191D HIST / 201H HIST: Undergraduate Variable Topics Seminars: U.S.: Who Are These Guys? Women, Men, and Entrepreneurship in America, 1900 to 2000
W 09:00A -- 11:50A BUNCHE 3288
|Instructor||Office||Phone Number||Office Hours||Yeager, Mary A.||7381 Bunche||310 825-3489, 310 firstname.lastname@example.org|
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“Who Are Those Guys?” Women, Men and Entrepreneurship in American Business History”
UCLA, Winter 2007
Prof. Mary A. Yeager
Office: Bunche Hall #7381
Seminar: Bunch #3288
Office Hours: T- 1:30-3:30
“Who are Those Guys?” is a question that Butch Cassidy and the Sundance Kid asked as the sheriff’s posse threatened. This course asks: “What about the Gals?” The study of entrepreneurship has been dominated historically by male scholars in a variety of disciplines, including anthropology, sociology, economics, history and management. Male voices and experiences continue to supply the basic building blocks for histories and theories of entrepreneurship. Judging from the historiography, it seems as though women, with some rare exceptions, have never practiced, thought, theorized, or even written about entrepreneurship.
The media image of five of
This course searches for answers in the gendering processes that have
shaped histories and theories of entrepreneurship as well as in changing
entrepreneurial practices and outcomes.
It broadens the study of entrepreneurship from a male-dominated
scholarly endeavor to a multidisciplinary field of study that applies a
combination of disciplinary tools and perspectives to illuminate
entrepreneurial experiences, activities and outcomes of both men and women in
business. Among numerous questions
raised by the course are the following:
What is entrepreneurship? How and
why is entrepreneurship important for an understanding of economic growth and
development, or is it? Are there
alternative perspectives about entrepreneurship that deserve greater scrutiny? How
do particular theories of entrepreneurship illuminate entrepreneurial
histories, or do they? Why or why
not? Historically, who has earned or
been designated an entrepreneur? How
have entrepreneurial identities been defined, and by whom? What has been the impact of entrepreneurship on the
course of American economic development?
How do we account for changing entrepreneurial cultures and faces in the
Paper Assignment. Worth 45%
One Verbal Report. Worth 25%
Discussion Contribution. Worth 30%.
Students will be assigned by lot, (Week II) one of the following autobiographies/histories: Carly Fiorina, Tough Choices; Sandy Weill, The Real Deal; Richard Tedlow, Andy Grove. This book will serve as a template for an analytical paper due Week 10, worth 45 percent.* Each student will prepare a verbal report on the history of the industry represented in each of the books: HP, City National Bank, Intel. The final analytical paper will incorporate information on the life history of the individual and the changing competitive dynamics of the industry under review. Ideally, these two aspects of the history will be integrated into an analytical narrative that deals with issues of gender, competition, and business outcomes. Students may examine reviews of the books and newspaper coverage. However, it is imperative that the papers be written in your own words, reflecting your own style, and the learning that has evolved during class.
The paper is to be 12-15 pages in
length, including references. It must be
typed or printed from a computer, double-spaced, with one-inch margins, and
font size #12, or the equivalent.
Appropriate citations are to be provided for all sources consulted
and/or quoted. Quoted materials should
be kept to a minimum. The paper also
must contain a reference section or bibliography. You may refer to Kate L. Turabian.
A Manual for Writers of Term Papers,
Theses, and Dissertations (6th ed.;
I consider the paper to be an on-going community project, one that will enable all of us to interact throughout the quarter as engaged participants in a developing economy. As with any project, there are deadlines: Students will submit 1)the paper topic and a preliminary bibliography of at least 4 sources (Feb. ___); 2) an annotated bibliography including at least 5 annotated sources (Feb.___); and 3) a three page outline of the paper, including a thesis statement and a draft of the first paragraph (March ). These three mini assignments will comprise 15 points (5 points each) of the final paper grade. Late “mini-assignments” will be penalized by a two point deduction and will not be accepted if they are later than one week. Though not required, I encourage students to submit drafts of their papers whenever possible. Most students improve immensely from one draft to the next, and benefit from discussing papers with their professors. Students will present the preliminary results of their research in class, with a 10 minute verbal discussion of the issues highlighted in the paper during the last two weeks of class. The final paper is due at the start of the last day of class. The completed paper is worth 50% of the grade. Verbal presentation of the paper is worth 20% of the final grade.
