Papers by Nathalie Duval-Couetil
She is responsible for the launch and development of the university's multidisciplinary undergrad... more She is responsible for the launch and development of the university's multidisciplinary undergraduate entrepreneurship program, which has involved over 5000 students from all majors since 2005. She has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives at both the undergraduate and graduate levels. Prior to her work in academia, Nathalie spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She received a BA from the University of Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University. She currently serves on the board of the United States Association for Small Business and Entrepreneurship in the role of Vice President for Research. She is also a Senior Research Advisor to the Stanford University Epicenter.
International Journal of Gender and Entrepreneurship
PurposeExpanding access to entrepreneurship training programs can be a method to increase female ... more PurposeExpanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design.Design/methodology/approachThis quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program (n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts.FindingsIn comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commerciali...
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
– Undergraduate students are increasingly engaged in developing products, technologies, and servi... more – Undergraduate students are increasingly engaged in developing products, technologies, and services that are commercially viable through their involvement in courses and experiential programs focused on entrepreneurship and product design. Little is known about the degree to which these activities are creating protectable intellectual property (IP) or the degree to which student involvement in these activities is aligned with university policies and practices. This work in progress describes the rationale behind a survey that will be administered to university technology transfer offices to understand trends in the level of undergraduate involvement in IP protection, common institutional policies and practices, suggestions on how policies can be improved, and to what extent this differs based on institutional characteristics. Ultimately, the purpose is to understand the degree to which IP policy, and an institution’s implementation and communication of it, hinders or fosters entrep...
Entrepreneurship Theory and Practice, 2021
Given calls for more rigorous research able to measure the impact of entrepreneurship education, ... more Given calls for more rigorous research able to measure the impact of entrepreneurship education, this study proposes guidelines for enhancing methodological and reporting practices. First, drawing on prior research syntheses, we developed a descriptive validity framework that outlines key elements for rigorous evaluation research. Second, we use this framework to examine 61 quantitative, university-based entrepreneurship education impact studies to identify and describe methodological and reporting practices that are most prevalent. The result is a set of Impact Evaluation Research Standards for entrepreneurship educators and scholars wishing to improve education evaluation research.
International Journal of Engineering Education, 2012
Changes in the economy and workforce needs have driven many engineering schools to consider offer... more Changes in the economy and workforce needs have driven many engineering schools to consider offering entrepreneurshipeducation to their students. Although entrepreneurship education is believed to be complementary to an engineering education,little is known about the degree to which it plays a role in contemporary students’ academic programs. The purpose of this studywas to explore a broad array of attitudes toward and outcomes of entrepreneurship education on engineering students in order tounderstand the characteristics of students participating in related courses and activities, the nature and extent of their involvement,entrepreneurship’s role in their career plans, and its impact on entrepreneurial self-efficacy. Survey data were collected from 501engineering students enrolled in senior-level capstone design courses at three institutions with established entrepreneurshipprograms. The study found that while two-thirds or more of engineering students intended to work for medium o...
The Journal of Technology Transfer, 2020
A key feature of the movement to create more entrepreneurial universities is incentivizing resear... more A key feature of the movement to create more entrepreneurial universities is incentivizing researchers to move discoveries beyond the laboratory and into society. This places additional expectations on Ph.D. students and faculty in science and engineering disciplines, who are encouraged to explore the commercialization of their research to promote the role of universities in innovation and job creation. A major barrier to this movement is that traditional Ph.D. training does not prepare researchers to participate in entrepreneurial activity, and as such its relevance to scientific work may not be evident. In this paper, we propose a course model for science and technology entrepreneurship education that has been designed to enable academic researchers to play a more active and informed role in the commercialization of their discovery. Its curricular foundation is a set of 14 factors that address the following four priorities: (1) technology readiness and timing, (2) intellectual property pathway decisions, (3) engagement with the entrepreneurial ecosystem, and (4) personal career choices. We describe the rationale for the course, its content and outcomes.
