How do I use this resource?
Join our community by creating a free and safe PubPub Account:
https://academicentrepreneurship.pubpub.org/resources
Then, participate in this dynamic eBook and community. Update, annotate, comment, download, upload videos and podcasts and share chapters to your own digital spaces and networks.

Academic Entrepreneurship for Medical and Health Scientists, is a free open education resource that can be used asynchronously in courses, workshops, pilot grant programs, and by individuals.

Who is an academic entrepreneur?
Faculty, staff, or students turning observations in the laboratory, clinic, and community into interventions that improve the health of individuals and the public and seeking to:

- patent and/or license their work
- spin-out or spin-in ventures based on evidence
- collaborate with industry to realize impact

5 Primary Domains: Over 500 pages of content

- Academia
- People
- Ideation
- IP/Regulation
- Finance

How do I use this book at my institution?
If you identify faculty teaching biomedical entrepreneurship at your institution (classes, workshops, etc.), we can reach out, assist with suggesting chapters relevant to their syllabus if interested, and provide optional tracking data so they can view their students’ access/use of the material. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

I want to contribute!
This is a living e-book which is publicly available and licensed with creative commons. It has potential for frequent updates and we welcome contributions from new authors. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

Other Formats:
Are you a visual learner? Try our interactive Prezi: https://www.bit.ly/AcadEnt

Students will use the Census Business Builder: Small Business Edition data access tool to gather and analyze information that entrepreneurs may consider when opening a business. This introductory activity assumes that students have limited experience using data access tools.

This activity guides students through creating a full business plan through a seven-week competition to become the winner of a fictional Ag Econ Apprentice job. Adapted from activity by Megan Dohrman.

Students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben Franklin's life his work as a printer and how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social media post defending the selection of Ben Franklin's portrait for the $100 note.

In this history lesson, students learn about the epic life and exemplary character of Biddy Mason, a woman who was born into slavery in the Deep South, walked to California as part of a pioneer caravan, fought for her freedom in court, and died a millionaire real-estate investor in Los Angeles. In addition to the highs and lows of Biddy’s dramatic life, this lesson asks students to study how she demonstrated the virtues of courage and charity, both in securing freedom for herself and her family and, later, using her fortune to invest in her community and provide relief to poor Californians of all races and religions.

The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This resource was created by Melissa Dux in collaboration with Kristen Evans as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for students in grades 9-12 enrolled in an Introduction to Business course.

Students review the various stages for starting and growing a business, and match them up to the same stages for growing a garden.

Spanish version is also available.

This resource is not openly licensed, but is available for free online viewing for educational purposes.

Designed to introduce students to the essential concepts of business and other organizations. Focus is on small, entrepreneurial start-ups, and expanding the discussion in each chapter to include issues that are faced in larger organizations when it is appropriate to do so.

The following Business Plan Creation Activity lays out resources from the Small Business Administration for various steps of creating a business plan.  Topics covered include employees, permits, and obligations by law and for taxes; tax ID number, registrations, and government forms; business structure, acquiring startup capital, and location; services available to small business founders, and writing a business plan.

This course is an introduction to economics for non-majors and political economy, with an emphasis on the moral and ethical problems that markets solve, and fail to solve. Taught by Professor Michael Munger of Duke University, this course includes full length lectures, links to readings, and a sample final exam.

This is a course for those who are interested in the challenge posed by massive and persistent world poverty, and are hopeful that economists might have something useful to say about this challenge. The questions we will take up include: Is extreme poverty a thing of the past? What is economic life like when living under a dollar per day? Why do some countries grow fast and others fall further behind? Does growth help the poor? Are famines unavoidable? How can we end child labor—or should we? How do we make schools work for poor citizens? How do we deal with the disease burden? Is micro finance invaluable or overrated? Without property rights, is life destined to be “nasty, brutish and short”? Has globalization been good to the poor? Should we leave economic development to the market? Should we leave economic development to non-governmental organizations (NGOs)? Does foreign aid help or hinder? Where is the best place to intervene?
MITx Online Version
This course is part of the Micromaster’s Program in Data, Economics, and Design of Policy through MITx Online. The course is entirely free to audit, though learners have the option to pay a fee, which is based on the learner’s ability to pay, to take the proctored exam, and earn a course certificate. To access the course, create an MITx Online account and enroll in the course 14.73x The Challenges of Global Poverty.

