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UIF Value Proposition Canvas

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Leticia Britos Cavagnaro

on 23 August 2015

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Transcript of UIF Value Proposition Canvas

Hard to catalyze institutional change in academia
Faculty depth of expertise on I&E is light
I&E not seen as accessible by faculty; language barriers
Students not motivated by those professors who primarily teach through lectures
Redefining current curriculum for active learning takes effort, tools and inspiration
Students can accelerate change in academia
Peer-to-peer knowledge sharing in I&E is effective
Team-based learning on real world projects is universally appealing
Students are attracted by cool student 'hustlers'
Faculty exposure to active learning techniques and tools can facilitate curricular redesign
Faculty exposure to new program models and connection to student change agent efforts can maximize effectiveness of effort
Educate students
Inspire students
Ensuring students have knowledge, skills and attitudes that meet workforce needs
Provide hands-on learning opportunities
Provide research experiences for students
Create pathways to industry
Support students' venture development interests
Create diverse and inclusive environments
Support team-based collaboration
Create interdisciplinary opportunities for learning
Support student change agents
Continuously incorporate new evidence-based practices to improve curricular approach
For student partners:
Online and in-person training
Meetups
National convenings
Access to peer network
For faculty change agents:
Ability to attend training with student partners
Community of practice with faculty sponsors
Exposure to program models
For faculty who teach:
Training on deeply experiential pedagogy

Articulate student change agents who advocate for I&E and provide a student perspective on market needs
Effective Fellows who create resources that aid faculty efforts in supporting student innovators
Exposure to highly experiential techniques for creating active learning environment
Community of practice for support and insight into best practices
Training frameworks, assignments and examples that enable student
partners
to articulate change strategies
Silicon Valley, Stanford-affiliated program that offers credibility to change effort
Training on new methods of student engagement and learning
Exposure to new program models
Best practices in mentoring student change agents
Customer Archetype: Faculty Change Agent
Teach one class
Check-in with
Research lab
Mentor graduate
student
Attend faculty meeting
Work on draft of paper
File invention disclosure
Guide six project teams
Advise students interested
in pursuing project outside
class
Service: give talk at local
technology event
Office hours
Submit grant
application
Meet with Provost
re: new Maker Space
Teach a class
Check-in with
Research lab
Mentor graduate
student
Attend faculty meeting
Work on
draft of paper
File invention disclosure
Guide six project teams
Advise students interested
in pursuing project outside class
Service: give talk at local
technology event
Office hours
Submit grant
application
Meet with Provost
re: new Maker Space
 Hypotheses: Here’s What We Thought

 Experiments: So Here’s What We Did

 Results: So Here’s What We Found

 Iterate: So Here’s What We’re Going to do Next




 Hypotheses: Here’s What We Thought

 Experiments: So Here’s What We Did

 Results: So Here’s What We Found

 Iterate: So Here’s What We’re Going to do Next





Ilya:
Insights
Faculty sponsors long for community that UIFs have.
Student leadership has been game-changing in expanding his program, attracting funding and also playing a positive role in him getting tenure.
Brand recognition amongst campus faculty for UIF program.
Traction helped close sale on big donor gift for new building.
Babson PD program (cost of $3,000) was transformative for their small team, Chancellor, Faculty, & Donor.
Joe: Innovative faculty are experimental. DT awesome way to teach ppl to design. An institution must get on board with a student strategy or lag behind. Students more vocal than ever about what is not working in education. Great power in allowing students to network across institutions, leverage one another’s ideas and ecosystem learnings, and serve to break down those silohs in academia.
Nick:
Insights
There are significant pains around faculty PD; the internal center only reaches those faculty who are already engaged
Student leadership, engagement and partnership is seen as directly linked to better graduates, as well as reputation and networking for the school.
Showing the ROI of investing in I&E/ determining metrics for success is a pain.

David Chen Insights
Faculty working on undergraduate I&E are highly self-motivated to do so, without any reward except for good teaching
Faculty value student-oriented program that provides framework to organizes and channel positive student action/impact.
Faculty, once again, mentions importance of network of student peers
First mention of team passion, as transferrable to students

Patricia: Insights
-Programs like EPRI (energy policy research institute, grant from DOE) and REU, Research Experiences for Undergraduates (NSF) as potential customer for our student leadership VP (we would solve a need for student empowerment for these programs and prevent them from reinventing the wheel)
-Effect of our training/empowerment model on students is profound. Insight offered revealed elements of model, structured way to think, belief in students, caring about them, … that contributes to transformation.
-Student leaders who help change the ecosystem is a value proposition, by leveraging a national network, versus recognition of what’s going on at her school.
-Faculty PD not as useful for peers in academia, so much as it would be game-changing with k-12 public school teachers.
July 15
Kurt T. (32)
University departments could be empowered by a new centralized Provost/ Chancellor-driven strategy for I&E, or potentially become paralyzed by it. In this instance, according to the interviewee, the Dean of Department is supportive of I&E efforts to some extent but holds back not wanting to ‘step on any toes’.
Faculty tasked with advancing I&E must have a bias for action, tapping whatever means at hand, including students, or risk losing their mandate to expand I&E.
Courted by KEEN. KEEN program uses metric of 50%+ faculty engaged in I&E, when deciding whether to partner /invest in a given institution. According to our interviewee, their campus was at 60% but not using the same language (ex: I&E vs project based learning on real-world problems vs service learning, etc.). ‘WUSTL decided to pass’. Now have ‘research affiliation’ (missed out on opportunity to land big dollars).
While our interviewee has been a long-time proponent of I&E, we wonder whether there is a spectrum of faculty who are proponents of I&E to those who are truly ‘entrepreneurial faculty change agents’ able to advance change initiatives.

Customer Archetype: Center for Teaching and Learning Director

Affiliation with Stanford matters.
Current campus offerings can subcontract more easily to internal Stanford partners, to provide student offering that augments faculty offerings.
Our price point is considered a ‘lightweight’

Lawrence N. (34)
Insights (things we were surprised to learn; things that challenged our assumptions; learnings that will have an impact in what we’ll do next)
Comparing to what we learned from other interviews, schools determine impact in very diverse ways, in terms not only on the metrics (number of students sitting in the class, impact beyond the institution, but who has the power to choose the metrics. In this case, faculty have discretion to determine what impact they want to make, and that is part of the case they make for promotion (there is no tenure). It is an interesting model to learn from.
Devoting time and resources to developing undergraduates can be seen as futile because there is not much to show for (undergraduates go on to do different things, not necessarily tied to the focus of what the faculty does). This might be a -sometimes implicit- challenge for other faculty to see the value of our program.
One interesting characteristic of the culture of this school which is very student-centric is the “freakishly high feedback culture” (feedback from students and others; feedback seen as indication of something, need to get to the bottom by asking why) → How might we use that indicator to probe/characterize the school culture in potential customer schools?
As a side effect of thinking about education and designing courses, students begin to think with a little bit more complexity and depth about their own education, to take ownership over their own education. If undergrads go to grad school, and those will go on to be professors. → This argument can be used to strengthen our VP around student change agents.
Interesting framing of the relationship between design and entrepreneurship (see #7 below), which we can use to strengthen the lexicon we use to support our VPs.

July 23
Suzi J. (35)
Insights
Her program for educators has similar goals to our UIF program, but aimed at educators as change agents, instead of students -> is there a possibility for her program to be a customer of our program, if she sees the value of having student change agents who work in conjunction with the higher ed faculty change agents, and/or some of her faculty customers attending our faculty PD offering to complement their program. One of the weeks of her module (“looking out”) is about getting inspiration from what’s going on internationally, while the third (“looking ahead”) is directly related to teaching participants change strategies.
K-12 and higher ed educators can participate in and derive value from one same PD offering.
Learning to work in teams is needed for educators, as they: 1. know how to do ‘group work’ but not ‘team work’; ii. they promote team work among students but do not do it themselves.
Evangelizing creates barriers (not a good strategy to create change)

Channels
Jonathan H. (36)
Insights
The interviewee did not see any value in campus efforts, except for supporting policy change that required diversity and inclusion.

Partners
Gordon S. (37)
Current methods of videoconference will not work for large portions of the globe, including Ghana. Asynchronous video, WhatsApp and other possible solutions may work.
Many impassioned youth in the global context may be operating outside their University ecosystem.
While University leadership may be interested in partnering, Banks and Telecom companies may be logical funders.
Travel to Silicon Valley for student teams may not be feasible, so much as training large numbers of students on multiple campuses, for all-country convening (Ghana is the size of Oregon).
Another person advocating for access for underserved outside of University context.