Entrepreneurship Education and Pedagogy, 2020
Evaluating the impact of entrepreneurship education is difficult given the heterogeneity of progr... more Evaluating the impact of entrepreneurship education is difficult given the heterogeneity of programming which presents challenges related to the generalizability of findings. The National Science Foundation’s Innovation-Corps (I-Corps) program, which incentivizes academic researchers to explore the commercialization potential of their research, offers a unique opportunity to examine the outcomes of entrepreneurship and technology commercialization training from an educational perspective given its standardization across populations and settings. We used the four-level Kirkpatrick Model for evaluating the impact of training and education programs to examine faculty experiences with I-Corps in depth. Using a qualitative inquiry methodology, we conducted 26 interviews with faculty innovators across three large public research institutions. Findings revealed that faculty had positive impressions of the program overall and attributed specific knowledge gains to participation. They also d...
IEEE Engineering Management Review, 2021
At universities, interest is increasing in expanding entrepreneurship education opportunities for... more At universities, interest is increasing in expanding entrepreneurship education opportunities for both engineering faculty and students, with the goals of improving the professional skills of students and accelerating research commercialization by faculty. However, questions remain about the effective design of entrepreneurship education initiatives for both of these two audiences. Comparing the experiences of trainees (including primarily graduate students and postdoctoral researchers) and faculty in entrepreneurship training will better allow for meeting the distinct needs of these two communities. In this analysis, structural equation modeling was used to examine differences between trainee and faculty perceptions of usefulness, instructional climate, and workload in the National Science Foundation Innovation Corps (I-Corps) entrepreneurship training program. Data were drawn from the publicly available VentureWell I-Corps dataset, including precourse, postcourse, and longitudinal follow-up survey responses from 722 faculty and 781 trainee participants. Results show that trainees perceived the training program as more useful to their careers than did faculty, although no differences in perceived usefulness to one's research program were found. Trainees also perceived instructional climate more negatively and experienced a greater workload.
Entrepreneurship Education and Pedagogy, 2021
Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at un... more Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.
2012 ASEE Annual Conference & Exposition Proceedings
She is responsible for the launch and development of the university's multidisciplinary undergrad... more She is responsible for the launch and development of the university's multidisciplinary undergraduate entrepreneurship program, which has involved more than 3,500 students from all majors since 2005. As part of the program, she has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives. Prior to her work in academia, Duval-Couetil spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She received her B.A. from the University of Massachusetts, Amherst, her M.B.A.
2019 ASEE Annual Conference & Exposition Proceedings
Dr. Bosman is an Assistant Professor in Technology Leadership and Innovation and the Program Coor... more Dr. Bosman is an Assistant Professor in Technology Leadership and Innovation and the Program Coordinator for Transdisciplinary Studies in Technology. Her STEM education research interests include entrepreneurial mindset, renewable energy, competency-based learning, self-regulated learning, transdisciplinary education, civic engagement, and faculty professional development. She spent the first part of her career working as a manufacturing engineer for world-class companies including Harley-Davidson, John Deere, and Oshkosh Defense and continues to provide workforce development consulting within this area.
2014 ASEE Annual Conference & Exposition Proceedings
2014 ASEE Annual Conference & Exposition Proceedings
She is responsible for the launch and development of the university's multidisciplinary undergrad... more She is responsible for the launch and development of the university's multidisciplinary undergraduate entrepreneurship program, which has involved over 5000 students from all majors since 2005. She has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives at both the undergraduate and graduate levels. Prior to her work in academia, Nathalie spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She received a BA from the University of Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University. She currently serves on the board of the United States Association for Small Business and Entrepreneurship in the role of Vice President for Research. She is also a Senior Research Advisor to the Stanford University Epicenter.
2013 ASEE Annual Conference & Exposition Proceedings
Duval-Couetil is responsible for the launch and development of the university's multidisciplinary... more Duval-Couetil is responsible for the launch and development of the university's multidisciplinary undergraduate entrepreneurship program which enrolls over 1000 students from all majors. As part of the program, she has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives. Her research has focused on the assessment of entrepreneurship education, the impact of entrepreneurship education on engineering students, IP policy as it relates to undergraduates, and women and leadership. Prior to her work in academia, Duval-Couetil spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She was recently elected to the board of the United States Association for Small Business and Entrepreneurship in the position of Vice President for Research. She received a BA from the
2017 ASEE Annual Conference & Exposition Proceedings
2020 ASEE Virtual Annual Conference Content Access Proceedings
She received her Ph.D. in Educational Studies (Gifted Education with emphases in Educational Psyc... more She received her Ph.D. in Educational Studies (Gifted Education with emphases in Educational Psychology and Research Methodology) from Purdue University and M.A. in Psychological Measurement from Ewha Womans University. Her scholarly trajectory aims to improve education for underserved and underchallenged students with impactful research and evidence-based interventions. Longitudinal research methodology is the main area of her expertise, which has enabled her a) to investigate growth trajectories of motivation and career choices; b) to identify opportunity gaps within underserved groups; and c) to evaluate and improve educational interventions in STEM. One of her original studies validating a motivation scale for engineering students was recently published in the Journal of Engineering Education. With the expertise in quantitative research methodology, she is engaged in collaborative research with entrepreneurship education and other interdisciplinary programs.
Journal of Engineering Education, 2018
Background Educators and policymakers are increasingly interested in making entrepreneurship educ... more Background Educators and policymakers are increasingly interested in making entrepreneurship education accessible to engineering students given engineers' potential contributions to innovation and the economy. However, what motivates engineering students to choose entrepreneurial careers and how this could be influenced through education have not been fully explored in the literature. Purpose The study develops and tests an entrepreneurial motivation scale for engineering students. It required providing initial evidence of validity for the scale based on guidelines for developing educational and psychological tests. Design/Method Following a comprehensive literature review, we chose to modify an existing scale and administer it to engineering students. Here we present two sources of evidence of validity for examining how entrepreneurial motivation relates to variables commonly used to measure the impact of entrepreneurship education. They were developed by examining factor structure and psychometric properties as well as conducting mediation analysis. Results Data obtained from 460 engineering students supported three factors underlying the construct of entrepreneurial motivation: Motivation for Creation and Solution (MCS), Motivation for Personal Interests (MPS), and Managerial Motivation (MM). MCS and MM effectively explained intention to become an entrepreneur with mediation effects of venturing and technology self-efficacy. Conclusion These findings resulted in a more parsimonious categorization of factors underlying the construct of entrepreneurial motivation than identified in prior studies, providing a foundational understanding of entrepreneurial motivation among engineering students. The results can be useful in assessment, research, and/or policy decisions related to delivering entrepreneurship education to engineering students.
Journal of Enterprising Communities: People and Places in the Global Economy, 2018
Purpose This paper describes the entrepreneurial ecosystems of three public research universities... more Purpose This paper describes the entrepreneurial ecosystems of three public research universities involved in the National Science Foundation (NSF) Midwest I-Corps TM (trademark symbol) Node. It presents a synthesis of programming, functional structure, commonly referenced university metrics and their limitations in measuring impact on commercialization and regional development. Design/methodology/approach Based on current literature, university data and discussions with entrepreneurship leaders at the University of Michigan/Ann Arbor, University of Illinois/Urbana Champaign and Purdue University, this paper provides an overview and analysis of entrepreneurial resources and education initiatives. Findings University contributions to entrepreneurial ecosystems can be described with respect to infrastructure and leadership, technology and talent and culture of innovation. Four main university entities are responsible for driving entrepreneurship initiatives. Identification of these en...
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Papers by Nathalie Duval-Couetil