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Abstract

The purpose of this study is to examine the design and implementation of micro-creativity interventions as a pedagogical approach for helping undergraduate entrepreneurship students translate abstract creative concepts into actionable entrepreneurial practice. Drawing on data from a Fall 2025 undergraduate Creativity and Innovation course, this Phase 2 pedagogical study focuses on instructional design, scaffolding, and implementation rather than causal effectiveness claims. Micro-creativity interventions, short, repeated instructional activities embedded throughout the course, were integrated into routine coursework and examined using aggregate assignment performance, student self-evaluations, structured reflections, and course-level evaluation data. Findings suggest that repeated, low-stakes creative activities supported sustained engagement with creative processes, increased students' willingness to experiment with ideas, and strengthened their ability to articulate entrepreneurial concepts in authentic workplace contexts. Rather than treating creativity as a singular learning outcome, the instructional design positioned creativity as a developmental practice cultivated through repeated engagement with human-centered design, iterative experimentation, and reflective learning. This study contributes a replicable, low-cost instructional model for integrating creativity into undergraduate entrepreneurship education while providing practical guidance for educators seeking to embed structured micro-creativity interventions into entrepreneurship and small business courses without disrupting existing course objectives, assessment structures, or accelerated course formats.

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