Community Colleges
Global
CTL
Kathryn L. (38)
At this school, 50% of faculty are interested in teaching and learning programs (that is about 220; maybe more if we count the adjuncts, but those might not have a budget). If we had 10% of those interested in our program, and we consider hundreds of similar schools, we might have a significant market.
A T&L conference that charges $650-700 for 1.5 days is considered expensive.
Are conferences and journals like the ones mentioned by this interviewee, which we didn’t know existed, a valid Channel for us, both for the student change agent program and the PD offering?
Challenges with teaching awards: can become popularity contests without good supporting criteria.
Faculty learning communities are documented in the literature as an effective means of PD.
How we are currently using experiential learning is different than how she defines it. When we say Experiential Learning, we refer to what she refers to as Active Learning → Need to be clearer with definitions.

Ricardo S. (39)
Mindset of faculty and students from his university are very different than the one in Silicon Valley (that’s the comparative experience he has): faculty are very research oriented AND very reluctant to explore disciplinary areas outside of their expertise; most students are not thinking about starting ventures but working for big corporations (note: this is also the case for universities outside of SV - see interview #19), and have a techno/solution-centric view, without understanding what are the needs technology can solve.
Very few faculty would want to come to SV to work on improving their teaching.
Culture over methods (methods can give a false sense of understanding of what an entrepreneur does).
An important skill that is not taught to faculty/students: ‘appropriation’, understood as the ability to learn and operate (or be conversant at least) in a discipline different from one’s field of study (Note: this could be seen as a prerequisite to interdisciplinary or transdisciplinary teamwork)

Faculty
Other

Demand for faculty development on active learning (NETI) well-exceeds current capacity. NETI is exclusive, 50 person/year training for faculty educators wanting active learning PD. Heavily dependent on credibility of founding instructors and recent addition of new instructors brought increase in capacity to 150 participants a year. Are faculty who have done NETI potential clients for both our offerings?
Presently, student division very disconnected from national organization and receives no programming to fulfill student member needs.

Chad Ratliff (#41)
Insights
If this CC is a good indication, this is a CS that will be very receptive to our VPs (both student change agent and faculty PD). Need to confirm talking to other stakeholders (decision makers) and from other schools, as well as determine who is the paying customer in this CS. From the market size point of view, there are about half the number of CC (1700) than 4-year institutions (3000). We could assume a similar level of interest, but it could be less bc many CC are concerned mostly with remediation, and this could be seen as a “nice to have”.

Renato A. (#42)
Their organization is very aligned with us in goals, philosophy, and methods, but serve a completely different audience → What can we learn from each other, and can we partner to give our Fellows authentic community problems to work on?
Having an alumn and champion of the program (the ED) go through the unfamiliar DT process with hi/her team, facilitates their acceptance to try something new → Can we establish a parallel in our faculty PD offering that will strengthen the VP?

Julie M. (43)
NYC community-focused organization has national reach in key areas, including innovation and non-profit fundraising.
Media partners like MSNBC and American Public Radio can instantly put you on national stage.

Chantal L. (#44)
Possible to develop a high-functioning CTL in five years that transforms a large public research institution.
Must transform nature of current CTL. Often report to provosts office on academic side. Those that focus on PD and teaching tips don’t succeed. University doesn’t see direct connection with performance. BUT, if you make them research centers, scholarship of teaching and learning, and bring in grants revenue, you become part of fabric. And, if they are connected to provosts office, then can they work with other centers, making the connection between graduate affairs and student success.

Roberta M. (# 45)
Insights
Work culture, transparency, meritocracy continue to be an issue in traditional corporate settings on the east coast.
All things being equal, the best qualified students will pick West coast opportunities over East coast for culture, advancement opportunity and an ecosystem that doesn’t disadvantage a youth innovative and entrepreneurial professional.

Soren H. (46)

European global opportunities align more closely with current offering, compared to South America?
Geoff S. (47)

This is another example of a school where teaching counts towards tenure (or similar). Those could be good sources of faculty customers. However, those might also have active CTLs, so the CTL director might be the paying customer, instead of the faculty finding the funds on their own. Perhaps CTL staff might want to participate in such an offering.
Possibility of holding a program locally at the school (might not scale).
Design engages more than entrepreneurship and, in particular, the open-ended, self-directed nature of design projects.

Stephanie Q. (48)
Insights
Community college have extremely difficult challenge of creating community, in I&E or otherwise, given the inherent nature of the commuter population and the diverse learner socio-demographics. We can learn from the community colleges who are making strides in create community so as to understand better how to support student engagement and create an I&E ecosystem.
Community colleges staff are trying to do a lot with very little. Six staff members trying to serve (and create student engagement among) 24 - 30,000 students.
Student partnership in creating the ecosystem presently valued, but norm is that only elected student leaders serve in this role.
Pathways to partner 4-year institutions provided on academic side, but not on community/social side.

Matt H. (33)
Rocio C. (40)
how many schools count teaching towards tenure?
HMW estimate what is the market size of CTL centers?
Who's the paying customer? the influencer?
local offering vs open enrollment institute
framing: PD vs scholarship of teaching and learning
framing: DT, I&E, experiential learning, active learning
participants: faculty and/or CTL staf/trainers

- Faculty learning communities are effective ways for faculty to learn and support one anothers' learning, but they almost always seem dependent on grant funding. What does the funding support and could the creation of community using online videoconferencing mechanisms, perhaps in a distributed way, help connect the underserved.
Questions
Variables for experiments
CTLs are reinventing / reframing themselves in centers for innovative teaching and research centers, focused on the scholarship of teaching and research. Evidence-based strategies a must to change faculty.
Two of three high-functioning T&L centers interviewed co-authors papers with faculty.
One of the three, where teaching counts towards tenure, was founded by faculty. *Does this lend greater credibility to the effort?
provide pedagogy training opportunities for faculty (workshops, talks, learning communities)
provide research-based evidence for teaching best practices
co-write or edit papers with faculty
support innovation/ course development efforts by faculty
find and communicate new trends
grant writing support
sabbatical support
MVP
-sketch out two variants in a possible program; get feedback from CT&Ls and from faculty interviewed thus far.
those faculty who attend CTL programs are not necessarily the ones who need it the most
good teaching might not be rewarded at same level of research for promotion
insights
if they are connected to provosts office, then can they work with other centers, making the connection between graduate affairs and student success.
focus on scholarship of teaching and learning bring in grants revenue, and garners support
-Economics of arranging VISAs and funding international faculty travel quite prohibitive, let alone making that available to students.
European nations with stronger Internet infrastructure, may be able to consume our current offerings more easily.
Engaging with developing countries would require the creation of new online training methods, because the lack of broadband inhibits a person-to-person video-conference connection.
-Language barriers in some nations may present an issue for our current offering and skill sets.
-Cultural issues would require that we get up to speed on the practices/pedagogy that do not translate well.
-A student model worth considering may be to partner with a central government agency, municipality and have gathering in-country.
-Another model would be to work with channel partners already bringing faculty to the U.S., by serving their student partners.
-create community of practice among directors;
-spotlight high-functioning centers for teaching and learning;
-train-the-trainer model, providing best practices for
1) reaching faculty who really need it;
2) ways to frame programs and services;
3) share research for use as evidence with campus stakeholders; and
4) provide access to different campus ecosystems that foster and embrace new teaching and learning approaches.

Immersive hands-on workshop on design thinking -on site or open enrollment-, including:
innovative learning spaces
learning alongside students
access to observing teaching team
(for alumni or advanced participants) team teaching with facilitators
research-supported teaching practices
community of practice for educators
-Help CTLs connect with experts who can advise on creating research-based programs that begin to attract revenue stream for center and faculty.
-Enhance student engagement which
CT&L Learnings
- Big divide between CT&L who are serving large volumes of faculty customers on campus, versus those serving smaller percentages.
- Those serving smaller percentages believe they are
already
serving their market well; do not perceive there to be a problem in how well they are serving the faculty audience.
- Based on available market offerings for CT&L conferences and budgets discussed in customer interviews, our offering is priced out of the market.
-Those reframing as Centers for Student Success may be customers, but this is still an emerging area.
-
Gain: A number of CC have a current increased interest in entrepreneurship, innovation, leadership, student-centric approaches, and are a promising customer for our student-centered offering.

