Survey results are consistent with previous research on business incubation (Campbell, 1987; Lichtenstein, 1992; National Council for Urban Economic Development, 1985; Smilor & Gill, 1986). However, the results also highlight a limited contribution of two-year colleges in business incubation and suggest a number of implications for improvement of these connecting activities.
Although two-year college-sponsored incubators are supporting a slightly more diverse population of entrepreneurs in comparison to university-sponsored incubators, both management and in-house clients are predominantly represented by Caucasian males. Minorities and women continue to be disproportionately represented below their proportions in the general population as a whole, both as entrepreneurs and in incubator management positions.
The profile of entrepreneurs can be characterized by five major properties: (1) personal characteristics (intrinsic motivation, hard work values), (2) technical preparation, (3) business and management skills, (4) the capacity to utilize available resources and information to take advantage of business opportunities (entrepreneurial vision), and (5) interpersonal skills to communicate effectively with others and understand the social impact of business development.
Participating incubator sponsors--two-year colleges included--appear to be primarily providing clerical support and low-cost commercial space to entrepreneurs rather than consulting services and strategies aimed at fostering entrepreneurship. Limitations in management arrangements (e.g., managers' spending considerable time in fundraising activities and building maintenance) seem to preserve the lack of focus on the broader mission of business incubators--to provide an environment conducive for development of entrepreneurship through consulting services, education, and training activities.
Entrepreneurs and incubator managers recognize the need for education and training activities to help refine the original business ideas and complement the entrepreneurs' preparation as they start up and operate their businesses. However, entrepreneurs in incubation appear to be relying on direct individual consultation instead of taking advantage of education and training activities.
The contribution of two-year colleges to the business and technical preparation of entrepreneurs is disproportionately low in comparison to the contribution of four-year colleges and graduate schools. Two-year community college faculty and resources are underutilized in comparison to university faculty, who contribute to a greater extent in incubators sponsored by universities and other organizations in the community. Some problems associated with the participation of two-year college faculty were mentioned by managers interviewed for case studies. Facilitating release time to participate in flexible assignments as mentors and consultants may help to increase the participation of two-year faculty and staff in business incubation activities. It is obvious that two-year technical colleges are preparing individuals--in large part--for traditional employment, and neglecting preparation in entrepreneurship as an alternative career path.
The utilization and development of a business plan appears to be greatly appreciated by entrepreneurs in business incubation and serves as a powerful tool for instructional purposes. Using the concept of a business plan may be helpful to develop a coherent sequence of courses with an entrepreneurship focus at the secondary and two-year college levels where students can learn about authentic entrepreneurial experiences.
It is clear there are a number of opportunities to improve services provided during the start-up, survival, and expansion and growth stages. Business and technical services, and access to information systems and technology are only some of the opportunities available to support entrepreneurs through their business development.