DRAFT 9/27/06



ELPS 740: ENTREPRENEURSHIP IN COMMUNITY COLLEGE

California State University, Northridge

Doctoral Program in Educational Leadership

Community College Leadership Cohort

Fall 2009 and Spring 2010

Saturdays, 8:00-2:00 pm, Room: ED3113, # 19378

Instructor: Dr. Tom Oliver

Department: Educational Leadership and Policy Studies

Phone: 818-970 8127

Email address: olivertw@

Michael D. Eisner College of Education Conceptual Framework

The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, and candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework.

o We value academic excellence in the acquisition of professional knowledge and skills.

o We value the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal. To this end we foster a culture of evidence.

o We value ethical practice and what it means to become ethical and caring professionals.

o We value collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities.

o We value diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners.

o We value creative and reflective thinking and practice.

Mission and Vision of the Doctoral Program in Educational Leadership

The mission of the California State University, Northridge, and Doctoral Program in Educational Leadership is to create a network of school and college administrators prepared to effect profound change in teaching and learning that leads to improved student achievement.

The program’s Scholar-Practitioners will lead through:

• Systemic reform

• Collaboration

• Action research

• Cultural proficiency

Doctoral Program in Educational Leadership Student Learning Outcomes

CSUN Ed.D. graduates will have the knowledge, skills, and dispositions to lead profound change in teaching and learning in P-14 institutions by . . .

1. Planning systemic reform and managing the change process in collaboration with fellow educators and other stakeholders, based on a shared vision of learning.

2. Guiding and supporting staff in nurturing a school/district or community college culture and program conducive to the effective instruction of all students and to the professional growth of all employees.

3. Using data and technology effectively to assess student achievement, evaluate staff and programs, and plan and implement accountability systems.

4. Becoming critical consumers of educational research and producers of action research who apply the lessons of research to student, school/district or community college improvement.

5. Promoting cultural proficient policies and practices that recognize and value difference and ensure equity.

6. Managing fiscal, physical, and human resources to ensure an effective, safe learning and working environment.

7. Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources at the local, state, and federal level.

8. Modeling ethical practice; strong skills in communication and collaboration; and the development of leadership capacity in oneself and others.

9. Understanding, navigating, responding to, and influencing the larger policy environment and the political, social, economic, legal, and cultural context of education.

This course focuses mainly on #1, 6, 7, 8, and 9 above.

Dispositions for Doctoral Program Candidates

The candidates for the CSUN Doctorate in Educational Leadership demonstrate that they value and are committed to:

1. Collaboration and networking with colleagues and stakeholders for the improvement of student achievement and community college institutions.

2. Action research and the use of research literature in educational problem solving and decision-making.

3. Cultural proficiency in working with diverse students, staff, and stakeholders and in promoting equity-based policies and practices.

4. Systems thinking as a change agent for systemic reform, with an interest in the big picture and large-scale improvement.

Course Catalog Description

This course examines developments and promising practices in educational entrepreneurship and community partnerships. Students learn professional skills such as grant writing, collaborative planning, presentation delivery, and marketing. An emphasis is placed on working effectively with a variety of stakeholders across the public and private sectors to improve public community colleges.

Course Student Learning Outcomes

By the end of this course, students will be able to:

• Discuss trends in educational entrepreneurship

• Discuss why an entrepreneur leader is important for a community college

• Understand the relationship between innovation and entrepreneurship

• Identify the characteristics of an entrepreneurial leader

• Take initiative to promote innovation within the institution

• Measure and manage risk while promoting organizational growth

• Utilize alternative approaches to human resource issues

• Establish and sustain community partnerships

• Collaborate with business, nonprofits, government, and foundations

• Access community resources through grants, proposals, and partnerships

• Market and promote educational institutions or reforms

• Respond to diverse community needs and interests

• Manage conflict and controversy with external publics

• Discuss how to infuse entrepreneurship in the educational system

Course Content

The following topics and activities are recommended:

