Enhance your curriculum by addressing the QAA Guidance on skills for your subject, and incorporating the QAA (2018) Guidance on Enterprise and Entrepreneurship.
The following ETC tools can help you to deliver these skills in the curriculum
These guides have been selected to build QAA (2018) enterprise skills in your teaching.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
This approach to creative thinking structures thinking through the use of a mnemonic "SCAMPER" and using questioning techniques to generate solutions. This makes an ideal group activity for students to work through the mnemonic and then present their results.
Students are placed in small working groups and invited to explore the seven prompts of the SCAMPER mnemonic. Firstly, invite each group to take an existing product or service (or agree one to consider - this could be one that you want to improve, one that you'recurrently having problems with, or one that you think could form future product developments).
Questioning around these themes helps the groups develop creative ideas for developing new products, or services and for improving current ones. SCAMPER is a mnemonic that stands for:
Using these headings, invite each group to discuss the questions about the product, using the mnemonic.
By brainstorming as many questions and answers within each group, a rich solution can be produced.
Example Questions which you can share with groups in need of support.
Substitute: Ask "What can you substitute? What can be used instead? Who else instead? What other ingredients? Other material? Other process? Other power? Other place? Other approach? Other sounds? Other forces?"
Combine: What can you combine or bring together somehow? How about a blend, an alloy, an assortment, an ensemble? Combine units? Combine purposes? Combine appeals? Combine ideas?
Adapt: What can you adapt for use as a solution? What else is like this? What other idea does this suggest? Does past offer a parallel? What could I copy? Who could I emulate?
Modify: Can you change the item in some way? Change meaning, colour, motion, sound, smell, form, shape? Other changes? Or Magnify: What can you add? More time? Greater frequency? Stronger? Higher? Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate?
Or 'Minify': What can you remove? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Split up? Understate?
Put to Another Use: Can you use this product somewhere else, perhaps in another industry?
Eliminate: What can you eliminate? Remove something? Eliminate waste? Reduce time? Reduce effort? Cut costs?
Reverse: What can be rearranged in some way? Interchange components? Other pattern? Other layout? Other sequence? Transpose cause and effect? Change pace? Change schedule?
Evaluation:
Once the ideas have been generated, the next stage is evaluation. Through group discussion, ask the student to determine ifany stand out as viable solutions? Could any of them be used to create a new product, or develop an existing one?
All viable ideas can be explored further in order to find one improvement/suggestion for final presentation to the wider group.
A debrief on the solutions, the process and the team working should be included within the session to allow for the skills and emotional aspects of team work to be explored, and the constructs of the mnemonic discussed.
Although the main focus of this project is idea generation, the discussion and evaluation within the group, which requires presentation and interpersonal skills as well as judgement and critical analysis of opportunities and ideas.
Student groups should be left to work through their discussion, and any difficulties with team working as may occur (intervening only to support the process and move the students on, if time pressures require) however it is important to review the task, the process and the protocols in order to seek guidance for future working or lessons to take forward.
Students should be encouraged to share the frustrations and difficulties of decision making within a group (where one individual may have suggested the idea) and how feedback should be given and shared.
Group dynamics need to be acknowledged and lessons can be shaped for future team working.
http://www.mindtools.com/pages/article/newCT_02.htm
http://www.brainstorming.co.uk/tutorials/scampertutorial.html
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
This task focuses a group of people to organise themselves to set up a production line to exactly replicate an existing product as many times as possible in set amount of time. They are giveqaan the opportunity to reflect on and improve their approach twice to increase efficiency, quality and productivity. This gives participants and others the opportunity to see how their own and other behaviour, ideas, approach affects the development and outcome of the task and how by working together and reflecting and analysing a situation it can be adapted and improved going forward.
This activity could take from 30 minutes to a couple of hours depending on how much review, reflection and analysis takes place at the end of the session.
