Name: Chevan Jessamine, Age: 26
Central Texas College, Killeen, TX

Note: we are accepting essay submissions for the 2011 Conference here: http://www.nacce.com/?awards

I am thankful for the entrepreneurship education at my community college. It is as a result of this education that I am able to have the opportunities that I have today. With my humble upbringing I learned at an early age the advantage of having your own business. I saw my mother and father struggle to maintain a good life for my sister and me.

I graduated from a prominent secondary school on the island of Saint Vincent’s in the Caribbean. I had good grades, but my country had no community college that offered a business degree, so I settled for a certificate in automotive training. I had to sacrifice going to school to help my parents in their store. While working for my parents I gained priceless experience in the business world such as time management, working with customers, maintaining inventory and balancing business accounts.

My journey to Central Texas College came after two challenging semesters at Texas State Technical College. There was little money for my college education. My wife had to postpone her college education so I could pursue mine. Our only means of travel was a rattle-trap car. Life was a choice between buying gas and buying groceries. One terrible morning while on my way to school the tire to the car blew out and the spare had a flat, but with the help of God I made it to school safely.

I completed two semesters at Texas State Technical College with a 3.5 GPA before transferring to Central Texas College. At Central Texas College I finally discovered the knowledge I needed to run a successful business. I established a windows-covering business that is doing well.

My education that focused on entrepreneurship, made available to me and other business students, has taught me to compete in a tough economy. I have learned the importance of marketing my business in a down economy by using segmentation, taking away my customers doubt, fears and uncertainty by striking a familiar ground with that person.

Because of this business education I have built my business on a sturdy business plan being able to keep proper accounting records and learning how the economy affects my business decisions. I learned the importance of relationship building with customers to gain repeat business.

Great teachers also helped mold who I am, because they pushed me and saw my potential to do great things.

In conclusion, I think that a community college such as Central Texas College truly makes a difference, helping individuals overcome the negatives—lack of money, rattle-trap cars, and having to choose between gas and groceries. We can all become entrepreneurs and share in the American dream. We just need the know-how and the knowledge that community colleges impart.

Associate Professor, “Entrepreneurship Sinclair”

Sinclair Community College, Dayton, OH

1. Do you have a dream that includes being self-employed?
2. Are you living your dream?
3. Do you know how to realize your dream?

If the answer is “no” to any of the above questions, then you may want to read this article, as it just might make all the difference in your (or others) dream being realized.

This article introduces you to “The Secret of the Tipping Point.” It provides a logical, pragmatic and systematic approach for determining what to do, when, and how to successfully achieve one’s passion. “The Secret of the Tipping Point” should be taught by every instructor and carefully learned and applied by every entrepreneur.

Many people dream and fantasize about their dream lifestyle including being self-employed, but never take steps to achieve it. Why do we not act on our passions and dreams? Fear of the unknown, lack of self-confidence, and fear of failure are only a few reasons that discourage taking action.

Strategy #1 – The Explicit Tipping Point

The “Explicit Tipping Point Strategy” is a common strategy considered by everyone. Discounting winning the lottery or receiving an inheritance, we see only two options for realizing our dream – either employed by others or self-employed.

Between these two options is an intimidating chasm (refer to the “Strategy 1 – Explicit Tipping Point” in the figure below.) If one decides to become self-employed, then all of the “why nots,” “not nows,” et cetera, thoughts and advice surface. To make the leap from being employed to self-employed, we have heard that huge sacrifices will be required. The chasm is daunting. In the end, many times we decide to remain where we are – employed by others.

Strategy #2 – The Organic Tipping Point

There is another way: “The Organic Tipping Point.” Referring to “Strategy 2 – Organic Tipping Point” in the figure below, you will notice with this strategy that there is no chasm. There is no “either/or option” to consider. “The Organic Tipping Point Strategy” promotes progressing naturally, effectively and efficiently to self-employment by evolving your dream business that supports your dream lifestyle while employed by others!

“So, how does the “Organic Tipping Point Strategy” work?” Begin by identifying and defining succinctly your:

1. Passion or dream,
2. Action Plan defining how to achieve the dream,
3. Business plan as to what the business will be as if it exists – including the resources needed, and
4. Define “Tipping Point” transition criteria

As illustrated in the above figure, “The Organic Tipping Point Strategy” identifies three weighing scales as three phases:”

1. Be employed.
2. Launch your business through “moonlighting.”
3. When the time is right, move to being self-employed naturally and organically when the criteria you pre-set are accomplished.

At some point, you realize that you are incredibly busy with your own business and profits are now exceeding your “day job’s” income. You wake up in the morning thinking about your business and do not want to go to bed at night because you are having so much fun. Your business is both sustainable and growing. It is at this point, it occurs to you that you should be self-employed – The Tipping Point!