• Role of business and the private sector in community college education

• Working with entrepreneurs as an educational leader

• The need to be flexible and take risks

• Role of motivation, teamwork, communication, problem solving and creativity in educational entrepreneurship

• Educational entrepreneurship in community college reform: policies and practices

• Community partnerships for educational improvement

• Working with for-profit, not-for-profit, government, service, and philanthropic organizations

• Planning collaborative projects in response to diverse community needs

• Accessing community resources at local, state, national levels

• Grant and proposal writing

• Marketing and public relations

• Making effective presentations and running effective meetings

• Managing conflict and controversy with partners and external publics

• Working with boards and advisory committees

• Case studies in educational entrepreneurship and community partnerships

• Best practices for entrepreneurial leaders

• Entrepreneurial leadership assessment

• Building institutional synergy

• Developing an entrepreneurial community college

• Generating a community college action plan

• How conduct a capital campaign

Required Textbooks:

1. Life Entrepreneurs: Ordinary People Creating Extraordinary Lives

Christopher Gergen, ISBN: 978-0-7879-8862-3, Jossey-Bass, Wiley

2. Educational Entrepreneurship: Realities, Challenges, Possibilities

Frederick Hess, ISBN: 978-1-891792-25-0, Harvard Eductional Press

3. The Entrepreneurial College President

James Fisher, ISBN: 0-275-98122-3, Greenwood Publishing Group

4. The Entrepreneurial Domains of American Higher Education

Matthew Mars, ISBN: 978-0-4704-7993-3, Jossey-Bass, Wiley

COURSE SCHEDULE

Read Before first Class:

Life Entrepreneurs: Ordinary People Creating Extraordinary Lives

Part I: Surveying the Landscape

|Class Session |Topic |Assignment Due |

|Session 1 |Being a Community College Entrepreneurial Leader |Read: |

| |Characteristics of an entrepreneurship leader, relationship between |Life Entrepreneurs: Ordinary People |

| |innovation and entrepreneurship, drivers of change, trends, vision for the|Creating Extraordinary Lives |

| |future, infuse the spirit, taking the initiative, create a change |Part II: Preparing for the |

| |organizations, transforming the culture, seek opportunities, promote |Journal Educational |

| |entrepreneurship, establish strategic alliances. |Entrepreneurship: Realities, Challenges, Possibilities. |

| | |Chapter 1 What is Educational |

| | |Entrepreneurship? |

| | |The 7 Habits of Highly Effective People – Part One |

|Session 2 |Surveying the Landscape |Read: |

| |Understanding Life Entrepreneurship, Life Entrepreneurs in Action, |Life Entrepreneurs: Ordinary People |

| |Discovering Core Identity, Awakening to Opportunity, Envisioning the |Creating Extraordinary Lives |

| |Future, |Part III: Blazing the Trail |

| | |Educational Entrepreneurship: Realities, |

| | |Challenges, Possibilities. |

| | |Chapter 2 Entrepreneurs at work |

| | |Chapter 3 The Policy Landscape |

| | |The 7 Habits of Highly Effective People – Part Two |

|Session 3 |Preparing for the Journal |Read: |

| |Developing Goals and Strategies, Building Healthy Support Systems, Taking |Educational Entrepreneurship: Realities, |

| |Action and Making a Difference, Embracing Renewal and Reinvention |Challenges, Possibilities. |

| |Full time versus Part time issues |Chapter 7 Markets, Bureaucracies, |

| | |and Clans |

| | |Chapter 8 Why is This so Difficult? |

| | | |

|Session 4 |Entrepreneurial College President |Read: |

| |The notion of the entrepreneurial leader, relevant work, Matters of |Educational Entrepreneurship: Realities, |

| |process, profile and statistical test, The entrepreneurial president, |Challenges, Possibilities. |

| |effective leadership inventory |Chapter 9 Opportunities, but a |

| | |Resistant Culture |

| | |Chapter 10 Educational |

| | |Entrepreneurs Redux |

| | | |

|Session 5 |Leveraging Resources |Read: |

| |Making effective presentations and running effective meetings, how to |The Entrepreneurial College President |

