Changes

<span id="docs-internal-guid-6e915584-e3c9-ba58-e659-804305e1414b"><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The foci focus of strategic entrepreneurship (SE) are is broad and rich, building on research from multiple disciplines such as economics, psychology, and sociologyengineering, along with other subdisciplines disciplines in management including organizational behavior and organization theory. Herein, we We examine the contributions of strategic management and entrepreneurship to SE. Building on a previous model of SE, we develop an input-process-output model to extend our understanding of the SE construct. We examine the resource inputs into SE, such as individual knowledge and skills. In addition, we explore the resource orchestration processes that are important for SE and the outcomes, including creating value for customers, building wealth for stockholders, and creating benefits for other stakeholders, especially for society at large. Individual entrepreneurs also benefit through financial wealth, but other outcomes such as personal satisfaction and fulfillment of personal needs (e.g., self-actualization) may be of equal or even greater importance. Therefore, we incorporate in the model of SE multilevel outcomes that motivate entrepreneurs.</span></span>

<span><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"></span></span><span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap;">Having a CEO chapter on campus provides a University with a way to promote entrepreneurship among students, as well as gain national recognition for entrepreneurial activities on campus. This is especially helpful to schools that may not have dedicated business departments or entrepreneurship courses by providing the university with a way to commercialize student designs.</span> <span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; font-size: 11pt; white-space: pre-wrap;"></span><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">For universities with multiple courses, there appear to be three conceptual bases, sometimes interspersed, including the business functions, the business plan, and the business life cycle. It was agreed that entrepreneurship coursework should be more experientially oriented than other business school coursework, that the involvement of adjunct faculty should not be minimized, and that faculty research is important to an entrepreneurship education program.</span>

<span id="docs-internal-guid-6e915584-e3c9-ba58-e659-804305e1414b"><span style="font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">For universities with multiple courses, there appear to be three conceptual bases, sometimes interspersed, including the business functions, the business plan, and the business life cycle. It was agreed that entrepreneurship coursework should be more experientially oriented than other business school coursework, that the involvement of adjunct faculty should not be minimized, and that faculty research is important to an entrepreneurship education program. There was lukewarm support for business outreach programs and disagreement over the desirability of a student entrepreneurship club.</span></span>