By combining bootstrapping (using existing available resources), moonlighting and employment, you are able to develop your business at your pace and at reduced risk. Having a business plan will be an important useful tool to guide your efforts.

When you “moonlight,” you must be legal and ethical. You should be willing to fully disclose your moonlighting business with your employer and to others. Eliminate any real or perceived conflicts of interest.

If your dream consists of being and remaining employed by others, then that is fine. However, if your dream consists of being self-employed, then avoid the chasm and consider the “Organic Tipping Point Strategy.”

Take the risk out of starting, buying, or franchising your business by adding moonlighting and realize the benefit of the “The Secret of the Tipping Point.” You can learn and work at your own pace because you have an income already coming in from your employed “day” job. Many successful companies started with less than $5,000 investment and a little space in a garage, extra room, or on a kitchen table. They started with a passion – a dream, and took that first step. Then one day they realized it was a “no-brainer” as they were making more money, having more fun being self-employed, and began experiencing their dream lifestyle – “The Secret of the Tipping Point!”

What do you have to lose? Why not take steps in accomplishing your dream now?

Please feel free to contact me for additional information, questions or comments on this article at david.siefert@sinclair.edu.

Associate Vice President, Institute for Economic Development

Through the programs and services of its traditional credit and non-credit areas, Broward College has a history of supporting small businesses and entrepreneurs. Based on the present level of entrepreneurship and growth in this area, Broward College President David Armstrong encouraged expanded support of entrepreneurship and small business development.

The Business Administration departments at Broward College’s main campuses were brought together with department administrators from technical education and continuing education to develop a plan. Two administrators were sent to the National Association for Community College Entrepreneurship conference in San Antonio in January 2008. Information gathered at the NACCE conference was vital in moving forward with a plan to develop the Entrepreneurship Institute at Broward College.

The mission of the Entrepreneurship Institute at Broward College is grounded in the overall community college mission and takes a 360-degree approach to addressing the needs of present and future entrepreneurs:

• Articulate an entrepreneurship certificate to degree process for students moving from the Broward School System (K-12) to Broward College.
• Offer college certification in entrepreneurship to address the needs of Broward College graduates.
• Catalog resources in the metro area targeted to small businesses and entrepreneurs.
• Provide the requisite knowledge to start and maintain viable small businesses in our community.
• Offer ongoing small business development workshops, courses, and related services open to the community.

The Entrepreneurship Institute at Broward College has a very strong advisory committee that will assist in driving the direction of the institute. Representation on the advisory committee includes entrepreneurs/small business owners, area chambers of commerce, municipal and county economic development offices, incubators, small business development centers and Junior Achievement.

Future plans include the addition of an annual signature event, an operational incubator and related services to further support and foster continued entrepreneurship in the Fort Lauderdale metro area.

By Shelley Garnet

Director, Mainstream, the Institute for Mature Adults

In recent years a growing need has emerged for older workers to have access to expanded opportunities to remain in the labor force. Mainstream, the Institute for Mature Adults at Westchester Community College, in Valhalla, NY, undertook a two-year small business training project for those age fifty and over. The project was conducted four times from spring 2007 through fall 2008 and was funded by The Coleman Foundation and the Helen Andrus Benedict Foundation. Some valuable lessons were learned about entrepreneurial training for this age group based on the initial support of these funders, and the program remains ongoing with continued refinements based on student needs.

Mainstream, an older adult education program begun in 1984, serves over 3,000 students each year in both enrichment and vocational courses. Since the start of its Center for the Mature Work Force in 1990, Mainstream has been a leader specifically in job training programs for those ages fifty and over, providing various short term and more intensive job training programs for over 1,000 people annually.

For the past several years, Westchester County has been ahead of the curve in relation to the number of baby boomers approaching retirement age. These aging workers remain in the workforce for two primary reasons: financial necessity and the desire to remain active and/or try something new. Mainstream saw a gap in entrepreneurial training opportunities for mature adults and there was enough evidence to indicate that a program to encourage baby boomers to start small businesses would reach a small but eager population.

Mainstream partnered with the Women’s Enterprise Development Center (WEDC), a designated Women’s Business Center by the U.S. Small Business Administration, to provide a unique entrepreneurial training program designed for adults over fifty called “Entrepreneurial Opportunities for Mature Adults.” The fundamental objective of the partnership was to provide this expanding demographic group with access to affordable, high quality training that would address the specific needs of mature adults who were considering becoming entrepreneurs. Providing sufficient follow-up support post-training to help participants meet their goals was an additional objective. A full report on the methodology employed for the program was documented in a Best Practices Guide that can be accessed at http://colemanfoundation.typepad.com/.