Group gathers around a table with all the resources on it. There is a sample product : a booklet with 13 squares of paper 10cm x 10cm, secured with 2 staples in a x shape in the top left hand corner of the booklet.
The group is asked to put together a production line replicating this booklet. They will have 2 minutes to discuss how they think they could best do thisand to allocate roles. Then 3 minutes to put this into practice and produce as many booklets as possible. When the time is up the facilitator then countsand inspects the finished products, looking for quality and accuracy ie:
The group then gets 2 minutes to discuss and review their methods, systems and procedures and come up with improvements or a different approach. They then get another 3 minutes on the production line to best their last score.
The above process is then repeated for a third time.
This could be done with any size group as long as there are sufficient facilitators to split into smaller groups. The optimum numbers in each group wouldbe between 6 and 10, however multiple groups could be working at the same time. They would have to work at the same time so as not to hear the discussion of other groups.
Skill Development:
As has been described this task involves many different skills and objectives on all different levels and can be assessed and analysed either briefly or in great depth across some or all of the objectives. For example, if this is an exercise for managers or recruiters to assess staff skills and abilities it can be finished there at the end of the last count. However it can be extended further, so each team then breaks off with a facilitator to analyse what happened at each stage and why.
For example : the focus could just be on the outcomes, ie the quality and quantity of the finished products. Often the first time, people are rushing and slapdash and may do quite a few but get a lot rejected, so need to slow down. Or get them all passed but do a small number, so need to speed up. So it's finding that balance between speed and quality/accuracy.
Or the focus can be on the review and reflection, how the method was changed or improved each time to give better results.
Or the focus can be on the team dynamics how they evolved through each stage, or on the leadership and management of the task and how that changed and fluctuated at each stage, how the balance of power shifted as the task went along.
Or it could very much focus on the individual, the role they played, how this evolved, how they felt, how they were affected by the different characters,how they affected other members in the group, positively or negatively what they would do differently next time.
Depending on whether the focus is on 1 or 2 of the objectives and skills or all of them, all of these and more angles can be identified and explored after the task.
Large sheets of paper (A3 or larger, could use old newspapers) minimum of 60 sheets per team, pens, pencils, markers, rulers, scissors, staplers.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
This quick and immediate task works well as at the start of a topic or programme as it can be an effective icebreaker. However it can be used at the end of a programme of study or to close practical learning to gauge levels of confidence in the learning and pull out key points.
All you need is a corridor or open space in your teaching room so that you can encourage all your learners into a line. However this task can be noisy (lots of discussion) so you may need to accommodate other learners within your building/learning space; but it is also possible to do this outside in an open space!
This simple activity requires the learners to move physically and place themselves into a line. Your role as tutor is to declare a challenge or task – or introduce the topic (or restate if revision) and then ask the students to put themselves in a line, based on their understanding of the topic/challenge. Present yourself as the “head of the queue” as the expert and invite them to line up.
They will have to navigate their understanding of the challenge or negotiate with each other as to who has displayed better skills or knowledge in the past or during the programme, or who has more experience or understanding of the project or topic.
Typically they will bunch at the back, far away from you but given time and the instruction that you need a line in front of you, they will reorder into a line.
You can invite them to talk to those next to them to ensure that they are in the right order and move up or down as appropriate.
Give this quick task time to play out, as the discussion between participants needs to deepen, particularly if you are using this as an icebreaker. However it can also work as a confidence boost when used as a revision tool as students encourage each other to move up and recall their successes and prowess during the programme of study.
Once the group has settled, as them the following:
You can ask (some of) these questions and then allow them to talk to those next to them before taking full group feedback or you can seek responses from them as they stand before you. It is also possible to ask a different question of each of them and ensure that everyone in the group has spoken in this task.
Ensure that you reflect with the group on their decision making related to subject knowledge/expertise/practical experience but also see if internal personal skills or sharing knowledge (communication) improves your ‘ranking’ in this way. End this quick session by releasing them back to their seats but also reminding them that all they have displayed in their ranking is their confidence rather than actual ability and therefore they are now able to create their “real” score or position through their own practice/effort.