Pain: small number of staff serving a large population of students.

CC are required to articulate pathways to 4 year colleges. This can further support our VPs.

Next: We will continue to talk to others in this segment: influencers, paying customers,
July 30


Debra
Massive organization running parallel to APLU who are looking at innovation, creativity, and entrepreneurship as vehicles which enable active and experiential learning, which leads to student success and retention.
Very willing to partner and promote Stanford-affiliated program.

Christina Royal
This interviewee was defensive and, even when we assured her that we were not looking to sell her anything or getting her to commit to anything, she pretty much deflected all questions by kept asking questions of us. No valuable data to rescue, other than speculate the reason for her attitude.

Adam Hastings
CC are more flexible in their programming than 4 -year colleges
CC have access to funding mandated by the Carl T. Perkins Act (4 year colleges might be able to access same funds)
Part of the population of students of CC, who are coming back to school from the workplace, have more real-world experience than faculty in certain areas: good fit for our model of student-agency?
Hart Shafer
Teams within large companies have their own sub-culture that interns, recent grads, & new hires must “mesh well’ with in order to be considered a successful new hire.
Young people that understand the system (how and why decisions are made in their corporate setting) would be less-disappointed and know how to operate within it.
Each company has an innovation system, to which newly hired innovators may or may not be oriented.


Jack Goodwin
Combination of UIF and I&E team-based, difficult pursuits while in Aerospace Engineering program contributed to his rapid ascension from Boeing internship to NASA internship/research to Lockheed Martin Internship, and ultimate job offer. GPA suffered, but he knew how to work in teams with differing perspectives, taking the emotion out of it and leading with quantitative data.
Each internship had similar first day: here’s where you store files securely and here’s how you document your work. Each one assigned a mentor, who mostly provided insight into company’s market prospects (…not mentoring of the people interactions that make a successful employee).
As a UIF, changing his U and making an impact working with interdisciplinary team also prepared him, but leaves him wanting for more in his career. New NASA satellites have a 10 year timeline to be realized (impact), whereas helping a Lockheed satellite that had gone down get back online put war at his doorstep and had him defending our country’s freedom (sense of purpose). Research he did on 12-person student team at NASA will help determine how long a crew can survive an explosion if biofuels were used. That near-term ability to make an impact has drawn him back to research, as he is now enrolled at Stanford’s master program. His interest in working with people and in teams may draw him to management consulting profession.

Rocio Claybone
-HR cares about screen and about company values/personality fit, while hiring managers/mentors take care of ensuring team-based collaboration skills are imparted.
-HR people may paint a rosy picture because they’re always in sales mode. May view us as conduit to other talent and may not want to reveal problems in the hiring/retention system.

Andrea Anderson
Corporations who have adopted design thinking as their key innovation framework are potential early-adopters for onboarding new hires to also have those skills. We should search LinkedIn for people who have Design Thinking in their titles and CVs, while also seeking other big frameworks like Adobe’s KickBox program. Maybe Agile? Lean Startup? Other?
Should value proposition be reframed to solve the problem of ‘sometimes we make the wrong decision in our intern or new hire’ by turn that into ‘increase the success rate for a new hire’ and increase the percentage of interns who are available/interested in FT employment (and gather figures on cost of new hire from HR’s perspective; retention)?

Peter Han
Onboarding of interns and new hires will have less to do with preparing out-of-the-box, creative thinkers and more to do with creating emotionally-intelligent, flexible, savvy operators who are resilient and successfully persevere as they operate within the institutional framework- 'bound creativity'
Prepare current UIFs more intentionally for post-college institutional challenges as an MVP for corporate offering.

Ed Pines
Program gives students access to opportunities and people that they normally wouldn't get
Stanford is the brand that contributes to the attractiveness of the program
online and in-person activities (meetups) Fellows go through are seen as not easy to reproduce on their own
[$ comes from: Gift funds]
Landon Young
Aside from the current foundation funding, there is funding that students can access via individual grants
[$ comes from: Kauffman Grant]
Stephen Canfield
Official student orgs are eligible for funding and there is usually a go budget for that → possible revenue model?
[$ comes from: PIP Program, deans office]
Lisa Getzler
Getting the right student is key for success
universities may get worried about what the students publish/share
Is there peer pressure to have Fellow? Show other network members they are able to have the same type of engaged student leader?
[$ comes from: donor gifts]
Kirk Froggatt
increase in engagement of students in I&E (in some way - exposure?) from 10% engagement today of CSE students to 30% is seen as success.
faculty training around engagement of first year students, with clear link to metrics that matter to schools (attraction, retention) would be interesting.
diversity and inclusion top of mind within academia due to national events, especially in STEM disciplines. this may serve as a hook, if built into the value proposition of the faculty pd offering.
[$ comes from: Endowed chair funding]
Sergio Sedas
-University has robust and diverse PD offerings for faculty that are open to new additions (some of the PD is mandatory and counts for faculty evaluation).
There are funding sources related to inter-country collaborations.

Johan Byttner (Warwick)
faculty are currently not open to student initiatives, they are afraid of liability and image if things don’t go well → If faculty were to nominate and mentor students to participate in our program that might solve the issue of (perception of) control. It might be a great way to transition to a more student-led or student-inclusive culture.

Global
Faculty
Corporate
Academic organizations - channels
Community Colleges
internship and recruiting programs cost time and money, yet don't necessarily lead to a successful hire.
students and recent grads may not mesh well with company or team culture
students and new hires lack experiences in team-based collaboration on projects
young talent = 'risky hire'
Customer Archetype: HR or Hiring Manager for Interns and Recent College Graduates
interact with college campus
market to students
read resumes
screen candidates
schedule one-on-ones
attend job fair
interview candidates
invite candidates for onsite interview to meet internal team
make offer
hiring paperwork
on-board / training upon start
match individual to mentor
ensure meaningful project
final project presentations to executive team
superstar intern comes back as FT employee after graduation, making internship program (and HR) look great
superstar intern works on meaningful project and creates positive impact in the organization
attracting young talent/ more-seasoned millennials to organization is important element for company culture
hiring young people (versus industry veterans) saves money
de-risk the 'risky hire'
training interns and new hire in how to succeed in an institutional context, by being a creative and flexible employee, an agile learner and by understanding the ecosystem he/she has joined.
empower interns with design thinking and other skills that enable them to be creative within the context of their job.
network of peer support who keep intern motivated and inspired to succeed in corporate setting.
6-week online training completed before intern or new hire begins employment at company.
ongoing peer network
external confidential assessment of intern or new hire's experience
provide experiential projects unrelated but analog to company's core mission that helps:
hone ability to work in teams
become a systems thinker
teach design thinking and lean startup as a means for teaching empathy and vetting and advancing one's ideas
help students identify opportunities for mentoring early in their careers
offers case studies and models for success for young people to achieve their professional goals and reach their personal aspirations through the corporate track.
helps catalyze a sense of ownership and initiative, while creating a team-player who works well within the organization.
August 3
Global
Faculty
Corporate
Academic organizations - channels
Community Colleges
The agency supports financially universities working on a project to strengthen engineering education that has an I&E focus. Universities have the autonomy to spend the money, but they can suggest to them using our services because they know us and trust us.
There is a need for faculty PD around pedagogy
Students are traditionally active in education reform (very politicized)
There is interest that resources established by universities and companies with these subsidies (incubators, etc.) are open to everyone

Summer college is a good channel to get to global universities, through the students.
There is interest on the part of the universities (a very small number of them nationally) in the student program, and the National I&E Agency can support financially.
Government is pushing for I&E and financing projects that require collaboration between universities. They have financed some of their programs to come to SV. May be willing to fund our offerings for this and other universities in the country (many of them have an I&E focus).
They began offering services to a global customer base 20 years ago, eager to expand I&E at a time when this wasn’t popular. Since then, interest in I&E in the U.S. has expanded and they’ve started to offer services to select regions, which has helped them raise more funding (bigger pool of philanthropic dollars in America). Their global start was a lot more difficult than what they’re now experiencing returning to the U.S.
They are not focused on a student audience, nor are they early stage. They offer services to established entrepreneurs who are invested in growing operations significantly, with an explicit intention of creating jobs and economies in the region.

