Over the past few years, an intriguing phenomenon has emerged within the realms of entrepreneurship and higher education: a relentless pursuit of prestige, glamour, and high-profile titles. This fixation often arises among startups and students from prestigious universities, manifesting in an endless chase for recognition rather than focusing on hands-on work and practical problem-solving. As the saying goes, “If you don’t do, then you do not know even when you think you know.”
This mindset can lead to a problematic disconnect. It’s not just about creating a perfect business plan or acing an exam; it’s about taking those theories and applying them to real-world scenarios. This article delves into this challenge, making a case for more hands-on learning and doing, rather than simply studying or planning.
The Prestige Paradox
Many students attending prestigious universities and startup founders often fall into what could be called the ‘Prestige Paradox.’ In their pursuit of recognition and high-profile titles, they neglect the importance of hands-on work and practical learning. In a study by Harvard Business Review (2018), it was found that students from elite universities often prioritized high-profile internships over substantive roles that offered real-world experience. Similarly, many startups focus on securing top-tier venture capital backing, often at the expense of validating their product-market fit.
In both scenarios, the pursuit of prestige overshadows the significance of ‘doing.’ As Steve Jobs once remarked, “Real artists ship.” This quote emphasizes the importance of execution over planning. In the world of startups and elite education, this means prioritizing the development of functional products, services, or skills over the glamour of high-profile titles or connections.
The Power of ‘Doing’
In his seminal work, “The Lean Startup,” Eric Ries proposed a methodology that pivots on the concept of ‘doing.’ He advised startups to build a minimum viable product (MVP), get it to market quickly, and iterate based on feedback. The idea is not to wait until the business plan is perfect but to start doing and learning from real-world experiences.
This principle is equally applicable in the academic realm. Education is not just about studying; it’s about using that knowledge to build something valuable. As Benjamin Franklin said, “Tell me and I forget, teach me and I may remember, involve me and I learn.”
Innovative institutions like Stanford’s d.school have embraced this approach, integrating project-based learning into their curriculum. Students are encouraged to tackle real-world challenges, collaborate with others, and apply their knowledge to create practical solutions. This hands-on approach leads to deeper understanding and learning.
Bridging the Prestige-Practicality Gap
Addressing this prestige-practicality gap requires a systemic shift in both the startup ecosystem and higher education. Prestigious universities need to place greater emphasis on experiential learning and encourage students to solve real-world problems. Similarly, startups should focus on creating valuable products and services, rather than chasing high-profile investments.
Mentorship programs can also play a crucial role in bridging this gap. Successful entrepreneurs and industry professionals can guide students and startups, helping them understand the importance of ‘doing.’ They can offer insights drawn from their experiences, emphasizing the value of practical learning and execution.
In conclusion, while prestige and recognition have their place, they should not overshadow the importance of hands-on work and practical problem-solving. As the adage goes, “No studying is not doing something, studying is to learn to build something”. It is not the business plan that matters, but the doing it by building it. To truly excel, both startups and students from elite universities need to strike a balance between the allure of prestige and the power