Whilst the students have a short amount of time to find out what they need to know from each other, they have to use their interpersonal skills to ask the right questions. Some will be use a factual basis (previous scores obtained or exam results) others will judge on wider experience and knowledge. Itis important to reflect with the full group what they used to make these judgments and whether they could have taken other elements into account. Explore the important of communication and knowledge in achieving goals and encourage the students to consider their own action plan at the end. It is possible to determine a skill “take-away” or challenge to improve their “ranking” and this will deepen their understanding of skills in relation to knowledge.
None
N/A
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
The learner will be able to explore an idea or concept as openly as possible to gather a wide range of solutions through the power of group work and seek to build a consensus through:
The focus within this task is open idea generation within a team, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored.
Within this scenario, participants must pretend that they've been shipwrecked and are stranded in a life boat. Each team has a box of matches, and a number of items that they've salvaged from the sinking ship but they can’t keep them all within the lifeboat. Members must agree which items are most important for their survival as they need to prioritise.
The challenge should be issued to the group, and time given to the challenge individually. This is important in creating the challenge of consensus building as it allows to think about the problem individually; continues the cycle of presentation and discussion in groups evaluate the process to draw out their experiences until the whole team has had a chance to voice their opinions and how teams arrive at consensus decision where everyone's opinion is heard.
Time: Flexible, but normally between 25 and 40 minutes
Number: Up to 5 people in each group
Instructions
1. Divide participants into their small teams, and provide everyone with a ranking sheet (with two columns).
2. Ask team members to take 10 minutes on their own to rank the items in order of importance. They should do this in the second column of their sheet.
3. Give the teams a further 10 minutes to confer and decide on their group rankings. Once agreed, they should list them in the third column of their sheets.
4. Ask each group to compare their individual rankings with their collective ones, and consider why any scores differ. Did anyone change their mind about their own rankings during the team discussions? How much were people influenced by the group conversation?
5. Now read out the "correct" order, collated by the experts at the US Coast Guard (from most to least important):
Once the general discussion relating to the individual scoring has died away, draw the discussion to the team approach and explore issues of leadership, listening, negotiation, decision-making and consensus building.
It is typical of many ice-breaker tasks that the learning is not within the task objective, but within the team process and often the desire to complete the task can mask the transferable learning that has been gained. It is therefore key, that once the discussion of the challenge itself is complete, that the debrief explore the skill development within the task and team work itself.
Either within the groups themselves, and then as a larger group, or working directly with the full group, seek reflections and comment on what they have learnt about:
As a facilitator, it is important that you allow them to explore their team process and find the learning within that. This can involve team members sharing difficult feelings about not being listened to, and this needs to be acknowledged, accepted and the lessons drawn from it (would it have been a better process to take view from each member and vote? Should individuals have been more forthcoming if they had strong views and how do they ensure they are heard in the future?). The lessons from each group can be usefully heard by the wider group, in order to understand and learn from different approaches as this allows deeper reflection as to how to approach similar challenges in the future to be explored.
Develop a simple chart for each team member. This should comprise six columns. The first simply lists each item (see below). The second is empty so that each team member can rank the items. The third is for group rankings. The fourth is for the "correct" rankings, which are revealed at the end of the exercise. And the fifth and sixth are for the team to enter the difference between their individual and correct score, and the team and correct rankings, respectively.
If this cant be done in advance and handed out, then it can be drawn by each team member at the start of the challenge.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
The focus within this task is to simulate innovative thinking within a curriculum topic, using creative methodology to create ideas that can be evaluated and explored.
This creative thinking activity is potentially run over 2 hrs.