Lessons Learned

We have learned a number of pedagogical and administrative lessons while administering the program over the past three years:

Student Recruitment

• Formation of an advisory committee was helpful for recruiting. We recommend an Advisory Committee that not only has expertise in the field of small business development, but also has a wide variety of community contacts.
• Outreach efforts need to be done on multiple fronts, including online, print advertising, mailings and through community outreach using the Advisory Committee. Word of mouth was not an effective source of students. No one method of outreach was found to be more effective than others, which is why multiple methods of outreach are so important.
• Recruitment was labor intensive. The population sought was very busy with family and work. Often people have difficulty fitting a program such as this into their busy lives. It proved important to have one knowledgeable and enthusiastic person to follow up with students to address their questions and concerns.

Course Format and Curriculum

• Mature adults interested in starting a business want to move on it quickly to replace lost income or change careers. Students wanted this non-credit course to be shorter in length than typical semester-long credit programs. During the first session (spring 2007), classes were held once a week. Student feedback indicated that a week in between classes was too long a gap for them. It also did not provide the necessary momentum needed in a class that relies so heavily on class discussion and participation. Subsequent sessions were held twice a week for two and a half hours.
• The time of day for training depends on the cohort. Individuals who participated were largely in their fifties. Many still worked; others were unemployed. The most successful time for the class proved to be in the evenings. During recruitment, it is important to survey callers on their availability to be able to serve the most number of people.
• Mature adults have exciting ideas but often lack the credentialing and/or knowledge of regulations that would impact their business. Building awareness of these issues is key to business success. Students should be counseled early on in the session on which local and government regulations and licenses might impact their business.
• Instructor quality makes a big difference in student business plan development. Ideally the instructor should have experience in starting a successful small business as well as the knowledge and ability to teach adults. The program should be a planned and balanced combination of lecture, discussion and exercises.
• Participants’ computer skills need to be assessed and addressed with a flexible computer training sequence tailor-made to participant needs. To assess computer needs, a brief survey was included on the intake information form. This helped structure the ten hours of computer instruction in the most efficient way. There was a wide range of computer abilities. During some of the computer classes the practical, business-oriented content was presented first, and the more basic computer elements were presented at the end. This allowed the more advanced students to leave early if they wished.
• Microenterprise vs. small business training – which should be the emphasis with mature adults? None of the students had business backgrounds and few, if any, knew what a business plan really entailed. Several of the students already offered a service from their homes that they wanted to expand, but most had not planned on getting any technical support. The training encouraged some to move beyond microenterprise and really focus on starting a small business.

The Mature Adult as Entrepreneurship Student

• Mature adults interested in starting a small business present like other age cohorts in terms of their drive, creativity, and vision. Some students were planning and starting businesses after normal retirement age. Some students planned to continue working while getting their businesses off the ground. Age does not mean lack of energy or ambition. Some older adults recognize that this is the time of life to “go for it” and pursue the business they have always dreamed of starting. Some students planned businesses that used their prior life and work experience directly.
• Mature adults have a passion for their craft or interest and want to make money doing it. Many students wanted to take a hobby and turn it into a business, such as the banker/accountant who opened a catering business based on her love of cooking. One person was passionate about genealogy and wanted to turn that passion into a business. Some students had pursued these activities for years on a very small scale, either on a volunteer basis, or for little pay, and were eager to discover if they could turn their passions, interests and activities into a real small business.
• Most mature adults have had no formal business background, and many have not attended a class in years. Addressing these fears, as well as the fears of taking the risk of starting or growing a business, is important. One way we did this was through a unit called “Overcoming Obstacles.” The basic message of the class was that each student should expect obstacles, determine which ones they could overcome and take the appropriate action. The obstacle itself is not as important as how they deal with it. The discussion included a strong emphasis on the many benefits of being an older entrepreneur. Many of the students’ individual fears were also addressed in the one-on-one meetings with the business instructor.
• Most mature adults need to develop presentation skills, not only for their final business plan presentation, but to eventually “sell” their business ideas to potential funders and other partners. It was discovered that the students needed to make their business plan presentations more focused and brief. Just asking students to give a five-minute presentation outlining their business plan was not enough direction. A practice session for the presentations was added to the curriculum.

The most significant outcome demonstrated through the initial sessions of the program was that mature adults have the same passion, entrepreneurial spirit and drive as their younger counterparts. The major difference is that they lack a theoretical base from which to work. Many of our participants had great ideas but did not even know what questions to ask. The idea that there was a body of knowledge on how to start a business was completely new to them, and often surprising. This training has helped get the message out into the community that with training you can operate a successful small business.

Finally, through faculty observation and student feedback we found that the cohort model proved to be the right learning environment for our students. The support and encouragement demonstrated during each training session was a significant factor in the high level of student participation, particularly when it came to the business plan presentations.

Looking forward, Westchester Community College plans to open an Institute for Entrepreneurial Studies in its new Gateway Center Building. The Institute will be committed to advancing innovative and collaborative entrepreneurial programs on campus and in partnership with the community. Through the Institute, the college will continue to examine how it can best meet the needs of the mature adult entrepreneur.

