 Hello. I'm Leigh Ann George, coordinator of the spec survey program at the Association of Research Libraries. And I'd like to thank you for joining us for this spec survey webcast. Today we'll hear the results of the survey on campus-wide entrepreneurship. And these results have been published in spec kit 355, which are freely available on the ARL digital publications website. Before we begin with just a few announcements, first, everyone with presenters has been muted to cut down on background noise. So if you are part of a group today, feel free to speak among yourselves. And we do want you to join the conversation by typing questions in the chat box in the lower left corner of your screen. We'll answer as many questions as possible at the end of the presentation. I'll read the questions aloud before the presenters answer them. And I wanted to also let you know that the webcast is being recorded, and we will send all registrants the slides and a link to the recording within the next week. So now let me introduce today's presenters from the University of Manitoba Libraries. Vera Kean is Associate University Librarian, Academic Engagement Services, and Afro-Bolesky is Acting Head, the Albert D. Cohen Management Library, and Liaison to the Esper School of Business. Use this hashtag ARL spec kit 355, we've seen your lower right-hand side of the screen, to continue the conversation with us on Twitter. And now let me turn the presentation over to Vera. Thank you, Leanne. Welcome and thank you all for choosing to spend the next 45 minutes with us to talk about campus entrepreneurship. Afro and I are very excited to be able to share the results of the survey with you. To get started, we're going to, here's a quick outline of what we're going to cover today. We'll start with some background information on why we chose the topic and provide some context around entrepreneurship education at universities. We'll then delve into some of the selected results, wrap up with some recommendations, and then have some time for questions. Why did we choose this topic? Our university, like many others in North America, is undergoing many changes in its approach to education. Experiential education is one area that our university has identified as a strategic focus in their current five-year plan. Experiential education can encompass many different pedagogical approaches, including service-level learning, co-op programs, undergraduate research, study abroad programs, and entrepreneurship. There has been a previous spec survey on library support for study abroad programs, but the other areas of experiential education had not been studied. Afro and I both had many years of experience working with business information and entrepreneurs, and saw campus entrepreneurship as a growing trend on campuses that we felt needed to be studied from the library's perspective. So what is campus-wide entrepreneurship and how big is it on university campuses? Entrepreneurship education can take many forms, all with the goal of creating the right environment and providing the necessary support to faculty, staff, and students so that they may develop entrepreneurial knowledge and skills and or launch new companies or ventures, both inside and outside of the classroom. Activities can include formal courses and programs, as well as co-curricular or extracurricular activities such as boot camps, business plans, competitions, or internships. These activities and programs may be dispersed around and even off-campus, residing in multiple faculties, departments, or facilities, including incubators, accelerators, or smart parks. They may be essentially coordinated by a separate office of campus entrepreneurship or be a loosely coordinated set of offerings by various campus stakeholders. So how big is entrepreneurship on campus? Well, according to a report by the Kaufman Foundation, in 1975, colleges and universities in the US offered 100 or so formal programs, such as majors, minors, and certificates in entrepreneurship. By 2006, that number had grown to 500. In addition, the number of courses offered went from 250 in 1985 to more than 5,000 in 2008. According to the report, quote, well over 400,000 students a year take courses in the subject and almost 9,000 faculty members teach it. And one-third of the about 1250 business incubators in the US are based at universities. So as you can see, it's an important area of university education that is growing rapidly. However, one of the challenges around campus entrepreneurship is the history and stereotype around the word entrepreneurship. There are a vast number of students on campus that either do not identify with the term or see it as a negative concept. These are generally students outside of the business school who see themselves as engineers, designers, artists, healthcare professionals, et cetera, not necessarily as potential entrepreneurial professionals within their chosen field. This creates a challenge for universities. How do you balance the desire to expose and engage all students in entrepreneurship while at the same time recognizing the unique aspects of entrepreneurship found in disciplines outside of the business school? A lack of consensus on campus as to what entrepreneurship actually is, how it should be defined, taught, funded, and who exactly is an entrepreneur contributes to the confusing and usually decentralized nature of the campus programs and activities. So given all of these challenges, how are libraries managing in their support of campus