The academic tutor will need to identify a problem linked to curriculum topic or industry/sector e.g. 5 items that cannot be recycled. This topic can be prompted by recent news in the sector or the latest research update in your area. The task is then to explore this problem, but without using traditional methods. This problem therefore needs to be explored by the teams using drawing/ playdough to think through the problem and discuss solutions. No writing is permitted during this task. Music and creative freedom is encouraged to establish a comfortable and learner directed environment. The time allocated for this first part of the challenge is 1 hr.
The second segment of the session is run as a presentation showcase and requires presentations from each team's problem/visualisation and the audience are invited to discuss what they feel the solution/s are. The original group is then given 5 minutes to draw in addition comment from their peer group and confirm their final solution.
Students have the opportunity to work creatively an d beyond the traditional limits or expectations of their subject area or background. Such freedom brings its own challenges and constraints but provides a rich opportunity to innovative think and problem solving through creativity. The peer-review and comment aspect of the presentation allows the continued support of peers in the development of solutions and allows them to work co-operatively, rather than competitively to support the development of solutions. As 'chair' of this "solution-conference" your role will also be to draw out key reflections on the following topics:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
7Communication and Strategy
This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.
Feedback from participants who have engaged in this activity is very positive indeed, and they often comment that ‘the time flew by’, and ‘we wished to do another round of this straightaway’.
This creative problem solving exercise starts with learners in groups identifying specific aspects of a problem situation they may encounter, and phrasing the problem in the format of ‘What can I do when…’ questions. Each group supplies one question, which is written up on a slide or flipchart. Then a system is used where one member of each of the other groups in turn suggests a tactical response to the problem being addressed, and after all the tactics have been heard, the problem returns to the group who thought of it, who then discuss the pros and cons of each of the tactics they have heard from the other groups.
The exercise can be used for a wide range of problem scenarios, but is particularly productive when addressing interpersonal or communication contexts, or working with ‘difficult people’.
The processes described below typically take around an hour with a group of 25 learners, but can be extended to two hours by using a second round of the whole sequence (by which time the learners will be much better able to engage with the process based on experience, and will often have come up with more-challenging questions, causing deeper thinking).
This process means that just about everyone has a turn at answering one of the ‘What can I do when…’ questions. If there were six groups of five members, everyone would have a turn, but it is probably best to leave the flexibility of one person in each group not being required to answer, in case any of the learners has a particular problem with ‘being put on the spot’ in this way. However, if a second round of questions is then generated, the response can start in each group with the person who did not speak in the first round.
An alternative way of running this exercise includes asking for ‘what would make this situation worse?’ (i.e. ‘what I should not do when …? responses – ‘negative brainstorming’).
This can be great fun for a second round of the whole exercise.
If you would like to have your How to Guide featured, please download the template and email the completed version to hello@etctoolkit.org.uk.
We have produced a guidance sheet which will assist you in completing the How to Guide.
If you have any questions regarding completing the template, please Contact Us.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
Due to the nature of their industry, many students of FdSc Equestrian Psychology will find themselves self-employed upon graduation: in a freelance capacity, as a contractor to another organisation, or setting up their own businesses. Though all who study on the programme have an obvious love of animals, many lack an awareness of the business opportunities open to them, or confidence in their own enterprising capabilities.
ZONE, Glyndwr University's student enterprise service, partnered the FdSc Equine Psychology programme, to deliver a workshop on identifying market opportunities within the sector.
The workshop was delivered to a small cohort of only 8 students, in a one hour session, with no preliminary work set.
The session was delivered as an informal seminar, with Judith Alexander (ZONE Manager) facilitating and guiding discussion.
Framing the Market
Branding:
Revenue Streams
Business Support
Enterprise Catalyst
The session concluded with a recap of key points, and final Q and A.
A number of the students went on to utilise the further business support available to them at the University, as a result of the intervention.
Learner feedback included;
The 'Enterprise Catalyst' assessment tool, featured in this activity, can be found here >https://www.enterprisecatalyst.co.uk/
Course: Zone Enterprise Hub. 2015. Course: Zone Enterprise Hub. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37%2522%2520target%253D%2522_blank%2522. [Accessed 12 August 2015].