We have a platform play and can derive consulting revenue & create portable programs for organizations with other missions who need to activate student population
We should be telling our story of this model for change

Programs early in their establishment have other priorities than engaging students, as they have a program to first create and get off the ground. Using a faculty PD program to create a unified vision would be of value. Providing incentive to include students might help ensure selected students are co-designers of the experience. ex: Buy three (faculty), get one free (student).
This interviewee requested our time to pick our brain on resources they might consider as they establish ‘entrepreneurship’ in their new Engineering School. We are perceived as having knowledge in this realm that is valuable to faculty/ university leaders.

This is a followup conversation to one we had with a student who turned his faculty on to U.S.-based entrepreneurship programs and is frustrated with the lack of progress and follow-up since. Our interviewee seems equally frustrated with the pace of change.
He is extremely interested in a design thinking workshop at Stanford and would pay 2-3K out of his own pocket for a 1 week experience (not counting travel)
This policy major / recent graduate sees participation on committees within associations that have aligned missions as a means to change for action-oriented organizations such as ours. Wants Fellows to join and help influence Science & Technology Policy.
Does not believe UIF added much value on his campus and hasn’t been able to convince his faculty sponsor, the VP of Research, that there is ongoing value in sponsorship of students.

Student
Student perceive faculty disinterest in embedding I&E in academia and sees major student movement to augment traditional academic experience and create such learning opportunities for themselves.
-The ecosystem in this region seems pretty poor and unbalanced, to be a fertile ground for our offerings; there is money from the government to support entrepreneurs, but not real paths within or outside of academia. Other regions/ universities might be in a better place to take advantage of our offerings.
August 10
Corporate
Foundations
Faculty (current customers)
Global
Other
77 - Trent Hazy (Mindsumo, CEO)
We need to speak with the head of innovation within corporate fortune 500 companies
A subset of the students doing project-based collaboration on real-world problems could be candidates of the Fellows program
Once we have a corporate offering established, we may consider this organization as a partner (train/prepare their students who want to be hired by corporate)

78 - Jennifer Hedding (Yahoo, HR)
Company knows it could provide a better experience for interns and is doubling down on early-career hire strategy, so timing is right for a potential engagement.
Modeled Associate Product Manager 2-year training program after successful HP program, where our HR Manager used to work, with three rotation ever 9 months and 6 month international stint. Pleased with outcomes (Apple recently re-instituted 9 month program).

80 - Ryan (Google, HR)
Huge internship program, little time. In-person training. Could add softskills value and create community among them, in advance.
Their student ambassador program may have some alignment.
81 - Ludovic (Sony, Innov/Ventures)
The skills they are looking are in line with what our program gives Fellows.

82 - Lauren Yee (LinkedIn, HR)
The skills they are looking are in line with what our program gives Fellows, and the company does not have a robust onboarding/early hire development strategy.
83 - David Doe (Shell, HR)
Large recruiter of college-graduates (1,000) through 6-8 week assessed internship or company recruitment day, which involves group exercise and intra-exercise. Internship is better predictor of success, than recruitment day.
Once accepted into full-time position, very little turnover (5%). Everyone assessed every two years by manager and two other people.
Since 1960, have used ‘currently estimated potential’ or CEP method of predicting pinnacle of one’s career. Not a crystal ball and company wants choice, but enough of a correlation that it serves as a guide.
Three things count in determining an intern or employee’s success (equally weighted. doing it for decades):
capacity: see big picture: helicopter out. see ecosystem.
achievement: learning, from things that haven't gone well. drive for completion.
relationships. relationship skills. ability to paint a vision.
Believe that the person either has it or doesn’t (innate qualities) and do not try to expand a person’s attitude, skill set and/or mindset. Instead, offer them the pathway and give them training around milestone events: manager of individual, manager of managers, or manager of communities.

87 - Clark McCain (Coleman)
This foundation is hands-off and very attuned to learning from their grantees and adopting or further supporting what their grantees start doing
Their strategy is to support entrepreneurship faculty across disciplines; might be willing to experiment with a complementary strategy by supporting student fellows (caveat: they are very narrowly focused on for-profit entrepreneurship)
Might be interested in faculty PD offering (they send grantees to similar offerings)

88 - Doug Melton (KEEN)
There are opportunities to provide value to them related to faculty PD (a current strategic interest), as well as industry engagement strategy.

79 - Tom Strong (Hitachi Foundation)
This foundation has scaled back its educational investments, choosing to focus efforts on (1) working through accelerators to support startup venture creation that addresses US poverty and (2) funding select companies to invest in front-line employee skills as a means to strengthen their companies and lift people out of poverty.
Perhaps foundations and organizations focused on ‘corporate capacity building’ might serve as channel partners for a corporate intern / early-career offering.

89 - Ryan (Helmsley Foundation)
They don’t fund individual institutions but grant money to large networks and college associations. Given the structure of our program, we might be candidates for funding directly, or provide value to some of their grantees.
100 - Kiko Suarez (Lumina)
Even when we explained we were not after funding at this time and tried to get the conversation towards understanding how they work with grantees and what value we might add, he thinks our VP around student change agents is unique, wouldn’t let go of the idea of funding us, and asked most of the questions.

84 - Edmond D. (
Villanova
)
Believes there is a need to create faculty champions within different departments
more UIFs would mean more impact
Might be candidate for faculty PD/change agent offering.

85 - Bill C (Wake Forest)
They are using our program to support other student engagement strategies on campus, but are not really taking advantage of the main values of our program.

86 - Aline (Tulane)
One department is driving I&E activity on campus and can create a strong reputation
Faculty champions aren’t finding one another if Aline didn’t transfer the support of the program to the next faculty sponsor that supported students

Students
91 - Julie (China)
Cost to maximum effect for Chinese students would be in online training, coupled with local engagement with tech companies and universities who are or aspire to be leaders in I&E.

92 - Ana Teresa (Mexico)
There’s interest in the student VP and potential financial support from the universities

93 - Frederik (Denmark)
Even though the State pays for education, it offers little support for students to study abroad
I&E isn’t taken as seriously by students, students do it because it’s “cool”
Faculty that teach entre are typically serial entrepreneurs
Corporations are driving what students are being taught/learning by providing large donations in exchange for tailoring classes to their needs (currently adding more statistics)


94 - Alfredo (Mexico)
Stanford grads on campus that are now in very influential positions that could help strengthen I&E activity on campus
Student is very optimistic about the potential of his campus and Mexico City
Mexico City is skeptical about creating anything (opportunities, etc.)
7
3
5
7
3
101 - Russ Korte (Researcher, Corporate HR)
There is a mismatch between the expectations of the hiring managers and the new hires in terms of behaviors.
Schools do not prepare graduates to navigate with the complexity of the corporate ecosystem (political, social, cultural factors), which is crucial for their success
Many companies approach to onboarding is to believe they’ve selected the best and they can throw new hires to the deep end and see if they swim.

96 -Chiara (Greece)
Despite the crisis, there is lots of private money to support students in becoming competitive in the marketplace
Large industries that support students financially in industry and study abroad activity

90 - Jen (Canada)
Cost to maximum effect for Chinese students would be in online training, coupled with local engagement with tech companies and universities who are or aspire to be leaders in I&E.

98 - Daniela (UK)
Very interesting take on social entrepreneurship: should not be a goal in itself, should address local problems, should not be pushed to young people; and on social progress: collective impact approach
potential interest in faculty PD
they could be a Key Partner

Caitlin B. (96)
Even government agencies have a need to onboard interns and early-hires
However, our stakeholder doesn’t want to train them in current culture, but rather how to incorporate design thinking into their future experience and help make this traditional risk-averse agency more able to ideate, prototype and test.
97 - Patrick Hayes (Comm Director, Kettering)
Connect communication opportunities to university’s mission and pillars
Ask faculty and students to invite communications staff to their classes and events
Use of local market research to show that entrepreneurship is popular among students, could convince communications staff to feature I&E more
Many faculty “don’t know how to work with a communications department”, need more guidance
More “dynamic” faculty, and those with more visibility, are profiled more often as good examples to show students. Perhaps those faculty could recommend younger, tenure track faculty or other students to be profiled next.
Tenure-track faculty more willing to talk to communications staff because they need exposure


