![]() We hired the student PRSSA chapter to handle a full-scale marketing campaign that included fliers, ads on campus video monitors, coffee sleeves and pizza boxes with the contest logo and website, tables at the student center, “chalking” sidewalks, stories on the campus TV and radio stations and lots of social media (Facebook page, tweets, etc.). Announcing the competition at the outset of the previous term increases faculty adoption and the number of students who will make your contest a priority.įrom left, Greg DiPasquale and Alexander Harshaw listen to a speech at the Scripps Innovaion Challenge kickoff event in Baker Center on Tuesday, Feb. You can’t simply announce a contest at the beginning of a semester as students are already committed to certain classes. Engage faculty early in considering the competition for a range of classes. It’s a daunting logistical undertaking and requires hands-on management. The Scripps Innovation Challenge is a simple idea, adaptable at other schools. We’re coming up on Pitch Day April 21, where several hundred Ohio University students, faculty, investors, entrepreneurs and a live-stream audience will hear live pitches by each of our seven final teams. And we’ve expanded the awareness of “entrepreneurial thinking” to hundreds of students through the mobile module and co-working sessions. We increased the number of faculty using the competition in capstone and other courses. We expanded the diversity of the competing teams with representation from four university colleges. With 31 entries, we nearly doubled the 17 we saw in our first year. William Crowder, managing partner at Comcast DreamIt Ventures / Photos by Yi-Ke Peng Getting Bigger Pitch Video: To learn the power of the pitch, students created a video that was judged along with the business model and an executive summary.ĭiversity Enhancement Prize: We added a $5,000 bonus prize this year for the entry that provides a viable solution for reaching underserved and underrepresented communities. An industry expert taught in four different classes during the two-week period, giving students gained insight into a particular technology and professors the ability to teach the module in subsequent semesters.Ĭo-Working Sessions: We developed biweekly co-working sessions where we showcased expert presentations for one hour, followed by time to work with faculty and presenters on a team’s specific idea. Mobile Module: We developed a two-week mobile module covering how one innovation is changing media delivery and consumption. ![]() To that end, we’ve added specifics this year.īusiness Model Design: Students used a text - Business Model Generation by Alexander Osterwalder and Yves Pigneur - to understand innovation and think about business models and revenue streams. We use it as a framework to build entrepreneurial thinking and business model development. The challenge is more than a simple contest.
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