entrepreneurship? And that's what we wanted to find out. The purpose of this survey was to investigate how ARL member libraries are supporting campus entrepreneurship both inside and outside of the classroom. It asked about the types of library services and resources, funding models, staffing and administrative support, assessment, and the unique challenges of supporting these programs. These results are based on responses from 60 of the 124 ARL member libraries, or 48%. With regards to the response rate, I would like to note that the survey was specifically developed for ARL member libraries that serve universities. As such, there are a few ARL libraries that were not specifically targeted, nor could complete the survey. Finally, the survey asked a lot of open-ended questions in order to capture the unique and varied nature of library support of campus entrepreneurship. So you will notice that the majority of the results are qualitative rather than quantitative. So if we look at campus-wide entrepreneurship as priorities and the organization of it on campuses, the 60 responding libraries, 83% indicated that their institution has identified expanding innovation and entrepreneurship opportunities and support throughout the university as a strategic priority. While some institutions mention entrepreneurship in a very general or high-level way, others identified specific goals and objectives complete with metrics, such as increasing research commercialization, technology and transfer licensing, public and private partnerships, and growing the number of startups arising from their institutions. The benefits to expanding campus entrepreneurship identified by institutions included working more closely with the business community, both locally and globally, in order to create opportunities for student internships, alumni employment, develop collaborative spaces, and access equipment to help develop ideas. Campus entrepreneurship was also seen as a means of attracting students, faculty, and staff to their organizations. As you can see, the coordination of entrepreneurship activities on campus is fairly evenly split among separate entrepreneurship centers in different faculties or schools at 29%, various stakeholders that loosely coordinate activities at 21%, and other structures at 24%. From the many comments received, it's clear that coordination of these programs is generally lacking on campuses. Leading faculties for programs include the business and engineering schools. Law schools were mentioned as providing programs in support in the areas of intellectual property and business law. Newer entrants into the entrepreneurship arena include information schools, architecture, music, and social sciences faculties, and, of course, libraries. Some programs are focused on specific types of entrepreneurship or entrepreneurial populations, such as social entrepreneurship and programs aimed at supporting women entrepreneurs and veterans and their families. Three-quarters of responding libraries indicated that the library does not play a role in directing or coordinating campus entrepreneurship activities. However, in some cases, library staff are members of campus entrepreneurship programs, advisory boards, or steering committees. In terms of library support for entrepreneurship activities, the overwhelming majority of responding libraries, 82%, are providing support and or services to campus entrepreneurship activities on an ongoing basis. These services are mostly provided by the business librarian and involve support for the entrepreneurship course curriculum in the form of classroom instruction, instructional materials such as handout, subject guides, and tutorials, and research consultations. While not specifically created for entrepreneurship activities, library makerspaces and their associated technologies were often mentioned as providing support to campus entrepreneurship activities. In terms of library staffing to support entrepreneurship on campus, coordination of support and services is usually the responsibility of the business or engineering librarian, mirroring the patterns seen on campuses where these two faculties are leaders in developing entrepreneurship programs. Few libraries have created other positions specifically to support entrepreneurship activities. Instead, positions already supporting makerspaces, design studios, new media centers, digital scholarship, et cetera, support entrepreneurial activities as a natural extension of their duties. Due to the multidisciplinary nature of campus entrepreneurship and the goal of providing opportunities to all faculty and students, regardless of major, library support requires a team effort. The skills and expertise provided by all the subject liaison librarians, GIS librarians, digital scholarship, visualization, makerspaces, and media centered specialists are all required to fulfill the needs of faculty and students entrepreneurship endeavors. Now I'll turn the presentation over to Afra who will talk about library resources and services for campus entrepreneurship. Thank you Vera. I can try to guess the next. So for library resources purchased for entrepreneurship, this section itself focuses on questions 10 to 13 of the survey and this encompasses the types of resources purchased, the source of funding, location, and users of resources against specific to entrepreneurial activities. If we break it down to types of resources, 55 respondents identified the top three resource types purchased to support entrepreneurship as books, 