cement) projects
– Meeting with local community members
Student Projects in Tijuana
Microventuring Certificate Program
Gigot Center for Entrepreneurial Studies
Melissa Paulsen
[email protected]
Gap we sought to address
 Existing microenterprise development programs…
– Aimed services on pre-launch/launch
– Focused on general start-up issues, business planning,
financial literacy, etc.
– Are equipped to accommodate homogeneous needs at startup through group instruction, etc.
– Unable to address more heterogeneous post-launch issues
A new model was needed that would aid in
stabilizing, sustaining and growing the ME’s
business………MICROVENTURING.
ND defines Microventuring as the process of assisting
emerging microentrepreneurs with entrepreneurial
training and development, as well as providing them
with a link to enabling organizations, including
consulting, microlending and other commercial
activities and support.
Curricular Program
Microventuring I
 Business students focus on
case study analysis and
business model exercises
 Non-business students focus
on entrepreneurial skills
development
 The lens for both courses is
that of the microenterprise
Microventuring II
 Students come together to
work with low-income
entrepreneurs to improve
overall business
profitability, in industries
such as food services, retail,
and services, e.g. cleaning,
landscaping, etc.
Program Highlights…the students
 263 students have enrolled in MVI (taught just once
per year over last five years) and 148 students in MV
II through Spring 2011
 64 students enrolled for Fall 11, of which 67% are
non-business
 Those that move on to Microventuring II in the spring
represent about 50% of the fall class
 NB make-up: all colleges, all disciplines
Program Highlights…the entrepreneurs
 Second semester student teams are balanced with
Business/NB students and each team has at least one
finance or accounting student
 We “accept” microentrepreneurs into the program –
avg 7 to 9 each spring – and they represent a wide
range of industries, ethnicities, both genders and
“levels”
 All MEs receive mid- and post-semester assessments
to complete and we will administer the questionnaire
verbally for those unable to complete on their own
Program Challenges
 Preparation of non-business
students
– Demand for the program
by non-business students
exceeds capacity
– Additional requirements
inhibit our ability to meet
this demand
 Microentrepreneurial
Business Models
– Business models are often
flawed
– Businesses are barely
hanging on, one step away
from failing
– Moving up the food chain –
questions mission
Passion, skill and the
“management trinity”
– the technical skills necessary to produce the goods or
services
– the ability to market one’s goods or services
– the ability to financially manage one’s affairs
Ernesto Sirolli, Ripples from the Zambezi
Level 1
Level 2
Level 3
Level 4
Limited education
Some experience
Good experience
Educated (may have
degree)
Marginal track record
Some education
Small financial plan and
footprint
Small, but meaningful
financial plan
Expansive financial
footprint
Possesses or should possess
comp. adv.
Relatively unsophisticated
Some capacity to
implement
Capacity to implement
major initiatives
Stronger financial position;
good cash flow
Poor record keeping
Some records
Fair record keeping
Perhaps reinvesting in the
business
Inadequate cash flow; undercapitalized
Marginal cash flow
Adequate cash flow
Still problems acquiring
capital from formal source
Triage approach
Likely to slide back w/o
help
Success likely
Goal: Move to level 2; keep
Goal: Move to level 3; prove
Goal: Move to level 4; make
Goal: Move out of ME
business operating; build
lifeline; solve immediate needs
success is possible
into a winner; create greater
vision of what is possible
category; plant bigger seeds for
success
Professional approach
“Levels” of Microentrepreneurs
Established business
Growth potential exists
If we are going to gain more traction, we need to be bolder in our
thinking:
 We believe there needs to be a more holistic approach taken
 There is no sustainability when we troubleshoot issues in the business and
when we are constantly starting over again with new enterprises
 “Boxes” allow us to replicate models and to tweak the boxes as we
implement
 The question, however, is what businesses will be successful; more to the
point, what are the essential elements
 Not everyone who wants to be an entrepreneur s/b – what are the critical
components for the screening process
 How do we increase our batting average – our trinity is person, business,
model