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A Social Network and Bricolage Approach  \nANDREW G. EARLE MICHAEL J. MERENDA KEVIN M. SHORT MAY-WIN L. THEIN  \nAND  \nMARC C. SEDAM  \nUniversity of New Hampshire Durham, NH  \nABSTRACT  \nBenefits of interdisciplinary student participation in a university’s entrepreneurial activities are well known. Still, institutional barriers (structural, temporal, spatial, economic, attitudinal) conspire to block participation. Aided by the NSF’s Pathways to Innovation Program, the authors conducted a field experiment to increase STEM student participation in a high-profile business proposal competition (BPC) . The experiment employed two interventions: informal social networks and bricolage – the innovative and parsimonious use of existing resources. Utilizing these interventions, the authors collaborated to innovatively exploit the Business College’s BPC and Engineering College’s capstone engineering projects course (CEP) . The goal was to facilitate and track STEM students’BPC participation. Participation was voluntary, and not graded. Participation in the BPC increased from 10 STEM students to 27 and the number of BPC finalists increased from 1 STEM-business interdisciplinary team to 4 following the intervention. Findings demonstrate that social network and bricolage-inspired intervention appear useful in increasing STEM student and interdisciplinary team BPC participation and success.  \nKey words: Interdisciplinary, Co-curricular, Entrepreneurship  \nINTRODUCTION  \nThe challenge undoubtedly sounds familiar – interdisciplinary collaboration is powerful in driving student entrepreneurship, yet it remains stubbornly difficult to accomplish (Katz, 2003; Dutta, Li, and Merenda, 2011).  \nSPRING 2020 1  \nADVANCES IN ENGINEERING EDUCATION  \nLean Collaboration on Campus? A Social Network and Bricolage Approach  \nCalls for tearing down “silos” and otherwise breaching the familiar barriers inhabiting traditional university campuses are noble, but often prove unworkable (Navarro, 2008) . Therefore, rather than offering a further critique of silos or calling for greater funding of Innovation and Entrepreneurship (I&E) education (both of which the authors highly regard), this study focuses on a different approach to addressing these challenges. Specifically, the authors draw on their experiences as a highly-interdisciplinary Pathways to Innovation team, on I&E education research, and on the concepts of “social networks” and “bricolage” to address the primary research question for this study: how does one more effectively drive interdisciplinary student entrepreneurship without the use of additional resources and without engaging in any structural changes?  \nWhen first posing this question, thoughts of alchemists attempting to create something out of nothing came to mind. However, in retrospect, this task is similar in some ways to that which entrepreneurs face in more traditional settings. A search of the broader entrepreneurship and innovation literature revealed two concepts that could provide guidance on how to use means that already exist (and are already budgeted for) in creative ways: (1) informal social networks as an alternative to formal organizational structures (e. g., joint faculty appointments, co-listed courses) to help connect potential collaborators (Kilduff and Brass, 2010); and (2)“bricolage” to help motivate creative rearrangement of existing resources (Baker and Nelson, 2005) . In this paper, we follow mainstream entrepreneurship research in defining bricolage as “making do by applying combinations of the resources at hand to new problems and opportunities”(Baker and Nelson, 2005) . That is, we accept the limited resources that may be available at universities, and in keeping with true entrepreneurial spirit, the goal is to use whatever can be assembled to creat","cbCaiaFGhPcXXnDC","https://ap.wps.com/l/cbCaiaFGhPcXXnDC","pdf",849116,14,"English","# Introduction\n## Barriers to STEM participation in I&E activities\n# Field experiment approach\n## Informal social networks\n## Bricolage","[{\"question\":\"What research question guides the study?\",\"answer\":\"How can interdisciplinary student entrepreneurship be driven more effectively without additional resources and without structural changes?\"},{\"question\":\"What interventions were used in the field experiment?\",\"answer\":\"Two interventions were used: informal social networks and bricolage, meaning the creative, parsimonious use of existing resources.\"},{\"question\":\"How did STEM participation change after the interventions?\",\"answer\":\"STEM participation increased from 10 students to 27, and the number of BPC finalists rose from 1 interdisciplinary team to 4.\"}]","Lean Collaboration on Campus? A Social Network and Bricolage Approach - Spring 2020 | PDF",1792066046,35]