President

Dakota County Technical College, Rosemount, MN

Three smart kids have chosen Easter Sunday to hit the links — but not to play golf. The kids, Lauren, 12; Kelsey, 9; and Collin, 7, brim with entrepreneurial vigor because they are launching a new business. Having picked a golf course close to home, they set up their stand between the first and second holes, neatly displaying 60 golf balls that once were lost, but now are found — and ready for sale.

Earlier that spring, Lauren, with her sister Kelsey and little brother Collin, had brainstormed to round up job ideas. They received a weekly allowance for doing household chores, but that meager sum was not nearly enough to buy things like toys and candy. Their parents arranged it that way on purpose to motivate their children to earn money on their own.

The kids looked at babysitting, dog walking, yard work and car washing as potential moneymakers, but for one reason or another those jobs didn’t fit the bill. Finally, they landed on the original idea of selling golf balls at a nearby course. They built a list of reasons why vending salvaged and refurbished golf balls was a winning idea.

• Nobody was handling the job even though their neighborhood had a handy golf course.
• Their product line was free and self-replenishing; all they had to do was track down golf balls their own future customers had already lost.
• Golfers flow through the area continuously, springing for expensive club memberships or 18-hole rounds that cost $60 or more; they are willing to drop $200 and up for a single golf club.
• New golf balls aren’t cheap; a 12-pack of Titleist Pro V1s sells for $45.
• Golfers, like most people, are looking for a good deal and probably wouldn’t pass up like-new golf balls discounted as much as 75 percent.

Income would be divided up equally three ways regardless of duties. Lauren loathed hunting for golf balls, but seemed to have a knack for sales. Kelsey hated the refurbishing part of the operation, but was great at organizing golf balls in egg cartons by brand and quality. She also liked to interact with customers. Collin was too young to sell on his own, but loved running down and cleaning up fresh product. Lost golf balls were plentiful and, thanks to a built-in supply of hackers, their reserves were restocked daily.

Lessons were learned early in the process. Lauren and Kelsey modified their pitch more than once, settling on “Eighteen golf balls for a dollar” as the best attention-getting line. They smiled as a rule, speaking loudly and clearly, and always worked the word “cheap” into the conversation.

They determined how to maximize their hours and location, pinpointing times with the highest concentration of golfers while shifting shop to be near the eighth tee, a spot where many golfers had already misplaced a fair number of balls and were game to top off their supplies.

Selling by brand quickly surfaced as a successful strategy. The kids learned early on to tell the difference between a Callaway Big Bertha and a Pinnacle Gold Velocity, the former bringing in $6 more per dozen. By connecting brands with individual golfers, they soon compiled a pool of regular customers. Repeat buyers eventually made up more than 25 percent of their business. Their stand was soon averaging $20 an hour in sales.

Lauren, Kelsey and Collin are premium examples of how an entrepreneurial adventure can capture the imagination of even the youngest person. The U.S. Small Business Administration reports that young people with drive and vision are shaping the future of American enterprise, noting that the pursuit of business experience early in life is often a crucial factor in finding future opportunities and success.

Susan Funaro, writing for LegalZoom, put together a top 10 list of business owners under the age of 16. Her research turned up a who’s who of kidpreneurs, including an eight-year-old girl who invented a device to improve microwaved bacon. The girl’s company rakes in $1 million annually in royalties. Funaro also discovered a 13-year-old boy who designed a type of underwater walkie-talkie and then founded a corporation that earns a cool half million a year.

“Adults don’t have a monopoly on great ideas,” writes Funaro, “in fact, amazing products can come to life under the development of young kids with some great ideas.”

In a recent Wall Street Journal article about teaching kids how to thrive in harsh economic times, Sue Shellenbarger reports that entrepreneurship, which centers on taking the initiative and intelligent risks, is currently “touted by everyone from the President on down as the tonic our economy needs.” She points to a 2009 Gallup survey that interviewed 1,100 employees and managers and found that 60 percent believe “entrepreneurial attitudes are important for workers of all kinds.”

As higher educators, we must continue to do our part by supporting the concept of entrepreneurship at every stage of a student’s development, including more and expanded programs and courses at the collegiate level. To use a golf metaphor, when it comes to kids, the advancement of entrepreneurial thinking needs to become par for the course.

Here in the rural communities of Sheridan and Johnson counties in Wyoming, visitors see vast ranches, oil wells and the grandeur of the mountains. Are these sights the heartbeat of the region? A 2008 survey by Regional Technology Strategies, Inc. revealed that the creative economy in Sheridan and Johnson counties yielded an annual income of $21.5 million. One out of every 20 people is employed in the creative community. With stakes that high, success cannot be left to chance. Art is a significant business, so why not treat it as such with the same support and zeal as big industry?