Ashley and Jessica (99)
Corporate MVP to see if such a program could help attract and onboard underserved minorities to fellows’ companies.
Use of a corporate fellows program within a company often overlooked by candidates may strengthen the company’s value-proposition and help attract talent that may not otherwise look at such companies.
Develop new curricular approaches for active learning
Sponsor UIF Leadership Circle to facilitate creation of new I&E resources
Hard to catalyze institutional change in academia
Faculty depth of expertise on I&E is light
I&E not seen as accessible by faculty; language barriers
Students not motivated by those professors who primarily teach through lectures
Redefining current curriculum for active learning takes effort, tools and inspiration
Students can accelerate change in academia
Peer-to-peer knowledge sharing in I&E is effective
Team-based learning on real world projects is universally appealing
Students are attracted by cool student 'hustlers'
Faculty exposure to active learning techniques and tools can facilitate curricular redesign
Faculty exposure to new program models and connection to student change agent efforts can maximize effectiveness of effort
Educate students
Inspire students
Ensuring students have knowledge, skills and attitudes that meet workforce needs
Provide hands-on learning opportunities
Provide research experiences for students
Create pathways to industry
Support students' venture development interests
Create diverse and inclusive environments
Support team-based collaboration
Create interdisciplinary opportunities for learning
Support student change agents
Continuously incorporate new evidence-based practices to improve curricular approach
For student partners:
Online and in-person training
Meetups
National convenings
Access to peer network
For faculty change agents:
Ability to attend training with student partners
Community of practice with faculty sponsors
Exposure to program models
For faculty who teach:
Training on deeply experiential pedagogy

Articulate student change agents who advocate for I&E and provide a student perspective on market needs
Effective Fellows who create resources that aid faculty efforts in supporting student innovators
Exposure to highly experiential techniques for creating active learning environment
Community of practice for support and insight into best practices
Training frameworks, assignments and examples that enable student
partners
to articulate change strategies
Silicon Valley, Stanford-affiliated program that offers credibility to change effort
Training on new methods of student engagement and learning
Exposure to new program models
Best practices in mentoring student change agents
Customer Archetype: Faculty Change Agent
Teach one class
Check-in with
Research lab
Mentor graduate
student
Attend faculty meeting
Work on draft of paper
File invention disclosure
Guide six project teams
Advise students interested
in pursuing project outside
class
Service: give talk at local
technology event
Office hours
Submit grant
application
Meet with Provost
re: new Maker Space
Teach a class
Check-in with
Research lab
Mentor graduate
student
Attend faculty meeting
Work on
draft of paper
File invention disclosure
Guide six project teams
Advise students interested
in pursuing project outside
class
Service: give talk at local
technology event
Office hours
Submit grant
application
Meet with Provost
re: new Maker Space
 Hypotheses: Here’s What We Thought

 Experiments: So Here’s What We Did

 Results: So Here’s What We Found

 Iterate: So Here’s What We’re Going to do Next




 Hypotheses: Here’s What We Thought

 Experiments: So Here’s What We Did

 Results: So Here’s What We Found

 Iterate: So Here’s What We’re Going to do Next





Ilya:
Insights
Faculty sponsors long for community that UIFs have.
Student leadership has been game-changing in expanding his program, attracting funding and also playing a positive role in him getting tenure.
Brand recognition amongst campus faculty for UIF program.
Traction helped close sale on big donor gift for new building.
Babson PD program (cost of $3,000) was transformative for their small team, Chancellor, Faculty, & Donor.
Joe: Innovative faculty are experimental. DT awesome way to teach ppl to design. An institution must get on board with a student strategy or lag behind. Students more vocal than ever about what is not working in education. Great power in allowing students to network across institutions, leverage one another’s ideas and ecosystem learnings, and serve to break down those silohs in academia.
Nick:
Insights
There are significant pains around faculty PD; the internal center only reaches those faculty who are already engaged
Student leadership, engagement and partnership is seen as directly linked to better graduates, as well as reputation and networking for the school.
Showing the ROI of investing in I&E/ determining metrics for success is a pain.

David Chen Insights
Faculty working on undergraduate I&E are highly self-motivated to do so, without any reward except for good teaching
Faculty value student-oriented program that provides framework to organizes and channel positive student action/impact.
Faculty, once again, mentions importance of network of student peers
First mention of team passion, as transferrable to students

Patricia: Insights
-Programs like EPRI (energy policy research institute, grant from DOE) and REU, Research Experiences for Undergraduates (NSF) as potential customer for our student leadership VP (we would solve a need for student empowerment for these programs and prevent them from reinventing the wheel)
-Effect of our training/empowerment model on students is profound. Insight offered revealed elements of model, structured way to think, belief in students, caring about them, … that contributes to transformation.
-Student leaders who help change the ecosystem is a value proposition, by leveraging a national network, versus recognition of what’s going on at her school.
-Faculty PD not as useful for peers in academia, so much as it would be game-changing with k-12 public school teachers.
July 15
Kurt T. (32)
University departments could be empowered by a new centralized Provost/ Chancellor-driven strategy for I&E, or potentially become paralyzed by it. In this instance, according to the interviewee, the Dean of Department is supportive of I&E efforts to some extent but holds back not wanting to ‘step on any toes’.
Faculty tasked with advancing I&E must have a bias for action, tapping whatever means at hand, including students, or risk losing their mandate to expand I&E.
Courted by KEEN. KEEN program uses metric of 50%+ faculty engaged in I&E, when deciding whether to partner /invest in a given institution. According to our interviewee, their campus was at 60% but not using the same language (ex: I&E vs project based learning on real-world problems vs service learning, etc.). ‘WUSTL decided to pass’. Now have ‘research affiliation’ (missed out on opportunity to land big dollars).
While our interviewee has been a long-time proponent of I&E, we wonder whether there is a spectrum of faculty who are proponents of I&E to those who are truly ‘entrepreneurial faculty change agents’ able to advance change initiatives.

Customer Archetype: Center for Teaching and Learning Director

Affiliation with Stanford matters.
Current campus offerings can subcontract more easily to internal Stanford partners, to provide student offering that augments faculty offerings.
Our price point is considered a ‘lightweight’

Lawrence N. (34)
Insights (things we were surprised to learn; things that challenged our assumptions; learnings that will have an impact in what we’ll do next)
Comparing to what we learned from other interviews, schools determine impact in very diverse ways, in terms not only on the metrics (number of students sitting in the class, impact beyond the institution, but who has the power to choose the metrics. In this case, faculty have discretion to determine what impact they want to make, and that is part of the case they make for promotion (there is no tenure). It is an interesting model to learn from.
Devoting time and resources to developing undergraduates can be seen as futile because there is not much to show for (undergraduates go on to do different things, not necessarily tied to the focus of what the faculty does). This might be a -sometimes implicit- challenge for other faculty to see the value of our program.
One interesting characteristic of the culture of this school which is very student-centric is the “freakishly high feedback culture” (feedback from students and others; feedback seen as indication of something, need to get to the bottom by asking why) → How might we use that indicator to probe/characterize the school culture in potential customer schools?
As a side effect of thinking about education and designing courses, students begin to think with a little bit more complexity and depth about their own education, to take ownership over their own education. If undergrads go to grad school, and those will go on to be professors. → This argument can be used to strengthen our VP around student change agents.
Interesting framing of the relationship between design and entrepreneurship (see #7 below), which we can use to strengthen the lexicon we use to support our VPs.

July 23
Suzi J. (35)
Insights
Her program for educators has similar goals to our UIF program, but aimed at educators as change agents, instead of students -> is there a possibility for her program to be a customer of our program, if she sees the value of having student change agents who work in conjunction with the higher ed faculty change agents, and/or some of her faculty customers attending our faculty PD offering to complement their program. One of the weeks of her module (“looking out”) is about getting inspiration from what’s going on internationally, while the third (“looking ahead”) is directly related to teaching participants change strategies.
K-12 and higher ed educators can participate in and derive value from one same PD offering.
Learning to work in teams is needed for educators, as they: 1. know how to do ‘group work’ but not ‘team work’; ii. they promote team work among students but do not do it themselves.
Evangelizing creates barriers (not a good strategy to create change)

Channels
Jonathan H. (36)
Insights
The interviewee did not see any value in campus efforts, except for supporting policy change that required diversity and inclusion.

Partners
Gordon S. (37)
Current methods of videoconference will not work for large portions of the globe, including Ghana. Asynchronous video, WhatsApp and other possible solutions may work.
Many impassioned youth in the global context may be operating outside their University ecosystem.
While University leadership may be interested in partnering, Banks and Telecom companies may be logical funders.
Travel to Silicon Valley for student teams may not be feasible, so much as training large numbers of students on multiple campuses, for all-country convening (Ghana is the size of Oregon).
Another person advocating for access for underserved outside of University context.