86%, specialized databases at 78%, and reference material at 71%. So this is shown on the graph that I just highlighted. It should be noted as well that a few institutions stated that although they had purchased or licensed these library resources, that they were not specifically acquired to support entrepreneurship activities, but to support more broadly academic use. When looking at the funding for these specific resources, 51 of the 53 responding libraries, or 96%, indicated that the main or central library's general budget was the primary source of funds for purchasing library resources specifically supporting entrepreneurship activities. A minority of respondents identified other sources of funds including the business library's budget, which was 38%, another branch or unit library budget at 30%, an academic department or unit budget at 28%, and finally an endowment fund at 25%. When looking at the location of resources, resources are overwhelmingly located on the main campus library and online, and these are both tied at 89%, or 47 of the responding institutions. The branch or unit library, more likely to hold library resources for entrepreneurship activities, was identified as either an engineering, science, or medical health sciences library. And surprisingly, the business library was ranked fourth at 36%. Of the small minority that that listed other location, the most commonly mentioned site was a lab, such as an ideal lab, or the Royce-Royce Rapid Prototype Lab. Now when moving on to users of resources, not surprisingly, the top three categories of users here are students, faculty, and staff. The general public, alumni, and members of the business community rounded up the top six users of library resources in that order. And the exact pattern continued when the resources were further divided into resource types, such as the books, journals, database, data, equipment, software, and so on. So now looking at online resource license restrictions, this section focused on questions 14 to 16, which asked about a need to revise license agreements or to clarify the limitations of use due to expanded entrepreneurial activities, imposed resource restrictions, and additional details on licensing agreements unique to entrepreneurship resources. So the majority here of the responding libraries, so this is 75%, did not need to revise their license agreements or clarify limitations of use for online resources due to expanded entrepreneurial initiatives. For the small minority that did revise their agreement, which was about 25%, they identified an online resource as either a business database or they named the specific product itself. Of the 35 respondents who had resource restrictions imposed, the most common restrictions were restricted access by IP range, so this was at 74%. That was followed by restricted to non-commercial uses at 66%, and then finally the last being in library use only at 51%. There were a few comments that were noted in the question regarding the request that we asked for additional details. That could prove helpful. So a few had mentioned that they were able to negotiate a walk-in clause for certain licenses, so we feel that this is a good recommendation for those who are considering revising their license agreement, so including a walk-in clause could allow for expanded access to unaffiliated institutional users. The final category here is library services for entrepreneurship. So this section draws attention to questions 81 to 21, 18 rather to 21, which covers the kinds of services libraries provide to support entrepreneurial activities. It also looks at the location and the users of these services, as well as a description of some of the key topics covered by library instruction. So the majority of responding institutions here identified the top three services provided as reference, so let me just use the highlighter here. So reference, so this included consultation appointments and office hours, and that was 96%. The next was library instruction, which was either a series of workshops covering topics such as copyright and intellectual property to classroom instruction. That, again, was at 96%, and that was followed by in-depth research. So this could be conducting database searches and preparation for a research consultation, and so on. And this was at 72%. Some examples of notable library services that I'll just mention by name, and that's just due to our timing here, are Michigan State's Selma D and Stanley C, Hollander Make Central Makerspace, and the University of Wisconsin-Madison's Went Commons Library. In this case, they had patent librarians who offered patent and trademark information and searching help to users. Of course, this is just two examples, and a more thorough list of library services can be found in the representative document section of our spec kit. Looking at location, so the main campus library is the primary location that offers entrepreneurship services, and this is followed by services that are offered online. Of the responding institutions, whose services are offered at another branch or unit library, which was 48%, roughly. Again, it was the engineering, medical health sciences, and science libraries that were most commonly reported. And again, similar to the library resources, the business libraries followed closely here in fourth place. For users, the core users of library resources are very similar and related to the library services. These are students, faculty, and staff, alumni, the general public, and members of the