Using Hyperlocal Projects to Teach Entrepreneurial Skills

Timothy Syfert

doi:10.59573/emsj.8(2).2024.37

Авторы

Timothy Syfert

DOI:

https://doi.org/10.59573/emsj.8(2).2024.37

Ключевые слова:

Hyperlocal projects, entrepreneurship teaching, student engagement, community engagement

Аннотация

This article presents a comprehensive exploration of employing hyperlocal projects as a pedagogical approach to teach entrepreneurship. Hyperlocal projects entail focusing on specific, localized communities to address real-world business challenges and opportunities. The study emphasizes the significance of integrating hyperlocal projects into entrepreneurship curricula, offering educators innovative methods to engage students and cultivate essential entrepreneurial skills.

The paper outlines the implementation of the Madison Square Business Association project at Grand Valley State University, where students collaborated with a local non-profit to support businesses within a designated area. Through extensive data collection and collaboration with businesses, students developed persona descriptions, identified critical business issues, and proposed tailored support services. The project spanned two semesters, allowing students to iteratively refine their solutions and engage with local stakeholders.

Key findings highlight the benefits of hyperlocal projects in entrepreneurship education. These projects foster critical thinking, creativity, and problem-solving skills by immersing students in real-world business contexts. Moreover, hyperlocal projects facilitate community engagement, providing students with hands-on learning experiences while addressing local economic challenges.

The article also offers practical insights into the implementation of hyperlocal projects, including strategies for project planning, stakeholder engagement, and assessment. Furthermore, it discusses the implications of hyperlocal projects for future research, emphasizing the need for long-term outcome evaluations, examinations of their impact on underserved populations, comparative analyses with other educational methods, and exploration of cross-disciplinary applications.

Overall, this study underscores the value of hyperlocal projects in entrepreneurship education, encouraging educators to embrace innovative teaching approaches that promote real-world problem-solving and community engagement. By incorporating hyperlocal projects into curricula, institutions can empower students to become entrepreneurial leaders equipped to drive local economic development and social change.

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