**Appendix 1. Contagion model infographic**

Contemporaneous with our pilot courses, we initiated a content review using eight pro‐ fessors with content expertise and experience developing resources in Business Ethics and Entrepreneurship. Reviewers received a stipend to evaluate materials line by line and address any lingering pedagogical or curricular issues. A few reviewers expressed concern over the ambiguity of specific virtues within the virtue framework of the curriculum, notic‐ ing an incompatibility among certain virtues and their associated activities. Other reviewers suggested new readings, alternate activities, and changes to the language of the pilot pack.

We used this feedback to make alterations to the existing pilot pack, specifically the virtue framework, and tailor another round of conferences to refine the curriculum further. The second set of conferences engaged over 40 educational professionals to identify how we could address shortcomings within the initial pilot pack, and how we could accelerate distribution and adoption of the new materials. In addition to the pilot pack, a few short readings were distributed prior to the conferences to prime discussion and set the tone. Similar to the first set of conferences, we started each day with design activities intended to encourage conversation among participants and spark ideas. Unlike the first set of conferences, the second set focused exclusively on refining a set of ideas and curricular elements rather than creating an entirely

One of the participants at the conference suggested a partnership with his organization to enhance our distribution among K‐12 teachers in the Western United States. Shortly thereaf‐ ter, we partnered with his California‐based entrepreneurship center that has been developing curricular materials in the K‐12 space for over 20 years. Together we added more concrete layers to our pilot pack framework, which included richer content and activities, standards alignment for Texas and California, differentiation suggestions for students with special needs, uniform design, videos, and training materials for adopters. These materials were then

Citing economist Kenneth Arrow, Sorenson and colleagues described how "[t]he generation of new knowledge often requires substantial investment in research and development, but the repeated application of this knowledge, once produced, entails little if any incremental cost" [11]. Our goal in developing the collaborative contagion model was to create a framework through which instructors could prototype, refine, and distribute BE&E course materials at no monetary cost. We expect the dispersed knowledge, expertise, and professional networks of professors to yield materials suited to a variety of situational demands. Ongoing refine‐ ment of modules among participants should produce multiple prototypes of lesson plans from which instructors can choose and adapt. Instructors also have a number of incentives to participate: better lesson plans, professional development hours, network building, and pro‐ gram development ideas. Inviting educators from different regions helps avoid knowledge sharing limitations across geographic boundaries, limits silo‐ing of content, ensures essential

built into our web portal for instructors to review, download, and distribute freely.

coverage of foundational principles, and encourages wider curricular adoption.

**5. Conclusions and potential applications**

new curriculum.

182 Global Voices in Higher Education