Community Colleges
Global
CTL
Kathryn L. (38)
At this school, 50% of faculty are interested in teaching and learning programs (that is about 220; maybe more if we count the adjuncts, but those might not have a budget). If we had 10% of those interested in our program, and we consider hundreds of similar schools, we might have a significant market.
A T&L conference that charges $650-700 for 1.5 days is considered expensive.
Are conferences and journals like the ones mentioned by this interviewee, which we didn’t know existed, a valid Channel for us, both for the student change agent program and the PD offering?
Challenges with teaching awards: can become popularity contests without good supporting criteria.
Faculty learning communities are documented in the literature as an effective means of PD.
How we are currently using experiential learning is different than how she defines it. When we say Experiential Learning, we refer to what she refers to as Active Learning → Need to be clearer with definitions.

Ricardo S. (39)
Mindset of faculty and students from his university are very different than the one in Silicon Valley (that’s the comparative experience he has): faculty are very research oriented AND very reluctant to explore disciplinary areas outside of their expertise; most students are not thinking about starting ventures but working for big corporations (note: this is also the case for universities outside of SV - see interview #19), and have a techno/solution-centric view, without understanding what are the needs technology can solve.
Very few faculty would want to come to SV to work on improving their teaching.
Culture over methods (methods can give a false sense of understanding of what an entrepreneur does).
An important skill that is not taught to faculty/students: ‘appropriation’, understood as the ability to learn and operate (or be conversant at least) in a discipline different from one’s field of study (Note: this could be seen as a prerequisite to interdisciplinary or transdisciplinary teamwork)

Faculty
Other

Demand for faculty development on active learning (NETI) well-exceeds current capacity. NETI is exclusive, 50 person/year training for faculty educators wanting active learning PD. Heavily dependent on credibility of founding instructors and recent addition of new instructors brought increase in capacity to 150 participants a year. Are faculty who have done NETI potential clients for both our offerings?
Presently, student division very disconnected from national organization and receives no programming to fulfill student member needs.

Chad Ratliff (#41)
Insights
If this CC is a good indication, this is a CS that will be very receptive to our VPs (both student change agent and faculty PD). Need to confirm talking to other stakeholders (decision makers) and from other schools, as well as determine who is the paying customer in this CS. From the market size point of view, there are about half the number of CC (1700) than 4-year institutions (3000). We could assume a similar level of interest, but it could be less bc many CC are concerned mostly with remediation, and this could be seen as a “nice to have”.

Renato A. (#42)
Their organization is very aligned with us in goals, philosophy, and methods, but serve a completely different audience → What can we learn from each other, and can we partner to give our Fellows authentic community problems to work on?
Having an alumn and champion of the program (the ED) go through the unfamiliar DT process with hi/her team, facilitates their acceptance to try something new → Can we establish a parallel in our faculty PD offering that will strengthen the VP?

Julie M. (43)
NYC community-focused organization has national reach in key areas, including innovation and non-profit fundraising.
Media partners like MSNBC and American Public Radio can instantly put you on national stage.

Chantal L. (#44)
Possible to develop a high-functioning CTL in five years that transforms a large public research institution.
Must transform nature of current CTL. Often report to provosts office on academic side. Those that focus on PD and teaching tips don’t succeed. University doesn’t see direct connection with performance. BUT, if you make them research centers, scholarship of teaching and learning, and bring in grants revenue, you become part of fabric. And, if they are connected to provosts office, then can they work with other centers, making the connection between graduate affairs and student success.

Roberta M. (# 45)
Insights
Work culture, transparency, meritocracy continue to be an issue in traditional corporate settings on the east coast.
All things being equal, the best qualified students will pick West coast opportunities over East coast for culture, advancement opportunity and an ecosystem that doesn’t disadvantage a youth innovative and entrepreneurial professional.

Soren H. (46)

European global opportunities align more closely with current offering, compared to South America?
Geoff S. (47)

This is another example of a school where teaching counts towards tenure (or similar). Those could be good sources of faculty customers. However, those might also have active CTLs, so the CTL director might be the paying customer, instead of the faculty finding the funds on their own. Perhaps CTL staff might want to participate in such an offering.
Possibility of holding a program locally at the school (might not scale).
Design engages more than entrepreneurship and, in particular, the open-ended, self-directed nature of design projects.

Stephanie Q. (48)
Insights
Community college have extremely difficult challenge of creating community, in I&E or otherwise, given the inherent nature of the commuter population and the diverse learner socio-demographics. We can learn from the community colleges who are making strides in create community so as to understand better how to support student engagement and create an I&E ecosystem.
Community colleges staff are trying to do a lot with very little. Six staff members trying to serve (and create student engagement among) 24 - 30,000 students.
Student partnership in creating the ecosystem presently valued, but norm is that only elected student leaders serve in this role.
Pathways to partner 4-year institutions provided on academic side, but not on community/social side.

Matt H. (33)
Rocio C. (40)
how many schools count teaching towards tenure?
HMW estimate what is the market size of CTL centers?
Who's the paying customer? the influencer?
local offering vs open enrollment institute
framing: PD vs scholarship of teaching and learning
framing: DT, I&E, experiential learning, active learning
participants: faculty and/or CTL staf/trainers

- Faculty learning communities are effective ways for faculty to learn and support one anothers' learning, but they almost always seem dependent on grant funding. What does the funding support and could the creation of community using online videoconferencing mechanisms, perhaps in a distributed way, help connect the underserved.
Questions
Variables for experiments
CTLs are reinventing / reframing themselves in centers for innovative teaching and research centers, focused on the scholarship of teaching and research. Evidence-based strategies a must to change faculty.
Two of three high-functioning T&L centers interviewed co-authors papers with faculty.
One of the three, where teaching counts towards tenure, was founded by faculty. *Does this lend greater credibility to the effort?
provide pedagogy training opportunities for faculty (workshops, talks, learning communities)
provide research-based evidence for teaching best practices
co-write or edit papers with faculty
support innovation/ course development efforts by faculty
find and communicate new trends
grant writing support
sabbatical support
MVP
-sketch out two variants in a possible program; get feedback from CT&Ls and from faculty interviewed thus far.
those faculty who attend CTL programs are not necessarily the ones who need it the most
good teaching might not be rewarded at same level of research for promotion
insights
if they are connected to provosts office, then can they work with other centers, making the connection between graduate affairs and student success.
focus on scholarship of teaching and learning bring in grants revenue, and garners support
-Economics of arranging VISAs and funding international faculty travel quite prohibitive, let alone making that available to students.
European nations with stronger Internet infrastructure, may be able to consume our current offerings more easily.
Engaging with developing countries would require the creation of new online training methods, because the lack of broadband inhibits a person-to-person video-conference connection.
-Language barriers in some nations may present an issue for our current offering and skill sets.
-Cultural issues would require that we get up to speed on the practices/pedagogy that do not translate well.
-A student model worth considering may be to partner with a central government agency, municipality and have gathering in-country.
-Another model would be to work with channel partners already bringing faculty to the U.S., by serving their student partners.
-create community of practice among directors;
-spotlight high-functioning centers for teaching and learning;
-train-the-trainer model, providing best practices for
1) reaching faculty who really need it;
2) ways to frame programs and services;
3) share research for use as evidence with campus stakeholders; and
4) provide access to different campus ecosystems that foster and embrace new teaching and learning approaches.

Immersive hands-on workshop on design thinking -on site or open enrollment-, including:
innovative learning spaces
learning alongside students
access to observing teaching team
(for alumni or advanced participants) team teaching with facilitators
research-supported teaching practices
community of practice for educators
-Help CTLs connect with experts who can advise on creating research-based programs that begin to attract revenue stream for center and faculty.
-Enhance student engagement which
CT&L Learnings
- Big divide between CT&L who are serving large volumes of faculty customers on campus, versus those serving smaller percentages.
- Those serving smaller percentages believe they are
already
serving their market well; do not perceive there to be a problem in how well they are serving the faculty audience.
- Based on available market offerings for CT&L conferences and budgets discussed in customer interviews, our offering is priced out of the market.
-Those reframing as Centers for Student Success may be customers, but this is still an emerging area.
-
Gain: A number of CC have a current increased interest in entrepreneurship, innovation, leadership, student-centric approaches, and are a promising customer for our student-centered offering.