In 2008, Sheridan College, the Wyoming Arts Council (WAC), Downtown Sheridan Association (DSA), and the Sheridan Artist Guild Et al (SAGE) joined forces, recognized this need, and acted! Sheridan College applied for a grant from the Wyoming Arts Council that resulted in a project with four distinct components. The purpose of the grant is to use resources from the WAC, SAGE, Sheridan College, and the DSA to provide a programmed educational format for artists to learn the business of art. This four-part grant creates opportunity, refines skills, and supports the creativity and entrepreneurial spirit of artists. The components of the grant include:

1. The Business of Art series of educational seminars, created by Sheridan College and SAGE, is based on survey data results from artist interviews. Digging deep, the grant staff uncovered the gaps in business knowledge that most artists encounter. Class offerings include:

a. Creating a Web Presence – learn to make your own space on a budget

b. Photographing Your Art for the Web

c. Branding Your Artwork and Building Value

d. Copyright Law for Artists

e. Balance Your Marketing Portfolio

f. Generating Multiple Revenue Streams From Your Art

g. Social Media Networking for Artists

h. E-commerce for Artists

The Business of Art series addresses the unique challenges artists face when trying to transform their passion for art into real income. These seminars enable artists in Sheridan and Johnson counties to learn the essentials of business in a setting that is both comfortable and customized for artists. According to Karen Myers, director of SAGE, “The Business of Art series provided the kind of training artists need. What makes it successful are the low cost of the seminars, having only artists in the class to enable them to share their experiences, and providing a teaching style that makes computer technology both applicable and comfortable for the artists to learn.”

2. Remote location and limited exhibition space presented another challenge for area artists. Northeast Wyoming is a big space and that is part of the inspiration for western art. Some artists live in remote locations providing wonderful workspace. However, the dependency on tourism and interaction with other artists proved to be a hurdle for real growth. The solution: A SAGE Web site that enables the promotion of local artists, facilitates networking, and coordinates the guild activities. This Web site provides the cornerstone for local art activities and promotion to tourists. It is linked with community calendars, travel and tourism, and the state of Wyoming. As a result, area artists are better equipped to showcase their work and promote events.

3. Art and retail business in Sheridan work hand in hand. Recognizing the fact that one fuels the other, the grant staff planned monthly Art Walks. Once a month, artists are able to show their work at specified retail stores. The stores act as “hosts” for the event, providing space and a reception area for potential buyers. Established as a monthly program, the Art Walk has proven to be a win-win situation for artists and retailers alike. The early results show increased art sales, greater exposure of art to the community, and retailers reporting a healthy spike in sales during the event. Bottom line – this activity proves that art brings the community together and fuels economic growth in all area businesses.

4. Downtown Sheridan is a visually appealing magnet for tourists and residents alike. It has a special feel of life in the west that has become increasingly rare in the age of big box stores and strip malls. Sculptures accentuate the sidewalks of Main Street with 27 permanent exhibits on display and numerous others on temporary loan. Artists gravitate to the historical architecture, culture, and the constant parade of inspiration necessary for the creation of their work.

Many of the buildings in this charming district have not been redeveloped, leaving relatively few spaces for artists. Enter the artist residency portion of the grant. Working with a group called Artspace, www.artspaceusa.org, a non-profit developer that specializes in renovating older buildings into artist residences, galleries, and workspace, the grant staff went to work to rectify this problem. As a result of the Artspace presentation, a series of meetings and planning sessions evolved that will pave the way for affordable space for visiting and resident artists to both work and exhibit their art. This work is a key enabler of artists’ efforts in a profitable business model.

Just as you would nurture a plant to bear fruit with proper water, sunlight, and fertilizer, the artists of our communities need only a little special care to flourish. The right business knowledge, the opportunity to show their art, and a little space to live and work will continue to yield economic benefits for the entire community. Measured not only in dollars, the contributions of artists make the world a better place. Educators stand up and take action! Follow the model developed at Sheridan College and watch your artists grow.

For more information, contact Joe Hesch at jhesch@sheridan.edu.

Startup: Capitalization and Design

The vision of the BES, “to educate and empower entrepreneurs throughout Minnesota” in many dimensions, is fairly simple. The members of the Core Group exuberantly and deliberately developed a foundational vision and path for this venture. We found the complications to accomplish this vision can be enormous. Our first order of business was to aggressively seek funding.

We have successfully written grants from a statewide community foundation, a state employment and economic development agency, a federal granting institution, a regional economic development initiative, and local community foundations. We started small; our first grant award was $2,500. From there, we strategically used in-kind contributions and college general fund hard cash to leverage nearly $275,000 in funding in less than two years. Additionally, we have partnered with others to plan a holistic community economic development strategy via entrepreneurship that we believe can leverage additional implementation funds.

