**1. Introduction**

Since 2013, we have been working to develop a curriculum that will challenge the status quo in the design and delivery of business ethics and entrepreneurship (BE&E) education on both the K‐12 and collegiate levels. Building previous work, which assessed innovative models for

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gathering input from academic networks using targeted colloquia and workshops, we have begun implementing a new model for curriculum development and distribution we call the collaborative contagion model.

The collaborative contagion model was conceived both to yield a curriculum designed utilizing collaborative curriculum design (CCD), teacher design teams (TDTs), and course design intensives (CDIs) and to foster the adoption of that curriculum by leveraging the established professional and educational networks of the educators who worked to create the curricular materials in the first instance.

To begin the process, we hosted a series of four‐day disruptive innovation workshops (DIWs) with participants from across the United States. K‐12 teachers and administrators, education professionals, college professors, and university administrators all took part in the proceedings. We then developed an online forum for generating, hosting, revising, and rapidly distributing modules for BE&E curricular content for both the K‐12 and college constituencies. This chapter summarizes the literature behind the collaborative contagion model, tracks its early implemen‐ tation, and explores the model's potential for broader deployment.