Pain: small number of staff serving a large population of students.

CC are required to articulate pathways to 4 year colleges. This can further support our VPs.

Next: We will continue to talk to others in this segment: influencers, paying customers,
July 30


Debra
Massive organization running parallel to APLU who are looking at innovation, creativity, and entrepreneurship as vehicles which enable active and experiential learning, which leads to student success and retention.
Very willing to partner and promote Stanford-affiliated program.

Christina Royal
This interviewee was defensive and, even when we assured her that we were not looking to sell her anything or getting her to commit to anything, she pretty much deflected all questions by kept asking questions of us. No valuable data to rescue, other than speculate the reason for her attitude.

Adam Hastings
CC are more flexible in their programming than 4 -year colleges
CC have access to funding mandated by the Carl T. Perkins Act (4 year colleges might be able to access same funds)
Part of the population of students of CC, who are coming back to school from the workplace, have more real-world experience than faculty in certain areas: good fit for our model of student-agency?
Hart Shafer
Teams within large companies have their own sub-culture that interns, recent grads, & new hires must “mesh well’ with in order to be considered a successful new hire.
Young people that understand the system (how and why decisions are made in their corporate setting) would be less-disappointed and know how to operate within it.
Each company has an innovation system, to which newly hired innovators may or may not be oriented.


Jack Goodwin
Combination of UIF and I&E team-based, difficult pursuits while in Aerospace Engineering program contributed to his rapid ascension from Boeing internship to NASA internship/research to Lockheed Martin Internship, and ultimate job offer. GPA suffered, but he knew how to work in teams with differing perspectives, taking the emotion out of it and leading with quantitative data.
Each internship had similar first day: here’s where you store files securely and here’s how you document your work. Each one assigned a mentor, who mostly provided insight into company’s market prospects (…not mentoring of the people interactions that make a successful employee).
As a UIF, changing his U and making an impact working with interdisciplinary team also prepared him, but leaves him wanting for more in his career. New NASA satellites have a 10 year timeline to be realized (impact), whereas helping a Lockheed satellite that had gone down get back online put war at his doorstep and had him defending our country’s freedom (sense of purpose). Research he did on 12-person student team at NASA will help determine how long a crew can survive an explosion if biofuels were used. That near-term ability to make an impact has drawn him back to research, as he is now enrolled at Stanford’s master program. His interest in working with people and in teams may draw him to management consulting profession.

Rocio Claybone
-HR cares about screen and about company values/personality fit, while hiring managers/mentors take care of ensuring team-based collaboration skills are imparted.
-HR people may paint a rosy picture because they’re always in sales mode. May view us as conduit to other talent and may not want to reveal problems in the hiring/retention system.

Andrea Anderson
Corporations who have adopted design thinking as their key innovation framework are potential early-adopters for onboarding new hires to also have those skills. We should search LinkedIn for people who have Design Thinking in their titles and CVs, while also seeking other big frameworks like Adobe’s KickBox program. Maybe Agile? Lean Startup? Other?
Should value proposition be reframed to solve the problem of ‘sometimes we make the wrong decision in our intern or new hire’ by turn that into ‘increase the success rate for a new hire’ and increase the percentage of interns who are available/interested in FT employment (and gather figures on cost of new hire from HR’s perspective; retention)?

Peter Han
Onboarding of interns and new hires will have less to do with preparing out-of-the-box, creative thinkers and more to do with creating emotionally-intelligent, flexible, savvy operators who are resilient and successfully persevere as they operate within the institutional framework- 'bound creativity'
Prepare current UIFs more intentionally for post-college institutional challenges as an MVP for corporate offering.

Ed Pines
Program gives students access to opportunities and people that they normally wouldn't get
Stanford is the brand that contributes to the attractiveness of the program
online and in-person activities (meetups) Fellows go through are seen as not easy to reproduce on their own
[$ comes from: Gift funds]
Landon Young
Aside from the current foundation funding, there is funding that students can access via individual grants
[$ comes from: Kauffman Grant]
Stephen Canfield
Official student orgs are eligible for funding and there is usually a go budget for that → possible revenue model?
[$ comes from: PIP Program, deans office]
Lisa Getzler
Getting the right student is key for success
universities may get worried about what the students publish/share
Is there peer pressure to have Fellow? Show other network members they are able to have the same type of engaged student leader?
[$ comes from: donor gifts]
Kirk Froggatt
increase in engagement of students in I&E (in some way - exposure?) from 10% engagement today of CSE students to 30% is seen as success.
faculty training around engagement of first year students, with clear link to metrics that matter to schools (attraction, retention) would be interesting.
diversity and inclusion top of mind within academia due to national events, especially in STEM disciplines. this may serve as a hook, if built into the value proposition of the faculty pd offering.
[$ comes from: Endowed chair funding]
Sergio Sedas
-University has robust and diverse PD offerings for faculty that are open to new additions (some of the PD is mandatory and counts for faculty evaluation).
There are funding sources related to inter-country collaborations.

Johan Byttner (Warwick)
faculty are currently not open to student initiatives, they are afraid of liability and image if things don’t go well → If faculty were to nominate and mentor students to participate in our program that might solve the issue of (perception of) control. It might be a great way to transition to a more student-led or student-inclusive culture.

Global
Faculty
Corporate
Academic organizations - channels
Community Colleges
internship and recruiting programs cost time and money, yet don't necessarily lead to a successful hire.
students and recent grads may not mesh well with company or team culture
students and new hires lack experiences in team-based collaboration on projects
young talent = 'risky hire'
Customer Archetype: HR or Hiring Manager for Interns and Recent College Graduates
interact with college campus
market to students
read resumes
screen candidates
schedule one-on-ones
attend job fair
interview candidates
invite candidates for onsite interview to meet internal team
make offer
hiring paperwork
on-board / training upon start
match individual to mentor
ensure meaningful project
final project presentations to executive team
superstar intern comes back as FT employee after graduation, making internship program (and HR) look great
superstar intern works on meaningful project and creates positive impact in the organization
attracting young talent/ more-seasoned millennials to organization is important element for company culture
hiring young people (versus industry veterans) saves money
de-risk the 'risky hire'
training interns and new hire in how to succeed in an institutional context, by being a creative and flexible employee, an agile learner and by understanding the ecosystem he/she has joined.
empower interns with design thinking and other skills that enable them to be creative within the context of their job.
network of peer support who keep intern motivated and inspired to succeed in corporate setting.
6-week online training completed before intern or new hire begins employment at company.
ongoing peer network
external confidential assessment of intern or new hire's experience
provide experiential projects unrelated but analog to company's core mission that helps:
hone ability to work in teams
become a systems thinker
teach design thinking and lean startup as a means for teaching empathy and vetting and advancing one's ideas
help students identify opportunities for mentoring early in their careers
offers case studies and models for success for young people to achieve their professional goals and reach their personal aspirations through the corporate track.
helps catalyze a sense of ownership and initiative, while creating a team-player who works well within the organization.
August 3
Global
Faculty
Corporate
Academic organizations - channels
Community Colleges
The agency supports financially universities working on a project to strengthen engineering education that has an I&E focus. Universities have the autonomy to spend the money, but they can suggest to them using our services because they know us and trust us.
There is a need for faculty PD around pedagogy
Students are traditionally active in education reform (very politicized)
There is interest that resources established by universities and companies with these subsidies (incubators, etc.) are open to everyone

Summer college is a good channel to get to global universities, through the students.
There is interest on the part of the universities (a very small number of them nationally) in the student program, and the National I&E Agency can support financially.
Government is pushing for I&E and financing projects that require collaboration between universities. They have financed some of their programs to come to SV. May be willing to fund our offerings for this and other universities in the country (many of them have an I&E focus).
They began offering services to a global customer base 20 years ago, eager to expand I&E at a time when this wasn’t popular. Since then, interest in I&E in the U.S. has expanded and they’ve started to offer services to select regions, which has helped them raise more funding (bigger pool of philanthropic dollars in America). Their global start was a lot more difficult than what they’re now experiencing returning to the U.S.
They are not focused on a student audience, nor are they early stage. They offer services to established entrepreneurs who are invested in growing operations significantly, with an explicit intention of creating jobs and economies in the region.