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
At Glyndwr University, every student and graduate is offered the support of a dedicated mentor to support them in their enterprising endeavours, facilitated through the University's ZONE Enterprise Hub (this mentoring has been both core funded by the institution, and supported through the pan-Wales HEFCW funded Enterprise Support Programme).
Figure 1: ZONE Enterprise Hub at Glyndwr University
In the period July 2014 – July 2015, 158 such mentoring appointments were conducted, supporting the creation and development of 40 new businesses.
This mentoring takes many forms, and plays a vital role in students' development in a number of ways. This can range from supporting the development of clear and original ideas, to facilitating effective reflection and evaluation on progress, to providing specific contacts and information to address aproblem, or exploit an opportunity.
This mentoring has been delivered one-to-one, and one-to-many, sometimes as a standalone occurrence, and sometimes developing into relationships that persist for a considerable length of time.
Beneficiaries of this mentoring service have come from all programmes and levels of study, with enquiries ranging from looking to launch businesses, to requiring support with enterprising projects related to their academic study, to those looking for broader personal development.
The following is an indicative example of how the mentoring service has been utilised by one such student.
Mentee - Animal Studies – Recent Graduate
Figure 1. The ZONE Enterprise Hub at Glyndwr University
A recent graduate from the University's BSc (Hons) Animal Studies Programme used the mentoring service, looking for support in starting up her own businesses, a pet sitting service for exotic animals.
The graduate had excellent subject knowledge, from her academic study and associated work experience, and had developed a business plan, but required support with the formalities of turning the idea into a real business.
Through conversation in the mentoring environment, the specific needs of the graduate were identified, allowing each of these needs to be addressed in turn. This was inclusive of providing web links and written information regarding business registration and tax obligations and introductions to businesssupport and professional advisors available within the area where her new business would be operating. All of these were sourced from ZONE Enterprise Hubs existing networks with various regional and national business support organisations.
Following the initial appointment, it proved impractical for the graduate to engage in further face-to-face appointments, but via social media engagement and email correspondence, additional support and development opportunities were shared and discussed.
The graduate opted not to launch her business in the short term, but to pursue the full time, industry relevant employment she currently held. However, the mentoring intervention left her better equipped with knowledge and understanding of the actions required to start-up when the moment was right for her, and the post-mentoring continued engagement via email and social media platforms ensured that, as a direct result of mentoring, the graduate had numerous opportunities to engage in further personal and business development.
For further examples of mentoring, see Education Studies and Earth Sciences, Environmental Sciences and Environmental Studies.
References:
Zone Enterprise Hub. 2015. [ONLINE] Available at:
With thanks to ZONE Enterprise Hub, Glyndwr University
If you would like to have your Case Study featured, please download the template and email the completed version to hello@etctoolkit.org.uk.
We have produced a guidance sheet which will assist you in completing the Case Study.
If you have any questions regarding completing the template, please Contact Us.
If you or your students are interested in developing a business idea, becoming self-employed/freelance or creating a business here are some tools to help and also some links to business start-up support.
These guides have been selected to build QAA (2018) entrepreneurship skills in your teaching.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group), Special
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
7Communication and Strategy
Rocket pitches or elevator pitches are often the first opportunity for an entrepreneur to convince potential investors that they have an idea that represents a profitable opportunity. These are often only one to five minute presentations, but they can have a significant impact on the entrepreneur’s ability to attract investors as well as other potential stakeholders. This can be particularly true in the early stages of a venture before the entrepreneur has a viable product, and he or she has to quickly convince potential stakeholders of his or her vision and the potential of the idea. Entrepreneurs often think that their idea is the most important aspect of the pitch, but studies have shown that U.S. venture capitalists consider personal characteristics such as the entrepreneur’s ability to articulate his or her venture to be critical in determining whether or not they will reject an entrepreneur’s plan.
