Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009. / Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.133-142).

Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 108-118).

<p> With changing funding models and increased competition, academic institutions are increasingly looking for new ways to finance their missions. Business schools are turning to revenue diversification through new venturing to offset declining MBA enrollment, high business faculty salaries, and changes in accreditation standards that require more engagement with industry. Diversifying revenue streams is an important challenge for business schools in California, which has experienced significant cuts in public funding since 2000. With thousands of business students across 23 campuses representing the largest concentration of future business professionals in the country, the California State University (CSU) is on the frontlines of needing to innovate for new revenue and funding sources. Despite not having the expertise or infrastructure needed to successfully launch new ventures, CSU business schools recognize the need for revenue diversification strategies and are finding ways to implement these initiatives. The purpose of this study was to examine how business schools in the CSU system diversify revenue streams. Qualitative methods were used for this study in order to uncover the stories behind the success or failure of revenue diversification strategies intended to lead to new sources of revenue and increased investment for these institutions. The research questions addressed by this study included examining what CSU business schools have done to diversify revenue streams, who were the entrepreneurs in this context (i.e., who were the drivers and implementers of these initiatives), what organizational and financial structures were used for launching these ventures, how have these schools measured success, and what have they learned. The study findings are presented as descriptive case studies of four CSU business schools that represent new venturing lessons learned that ideally could be extended to other contexts and other institutions. These institutions are finding ways to be entrepreneurial despite the lack of resources, infrastructure, or support. They are launching new initiatives designed to generate revenue; throwing mud at the walls, and seeing what sticks!</p><p>

Made available in DSpace on 2017-07-10T16:17:14Z (GMT). No. of bitstreams: 1 Dissertacao_Dalessandro.pdf: 639589 bytes, checksum: 659188ad11a9219ae547fd5809e08ec2 (MD5) Previous issue date: 2010-05-31 / This study is the object of study the course "Learning to undertake," SEBRAE, one of the tools for the dissemination of ideas of entrepreneurship in Brazil. In the 1990s, with the effects of neoliberalism on the world of work, especially the high unemployment rates, capital printed on the working class successive blows to the rights and conditions of production of material life. On the one hand the demand for a "new worker", polyvalent, making use not only of their physical and technical, but all their attributes and abilities as a human being, his "skills". On the other, the exacerbation of the farm to meet the demands of global competition for markets. Then, based on the discourse of employability and entrepreneurship, SEBRAE is now used as a tool to strengthen political and ideological direction of the capital. Its course "Learning to undertake 'return to the working class in perspective, a reality of structural unemployment, offer workers the opportunity to" be master of himself. " The proposed objectives in the development of the research are: 1) examine the issue conceptual and material conditions that made possible the development of entrepreneurial ideas in the country, 2) analyze the relationship between the institution SEBRAE its course "Learning to Engage," and other vectors in an attempt to contribute to the spread of the entrepreneurial culture in Brazil, 3) analyze the characteristics of the Entrepreneurial Education SEBRAE in spreading the motto "Be your Boss!", 4) analyze how the speech goes against the entrepreneurial skills of speech and employability. The research was developed through analysis of the teaching material of the course "Learning to undertake," especially the video lessons and Participant's Manual, taken as primary sources. As for secondary sources, we use literature related to entrepreneurship, particularly those of a liberal and, in counterpoint, readings that are inconsistent with the historical materialistic perspective and addressing the critical issue. The first chapter presents considerations on the national scene in 1990 and the conditions that allowed the diffusion of entrepreneurial ideas in the country, in the second chapter, this was SEBRAE and of course "Learning to undertake" as well as other vectors, such as capital instruments geared to entrepreneurship, in the third chapter, the primary sources are explored, highlighting the main categories and entrepreneurial characteristics highlighted by the course "Learning to undertake" the fourth chapter discusses the feasibility of the proposed "Learning to Undertake "as an alternative to generate employment and income and the weakening of the notion of qualification ahead of strengthening the ideals of entrepreneurship. Thus, we find some gaps in entrepreneurial discourse to characterize it as restricted to the human, and as of extreme insecurity for workers. / Esse estudo tem como objeto de análise o curso Aprender a Empreender , do SEBRAE, um dos instrumentos de difusão das idéias do empreendedorismo no Brasil. Nos anos 1990, com os efeitos do neoliberalismo sobre o mundo do trabalho, em especial as altas taxas de desemprego, o capital imprimiu sobre a classe trabalhadora sucessivos golpes nos direitos e condições de produção da vida material. De um lado a exigência por um novo trabalhador , polivalente, fazendo uso, não só de sua condição física e técnica, mas todos os seus atributos e habilidades como ser humano, de suas competências . De outro, a exacerbação da exploração para atender às demandas da competição global por mercados. Então, calcado no discurso da empregabilidade e do empreendedorismo, o SEBRAE passa a ser utilizado como instrumento para fortalecer a direção político-ideológica do capital. Seu curso Aprender a Empreender volta-se à classe trabalhadora na perspectiva de, numa realidade de desemprego estrutural, oferecer aos trabalhadores a oportunidade de ser patrão de si mesmo . Os objetivos propostos no desenvolvimento da pesquisa são: 1) analisar a questão conceitual e as condições materiais que possibilitaram o desenvolvimento do ideário empreendedor no país; 2) analisar a articulação entre a instituição SEBRAE, seu curso Aprender a Empreender , e outros vetores no intento de contribuir com a disseminação da cultura empreendedora no Brasil; 3) Analisar as características da Pedagogia Empreendedora do SEBRAE na difusão do lema Seja o seu Patrão! ; 4) Analisar o quanto avança o discurso empreendedor em relação ao discurso da qualificação e da empregabilidade. A investigação foi desenvolvida por meio de análise do material didático do curso Aprender a Empreender , especialmente as vídeo-aulas e o Manual do Participante, tomados como fontes primárias. Quanto às fontes secundárias, utilizamos bibliografia relacionada ao empreendedorismo, particularmente as de caráter liberal e, no contraponto, leituras que se coadunam com a perspectiva materialista histórica e que abordam criticamente o tema. No primeiro capítulo apresentamos considerações a respeito do cenário nacional nos anos 1990 e as condições que possibilitaram a difusão das idéias empreendedoras no país; no segundo capítulo, tratou-se do SEBRAE e do curso Aprender a Empreender , além de outros vetores, como instrumentos do capital voltados ao empreendedorismo; no terceiro capítulo, as fontes primárias são exploradas, destacando-se as principais categorias e características empreendedoras ressaltadas pelo curso Aprender a Empreender ; no quarto capítulo, discute-se a viabilidade da proposta de Aprender a Empreender como alternativa para a geração de emprego e renda e a fragilização da noção de qualificação frente ao fortalecimento do ideário do empreendedorismo. Desta forma, procuramos encontrar algumas lacunas do discurso empreendedor para caracterizá-lo como restrito para a formação humana, e como de extrema precarização para os trabalhadores.