| |promote innovation within the institution, generating an action plan, |Chapter 1 The notion of the |

| |marketing and public relations, working with boards and advisory |Entrepreneurial Leader |

| |committees, measuring and managing the risks |Chapter 2 A Review of Relevent |

| | |Work |

|Session 6 |Innovation and the Role of Business and the Private Sector |Read: |

| |Role of motivation, teamwork, communications, problem solving and |The Entrepreneurial College President |

| |creativity in educational entrepreneurship, Need to be flexibility and |Chapter 3 Matters of Process: |

| |take risks |The Survey and the Data |

| | |Chapter 4 713 Presidents in our |

| | |Sample |

| | |The Entrepreneurial Domains of |

| | |American Higher Education |

| | |Pages 1 - 55 |

|Session 7 |College Foundations and Fundraising |Read: |

| |Fundraising, how to collaborate with business, for-profit, not-for-profit,|The Entrepreneurial College President |

| |government, service, and philanthropic organizations, how to conduct a |Chapter 5 Gender, Race, and the |

| |capital campaign |American President |

| | |Chapter 6 The Entrepreneurial President |

| | |Chapter 7 Entrepreneurial Examples |

| | |The Entrepreneurial Domains of |

| | |American Higher Education |

| | |Pages 60 - 84 |

|Session 8 |Accessing Community Resources, Grant and proposal writing. | |

| |National, state, and local levels of planning for collaborative projects | |

| |in response to diverse community needs | |

|Session 9 |Class Presentations | |

Summary of Course Requirements

Students are responsible for:

• Regular, punctual attendance

• Active participation in class discussions and activities, including online

• Timely completion of readings and assignments

• Doctoral-level collegial conduct and doctoral-level work (see below)

Course Assignments

1. Community College Administrator Interview and Report: Each student will select and interview a community college administrator to determine why they became an administrator. How would they define an entrepreneurial community college leader? What they feel are the five most important emerging issues for their institution. If they had no restraints, how would they solve these community college issues? Determine what leadership steps they would use to solve the problems. Try and collect the source of data they are using that supports their concerns and solutions. This may require follow-up telephone calls if necessary.

• Generate questions (~20) for your interview,

• Prepare a synopsis of your discussion,

• Attach a copy of your questions.

Administrator Interview Assignment: 10 points

DUE: March 13, 2010. Prepare hard copy.

• Development Paper and PowerPoint Report: Write a scholarly paper (minimum of ten pages) and develop and deliver a PowerPoint presentation to the class. Develop a strategic plan for a new academic or student program, college business opportunity, foundation or workforce development grant, private sector partnership, fundraising or developing a new resource opportunity for the college. Use your new developed skills as an entrepreneurial community college leader. Discuss the opportunities and/or constraints within your institution for making substantive changes or implementing a new program. Include in your description the current state of college leadership, strategic direction of program(s) while addressing your new strategic plan. Provide your assessment on whether the new strategic direction for your institution will succeed? The plan should be based upon your analysis of the factors supporting or constraining organizational change. Cite relevant research and literature.

Development Paper Assignment: 30 points total (20 points: paper; 10 points: PowerPoint presentation to class).

DUE: May 1, 2010. Presentations and hard copy of your Issues Paper assignment.

• Signature Assignment: The concept of the community college entrepreneurial leader is one whose vision leads to change for a program, department, area or institution. One doesn’t have to be a college President to be an entrepreneurial leader. So, using your specific job, department, program or institution how you could apply the information and skills you have gained from the readings to help take your situation to the next level. Drawing from your reflection on the readings by Gergen, Mars, Hess, and Fisher define the issue. Develop a plan outlining a possible solution to your problem. Your process, plan and solution should demonstrate your understanding of the essential elements of collaborative leadership and shared governance within your institution. What research data do you need to support your plan? Provide evidence that substantiates the criticality of this issue and the need for a department, program, or institutional response. Develop a power point presentation that you will present to your department Chair, area Dean, or specific campus administrator that will convince them to get involved and help resolve the specific problem. Whenever appropriate, provide committee structures, their memberships, and reporting relationships. Define the issue, process used, kinds of institutional or program data/research needed, policy or procedures needing development or change, shared governance and administrative leadership buy-in plan, recommendations and final outcomes, pre and post evaluation.

Signature Assignment: 30 points total.

DUE: April 17, 2010. Prepare hard copy of your signature assignment.

Grading Points

Class Participation 10

Community College Administrator Interview and Report 10

Class Lead Discussion 20

Development Paper (Paper: 20 points; Presentation: 10 points) 30

Signature Assignment 30 Total Points 100

Percentage Grade Values: 100-93 A

92-90 A-

89-87 B+

86-84 B

83-80 B-

Note: Students in the Doctoral Program must maintain an overall GPA of 3.0. Incompletes will only be given in cases of serious illness or emergency where student was on track to pass the course and completed most of the required work, per University policy. Students are responsible for contacting the professor about incompletes before the last class and filling out a Request for Incomplete form. Incompletes must be cleared within one year, per University policy.

Doctoral Course Policies & Standards

Doctoral-Level Conduct: Students’ conduct in class and toward professors, mentors, and colleagues is expected to be professional, ethical, respectful, responsible, and collegial, reflecting serious commitment to the Doctoral Program and to the profession of educational leadership. Students are expected to demonstrate that they value and are committed to the program’s Dispositions for Doctoral Candidates in the areas of collaboration and networking, research for problem solving, cultural proficiency, and systems thinking as a change agent.

Doctoral-Level Work: Doctoral-level work is original work that shows a broad understanding of the field, an advanced level of analysis of the issues, and a strong grounding in the literature or other evidence to support one’s thesis and claims. Doctoral-level work is clearly and compellingly presented, with a well-organized, logical flow of ideas and information, and proper attribution of sources. Doctoral-level work should meet or exceed assignment guidelines and show critical engagement with course concepts, readings, activities, and practical applications. Doctoral-level writing follows conventions for correct spelling, grammar, punctuation, usage, and sentence and paragraph structure without excessive use of jargon. Writing should follow APA style for citations, references, quotations, tables, figures, headings, numbers, and any other APA elements required by the professor.

Writing Issues: Problems with writing can affect your course grade if ideas are not conveyed clearly with correct writing mechanics; they can also affect your ability to pass the doctoral Qualifying Exam, Proposal Defense, and Dissertation Defense. Students who have difficulty with written academic English should consult with the professor and their advisor, and take advantage of academic writing workshops and tutoring offered by the Doctoral Program and the University. In addition, they should spell-check and grammar-check their work, read it aloud to catch errors, and get feedback from a colleague or friend familiar with doctoral-level work before turning it in.

Attendance: Regular, on-time attendance is critical to your success in the course and the doctoral program. Please inform the professor in advance if you will be absent, late, or leaving early. If you are late, please come into the classroom as soon as you arrive (do not wait for a break). More than 2 absences and several tardies/leaving early may affect the participation portion of your grade. Any absence from class required that you contact the professor immediately to discuss options for make-up work.

Disabilities: If you know you have a disability that could affect your performance in this class, please contact CSUN Students with Disabilities Resources (818/677-2684, Student Services Bldg. 110) for free, confidential help and information. You are welcome to share this information with the professor, if you wish; the sooner you do so, the better the professor can help you.

Academic Honesty Policy: Plagiarism is intentionally or knowingly representing the words, ideas or work of another as one’s own. If you quote directly, you must use quotation marks and indicate the page number; if you paraphrase authors’ main ideas in your own words, you must cite the source. Plagiarism (including having others do your work for you) is grounds for failing the course. Cheating or plagiarism can also lead to you being expelled or suspended from CSUN and/or special programs (see Section 41301, Title 5, California Code of regulations.

Additionally, work submitted for the requirements of this class are to be original for this class. Do not submit work completed for another course.