In this exercise, students design a paper airplane that must be capable of carrying a predetermined amount of currency in the form of coins. The airplanes will compete in two categories – time that the plane can stay aloft and the distance it can travel. However, students pitch their design to their classmates (the investors) in an effort to convince them their design is the best before the contest takes place.
The exercise has worked well for illustrating the importance of a good pitch and helps students to better understand what constitutes a good pitch from an investor’s perspective.
Usage Suggestions
This exercise works with both undergraduate and graduate students. It is appropriate for new venture creation courses, entrepreneurship boot-camps, or workshops. The session is best positioned after students have identified a venture concept, project, or family or corporate initiative to pursue and are preparing for an elevator speech or rocket pitch type presentation. Technology entrepreneurship or innovation classes are also appropriate.
Pre- Work Required by Students
Students are to be given the following instructions in the class period prior to running the exercise: “You are to design and create a new paper airplane capable of keeping one U.S. dollar of coins aloft for as long (time) as possible while simultaneously transporting the coins as far (distance) as possible. The assignment is as follows:
You will be required to pitch your design to your classmates. You will have two minutes to convince your classmates that your design will perform the best. Performance on the exercise will be based on a combination of actual performance of your airplane and the number of votes your design gets from your classmates in each category (time and distance).”
Time Plan (80 minutes)
Because each team will pitch their idea, the time required for the exercise will vary with class and team size. The timing outlined here is based on a class size of 30 students and ten teams.
Step 1 0:00–0:02 (2 minutes)
Begin the exercise by explaining the voting rules to the students. Students are allowed to vote for only one team (excluding their own) in each of the two categories (distance and time). They are not required to vote for the same design in each category. It helps to provide a sheet for each of the students to record their votes, or, if your students have computers and internet access, you can use an online voting system (this will require you to set it up before the class).
Step 2 0:02–0:27 (25 minutes)
Next, have each team pitch their idea to their classmates. Teams should be strictly limited to two minutes each.
Step 3 0:27–0:32 (5 minutes)
Have the students record their votes for the design they think will perform best in each category. Remind them that they cannot vote for their own design.
Step 4 0:32–0:52 (20 minutes)
Take the class to an open area in which to conduct the actual flights. An indoor area such as a gymnasium works best, but you can run it outdoors as well (which can introduce additional uncertainty into the performance for the students). Each team gets one throw. You should have a line that they cannot cross for throwing, and you should record the time that their plane stays aloft. After the plane has landed, measure and record the distance. It helps if you assign this task to one or more of the students.
Step 5 0:52–1:00 (8 minutes)
Return to the classroom. Record the votes and the actual performance for each team on the board.
Step 6 (exercise debrief) 1:00–1:20 (20 minutes)
If time allows, you can have a short discussion about their process with regard to creating their design. This can help to illustrate how an entrepreneur can take a constraint and turn it into an opportunity. Additionally, this can highlight the importance of prototyping and learning from failure, and many of the teams that perform well often trial several different designs. Some possible questions include:
Next, discuss the aspect of effective pitching. The idea here is to get them to appreciate the importance of the entrepreneur and his or her pitch to investors. Owing to the uncertainty inherent in many early- stage entrepreneurial ventures, investors will typically put more emphasis on the entrepreneur and his or her ability to “sell” the idea, as well as their confidence in the entrepreneur’s ability to execute on his or her pitch – one has to be careful not to oversell the concept.
Wrap the discussion up with a summary of the importance of clearly articulating your idea and convincing the audience of your ability to execute on your idea.
Post- Work
Have the students read the following articles (this can be done beforehand if you prefer):
Teaching Tips
Students will often try to game the system (depending on how much freedom you give them). For example, they may choose to use different weights of paper or design a flying disc as opposed to a traditional airplane. You can decide how vague you want to be. If you want to have more discussion on the creative process and pushing the boundaries, then being more vague in the instructions can lead to a good discussion on how entrepreneurs try to push the rules and boundaries. Some students will feel “cheated,” but this can still provide a good learning point.
