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TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

Learning From Failure as a Young Entrepreneur

Learning from failure is important for young entrepreneurs

Learning From Failure as a Young Entrepreneur

The process of launching a business is indeed difficult, but the knowledge acquired is priceless. We’ll talk about the value of learning from failure as a young entrepreneur in this article, including how to handle the unanticipated benefits and possible repercussions of a failed startup on your resume and college application. Rather than concentrating just on failures, we will highlight the invaluable lessons and abilities that come from facing challenges as an executive leader.

 

Recent data from the Global Entrepreneurship Monitor (GEM) United States 2022-2023 report, released by Babson College, highlights the unprecedented surge in entrepreneurship in the United States. The report reveals a record-breaking 18% entrepreneurship activity rate for women and 20% for men, marking the highest in GEM history. These staggering numbers underscore the relevance of discussing the impact of a failed startup on your CV and college application, given the growing prevalence of entrepreneurial endeavors in the current landscape.

 

Starting a business and steering through challenges offer a unique set of learning opportunities. As a young entrepreneur, understanding how to deal with failure is a crucial part of your growth. We’ll explore the positive side of being at the helm of a struggling startup, emphasizing the resilience and valuable insights gained in such situations. 

 

Additionally, we’ll address potential concerns about the impact of a failed startup on your resume, considering relevant statistics and different perspectives. The goal is to provide guidance on embracing the learning curve and turning setbacks into stepping stones for future success.

 

Resilience and Grit: Lessons Learned from Adversity

Starting a business almost always involves facing numerous difficulties, testing an individual’s ability to persevere and demonstrate real grit and resilience. Companies and colleges highly value these attributes, knowing that those who don’t give up easily possess a unique determination. 

 

By writing about the challenges you have encountered and the ways in which you have overcome them in your resume, you not only showcase your perseverance and resolve but also establish a distinct advantage as a standout candidate. Emphasizing the lessons learned from adversity demonstrates your ability to navigate through tough situations and further highlights your capacity to adapt and thrive in the face of obstacles.

 

Real-World Experience: A Classroom Beyond Textbooks

A failed startup experience is like receiving an intensive crash course on the actual world of business, well beyond what is covered in textbooks. Colleges and companies will see from your resume that you truly lived and breathed business principles rather than merely studying them. 

 

Even if they didn’t go as expected, real-world entrepreneurial experiences help you separate out from the competition. You’re proving that you can apply the skills you learned in the classroom to real-world situations when you display your unsuccessful startup. 

 

It demonstrates that you are more than simply a theorist and that you can apply your knowledge to overcome obstacles in the business environment.

 

Putting Your Leadership and Decision-Making Skills to the Test

Starting and running a business requires strong leadership and the ability to make quick decisions. When you mention your role as CEO in your CV and highlight the tough decisions you’ve made, it proves that you’re skilled at making sound choices even when you’re under pressure. This is a valuable skill that both academia and industry really value. 

 

Based on the study “The Impact of Learning From Failure on New Ventures’ Sustainable Development” by Ekaterina Shirshitskaia, Xue Zhou, Ling Zhang, learning from failure in entrepreneurship has positive effects on entrepreneurial dynamic capabilities and strategic decision comprehensiveness. This learning process promotes the integration of entrepreneurial knowledge and action, guiding new ventures in forming entrepreneurial dynamic capabilities and making strategic decisions. 

 

These findings highlight the value of failure as a catalyst for growth and highlight how it enhances an entrepreneur’s ability to adapt to changes and drive sustainable development.

 

Embracing Failure as a Path to Growth and Adaptability

Learning from failure is a crucial trait of successful individuals. Colleges and companies seek candidates capable of adapting, evolving, and thriving in diverse settings. If your startup faced challenges, leverage that experience to emphasize your capacity for self-reflection and commitment to improvement. Harvard Business School’s research unveils an insightful statistic:

 

In the study, successful entrepreneurs had a 34 percent chance of succeeding in their subsequent venture-backed firm. This contrasts with 23 percent for those who previously faced setbacks and 22 percent for first-time entrepreneurs.

 

Despite these statistics, embrace your failed startup as an opportunity for personal development, showcasing resilience, adaptability, and a mindset focused on continual growth.

 

The Debate: Failure as a Launchpad or an Obstacle?