Any forms of cheating, plagiarism, and academic dishonesty will result in course failure and possible expulsion. Unfortunately, due to abuses in the past, I will no longer agree to sign retroactive drop slips. Students need to consult university rules and regulations regarding the procedures to follow for dropping courses.
Course Grading Scale.
93-100= A 80-82= B-
90-92= A- 78-79= C+
88-89= B+ 73-77= C
83-87= B 70-72= C- ….and so on…..
Class Attendance, Discussion sections.
No input, no output. If students are to learn from and to fairly evaluate a course, I expect students to participate fully in the course, which means consistent attendance and active, intelligent participation. Sections will be devoted to a discussion of a particular set of problems brought out in n readings. Active and intelligent discussion participation is worth 30 % of the final grade. To fuel interest, each student will galvanize discussion on a particular assigned reading, at least once during the quarter. Assignments will be drawn by lot, the first day of class, or assigned by the professor.
Personally, I hope that students will take discussion sections as seriously as I do. My experience in the past is that most students who take the course need and want to talk about the economy but don't really know how. This is your opportunity.
Laird, Pamela. Pull
Roberts, John. Modern Firm
Juliette. History of Black Business
Bryant, History of American Business
Shane, Scott. General Theory of Entrepreneurship
Swedberg, Richard. Entrepreneurship
REQUIRED, reference section library, URL(contains articles in required readings):
Yeager, Mary. Women In Business, 3 vols. (Elgar)[listed in readings as WIB]
SCHEDULE OF SEMINAR TOPICS AND ASSIGNMENTS:
WEEK I. INTRODUCTION. “What if the Heffalump were a Sheffalump?”: Pooh’s Entrepreneurial Adventures Revisited
Submit your nominations, including the criteria, for:
The Most Economically Powerful Male and Female Entrepreneur in the American Economy1900 and 2006
Bryant, History of American Business
WEEK II. “Disciplinary and Gendered Civil Wars”
Richard Swedberg, “The Social Science View of Entrepreneurship: Introduction and Practical Applications,” and “Different Social Science Perspectives on Entrepreneurship,” 8-50
Joseph A. Schumpter, “Entrepreneurship as Innovation,” in Swedberg, ENTREPRENEURSHIP, 51-87;
Mark Blaug, “Entrepreneurship before and After Schumpeter,” in Swedberg, ENTREPRENEURSHIP, 76-88.
WEEK III. “Re-Imagining the Firm and the Entrepreneur and Re-Considering the Corporation”
Harold C. Livesay, “Entrepreneurial Dominance in Businesses Large and Small, Past and Present,” BUSINESS HISTORY REVIEW 63(Spring 1989), 1-21.
Roberts, Modern Firm
Weeks IV . “Entrepreneurship as Historical Process”
Scott Shane, A General Theory of Entreprneurship: The Individual-Opportunity Nexus, 1-17
Week V. “Sniffing and Exploiting Entrepreneurial Opportunities”: How Does Gender Make a Difference? Or, Does it?
Shane, “The Role of Opportunities,” and “The Discovery of Entrepreneurial Opportunities," Shane, “Individual Differences and the Decision to Exploit,” “Pscyhlogical Factors and the Decision to Exploit,” “Industry Differences in Entrepreneurial Activity,” in GENERAL THEORY, 18-160
Week VI. “Forging Values and Valuing Cultures”
Seymour Martin Lipset,
“Values and Entrepreneurship in the
Ronald S. Burt, “The Network Entrepreneur,” in Swedberg, ENTREPRENEURSHIP, 281-307
Monica Lindh de Montoya, “Entrepreneurship and Culture: The Case of Freddy, the Strawberry Man,” in Swedberg, ENTREPRENEURSHIP
Week VII. “The Reconstruction of Race and Ethnicity in the History of Entrepreneurship”
Roger Waldinger, Howard Aldrich, and Robin Ward, “Ethnic Entrepreneurs,” in Swedberg, ENTREPRENEURSHIP, 356-388
John Butler, “The Present Status of Afro-American Business,” in ENTREPRENEURSHIP AND SELF HELP AMONG BLACK AMERICANS: A RECONSIDERATION OF RACE AND ECONOMICS, 282-330.
Walker, History of Black Busienss in
WEEK VIII. “Building and Using Networks”
Pamela Laird, PULL
WEEK IX. Identities, Industries, and Individuals
Student Reports on Fiorina, Weill, and Grove
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Dec 11 2006 12:31:33
Updated Dec 11 2006 12:31:33