Some teaching opportunities benefit the instructor as well as the students. The three years (seven semesters) teaching this one one course have challenged me to be a better teacher, as well as a better person. I'm looking forward to new classes I'll be teaching in the fall, but the students who've been a part of this very hands-on course have a special place in my heart.
Asked to teach this course three times before I reluctantly agreed, my reasons for refusing were that I'm not a sales person (at all) nor an alumna (the target market). When I finally said "yes", I had no idea how much the hybrid business-class model would be challenging, energizing, frustrating, and addicting
The students really do manage every aspect of an ongoing small business. This is both the good news and the bad news, as typically 50% of the students leave each semester (by design) and the compression of the learning is intense. Some of the unique features of this type of course:
- The business oversight requires experience that few faculty possess.
- The academic responsibilities require experience that few business owners or entrepreneurs possess.
- Implementation of entrepreneurial vision is limited by the semester calendar, which also creates operational challenges (students cannot be held responsible for the business when they are not enrolled).
- The existence of a not-for-profit corporate structure within a state-funded entity to allow students to run a retail business creates complexity and challenge in accounting, procurement, payment (to vendors), student travel, and business operations.
- Continuity of processes and institutional memory are ongoing challenges. Though the class has been in existence in various formats for 16 years, the processes, product portfolio, and supplier relationships change quickly enough (sometimes through entropy; sometimes due to turnover) for the current class to be both markedly different from and very similar to those of just five years ago.
- Entrepreneurs do not generally travel in packs and star performers (independent contributors) may create management challenges (for their peers) in a venture where collaboration is required for success.
- Students who have 4.0 grade point averages have “aha” moments of realizing they may have learned less than they realized in many of their courses. It is common to hear “Yes, we studied that, but I didn’t really get it until just now.”
- Students seem to blossom, mature, gain confidence and get it almost overnight. It’s as though a switch is flipped, a neural circuit fires, or they complete a rite of passage that separates them from peers.
- Employers recruit students from this program because of the nature of the program.
- Former students who are recognized across the state (and sometimes across the country) for professional accomplishments credit this program with as being pivotal to their success.