Which start-up companies is this program for?
Technology-based start-up companies, preferably but not limited to those, that are based in Kelowna.
What types of start-ups are you looking for?
Early stage (pre-scaleup, with a developed product/service and testable business model).
Ideal team size of 2-20 people (founders included), but not a hard limit.
Which industry is relevant?
Any industry is ok, as long as technology plays a crucial element in the product/service.
What will companies get (why should you apply)?
Extra help from graduate-level engineers in the form of 200 hours throughout the summer to support your start-up, working as engineers, based on your company’s needs.
Who are the students that I can expect from this program?
The School of Engineering offers four main programs: Civil, Electrical, Manufacturing and Mechanical Engineering. As graduate students, their background is likely to be more diverse than the program they are currently registered to. The course is designed for the Masters of Engineering graduate students.
How much are companies expected to pay the students?
Nothing. Students are not remunerated since this is a course-based practicum BUT since they are students, companies are expected to invest time and effort to train, guide and mentor their students to make it a meaningful learning experience.
When can I expect my student to start their work with my team?
Students will complete their 200 hours between mid-May and mid-August (specific dates are based on the academic calendar).
This means students spend on average 12-16 working hours per week (depending if students work during the 2-week exam break in late June)
How can I participate in this course?
To participate, complete the following steps:
1) Submit a placement opportunity by completing the intake survey
2) Beginning mid-January, you will receive resumes from interested students.
3) Reach out directly to potential applicant to interview them.
4) By mid-February you will be asked to rank your preferred candidates (students also rank their preferred start-ups).
5) By end of February students and companies will be matched and notified.
I’m curious what will students learn as part of the course?
The following is a short description for the course.
Course Overview, Content, and Objectives
This course is designed to familiarize graduate engineering students with technology-based start-up working environments and the role of engineers within them. Students attend weekly lectures where concepts in entrepreneurship and professional development within the start-up environments are introduced and discussed. Students are placed with early-stage technology-based start-up companies where they complete a practicum that amounts to 200 working hours in a functional capacity of engineers. Students will have to evaluate and critique the manifestation of entrepreneurship concepts discussed in class, as they are observed in their placement sites. Students will also reflect on the nature of the start-up working environment, and its compatibility with their personal professional image as engineers, their work style and preferences, and their career goals. Key topics to be covered during in-class discussions include the nature of tech-start-ups, the image of entrepreneurs, customer development, and professional competencies.
Learning Outcomes
- Appreciate the unique features of the start-up working environment
- Apply engineering skills, competencies and knowledge in a technology-based start-up
- Effectively communicate in the corporate environment
- Evaluate entrepreneurship concepts in a real entrepreneurial working environment
- Identify and communicate engineering related professional competencies
Course Schedule
| Week | Topics |
| 1 | Introduction – the startup working environment |
| 2 | S.M.A.R.T. goals |
| 3 | Triggers and barriers for innovation |
| 4 | Engineers as Entrepreneurs |
| 5 | Networking and Communication |
| 6 | Mid-term presentations |
| 7 | S.M.A.R.T. goals revisited |
| 8 | The Value Proposition |
| 9 | The Lean Methodology |
| 10 | The Lean Business Canvas |
| 11 | Persuasion, Storytelling and The Elevator Pitch |
| 12 | Final presentations |
Assigned Readings include:
Bjerke, M. B., & Renger, R. (2017). Being smart about writing SMART objectives. Evaluation and program planning, 61, 125-127. http://dx.doi.org/10.1016/j.evalprogplan.2016.12.009
Blank, S. (2013). Why the lean start-up changes everything. Harvard Business Review, 91(5), 64.
Blank, S., & Dorf, B. (2020). The startup owner’s manual: The step-by-step guide for building a great company. John Wiley & Sons, Incorporated.
Cope, J. (2003). Entrepreneurial learning and critical reflection: Discontinuous events as triggers for ‘Higher-level’ learning. Management Learning, 34(4), 429-450. https://doi.org/10.1177/1350507603039067
Lawlor, K. B. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. In Developments in business simulation and experiential learning: Proceedings of the annual ABSEL conference (Vol. 39).
Maurya, A., & O’Reilly for Higher Education. (2012). Running lean: Iterate from plan A to a plan that works (2nd ed.). O’Reilly.
Menzel, H. C., Aaltio, I., & Ulijn, J. M. (2007). On the way to creativity: Engineers as intrapreneurs in organizations. Technovation, 27(12), 732-743. https://doi.org/10.1016/j.technovation.2007.05.004