東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Breaking the Mold: Business Model In...

Faustino-Pulliam, Vivian,

FindBook

Google Book

Amazon

博客來

Breaking the Mold: Business Model Innovation in Entrepreneurship Education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Breaking the Mold: Business Model Innovation in Entrepreneurship Education // Vivian Faustino-Pulliam.
作者:	Faustino-Pulliam, Vivian,
面頁冊數:	1 electronic resource (295 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Community college education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31995495
ISBN:	9798315738978

Breaking the Mold: Business Model Innovation in Entrepreneurship Education /
Faustino-Pulliam, Vivian,

Breaking the Mold: Business Model Innovation in Entrepreneurship Education /Vivian Faustino-Pulliam. - 1 electronic resource (295 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Entrepreneurship education within community colleges is at a critical juncture, as technological disruption, shifting demographics, and alternative credential providers challenge established academic paradigms. The research informing this dissertation sought to answer an urgent, broad corollary question: "How do community colleges maintain relevance and competitive advantage in a rapidly evolving landscape of entrepreneurship education?" It probed this question by investigating how three San Francisco Bay Area community colleges can harness business model innovation to strengthen their entrepreneurship programs, enhance student success, and maintain competitiveness in an evolving market. Grounded in the Resource-Based View (RBV) and Strategic Leverage Through Learning (SLL) framework, the study highlighted the interplay of tangible resources (e.g., location, funding, facilities) and intangible capabilities (e.g., faculty expertise, industry partnerships) as engines of sustained advantage.Drawing on a qualitative multiple-case study methodology, the research illuminated how each college strategically aligned curricular design, co-curricular offerings, and external collaborations to amplify practical entrepreneurship training. Semi-structured interviews, surveys, and field observations exposed the organizational silos and regulatory hurdles that often limit innovation while also revealing the rich potential for interdepartmental synergy and bold partnerships with local incubators, tech companies, and community stakeholders. By tracing how faculty, administrators, and industry partners co-create experiential learning opportunities-from industry and student-led workshop series, skills-based projects, rapid prototyping, pitch and demo competitions, and pop-up markets to startup accelerators-the dissertation provides a nuanced view of how an entrepreneurial ecosystem can meaningfully bridge theory and practice.The findings underscored the crucial role of organizational learning in fostering innovation. SLL provides a powerful mechanism by which colleges can align learning processes with institutional goals, allowing them to adapt quickly, share knowledge effectively, and co-create value with stakeholders. This learning model transforms isolated initiatives into system-level innovations, enabling institutions to respond proactively to disruption. Key enablers of success include cross-disciplinary collaboration, inclusive skill-building, robust technological infrastructure, and ongoing faculty development.This dissertation proposes an open innovation platform grounded in strategic organizational learning, supported by a viable business model for the future of community college entrepreneurship education. By embedding SLL at the core of the open innovation platform, colleges can foster boundary-spanning collaborations for resource sharing; leverage knowledge flows between organizations, academia, students, and other stakeholders; and support experiential learning practices. In doing so, entrepreneurship education is repositioned not merely as an academic offering but as a necessary life skill for socioeconomic mobility and institutional strategy for advancing equity, relevance, and student success. The dissertation calls on policymakers, administrators, and scholars to reimagine community college entrepreneurship education as a dynamic, network-oriented enterprise equipped for the complexities of the 21st century.

English

ISBN: 9798315738978Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Business model

Breaking the Mold: Business Model Innovation in Entrepreneurship Education /
LDR:04988nmm a22004333i 4500 001 2436080
005 20251021115107.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798315738978
035 $a (MiAaPQD)AAI31995495
035 $a AAI31995495
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Faustino-Pulliam, Vivian, $e author. $3 3826613
245 1 0 $a Breaking the Mold: Business Model Innovation in Entrepreneurship Education / $c Vivian Faustino-Pulliam.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (295 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Marsick, Victoria J. Committee members: Cannice, Mark V.; Yorks, Lyle; Guralnick, David.
502 $b Ed.D. $c Teachers College, Columbia University $d 2025.
520 $a Entrepreneurship education within community colleges is at a critical juncture, as technological disruption, shifting demographics, and alternative credential providers challenge established academic paradigms. The research informing this dissertation sought to answer an urgent, broad corollary question: "How do community colleges maintain relevance and competitive advantage in a rapidly evolving landscape of entrepreneurship education?" It probed this question by investigating how three San Francisco Bay Area community colleges can harness business model innovation to strengthen their entrepreneurship programs, enhance student success, and maintain competitiveness in an evolving market. Grounded in the Resource-Based View (RBV) and Strategic Leverage Through Learning (SLL) framework, the study highlighted the interplay of tangible resources (e.g., location, funding, facilities) and intangible capabilities (e.g., faculty expertise, industry partnerships) as engines of sustained advantage.Drawing on a qualitative multiple-case study methodology, the research illuminated how each college strategically aligned curricular design, co-curricular offerings, and external collaborations to amplify practical entrepreneurship training. Semi-structured interviews, surveys, and field observations exposed the organizational silos and regulatory hurdles that often limit innovation while also revealing the rich potential for interdepartmental synergy and bold partnerships with local incubators, tech companies, and community stakeholders. By tracing how faculty, administrators, and industry partners co-create experiential learning opportunities-from industry and student-led workshop series, skills-based projects, rapid prototyping, pitch and demo competitions, and pop-up markets to startup accelerators-the dissertation provides a nuanced view of how an entrepreneurial ecosystem can meaningfully bridge theory and practice.The findings underscored the crucial role of organizational learning in fostering innovation. SLL provides a powerful mechanism by which colleges can align learning processes with institutional goals, allowing them to adapt quickly, share knowledge effectively, and co-create value with stakeholders. This learning model transforms isolated initiatives into system-level innovations, enabling institutions to respond proactively to disruption. Key enablers of success include cross-disciplinary collaboration, inclusive skill-building, robust technological infrastructure, and ongoing faculty development.This dissertation proposes an open innovation platform grounded in strategic organizational learning, supported by a viable business model for the future of community college entrepreneurship education. By embedding SLL at the core of the open innovation platform, colleges can foster boundary-spanning collaborations for resource sharing; leverage knowledge flows between organizations, academia, students, and other stakeholders; and support experiential learning practices. In doing so, entrepreneurship education is repositioned not merely as an academic offering but as a necessary life skill for socioeconomic mobility and institutional strategy for advancing equity, relevance, and student success. The dissertation calls on policymakers, administrators, and scholars to reimagine community college entrepreneurship education as a dynamic, network-oriented enterprise equipped for the complexities of the 21st century.
546 $a English
590 $a School code: 0055
650 4 $a Community college education. $3 2122836
653 $a Business model
653 $a Entrepreneurial ecosystem
653 $a Entrepreneurship education
653 $a Organizational learning
653 $a Strategic Leverage Through Learning
690 $a 0688
690 $a 0429
690 $a 0275
710 2 $a Teachers College, Columbia University. $b Organization and Leadership. $e degree granting institution. $3 3816790
720 1 $a Marsick, Victoria J. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 0055
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31995495