Enterprise and Entrepreneurship. Meeting Notes from 28/04/2006 Provide 2 examples of structure of workshops One to add on to employability One stand alone.

Enterprise and Enterprise and

EntrepreneurshipEntrepreneurship

Meeting Notes from 28/04/2006

• Provide 2 examples of structure of workshops• One to add on to employability• One stand alone

…then we thought…• One to engage with agenda – hearts and minds• One to contain interactive activities with discussions –

consider inviting students?

• Provide examples and case studies containing theoretical and interactive material

Ice Breaker..Ice Breaker..

• Name

• What you *do*

• One thing that no one else here knows about you

Objectives of the workshop:Objectives of the workshop:• NOT to *teach you entrepreneurship*!

• To provide resources for staff

• To provide resources for staff to use with students

• To provide ideas about how to engage in the enterprise/entrepreneurship agenda within the HEI and with students

Entrepreneurship and enterprise Entrepreneurship and enterprise are important components in all are important components in all

university curriculauniversity curricula

Strongly NeutralStrongly

AgreeDisagree

There is already a lot of enterprise There is already a lot of enterprise and entrepreneurial activities within and entrepreneurial activities within

modules on our GEES awardsmodules on our GEES awards

Strongly NeutralStrongly

AgreeDisagree

EnterpriseEnterprise and and EntrepreneurshipEntrepreneurship

• What’s the difference between these terms?

• Why does enterprise and entrepreneurship matter…to you…to students, to the HEI?

• How does enterprise feature in your curricula?

• How is enterprise currently displayed/promoted within your own Faculty/Department?

• How is *success* in this area measured?

Characteristics of entrepreneurs or Characteristics of entrepreneurs or enterprising people?enterprising people?

Individually, please take 1 min. to write down three attributes, in rank order, that you particularly associate with entrepreneurs

Entrepreneurs are…

Characteristics of an Entrepreneur:Characteristics of an Entrepreneur:• Visionary; creative; innovative• Adaptable; problem-solver• Persuasive; inspirational• Confident; determined; motivated; a self-believer; selfish• Competitive; ambitious; a risk-taker; one who perseveres• Honest• Disciplined; hard working• Organised; a planner; a decision-maker• Understanding• Leader; team worker• Networker• Taker of opportunities• Researcher; enquirer

Born…or made?Born…or made?

• Trait Theory – seeks to identify common links that bind them

• Social Development Approach – includes risk, family influences, constraints etc.

• Structure Opportunity Model – includes wider social factors such as family, neighbourhood, school, peer group, work environment etc.

EnterpriseEnterprise…involves measures to encourage individuals to become entrepreneurs and equip them with the necessary skills to make a business successful (Mason, 2000)

In essence, enterprise is about spotting opportunities, creating new ideas and having the confidence and capabilities to turn these ideas into working realities (Nixon, 2004)

EntrepreneurshipEntrepreneurship…is an activity which leads to the creation and management of a new organisation designed to pursue a unique, innovative opportunity(Hindle & Rushworth, 2000)

Fundamentally, it is about using enterprise to create new business, new businesses and ‘can-do’ organisations and services(Nixon, 2004)

IntrapreneurshipIntrapreneurship

…is the art of working within an organisation to effect change, by developing new ideas, procedures or products, by innovating practice and thereby enhancing the business(Kneale, 2002)

Social entrepreneurshipSocial entrepreneurship

…involves using entrepreneurial skills for the public good rather than for private profit, that is using imagination to identify new opportunities and determination to bring them to fruition (School for Social Entrepreneurs)

Arguments for EntrepreneurshipArguments for Entrepreneurship

• In the US, 18% of graduates start their own businesses; in the UK it is 7%

• Significant numbers of undergraduates aspire to start their own business

• It is not necessarily about *making money* but developing skills and competences

So………..

What are the problems, difficulties and challenges in incorporating [more] enterprise/entrepreneurship into the curriculum?

Problems with incorporating Problems with incorporating enterprise/entrepreneurship enterprise/entrepreneurship

into the curriculuminto the curriculum

• There is a limited amount of room

• Many academics prefer to teach their own

research work

• It doesn’t fit into traditional academic discourse

• Some students aren’t interested in being

enterprising or entrepreneurial

Incorporating enterprise/entrepreneurship Incorporating enterprise/entrepreneurship into the curriculum…into the curriculum…

Develops and enhances skills, aptitudes and attitudes - provides students with the opportunities and motivation to:

work creatively and independently develop research, analysis and critical thinking skills practice time, project, risk and people management skills be able to work in unfamiliar environments and respond to

unexpected events better understand their own capabilities and traits and to

enhance their confidence in their own abilities

Incorporating enterprise/entrepreneurship Incorporating enterprise/entrepreneurship into the curriculum…into the curriculum…

Aids business and financial knowledge and understanding

True…many staff in the GEES disciplines may be less well equipped to provide detailed information on the business/financial knowledge required to set up a business than, say, Business School staff

However…supporting the students in the these skills areas empowers them to seek out and take advantage of other sources of information

Many higher education institutions offer: booklets, workshops, courses, guidance, advice etc.

…to support entrepreneurship through their careers services, enterprise units and business schools

Many universities now have graduate business start-up facilities, and incubator units

For example…For example…

• Enterprise Fellowship Scheme

• Knowledge Transfer Partnerships

• SPEED

• Entrepreneur Awards

• Shell LiveWIRE

A few questions to consider…A few questions to consider…

• What does your Dept. understand by enterprise and entrepreneurship? How is it discussed?