IMPORTANT NOTICE

CSUN sends all official communications by e-mail, including registration information. Check your CSUN e-mail as soon as you have activated your university account. Using any Web browser, go to csun.edu/webmail. Enter your CSUN User ID and Password. To forward your CSUN e-mail to your Yahoo, Hotmail, or other preferred address, go to csun.edu/account, log in and select Mail Forwarding. However, do be aware that some transmissions are not successful. To remain informed, it is in your best interest to continue to check your CSUN e-mail account throughout the semester.

Check your CSUN e-mail account throughout the semester.

Presentation of Written Materials: The ELPS department has adopted the American Psychological Association (APA) style of citations, references, and editorial style for use by our students to create uniformity in the written materials submitted over the course of the program. Information about the “APA Style” can be obtained through the Obviate Library at the following website: and at the ELPS website listed under ELPS Department Writing Standards and ELPS Department Writing Rubrics. Each ELPS instructor will advise students on the depth of APA rules and regulations applicable to their individual courses. The ELPS Department also

encourages students to contact the CSUN Writing Center and LAB (818 677-2033), located in the Learning Resources Center in Barman Hall 408, for help with academic writing, research papers, and/or note taking techniques.

Classroom Etiquette and Behavior

Students are expected to be attentive, participatory, and respectful of peers and the instructor. Cell phones are to be turned off or on “silent” and no calls are to be taken or made during class. Use of a laptop computer during class time is limited to class purposes.

Confidentiality

One of the best ways to learn is through practical application of theoretical concepts and you are encouraged to share your personal and professional experiences as a means to integrate the knowledge through reflecting on its application. However, it is important to note that we all are bound by the confidentiality in this class. In order to assure that we can have a free and open discussion in which you may elect to discuss your college and its policies and procedures as they apply to the course material, we expect each person to respect the confidentiality of what your classmates are willing to share with us while at the same time we ask that each of you exercise good judgment in what you choose to share, avoiding non-public or competitively sensitive information.

Bibliography

American Association of Community Colleges (2005), Statement on Competencies for Community College Leaders.

Baker, George A., American Association of Community Colleges. (1998). Managing Change: a model for community college leaders, Washington, D.C.: Community College Press

Byham, William C., Smith, AudreyB., & Paese, Matthew J. (2003), Growing your own Leaders: How to identify, Develop, and retain Leadership Talent. New York, New York: Financial Times Prentice Hall.

Drucker, P. (1999) Management challenges for the 21st Century. New York: Harper Collins.

Drucker P. (1993) Innovation and entrepreneurship. New York: Harper Collins.

Dury, Richard L., (2001). The Entrepreneurial Community College; Bring Workforce, Economic and Community Development to Virginia Communities. Virginia Community College System: .va.us

Kourilsky, M., & Hentschke, G. (2002). Educational entrepreneurship and covisionary multisectorism. Paper presented at the ISEE Think Tank. Los Angeles: UCLA Institute for the Study of Educational Entrepreneurship.

National Higher Education Leadership Conference (2006). Transformational Change in Higher Education:  Positioning Your Institution for Future Success. New York, New York.

National Change in Higher Education(2006) Positioning your Institution for the future. TIAA-CREF Headquarters New York, NY

Thornton, Paul B. (2006). What is an Entrepreneurial Community College. Scibelli and Associates Consulting.

Vincent, Eric T., (2004). A Qualitative Analysis of Community College Leadership from the Leading Forward Summits. Washington, D.C.: American Association of Community Colleges.

Xing, Li. (2006). Higher Education Needs Reform. RED ORBIT; modules/news/

Sample Web Sites

American Association of Community Colleges:

Community College Entrepreneur:

Community College Research Center: tc.columbia.edi/~iee/ccrc

Consortium for Entrepreneurship in Education: entre-

Council for Entrepreneural Revelopment: member/services.html#Education

Entrepreneurship in Education: gse.upenn.edu/eie/

Ewing Marion Kauffman Foundation :

Institute for Community College Development: iccd.cornell.edu/iccd

Michigan Entrepreneurship Education Network (MEEN): egr.msu.edu/egr/research/Intro%20to%20MEEN1.htm

National Association for Community College Entrepreneurship:

The League for the Innovation in the Community College;

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