Implementation: Finding Partners

We cannot overstate the importance of engaging in partnerships and strengthening relationships with local and regional stakeholders. At the 6th annual NACCE conference in Anaheim, I had a good conversation with another attendee. We discussed incubators, rural incubator viability, and strategies for successful incubation ventures. He related the importance of partnerships and establishing a regional reach.

To this end, the BES has been deliberate in developing relationships with economic developers in the region. We have found that these folks tend to “get” the concepts and constructs of entrepreneurship. Additionally, they are likely to be the most connected individuals in the rural areas. We are in nearly constant contact with the economic development officer in six communities. These relationships have allowed us to offer the Planning the Entrepreneurial Venture, graciously provided by the Kauffman Foundation, in four rural communities this upcoming year in addition to the two offerings available in our Detroit Lakes community. We are convinced that the rural communities would not have the resources to develop such an opportunity without the BES’s regional focus.

Outreach: Planned growth and innovation

These efforts have led us to partnering with City of Detroit Lakes (pop. 7,900), the City of Frazee (pop. 2,000), and the Detroit Lakes Regional Chamber of Commerce in planning a Community Based Entrepreneurship (CBE) initiative for our region. The objectives of this process are:

• Develop a framework for understanding entrepreneurs for the general public.
• Develop an understanding of entrepreneurship as a core economic development strategy.
• Identify assets in the community to create an entrepreneurial environment.

We anticipate this process will establish the BES and M State as a major contributor/service/resource for entrepreneurial activities throughout the region. Already, we have assembled an influential group of financial institutions, economic developers, K-12 representatives, elected officials and community constituents, to whom we can tell our story, promote entrepreneurship, and publicize the value of entrepreneurship education and development.

Committed to Entrepreneurs

Through these and other activities, we have come to appreciate the real value of interacting, conducting business and recognizing local and regional entrepreneurs. Our actions have strengthened our communities and our resolve to promote entrepreneur education. We understand that not all the above activities will develop with the same success in your rural community, but they give us direction and experience.

For more information about Business & Entrepreneurial Services of M State, contact Cristobal “Cris” Valdez at (218) 846-3778 or via email at cris.valdez@minnesota.edu.

Warren Jolly (26) is CEO of Affiliate Media (http://www.affiliatemedia.com ), an interactive agency specializing in international marketing, publishing, and online ad integration solutions. Warren fueled over 1,300% growth in the company in the past three years, driving his company to the 129th spot on the prestigious Inc. 500 list in 2008. In 2008 his company had over $8 million in revenue. Warren graduated from Cerritos College in Norwalk, CA, in June 2003.

Q & A with Warren Jolly

Q: What programs at your school were the most helpful in starting and growing your business? Why?

A: I really enjoyed Statistics and Psychology. The first because it helped me understand how to make data-driven decisions on growing the business instead of guessing what I think would be the perfect marketing campaign or product survey. The second because it allowed me to better influence people, which is a key ability of any successful entrepreneur. You can’t build a successful business by yourself – it requires the help of people who are better than you in specific roles. They will only perform and be loyal if you understand their psyche.

Q: What do you think are the most important things community colleges can do to help encourage and support young entrepreneurs? Why?

A: Develop a curriculum around real and relevant business experiences in this day and age. The Internet is so powerful for any would-be entrepreneur. It is key to help them understand it better and teach them how to leverage it. One way to do this is providing real internship programs with local businesses that are bootstrapped and fast growing so the student can get true exposure to the same environment they will soon be jumping into.

Q: What do you know now that you wish you had known when you were starting your business?

A: Focus, focus, focus. Entrepreneurs are ALWAYS spreading themselves too thin. It’s the #1 reason why most fail. I also wish I knew it’s not all about the money – it’s very important to pay attention to your health and the critical work/life balance.

Q: What were the critical success factors that helped you become a successful entrepreneur?

A: I surrounded myself with really smart people who were hungry and motivated. I believe it’s 90 percent the people and 10 percent your product or service. Beyond this, I was able to identify a niche that no one else was really focusing on properly. Lastly, I had the support of an amazing family who believed in what I was doing and acted as a sounding board for the decisions I needed to make. I regret some of my decisions, but these were the ones where I didn’t think to consult others. Take advantage of people who care about you and your business and always bounce your decisions off others if you are not 100 percent sure about what to do. I know it sounds like a cliché, but it’s true.

Q: What advice would you give to a community college student who has no entrepreneurship experience and wants to start an online business?

A: Read Four-hour Work Week and subscribe to Tim Ferris’ blog: http://www.fourhourworkweek.com/blog/. If you’re smart and can learn his principles, you should have your own business in no time with minimal capital investment.

Q: Which tools do you think that no Internet marketer should be without?

A: The tools I absolutely can’t live without are Google Analytics, Google Apps, Basecamp, Skype,Twitter, Facebook, Linkedin and Wordpress. I use these tools on a daily basis and find them instrumental to my business.