Key Takeaways
Materials List
Provide students with paper for their airplanes in order to maintain a standard paper type and weight. Alternatively, you can leave this open to interpretation as a means of encouraging greater creativity among the teams. You will need a tape measure and a stopwatch for the actual competition.
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
MacMillan, I.C., Siegel, R., and Subba Narisimha, P.N. 1985. Criteria used by venture capitalists to evaluate new venture proposals. Journal of Business Venturing, 1, 119–28.
Ries, E. 2011. The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses. New York: Crown Publishing.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session suits larger groups of learners being introduced to the concept of enterprise, creative thinking and solving complex challenges. Working with interdisciplinary groups works best to encourage maximum creativity and adds depth to the chosen solution. An introduction to effective engagement with audiences which moves beyond a pitch is introduced and the session closes with the audience crowd funding the idea using specially designed local currency.
This is best run over a 4-6 hour period and can be split between 2-3 sessions to allow for further research into the challenge. Session starts with some team building activities set firmly within the context of the challenge. This can help students to better appreciate the challenge area and develop empathy with various perspectives/realities in relation to the challenge.
Then follows some creativity exercises with an introduction to design thinking. Teams then apply this process (as time allows) through to completion with ideally prototypes being developed (if not posters/electronic adverts etc).
Then the large group is introduced to the need for effective and authentic engagement of themselves and their ideas (moving beyond the ‘pitch’). Individual or group presentations are developed and practiced. Depending on timing and group size, there can then follow a couple of rounds of presentations with a final selection presenting to the whole group. Ideally this should include at least one external stakeholder/s linked to the challenge context (clinical/engineering/finance etc) able to provide authentic feedback.
It can be fun then to introduce/revisit the concept of crowd funding and provide everyone in the audience with some currency (we have developed some university notes) and get them to fund their favourite proposal. Of course it could be that there will be some real funding available…
This works best with some facilitators to help support the various groups as they progress through each activity and often can make a significantly positive impact where groups from different curriculum areas meet for the first time. Utilising external stakeholders to share their challenges can also help to add real value and excitement for learners. Learners tend to enjoy the active nature of the workshop and the rigours of presenting to an external stakeholder with potential solutions to the challenges set.
Tend to see an increased awareness of wider enterprise and boost in confidence in terms of team working, design thinking, negotiation and engagement with audiences. A useful taster for deeper enterprising learning. Skilled reflection is vital throughout and post session/s through on-going programme. Depending on the nature of the ‘challenge’ this can be extended to a module/programme duration.
Brown, T (2008) Design Thinking, Harvard Business Review, June 2008 (pages 85 – 92)
Dweck, C (2006) Mindset: The New Psychology of Success, By Dweck, Carol S. ( Author ) Dec-26-2007 Paperback
Krueger, N.F.Jr. (2010) 13 Looking Forward, Looking Backward: From entrepreneurial Cognition to Neuroentrepreneurship in Acs, Z.K and Audretsch, D.B. (eds.), 2nd Edition of the Handbook of Entrepreneurship Research, Springer
Westfall, C (2012) The New Elevator Pitch: the definitive guide to persuasive communication in the digital age, Marie Street Press
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
The Business Model Canvas (http://www.businessmodelgeneration.com/ canvas) has become a popular teaching tool in entrepreneurship classrooms. It is not my intention here to introduce the canvas or illustrate how it works. Osterwalder and Pigneur (2010) do a magnificent job explaining the canvas, articulating the theory behind the canvas, and offering many ways to use the canvas. This exercise is a quick game to help students reflect on the nature and ordering of the nine business model components found on the canvas as proposed by Osterwalder and Pigneur.
Usage Suggestions
This exercise works well for both undergraduate and graduate audiences. The exercise is best used in a course or class session where the Business Model Canvas is first being introduced.