business community, were what I consider the second tier, if you want to say, of users of library services. And a few respondents here noted that really anyone could use the library services in their institution. Just wanted to highlight a few of the topics that were commonly covered through library instruction. So there were 47 responding institutions who did answer this question, and there was quite a variety of library instruction topics that were offered, so what I tried to do was categorize them into some of the main categories I've mentioned here. So the top five categories given were market research, so 64%, so that's the blue pie there. Industry research at 47%, and that is the green area, or the green pie part there. Company research at 43%, and this was followed by, I just categorized them together as patent, IP, and trademark searching at 28%, and more of a general resource overview with some searching tips and strategies lost at 23% in that red area. So, just finishing off here, I thought I would just mention a really interesting example of course instruction material, so this is a business model canvas from Florida State University, and this is an interesting example, it was a template that's given to students really to give them the visual of how they could go about thinking and organizing the information that they find into a business model. So really good visual here, and again there's more examples that you can find in our representative documents. Now I'll turn it over to Vera, who will describe the findings on funding, partners, promotion, and assessment. Thanks, Afra. Corporate have not received much new funding that was specifically earmarked to support campus entrepreneurship. Any funding received was usually designated for purchasing resources, space development, or equipment such as those for maker spaces. Funding came from alumni, corporate or private donors, endowments, and from the university. In terms of partnerships with the library, the most notable partners for libraries included the technology transfer or commercialization offices. Faculties under departments, incubators, accelerators, and establish campus entrepreneurship centers, as well as centers for teaching and learning. Partnership activities included presentations and instruction, collaborating on events, co-funding of business resources, cross promotion, business plan competitions, and hackathons. In terms of promoting library resources and services for entrepreneurship, that typically mirrors that found of the traditional promotion efforts employed by libraries for other resources and services. So it doesn't seem like we're doing much different trying to promote our support to entrepreneurship than we do with other services that we provide. And finally, looking at assessment, the majority of responding libraries have not really assessed the impact or success of the services they provide to support campus-wide entrepreneurship. When assessment is done, it typically takes the form of feedback or evaluations of instruction sessions or workshops, standard output statistics or surveys about space and services. Libraries that are planning to assess their support for campus entrepreneurship are considering how to measure the impact and value. So now we come to the challenges, which was sort of one of the last part of the survey. And there, of course, were a lot of challenges. They won't come as a surprise as they include all of the typical challenges faced by libraries. So budgets and funding were at the top of the list, as well as staffing. Staffing challenges included not having enough staff to keep up with the demand for the ever-expanding number of entrepreneurship programs on campus, as well as having staff that possess the needed competencies and specialized knowledge and skills to support the wide range of needs of entrepreneurs. The cost of market research was often cited as a real hindrance for libraries. In addition, there were issues around licensing of electronic resources for use by entrepreneurs, as the line between coursework or not-for-profit activities and commercial activities is very blurry. Libraries find it challenging to coordinate their support for campus entrepreneurship activities due to the lack of coordination, collaboration, or strategic direction of their institution. Finally, as we just saw, getting the message out to campus groups, faculty, and students about what the library can offer would be entrepreneurs is an ongoing challenge. And in conclusion, I think with this survey, we've only really begun to scratch the surface of the breadth and depth of entrepreneurship activities on university campuses. With the rapid underemployment of our university graduates, entrepreneurship may be an important avenue to meaningful employment. Today's generation views work differently than their parents. Millennials value work that provides them with an outlet for their creativity, flexibility, and the balance between their work and personal lives, and more control over their future. Entrepreneurship is seen to be able to provide all of these important aspects. Entrepreneurship education is by nature varied. There is no standard template or curriculum. It is multidisciplinary, relying on the knowledge and expertise of a number of academics, mentors, employers, investors, and inventors both inside and outside the university. As a result, no single approach works for every campus. Programs must be dynamic and fluid, taking into account changes to a state or country's