A report published in 2018 highlights...

A new and growing body of research demonstrates the effect that a college’s practices and policies have on students’ psychological factors. While postsecondary institutions vary considerably in their missions, resources, and student bodies, the findings suggest that programs and initiatives aimed at raising college completion can be enhanced when they consider the unique psychological elements of the students at their specific schools.

2 key psychological factors, students' motives (some times called goals) and mindsets, are discussed in the report. The question is, how can colleges and universities help their students focus on their goals, while also shifting their mindsets to a growth orientation? The answer, ELI posits, is entrepreneurial mindset education.

As global industries shift, so too are the ways that American corporations frame their missions. A growing number of companies place stakeholders over shareholders, that is to say, "Americans deserve an economy that allows each person to succeed through hard work and creativity and to lead a life of meaning and dignity."

As conscious capitalism rises, what skills will workforces require in order to succeed, and how will leaders choose to rise to the occasion? A shift away from traditional business methods, while focusing on the contributions of often underrepresented groups to the success of all, may shed light on this question.

Here we see an overview of a recent peer-reviewed article all about the importance of a meaningful and supportive ecosystem to entrepreneurial ventures. The article emphasizes "five characteristics most likely to influence a venture’s capacity to survive: supportive entrepreneurial culture; access to finance; human capital; innovation capacity; and formal support organizations."

The article notes, however, that "seasoned entrepreneurs  can thrive regardless of location...you’ve already internalized all the capabilities you’ll need." As such, seasoned entrepreneurs can often be integral parts of a thriving ecosystem.

The piece also states that "being able to create an entrepreneurial ecosystem anywhere—not just, say, Silicon Valley—can lower costs and transform under-the-radar communities."

As the world shifts towards a more conscious capitalist framework, where robust and diversified ecosystems are required to develop and support new ventures, what kinds of leaders affect positive change? 

“System leaders apply an unusual combination of skills and attributes to mobilize large-scale action for systems change. Like many leaders, they tend to be smart, ambitious visionaries with strong skills in management and execution. Unlike traditional leaders, they are often humble, good listeners, and skilled facilitators who can successfully engage stakeholders with highly divergent priorities and perspectives. Systems leaders see their role as catalysing, enabling and supporting widespread action – rather than occupying the spotlight themselves.”

Peter Gray, a research professor at Boston College, has worked for years to unpack how humans learn, and why we structure schools the way we do. 

"If we want to understand why standard schools are what they are, we have to abandon the idea that they are products of logical necessity or scientific insight. They are, instead, products of history. Schooling, as it exists today, only makes sense if we view it from a historical perspective."

This blog works to expose the deeply rooted origins of what we at the ELI team have come to call the employee mindset. 

In a piece reshared by the Washington Post, we see a perspective on modern schooling, and how the current system in many ways may stymie the unique perspectives of teachers.

Like in Gray's piece before this, we see a top-down directive that has systematized education in such a way to remove much autonomy from teachers, and as such to prevent them from providing meaningful and impactful curriculum to their students. 

You have to see, know and interact with your students to be able to tell what their needs are. No standardized test can tell you that — it requires human interaction, knowledge...You need to gauge student interest, background knowledge, life skills, special needs, psychology and motivation. And you need to design a curriculum that will work for these particular students at this particular time and place.

These things cannot come from top-down directives and as the author states,

We don’t want a school system that produces independent thinkers. We want it to simply recreate the status quo. We want the lower classes to stay put. We want social mobility and new ideas to be tightly controlled and kept only within certain boundaries.