**3. The process behind the contagion model**

We began the process of developing the contagion model after researching potential gaps in existing BE&E curricula. After surveying 170 BE&E course syllabi culled from colleges and universities throughout the United States, we found that new offerings in these subjects had taken on a variety of forms, transitioning from appendages of more established disciplines into discrete, stand‐alone courses. Entrepreneurship courses often considered only new venture startup, without broader discussion of what it meant to be entrepreneurial or the benefits of entrepreneurship to society. Different AACSB‐accredited schools offered courses under the business ethics banner that contained completely disparate content [15]. Some business ethics courses emphasized a foundation in classical philosophy, whereas others focused exclusively on a legal‐positivistic approach, stressing adherence to established codes and policies. While we have always viewed educational flexibility and license in a positive light, our concern was that such disparity might leave business students ill‐equipped to navigate an array of moral dilemmas faced in the workplace.

We designed the innovation workshops to utilize the dispersed knowledge of participants, and to task those participants with drafting modules that would address these and other shortcomings in existing courses, consolidating, to a degree, BE&E curricula being offered throughout the country. Our goal was to initiate a process of collaboration and refinement that would culminate in usable, standards‐ready materials that could be shared and adopted at no monetary cost to instructors.

When recruiting attendees for the innovation workshops, we sought participants with little or no connection to one another. Our academic network and social media presence helped us identify individuals within business schools, philosophy departments, and K‐12 institutions who would all, we hoped, make significant contributions in developing new course materials. Although participants' notoriety and roles varied, each demonstrated a shared desire to effect a positive change in the current orientation of ethics and entrepreneurship courses. Appendix 1 includes an infographic illustration of the logic of the contagion model.

Prior to the innovation workshops, we asked participants to submit readings that could provide a baseline for subject matter competence, and would facilitate conversation among participants on common difficulties in teaching BE&E. After compiling and distributing the readings, we asked that participants read all materials before coming to the workshops.

At the beginning of each day during the workshops we used design‐thinking activities to encourage new ways of thinking about BB&E, and to overcome barriers to participation. Round‐table discussions at the conferences helped instructors and administrators establish the current state of the courses, and navigate pedagogical and institutional obstacles they face when trying to innovate in their classrooms or utilize a new curriculum.

We encouraged ownership of developed materials by asking workshop participants to con‐ tribute activities and lesson plans from their own experience. As they did, we constructed prototypes. These prototype lesson plans were then posted online for educators to use freely, revise, and distribute to their colleagues. The website continues to provide a virtual medium for ongoing collaboration, keeps a log of new participants in the growing network, and tracks where curricular adoption takes place.

At the end of the workshops, participants were surveyed about the knowledge they gained from the experience and their ongoing commitment to implement modules and lesson plans in their various professional positions across the United States. We provided post‐workshop support for instructors in the form of pre‐prepared course evaluation tools and surveys for future BE&E courses.