economy, as well as the needs and aspirations of students, faculty, and the community. So too must our library support for these programs be dynamic and fluid. So to close, we'll leave you with some recommendations to bring back to your libraries for further discussion and planning. So to start, understand your institution's entrepreneurship programs. Talk to anyone on campus who can help you better understand how entrepreneurship is playing out at your institution. Invest the time and energy to inventory your campus's entrepreneurship programs. Identify missions and visions for each target audience, services offered, and sources of sponsorship and support. What's that done? Is that your library's strengths? What do you have to offer that specifically addresses the strategic goals of your institution around entrepreneurship? Identify opportunities to contribute. Find the gaps in entrepreneurship support but the library is uniquely positioned to fill. Review license agreements, as we saw seen earlier. And develop a strategy for library support. Based on all the information you've gathered, start developing the library strategy to support campus entrepreneurship. It was clear from the responses, libraries have neither the funds nor staff available to support all campus activities. The multidisciplinary nature of entrepreneurship means that all unit libraries and library staff need to play a role in supporting entrepreneurship on campus. Opportunities exist in the areas of instruction in patent and trademark searching, market research and data industry searching and sourcing local data. Don't forget about staff training. Encourage all subject librarians to learn about entrepreneurship in their disciplines and industries as entrepreneurs can be found in every discipline. Given that the results show that libraries are still using traditional methods of promotion, yet also indicating that getting the word out about library support has been a challenge, it's time to look at new avenues for promotion. Sponsoring innovation contests and events is a good way of showcasing how the library can contribute to entrepreneurship endeavors. And finally, like with everything we do in libraries, assessment. Like any service in libraries, we need to do a better job of assessing the value of our support, not just measuring output statistics. And I think that brings us to the end. Vera and Afra, and participants, we do welcome your questions. Join the conversation by typing your question in the chat box in the lower left corner of your screen. And I'll read your questions aloud, and Vera and Afra will answer them for you. And to give our participants a moment to type their questions, let me ask you, what was the most surprising finding from your survey results? This is Afra. I think for myself, I mentioned it a few times, was just the, when we're looking at location of resources and services, I guess for myself being a formerly business librarian and still a liaison, seeing that the business library was ranked behind those kind of STEM related libraries was a surprise to me, I'd have to say. And this is Vera. I think one of the questions that we did ask, and we didn't mention in the presentation, was asking libraries about whether they had policies or service level agreements or MOUs with incubators or any of the entrepreneurship programs as to the services that they can provide. So we did ask that question, but we basically got a no for 100% of the respondents. So I found that that was a little bit surprising that nobody had developed anything. Although I suppose given how these programs have been growing, I think we're, as libraries, we're just really trying to catch up to what's going on on campus. So perhaps those policies and MOUs will come in time. We've got a couple of questions here from Michael. He asked about how many of libraries have makerspaces, and we didn't specifically ask a question that would get a quantitative answer to that, but we do have a previous spec kit, number 348, that's on rapid fabrication and makerspace services that participants may be interested in looking at as well. And a follow-up question is, can you tell from the survey responses how many campuses had technology transfer offices? Well, we didn't, again, like we said earlier, a lot of it is qualitative. So if you look through the entire results of the survey, you'll see that there are a lot of comments to go through. And I don't think there's an easy way to kind of count up how many actually had technology transfer offices. Although they were mentioned a lot in a lot of the comments from different institutions. Sometimes they're called commercialization offices. Sometimes they might have a different name on different campuses. Technology transfer and commercialization is usually the most common. But it definitely featured very highly in a lot of the comments in terms of partnerships with libraries and sort of groups that are a department or office that's involved with campus entrepreneurship. Just to follow up, I think one of the reasons for that, of course, is that often those offices are involved with the patenting and trademarks of research and inventions that are happening on campus. So they've long been a source for that kind of support and also looking at market research as well. I worked with, not here, but when I worked at Research Institute for the federal government, I worked with a lot of those, they were called the same thing, but they were doing the same thing as technology transfer and commercialization. So