Could I be an Entrepreneur? Is a lesson for students to identify characterisitcs of an entrepreneur. Then complete self assessments to identify personal characteristics that match those of entrepreneurs.

The subject of this course is the historical process by which the meaning of “technology” has been constructed. Although the word itself is traceable to the ancient Greek root teckhne (meaning art), it did not enter the English language until the 17th century, and did not acquire its current meaning until after World War I. The aim of the course, then, is to explore various sectors of industrializing 19th and 20th century Western society and culture with a view to explaining and assessing the emergence of technology as a pivotal word (and concept) in contemporary (especially Anglo-American) thought and expression.
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 Technology and the Literary Imagination, Spring 2008.

It’s a new VET curricula, aimed to help VET students to take advantage of the huge opportunities created by Industry 4.0, through the adaption of drone technology, in order to start a new business or to expand already existing companies.

The document is available in 5 languages (EN, RO, PL, GR, IT). All language versions are available for download on www.edudrone-project.eu

In a concise 200 pages, von Hippel traces the empirical studies on user innovation, determining that between 10 and 40 percent of users engage in developing or modifying products. These 'lead users' are ahead of the curve and often create improvements that other users will want to share.

Innovation in global health practice requires leaders who are trained to think and act like entrepreneurs. Whether at a hospital bedside or in a remote village, global healthcare leaders must understand both the business of running a social venture as well as how to plan for and provide access to life saving medicines and essential health services.
Each week, the course features a lecture and skills-based tutorial session led by industry, non-profit foundation, technology, and academic leaders to think outside the box in tackling and solving problems in innovation for global health practice through the rationale design of technology and service solutions. The lectures provide the foundation for faculty-mentored pilot project from MOH, students, or non-profit sponsors that may involve creation of a market or business plan, product development, or a research study design.

This lesson will describe what mission and vision statements are. It will explain how to create both types of statements and allow students to review the existing mission and vision statements of successful companies. Students will learn how to write their mission and vision statements successfully.

This class surveys developmental entrepreneurship via case examples of both successful and failed businesses and generally grapples with deploying and diffusing products and services through entrepreneurial action. By drawing on live and historical cases, especially from South Asia, Africa, Latin America as well as Eastern Europe, China, and other developing regions, we seek to cover the broad spectrum of challenges and opportunities facing developmental entrepreneurs. Finally, we explore a range of established and emerging business models as well as new business opportunities enabled by developmental technologies developed in MIT labs and beyond.

Environmental Technology Verification (ETV) is an initiative that provides third-party verification of the performance claims made by technology manufacturers. By using Statement of Verification, which is the product of a successful ETV process, ETV provides credible information on the new technology.7ETV4INNOVATION has been a two-and-a-half long EC funded VET Strategic Partnership project under Erasmus + programme. It has been designed with the aim to support the development and the implementation of an innovative practice and a new training path in the field of Environmental Technology Verification (ETV). ETV4INNOVATION course includes three modules:Basic aspects of verification of environmental technologyThe ETV program as a commercial tool on domestic and international marketsPractical aspects of the ETV verification

If you are an entrepreneur, one of your priorities, in addition to building your company, is ensuring you have enough money at the right times. Early Stage Capital will consider a broad range of questions that entrepreneurs deal with on this front, including the following: What should your strategy and your priorities be in raising early stage capital? What are the market norms and standards in structuring VC deals? What are the critical negotiating strategies and tactics? How will your company be valued? How can you obtain the optimal valuation for your new venture? What are the critical elements in the relationship between venture capitalists and entrepreneurs? How is the “venture model” evolving? Is it broken? What is the impact of Super Angels and micro VCs?
These are key questions that face all entrepreneurs in 2010, particularly first-time entrepreneurs. This course aims to prepare you for these decisions, as either a potential entrepreneur or venture capitalist. Using live interactions with leading figures in the venture finance community, most of the class sessions will analyze fundamental strategies of the venture-capital investment process and the critical importance of the relationship between entrepreneur and investor. As well, we will have a tactical focus on demystifying the legalities and jargon of the term sheet and the “A round” financing process. Significantly for 2010, we will also frequently consider the rapid and arguably fundamental change in VC today as the “lean startup” model threatens much of the traditional role and value of the venture investor.
Disclaimer: The websites for this course and the materials they offer are provided for educational use only. They are not a substitute for the advice of an attorney and no attorney-client relationship is created by using them. All materials are provided “as-is”, without any express or implied warranties.