Michael Simmons Extreme Entrepreneurship Tour brings the country’s top young entrepreneurs to college campuses to spread the entrepreneurial mindset during a half-day conference. Started in 2006, the tour has visited over 60 schools nation-wide and has received the Innovation Award from the National Association of Development Organizations and the Program of the Year award from Northern Michigan University.

Assistant Professor of Business Administration and Economics

Director of the Emerging Entrepreneurs Scholarship Program

Monroe Community College, Rochester, NY

The program was designed to give aspiring entrepreneurs the tools they need to start and manage their own businesses. As program director, my colleagues and I were especially interested in business ideas related to art and music, machine and construction trades, medical services, the food industry, tourism, and personal services. The scholarships were also targeted to historically underrepresented populations such as American Indians/Alaskan Natives, Blacks/Non-Hispanics, Asians/Pacific Islanders, Hispanics, women, and persons with disabilities.

The recruitment and promotional strategies my colleagues and I employed generated over 150 applications in six weeks — and we spent less than $200 in the process! After carefully reviewing the applications, we awarded 30 scholarships in August 2008 and students were prepared to begin the fall semester.

The first and most critical task involved assembling a team of individuals within MCC who were committed to the successful launch of the program. The informal team included faculty and staff from the Admissions, Records and Registration, Public Relations, and Educational Technology Services departments, to name a few. With the necessary internal commitment we created and completed the following task list:

• Develop a marketing strategy to reach our target groups; produce and distribute a brochure, flyer, and a press release.
• Obtain television and news coverage about the program.
• Create program specific Web pages within the college’s Web site to provide individuals with easily accessible information about the program and a place to obtain the necessary forms.
• Provide potential applicants with a contact number so they could speak directly to someone about the program and get their questions answered.
• Identify non-matriculated students who had previously taken one or two business courses at the college and send letters inviting them to apply.
• Meet with representatives at our local Small Business Development Center (SBDC) to give them an overview of the program and solicit their support in getting the word out.
• Send letters to CEOs of community-based organizations and clergy announcing the program. (This was followed by a visit to many of these organizations leaving a trail of flyers and applications.)
• Identify professional groups and send e-mails announcing the program and ask for support in spreading the word.
• Use internal communications sources to make the college community aware of the program.

Approximately one month later, 30 motivated students were successfully enrolled in the Entrepreneurial Studies I class. Shortly thereafter, three of the students were highlighted by local and national media for participating in the program and pursuing their dreams to launch a business.

To do all of the above in six weeks during the summer was remarkable and could only happen because of the dedication and commitment of Monroe Community College’s employees. Our hope is that other organizations may benefit from our experience.

Social media barely existed at the start of this decade. In fact, the term did not gain enough currency to merit a Wikipedia entry until 2006, when it was defined as “media which [sic] are formed mainly by the public as a group, in a social way, rather than media produced by journalists, editors and media conglomerates.” Fast-forward to late 2009 and millions of people participate in social media every day, as these eye-popping statistics show:

• Facebook has more than 300 million active users around the globe who post more than 40 million status updates each day.

• Analysts predict YouTube will hit one billion views a day by the end of 2009.

• Twitter, launched just three years ago, expects to have 25 million tweeters by year’s end.

• In October LinkedIn grew to 50 million members, up from 45 million just two months previously.

All of these social media sites, as well as social bookmarking sites like Digg.com or delicious.com, photo sharing sites such as Flickr, and the incalculable number of blogs, are part of a communications revolution that has big implications for your entrepreneurship program. Now is the time to get up to speed on social media and harness its massive power to speak directly in new and exciting ways with just about anybody who should know about your program and its activities, including students, prospective students, community partners and supporters, and local entrepreneurs.

If you are not yet using the power of social media to promote your campus’ entrepreneurship efforts, you are not alone. “We haven’t found a lot of schools with entrepreneurship centers that are doing a great job with social media,” says Brad Kleinman of WorkSmart Integrated Marketing, a NACCE Gold Sponsor located in Beachwood, OH.

Kleinman, who ran two NACCE webinars last summer on how to use Facebook, adds, “People feel more comfortable sticking with what they are currently doing in marketing. They also worry about whether adding social networking into the marketing mix will be resource intensive, and they aren’t sure what the return on that investment will be. It’s important to remember that new media cannot be measured with old metrics. Instead of ROI, consider using a measure of return on engagement (ROE). People conversing, interacting, and eventually developing relationships and then acting on those relations will result in more students and more support for your program.”

Some higher ed professionals fear a loss of control if they use social media. But the truth is that the conversation will go on with or without you. Students comment on their Facebook or MySpace pages and tweet about their school experiences; they share videos and photos about their school activities on YouTube and Flickr. Unless you join in, you miss the opportunity to present your side of any issue.

