Pitch It Big: Cultivating Entrepreneurism through Use of an Innovative Competitive Business Plan and Presentation
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| Title: | Pitch It Big: Cultivating Entrepreneurism through Use of an Innovative Competitive Business Plan and Presentation |
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| Language: | English |
| Authors: | Margaret Grill, Erin Epley |
| Source: | Journal of Occupational Therapy Education. 2025 9(1). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Innovation, Competition, Business Communication, Business Education, Occupational Therapy, Allied Health Occupations Education, Grouping (Instructional Purposes), Graduate Students, Masters Programs, Student Attitudes, Planning, Entrepreneurship, Proposal Writing, Program Proposals, Financial Support |
| ISSN: | 2573-1378 |
| Abstract: | This educational innovation aimed to explore the effectiveness of a student assignment titled 'Pitch it Big,' designed to enhance understanding of the business aspects outlined in the accreditation standards for occupational therapy programs. Limited research evidence exists for business education related to occupational therapy. Working in self-chosen groups based on their targeted area of interest, students collaboratively wrote a business plan for a fictitious occupational therapy business or product invention. Students then participated in a competition modeled after the popular television program Shark Tank, where they pitched their business proposals to a panel of experts acting as judges. The panel included a physical therapist, a nurse, a health sector not-for-profit director, and a business data analyst. Judges utilized a rubric to score students on specified business criteria, and winners received non-cash prizes. A pre-post survey administered to 21 master's students in occupational therapy indicated improved knowledge in the business aspects of practice, suggesting promising preliminary outcomes for this method of business instruction. The most significant increases in knowledge were in business plan development (54%) and financial management (46%). The post-survey also included open-ended questions that revealed qualitative themes, indicating that students valued the active learning components of the assignment and believed it would help them pursue entrepreneurial endeavors. Replicating this innovation across larger sample sizes is necessary to validate these outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459972 |
| Database: | ERIC |
| Abstract: | This educational innovation aimed to explore the effectiveness of a student assignment titled 'Pitch it Big,' designed to enhance understanding of the business aspects outlined in the accreditation standards for occupational therapy programs. Limited research evidence exists for business education related to occupational therapy. Working in self-chosen groups based on their targeted area of interest, students collaboratively wrote a business plan for a fictitious occupational therapy business or product invention. Students then participated in a competition modeled after the popular television program Shark Tank, where they pitched their business proposals to a panel of experts acting as judges. The panel included a physical therapist, a nurse, a health sector not-for-profit director, and a business data analyst. Judges utilized a rubric to score students on specified business criteria, and winners received non-cash prizes. A pre-post survey administered to 21 master's students in occupational therapy indicated improved knowledge in the business aspects of practice, suggesting promising preliminary outcomes for this method of business instruction. The most significant increases in knowledge were in business plan development (54%) and financial management (46%). The post-survey also included open-ended questions that revealed qualitative themes, indicating that students valued the active learning components of the assignment and believed it would help them pursue entrepreneurial endeavors. Replicating this innovation across larger sample sizes is necessary to validate these outcomes. |
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| ISSN: | 2573-1378 |
