This lesson plan will cover establishing business goals, types of agribusiness goals, ways to accomplish goals, and major parts of a business plan. Adapted from Illinois Agricultural Education Core Curriculum.

Sustainability challenges organizations to address the implications – and responses – in their own operations and supply chain, products/services/markets, and community responsibilities. This course exposes students to professionals and organizations who are actively working toward making their organizations and industries sustainable.

In this lecture, Professor Howie Baetjer of Towson University explains how the market process generates improvements in the human condition, highlighting how profit and loss serve to help people channel their activities in creative and socially useful directions.

For students and teams who have started a sustainable-development project in D-Lab (EC.701J or EC.720J), Product Engineering Processes (2.009), or elsewhere, this class provides a setting to continue developing projects for field implementation. Topics covered include prototyping techniques, materials selection, design-for-manufacturing, field-testing, and project management. All classwork will directly relate to the students’ projects, and the instructor will consult on the projects during weekly lab time. There are no exams. Teams are encouraged to enroll together.

The student will have the opportunity to chose an entrepreneur from Nebraska that has a business they can describe to the class. Prepare a slide presentation explaining the details about the business, the entrepreneur and the path to success for this individual.

This e-book represents the 3 years of work on the topic of European Cultural Heritage as an opportunity for employment and self-employment of young adults. All the practices are collected here and are useful to organize training activities in different socio-cultural contexts.

This resource has been realized in the frame of the project "SE-MOVEH: Social Inclusion Opportunities through the Valorization of European Cultural Heritage", co-financed by the Erasmus+ programme, under the Key Action 204.

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

PDF version: https://drive.google.com/file/d/1d5fhLCb_SX6Vf9n8ap3f2Aluv0fqQbnB/view?usp=drivesdk

This course addresses the practical challenges of making an established company entrepreneurial and examines various roles related to corporate entrepreneurship. Outside speakers complement faculty lectures.

The Springfield Studio is a practicum course that focuses on the economic, programmatic and social renewal of an urban community in Springfield, Massachusetts by combining classroom work with an applied class project. The course content covers the areas of neighborhood economic development and the related analysis and planning tools used to understand and assess urban conditions from an economic and community development perspective.

This book is suited for the Entrepreneurship or Innovation course with an emphasis on Sustainability or for a course devoted entirely to Sustainability.

What are the trends and forces underlying the changing character of the business-environment relationship? How they are creating significant entrepreneurial opportunities for individuals and companies? Around the world, the movement toward “sustainable development” has caused many firms to adopt policies and practices that reflect what is sometimes called a “sustainable business” or “triple bottom line” approach. “Triple bottom line” refers to the demonstration of strong performance across economic, social, and environmental indicators. Those measures serve as indicators of fiduciary responsibility to a growing set of concerned investors and therefore can help ensure access to capital. They also enable innovators to lower costs, create strategic differentiation, reduce risk, and position themselves for competitive advantage over rivals less attuned to trends.

The deep roots of sustainability thinking are now evident in widespread and increasingly visible activities worldwide, and Sustainability, Innovation, and Entrepreneurship explores this evolution; its necessity, its implications and its progression.

Technology Policy Organizations and its sequel, ESD.933, Technology Policy Negotiations and Dispute Resolution, form a sequence on Organizational Processes in Technology Policy. This course features an overall framework for understanding the increasingly networked, flat, flexible and diverse nature of organizations, as well as a close look at the many relevant types of organizations, including regulatory, entrepreneurial, multi-national, and non-governmental non-profit. Key organizational processes, including individual motivation, teamwork, and systems change are featured. The core assignment features a series of industry studies in which students conduct field interviews (in phone or in person) of key stakeholders on a pressing policy challenge in that industry and analyze the impact of organizational factors on policy success.

What do technology and innovation mean from Africa? This is the central question of this course, which tackles a double absence: Of the meanings and role of technology in African history, on the one hand, and of Africa’s place in the global history of technology, on the other. This course alternates between technologies from outside and technologies from within Africa and their itineraries in everyday life, and it is designed to provide students with grounded understandings of technology in Africa for intellectual and action-oriented purposes.

Our linked subjects are (1) the historical process by which the meaning of technology has been constructed, and (2) the concurrent transformation of the environment. To explain the emergence of technology as a pivotal word (and concept) in contemporary public discourse, we will examine responses — chiefly political and literary — to the development of the mechanic arts, and to the linked social, cultural, and ecological transformation of 19th- and 20th-century American society, culture, and landscape.
Note: In the interests of freshness and topicality we regard the STS.464 syllabus as sufficiently flexible to permit some — mostly minor — variations from year to year. One example of a different STS.464 syllabus can be found in STS.464 Cultural History of Technology, Spring 2005.

This activity is based on a discussion in pairs or groups. It can be a pre-activity or a post activity. The main purpose of this activity is to make learners  start with a brainstorming and then discuss their  ideas in relation to entrepreneurship and fund raising.  One important objective is to use the linguistic devices and transition tools to properly use the language for professional purposes or for academic purposes ( communication course). It can be a speaking activity and then developed in a written activity.