• What forms of pedagogy and assessment are appropriate to support enterprise and entrepreneurial activity?

• Can you identify where enterprise and entrepreneurship manifest themselves in your programmes?

A few questions to consider…A few questions to consider…

• Where is enterprise and entrepreneurship taught and practiced in the Dept./Faculty?

• Are enterprise and entrepreneurship knowledge and skills made explicit within learning outcomes?

• Can students actually *be* enterprising and entrepreneurial on your awards? How are they made aware of this, by whom and when?

A few questions to consider…A few questions to consider…

• How is enterprise and entrepreneurial activity monitored and reviewed when updating modules?

• How are students acquainted with enterprise and entrepreneurship and of its influence on their self development?

• How is enterprise and entrepreneurial activity promoted, advertised and managed within the Dept.?

A few questions to consider…A few questions to consider…

• How are staff currently *developed* into a greater acceptance of, and open attitude toward, enterprise and entrepreneurship?

• How is enterprise and an entrepreneurial culture currently given ‘visibility’ in the Dept./Faculty?

Strategies for linking enterprise/entrepreneurship Strategies for linking enterprise/entrepreneurship with with institutional strategiesinstitutional strategies

• Embed within policy and strategies• Explain to, and involve staff and students in, appropriate activities• Audit teaching and assessment strategies – modifying where

necessary• Develop special events and structures to promote and facilitate

enterprise and entrepreneurship• Review staff enterprise activities and incentives• Review links between staff consultancy/applied research and

teaching• Review staff interview and induction processes to integrate aspects

of enterprise and entrepreneurship

Strategies for linking enterprise/entrepreneurship Strategies for linking enterprise/entrepreneurship with with courses and programmescourses and programmes

Develop student’s understanding of enterprise by:

Developing curriculum

Developing their awareness

Developing their understanding

Strategies for linking enterprise/entrepreneurship Strategies for linking enterprise/entrepreneurship with with courses and programmescourses and programmes

Develop student’s ability to be enterprising &

entrepreneurial by:

Getting them to *be* enterprising

Assessing their enterprise activity

Providing them with some training/development and

developing/promoting student’s involvement in enterprise

Embedding enterprise into the curriculum

Strategies for linking enterprise/entrepreneurship Strategies for linking enterprise/entrepreneurship with with courses and programmescourses and programmes

Further develop student’s understanding of enterprise by:

Following through on the strategy delivering the employability

policy

Following through on the strategy delivering the PDP policy

Evaluating student’s experience of enterprise and

entrepreneurship and feeding this back into the curriculum

Strategies to develop entrepreneurial skillsStrategies to develop entrepreneurial skillsInspire Demonstrate through the good examples

By practice Lead by example – show/tell them what you do

Research – research linked to teaching

Enquiry through to research; problem solving and project work.

Outline ideas succinctly Word limits / tutorials / presentations / outline & essay planning /dissertation proposals /Negotiable/negotiated learning

Assess own strengths or weaknesses

Peer group assessment / critical evaluation / Discussion/ tutorial/ questionMarking schemeSelf assessment/ profiling

Communicate effectivelyBuild teamNetwork

Human skills interactivityInspiration comes from a varietyGood accommodationStimulating teaching/subjectEnthusiasmGood equipment

Have ideasMake things happenInnovate

Bring relevant/new experience from outsideKeep up to date/new techniquesThinking differentlyUtilising experience

Expose students to best practice Alumni networkGuest speakersFT/PT mixOff campus venues, events & activities

Question…Question…

At what level, and how, is enterprise & entrepreneurship best incorporated into your curriculum?

I would…I would…• Focus on the acquisition of skills and explain

why this is important• Get students to interview or talk to or to listen to

entrepreneurs• Invite enterprising people in to talk• Simulate pre-start up, and start up, activities• Use case studies including

any in-class students who have

a business

I wouldn’t…I wouldn’t…

• Use the word ‘entrepreneurship’ too much

• Use a text book about entrepreneurship

• Use concepts and models

• Focus on knowledge acquisition

• Only focus on the good or on the bad points of being self-employed

Examples of practiceExamples of practice

• In groups, please look through the examples of good practice and decide on one or two, but no more, that you collectively ‘like the look of’

• Settle on a short summary of why it appeals to you and what specifically interests you - nominate a spokesperson

More resources…More resources…

GEES Enterprise, Skills & Entrepreneurship Resource Pack

HEA’s Supporting Entrepreneurial Skills Matrix (SESM)

Stanford Technology Ventures Program Institute for Enterprise @ Leeds Met.Context case materials - Intrapreneurship

More resources…More resources…

• The Institute for Enterprise – Leeds Met. Uni.• White Rose Centre for Enterprise• Northern Ireland Centre for Entrepreneurship• Business Link• Harvard Business School• Knowledge Transfer Partnerships• Innovation Network• The Lambert Review – Uni./Business Cooperation• Prince’s Trust

More resources…More resources…• Social enterprises

– Skoll Foundation– Said Business School Oxford – Skoll foundation– Duke Uni. – Centre for Advancement of Social

Entrepreneurship– Cabinet Office – Third Sector– Community Action Network

Final thoughts…Final thoughts…

• Take 5 min. to consider a NEW way that you might modify a learning object or an assessment within a module that are involved with to specifically develop a student’s enterprise skills

• Write it down!

and finally…

Thank you for your time…..

Questions, points, more information?

GEES Subject Centre