We have a platform play and can derive consulting revenue & create portable programs for organizations with other missions who need to activate student population
We should be telling our story of this model for change

Programs early in their establishment have other priorities than engaging students, as they have a program to first create and get off the ground. Using a faculty PD program to create a unified vision would be of value. Providing incentive to include students might help ensure selected students are co-designers of the experience. ex: Buy three (faculty), get one free (student).
This interviewee requested our time to pick our brain on resources they might consider as they establish ‘entrepreneurship’ in their new Engineering School. We are perceived as having knowledge in this realm that is valuable to faculty/ university leaders.

This is a followup conversation to one we had with a student who turned his faculty on to U.S.-based entrepreneurship programs and is frustrated with the lack of progress and follow-up since. Our interviewee seems equally frustrated with the pace of change.
He is extremely interested in a design thinking workshop at Stanford and would pay 2-3K out of his own pocket for a 1 week experience (not counting travel)
This policy major / recent graduate sees participation on committees within associations that have aligned missions as a means to change for action-oriented organizations such as ours. Wants Fellows to join and help influence Science & Technology Policy.
Does not believe UIF added much value on his campus and hasn’t been able to convince his faculty sponsor, the VP of Research, that there is ongoing value in sponsorship of students.

Student
Student perceive faculty disinterest in embedding I&E in academia and sees major student movement to augment traditional academic experience and create such learning opportunities for themselves.
-The ecosystem in this region seems pretty poor and unbalanced, to be a fertile ground for our offerings; there is money from the government to support entrepreneurs, but not real paths within or outside of academia. Other regions/ universities might be in a better place to take advantage of our offerings.
August 10
Corporate
Foundations
Faculty (current customers)
Global
Other
77 - Trent Hazy (Mindsumo, CEO)
We need to speak with the head of innovation within corporate fortune 500 companies
A subset of the students doing project-based collaboration on real-world problems could be candidates of the Fellows program
Once we have a corporate offering established, we may consider this organization as a partner (train/prepare their students who want to be hired by corporate)

78 - Jennifer Hedding (Yahoo, HR)
Company knows it could provide a better experience for interns and is doubling down on early-career hire strategy, so timing is right for a potential engagement.
Modeled Associate Product Manager 2-year training program after successful HP program, where our HR Manager used to work, with three rotation ever 9 months and 6 month international stint. Pleased with outcomes (Apple recently re-instituted 9 month program).

80 - Ryan (Google, HR)
Huge internship program, little time. In-person training. Could add softskills value and create community among them, in advance.
Their student ambassador program may have some alignment.
81 - Ludovic (Sony, Innov/Ventures)
The skills they are looking are in line with what our program gives Fellows.

82 - Lauren Yee (LinkedIn, HR)
The skills they are looking are in line with what our program gives Fellows, and the company does not have a robust onboarding/early hire development strategy.
83 - David Doe (Shell, HR)
Large recruiter of college-graduates (1,000) through 6-8 week assessed internship or company recruitment day, which involves group exercise and intra-exercise. Internship is better predictor of success, than recruitment day.
Once accepted into full-time position, very little turnover (5%). Everyone assessed every two years by manager and two other people.
Since 1960, have used ‘currently estimated potential’ or CEP method of predicting pinnacle of one’s career. Not a crystal ball and company wants choice, but enough of a correlation that it serves as a guide.
Three things count in determining an intern or employee’s success (equally weighted. doing it for decades):
capacity: see big picture: helicopter out. see ecosystem.
achievement: learning, from things that haven't gone well. drive for completion.
relationships. relationship skills. ability to paint a vision.
Believe that the person either has it or doesn’t (innate qualities) and do not try to expand a person’s attitude, skill set and/or mindset. Instead, offer them the pathway and give them training around milestone events: manager of individual, manager of managers, or manager of communities.

87 - Clark McCain (Coleman)
This foundation is hands-off and very attuned to learning from their grantees and adopting or further supporting what their grantees start doing
Their strategy is to support entrepreneurship faculty across disciplines; might be willing to experiment with a complementary strategy by supporting student fellows (caveat: they are very narrowly focused on for-profit entrepreneurship)
Might be interested in faculty PD offering (they send grantees to similar offerings)

88 - Doug Melton (KEEN)
There are opportunities to provide value to them related to faculty PD (a current strategic interest), as well as industry engagement strategy.

79 - Tom Strong (Hitachi Foundation)
This foundation has scaled back its educational investments, choosing to focus efforts on (1) working through accelerators to support startup venture creation that addresses US poverty and (2) funding select companies to invest in front-line employee skills as a means to strengthen their companies and lift people out of poverty.
Perhaps foundations and organizations focused on ‘corporate capacity building’ might serve as channel partners for a corporate intern / early-career offering.

89 - Ryan (Helmsley Foundation)
They don’t fund individual institutions but grant money to large networks and college associations. Given the structure of our program, we might be candidates for funding directly, or provide value to some of their grantees.
100 - Kiko Suarez (Lumina)
Even when we explained we were not after funding at this time and tried to get the conversation towards understanding how they work with grantees and what value we might add, he thinks our VP around student change agents is unique, wouldn’t let go of the idea of funding us, and asked most of the questions.

84 - Edmond D. (
Villanova
)
Believes there is a need to create faculty champions within different departments
more UIFs would mean more impact
Might be candidate for faculty PD/change agent offering.

85 - Bill C (Wake Forest)
They are using our program to support other student engagement strategies on campus, but are not really taking advantage of the main values of our program.

86 - Aline (Tulane)
One department is driving I&E activity on campus and can create a strong reputation
Faculty champions aren’t finding one another if Aline didn’t transfer the support of the program to the next faculty sponsor that supported students

Students
91 - Julie (China)
Cost to maximum effect for Chinese students would be in online training, coupled with local engagement with tech companies and universities who are or aspire to be leaders in I&E.

92 - Ana Teresa (Mexico)
There’s interest in the student VP and potential financial support from the universities

93 - Frederik (Denmark)
Even though the State pays for education, it offers little support for students to study abroad
I&E isn’t taken as seriously by students, students do it because it’s “cool”
Faculty that teach entre are typically serial entrepreneurs
Corporations are driving what students are being taught/learning by providing large donations in exchange for tailoring classes to their needs (currently adding more statistics)


94 - Alfredo (Mexico)
Stanford grads on campus that are now in very influential positions that could help strengthen I&E activity on campus
Student is very optimistic about the potential of his campus and Mexico City
Mexico City is skeptical about creating anything (opportunities, etc.)
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3
5
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101 - Russ Korte (Researcher, Corporate HR)
There is a mismatch between the expectations of the hiring managers and the new hires in terms of behaviors.
Schools do not prepare graduates to navigate with the complexity of the corporate ecosystem (political, social, cultural factors), which is crucial for their success
Many companies approach to onboarding is to believe they’ve selected the best and they can throw new hires to the deep end and see if they swim.

96 -Chiara (Greece)
Despite the crisis, there is lots of private money to support students in becoming competitive in the marketplace
Large industries that support students financially in industry and study abroad activity

90 - Jen (Canada)
Cost to maximum effect for Chinese students would be in online training, coupled with local engagement with tech companies and universities who are or aspire to be leaders in I&E.

98 - Daniela (UK)
Very interesting take on social entrepreneurship: should not be a goal in itself, should address local problems, should not be pushed to young people; and on social progress: collective impact approach
potential interest in faculty PD
they could be a Key Partner

Caitlin B. (96)
Even government agencies have a need to onboard interns and early-hires
However, our stakeholder doesn’t want to train them in current culture, but rather how to incorporate design thinking into their future experience and help make this traditional risk-averse agency more able to ideate, prototype and test.
97 - Patrick Hayes (Comm Director, Kettering)
Connect communication opportunities to university’s mission and pillars
Ask faculty and students to invite communications staff to their classes and events
Use of local market research to show that entrepreneurship is popular among students, could convince communications staff to feature I&E more
Many faculty “don’t know how to work with a communications department”, need more guidance
More “dynamic” faculty, and those with more visibility, are profiled more often as good examples to show students. Perhaps those faculty could recommend younger, tenure track faculty or other students to be profiled next.
Tenure-track faculty more willing to talk to communications staff because they need exposure


Ashley and Jessica (99)
Corporate MVP to see if such a program could help attract and onboard underserved minorities to fellows’ companies.
Use of a corporate fellows program within a company often overlooked by candidates may strengthen the company’s value-proposition and help attract talent that may not otherwise look at such companies.
Develop new curricular approaches for active learning
Develop new curricular approaches for active learning
Mentor UIF Team
Full transcript