Case Studies

When Melissa Crawford stepped into the new position of director of the Sheinfeld Center for Entrepreneurship and Innovation at Santa Barbara City College last January, one of her first efforts was to create a Web site. She made sure it was social media friendly because as she says, “You can’t ignore the staggering statistics of the number of people on Facebook; we’re calling it the Facebook nation. If you’re a business and you’re ignoring the opportunity to reach these sheer numbers of people, you’re missing the boat.”

The Center’s Web site (http://scheinfeld.sbcc.edu) has links to the Fan Page Crawford created on Facebook, her Twitter feed (@SBEntrepreneurs), an RSS feed, and Crawford’s blog, which is called “Look Forward to Monday.” Crawford also started a LinkedIn group for the Center and set up a channel on YouTube where she posts videos of Scheinfeld Center events. She also posts these videos on the Center’s Web site, where she maintains a library of inspirational videos for entrepreneurs that she’s pulled from YouTube.

Crawford announces Sheinfeld Center events and promotes courses via the Facebook Fan Page and Twitter. Her blog also feeds to the Facebook page. She uses Twitter for quick bursts of information, such as reminding people to RSVP for an upcoming event. She has also tweeted when she is attending entrepreneurship-related events such as the MIT Enterprise Forum, and she has promoted events being held by other organizations that would interest her audience.

Crawford also started a small business and student networking site called South Coast Biz Connect (http://southcoastbizconnect.ning.com), which serves as a hub of entrepreneurial activity at SBCC and the South Coast community. “Studies have shown that to be successful small businesses need to network, but there wasn’t a mechanism for that in our community,” she says. “So I set up this network with the goal of accelerating small business awareness of the need to be on-line. We’re trying to get people to post video profiles instead of building text profiles, and we’ve gotten local experts to answer basic business and start-up questions on the site. Eventually we will have a database of localized information for small businesses and students.”

“We are practicing social media marketing because we believe small businesses need to be practicing social media marketing,” sums up Crawford. “We’re also teaching social media marketing. We built an event around a nationally recognized expert who is local, Lorrie Thomas of Web Marketing Therapy. The event is called “Healthy Web Marketing for Entrepreneurs and Small Business.” Lorrie’s lecture will be supplemented with four breakout workshops on Sustainable Web Strategies for Your Business; How to Tweet, Facebook and Blog for Your Business; What Is SEO and Where Can I Get Some and Making Web Stats Work for You.

In Dallas, Colleen Lin, senior rich media product/developer at Dallas County Community College District (http://www.dcccd.edu ), jumped into the social media arena in mid-2007 when she set up an account on YouTube, where she posted commercials for the seven-college system. “At the time, I was a graduate student in the University of Texas at Dallas’ Arts and Technology program,” Lin says. “Our professors were showing us how social media was changing communications. I thought we should be there. Aside from the time commitment, social media are free so nobody was going to be out any money for us to experiment. I found that some people had already posted our TV commercials from our previous ad campaign on YouTube. So I figured if people want to see this, then I’m going to post all of our commercials. I started with YouTube then moved to MySpace and then Facebook and Twitter.”

Now, Lin manages the District’s accounts and trains the personnel who manage the social media efforts of each college. Much sharing is done of material between the districts and the individual schools. “Most of what I do falls under customer service,” she says. “We want to engage students and show them that we are where they are and we understand their means of communication and will communicate with them in the way they prefer to be communicated to.’

“We started this as a grand experiment, asking ourselves ‘Is it going to work and is it going to get us anything?’” says DCCCD’s Director of Internet Publishing Georgeann Moss, who is Lin’s supervisor. “Just like when the Internet started, the more we use it the more we learn that this is a critical part of our communications matrix. The four reasons we continue to use social media is to engage students, provide customer service, distribute emergency communication if needed, and encourage transparent communication.”

Easy Learning Tools

Here are a few short informative videos suggested by Lin that explain social media and its vast impact around the world. They may also be used as teaching tools to help entrepreneurship students see how social media can help them support their careers goals or promote their businesses.

• Social Media Revolution: http://www.youtube.com/watch?v=sIFYPQjYhv8

• Social Networking in Plain English: http://www.commoncraft.com/video-social-networking

• Social Media in Plain English: http://www.commoncraft.com/socialmedia

You should also download WorkSmart Integrated Marketing’s whitepaper on social media at http://worksmartim.com/whitepaper_form.php. Entitled “Social Media for Continuing Education and Contract Training, it contains information the firm presented at the recent NACCE Conference.

Rachel Reuben, director of Web Communication & Strategic Projects in the Office of Public Affairs at the State University of New York at New Paltz, has a whitepaper entitled “The Use of Social Media in Higher Education for Marketing and Communications: A Guide for Professionals in Higher Education.” Download it from the Publications/Press section of her Web site at http://rachelreuben.com. The site also includes other articles on the topic of social media and higher education.