for me as a library, they were a really great partnership and in fact they really appreciated, they were probably one of the groups that really appreciated the library's work and what they could do for them. So I think it could be a partnership with libraries to actually get at some of the inventors and entrepreneurs on campus is through the technology transfer and commercialization office. So please do join the conversation, type your questions in the chat box at the lower left corner of your screen. We have time for a few more questions. You gave us some recommendations at the end of your presentation. Are there other areas of research that or other questions you wish you could have asked now that you've got some feedback from the survey respondents? I think it's Vera. Yeah, I think the survey, we have to put a cap and a limit on the number of questions we could ask, but I think after going through the results, we looked at some things and thought we would love like to go in more depth into some particular area. So one of them was, we kind of think it would be interesting for someone to take a few of the case studies of some of the libraries that are ahead of others in supporting campus entrepreneurship and sort of highlight what it is that they're doing and how they're going about supporting it. I think some of the examples that we had from this survey that we felt stood out, institutions or libraries that stood out in terms of what they were doing were the University of Toronto, the University of Wisconsin-Madison. Syracuse had their Blackstone Launchpad and an interesting partnership was with, I think the University of Kentucky. Yeah, and they had a partnership with the Kentucky Small Business Development Center in which the Development Center funded a student researcher position, but that position was supervised and trained by the business librarian at the school and they did market research for small business or entrepreneurs that were coming into the Small Business Development Center. And I think one of the last things that would be really interesting to look at is what entrepreneurship looks like in different disciplines. So what does entrepreneurship mean in the music industry, in the arts, or what does entrepreneurship look like in social sciences? I think, you know, when we see there are so many online businesses, so many, you know, there's a lot of personal branding that people are doing as well, so there just seems to be anything is game and open for being turned into a business. So, you know, and it doesn't just mean it has to be some sort of technology and, you know, you need a computer scientist to write something, so I think it's just wide open. And I think that's why we kind of said from a library perspective, you know, all the librarians need to be involved. And, you know, even though you're a social sciences librarian, you really should sort of spend some time trying to figure out what does entrepreneurship look like in your areas, because I, you know, think that there is activity going on there. We just might not be tuning into it. Any more questions then? Oh, go ahead. Oh, I guess I just wanted to, you know, if we had a couple more minutes, I just thought I could ask the audience if anybody felt there was something that they would have liked to have seen in the survey or a question that we didn't ask that they were hoping was going to be there. So, participants, if you haven't answered to that, type it in the chat box and we'll read that aloud. We'll give folks a little bit of time here to type in their response or their question. I want to remind the participants that you haven't had a chance to read the spec kit yet. It is freely available on the website. You can download a partial or complete PDF. We're not seeing any comments, but we did a complete survey and everybody's completely happy with it. Here's one more. Comment that most institutions now have in place a means to record questions by type. It'd be interesting if any institution would have a category as supporting entrepreneurship. I'm guessing that's the reference question. I guess that would fall under that assessment area as well. That's a good idea to be able to track that. That would be across the board, not just the business entrepreneurship. All of that would come into libraries asking for things that could fall under that category of entrepreneurship. That would be a good way of assessing. Diana has a question on how ARO might help support cross-institution sharing about library work in this arena going forward. I think that's a great question that I'd like to talk to my colleagues here about. But certainly sharing the results of this survey and connecting with each other is a great way to go about that. I do have different discussion lists that we form when there's an interest. If the community would find something like that of interest, let us know. Yes, Diana's followed up with a community of practice. We are building several of those here with ARL support. Feel free to contact me if you would be interested in that. Our time is just about up now, and I would like to thank Vera and Afra for their presentation today and thank all of the participants for joining us for this discussion of the results on the survey on campus-wide entrepreneurship. You will receive a link to the slides and the recording next week. I have a question about re-broadcasting that we will follow up with that participant offline. Thank you all again. I look forward to seeing you at a future webcast.