In the world of entrepreneurship, there is an ongoing debate about the role of failure in achieving success. Many believe that failure is a necessary step in the entrepreneurial journey. However, Professor Francis Greene challenges this belief with his research, suggesting that experiencing failure once may increase the likelihood of future failures, raising doubts about the true learning value of failure. 

 

This conflicting perspective raises an important question: Is a failed startup a valuable addition to your CV and college application, or does it act as a hindrance? The answer to this question remains subjective, dependent on individual circumstances.

 

The importance of timing

Considering this debate, an article by Adrian L. Merida and Vera Rocha sheds light on the labor market value of former entrepreneurs. Their research suggests that the timing of entrepreneurial experience plays a significant role in unraveling this puzzle. They propose that the timing of entrepreneurial ventures in an individual’s career holds crucial importance. Specifically, they compare those who choose entrepreneurship early in their careers with minimal labor market experience to those who transition to entrepreneurship later after working as employees.

 

The results of their study reveal an encouraging aspect for young entrepreneurs: there is no significant wage penalty for those who initiate a business early in their careers. In fact, individuals who embark on entrepreneurship shortly after graduation, even without accumulating extensive labor market experience, enjoy a wage premium compared to those who never engage in new venture creation. This insight provides a positive perspective on the potential benefits of early entrepreneurial endeavors.

 

However, the study also emphasizes the importance of timing in entrepreneurial pursuits. Late entrepreneurs returning to paid employment may face a long-term wage penalty, particularly if they interrupt their careers later to establish a business, especially through self-employment without personnel.

 

failure and success quote

 

These findings add a valuable layer to the ongoing debate on whether entrepreneurial experience pays off. It underscores the significance of considering the timing of entrepreneurial spells in an individual’s career when evaluating the impact of a failed startup on their CV and college application. 

 

Importantly, for young entrepreneurs, the data suggests that venturing into business early in their careers may not only provide valuable experience but could also contribute positively to their future earning potential, even if they decide to transition to corporate or employment roles later on.

 

The Psychology Behind Learning from Failure: Embracing the Diversity of Setbacks

Psychology plays a major role in understanding how we learn from failure. Even though we hope it’s a straightforward process, the truth is that learning from failure is anything but simple. It can be really difficult to draw meaningful lessons from our failures and figure out how to apply them effectively in the future. What’s more, our interpretations of what went wrong may leave out important details that could have helped us better understand what really happened.

 

Recognizing the diversity of failures is crucial in this process. Failures come in various types, ranging from strategic missteps and market shifts to team dynamics and unforeseen external factors. Each type of failure necessitates a different set of lessons and responses. Treating all failures as the same could overlook the nuanced insights that come from understanding the specific circumstances surrounding each setback.

 

As young entrepreneurs, acknowledging this diversity allows us to approach failure with a more nuanced perspective. Rather than viewing it as a singular, all-encompassing event, we can recognize the specific lessons inherent in different types of failure. This adaptability in our mindset not only aids in better learning from setbacks but also contributes to a more resilient and insightful entrepreneurial journey.

 

Weighing the Impact: How Does a Failed Startup Affect Your CV?

The conflicting viewpoints surrounding the impact of a failed startup raise an intriguing question: Is a failed startup a positive addition or a detrimental factor for your CV and college application? 

 

The answer to this question is not definitive, as it greatly depends on individual circumstances and is a matter of personal perception. 

On one hand, some argue that failure brings valuable qualities such as resilience, real-world experience, leadership skills, and adaptability, which can have a positive influence on one’s CV and application.

On the other hand, other researchers challenge the notion that failure guarantees better future outcomes, casting doubt on the belief that a failed startup is necessarily beneficial for one’s professional and academic prospects.

 

Shaping Your Story: Embracing the Complexity

Ultimately, it is up to each individual to reflect on their own experiences, honestly learn from them, and determine how to present them in their CVs and college admissions

 

The impact of a failed startup on Your CV and College Application is subjective and open to personal interpretation. By acknowledging the duality of perspectives, you can craft a nuanced narrative that captures the lessons learned, regardless of the ultimate outcome. 

 

This allows you to showcase personal growth and resilience in the face of adversity, highlighting your ability to adapt and learn from challenging experiences.

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!