Pre- Work Required by Students - None.
Time Plan (30 minutes)
The Game Setup 0:00–0:05 (5 minutes)
Before introducing the canvas, simply introduce that there are nine components of a business model. I typically show a PowerPoint slide with the nine components listed in random order. Tell the students that there is a particular order to the components, but they need to figure out what the order is. In other words, they need to determine which of the components should be considered first, second, and so on. What’s most important to start with and what’s least important? Separate students into teams of five (maximum).
The Game 0:05–0:15 (10 minutes)
Give each team a deck of cards (see resources) and ask them to place them in order from one to nine (10 minutes). After 10 minutes, give each team a long piece of masking tape and have them tape the order of their cards to the wall or board, so everyone can see the differences across the team.
The Discussion 0:15–0:30 (15 minutes)
Now it is time to introduce the ordering that Osterwalder and Pigneur use. Their book (see Theoretical Foundations) is quite helpful if you are not familiar with the canvas. I typically give out a copy of the Business Model Canvas to each student prior to disclosing the order. The ordering of the components is:
Usually student teams will have either customer segments or value propositions first and this creates a wonderful debate in the class. Introduce the order of the components one by one while also explaining what each component is. After walking through the components and discussing the differences in order created by each team I end the exercise with a brief discussion summarizing the order. At the end of the day, the ordering really does not matter because the canvas is meant to be an iterative, working document that will continuously change as you learn new information from every action taken or experiment conducted. What is most interesting about the design of the canvas and its ordering is found when you fold the canvas in half (left to right).
According to Osterwalder and Pigneur, the right side of the canvas is concerned with creating and generating value. The left side of the canvas is concerned with generating efficiencies to deliver that value. As such, an entrepreneur needs to first determine or create the value and then develop the approach to deliver that value. Innovation, novelty, creativity, and competitive advantage are most often found in the value creation. So, start on the right!
Teaching Tips
The most important reason that I do this exercise is to get the students thinking about each component on their own in teams rather than just “telling” them about each component. Expect raging debates about customer segments versus value propositions as being first in the order. It is always a great conversation to have.
Key Takeaways
Materials List
Instructors will need to create decks of “business model component cards.” One deck is needed per team in the class. Each deck is comprised of nine index cards. On each card should be one of the nine business model components: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partners, cost structure. Given that this is the actual order recommended by Osterwalder & Pigneur, it is important that the cards in the deck are not in this order. You may also want to have copies of the Business Model Canvas to distribute as well, but after the game. A copy of the canvas can be obtained at http://www.businessmodelgeneration.com/canvas.
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
•Heidi M. Neck, Patricia G. Greene and Candida G. Brush, 2014. Teaching Entrepreneurship: A Practice-Based Approach (pp.136 – 138). Edition. Edward Elgar Pub.
Theoretical Foundations
•Osterwalder, A., and Pigneur, Y. 2010. Business Model Generation. Hoboken, NJ: John Wiley & Sons.
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can be found in Higher Education Academy booklet (2014) Enhancing Employability through Enterprise Education Case Studies
Enterprise Educators UK (EEUK) regularly share members practice, including examples such as this 20-credit multi-level, multidisciplinary module "Making Ideas Happen" which introduces the fields of enterprise, entrepreneurship and innovation, whilst emphasising the generation and development of ideas with a distinctly social flavour.
BOSS stands for the Business Online Support Service, provided by Business Wales. This service provides online learning courses to help people who are thinking about, or actually, starting a business, already running a business or looking to grow their business.
Big Ideas Wales The Big Ideas Wales campaign is part of the Business Wales service, designed to support the next generation of young entrepreneurs in Wales.
Nesta Creative Enterprise Toolkit
Our enterprise resource toolkit contains tried and tested methods for teaching enterprise skills to creative individuals who are thinking about setting up a business. Available for purchase - with access to resources here http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf
