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
Any
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
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Idea generation
Understanding processes and procedure
With opportunities to:
There are times when people’s energy is low during workshops, particular after a long lecture or after a break. After lunch time workshop participants tend to be tired while they are still digesting. It’s fast and fun ways to get participants refocused on the workshop (and topic). This task can help the group bond or develop their subject knowledge through a “truth and lies” approach to multiple choice statements (right or wrong).
It is important to ensure that the student groups recognise that the potential of subtle communication skills deployed in this task (such as empathy; humour; rapport). Discussing the challenge, and what elements were memorable and effective, can highlight how individuals create effective communication. Whilst they are opportunities to develop a range of communication skills through practice, it is important to look for “future lessons” from this task to build an understanding of the transferable skills that are being developed. This might include discussion of Opportunity recognition, creation and evaluation; Interpersonal Skills; Communication; Reflection and Action; Team Building and creative thinking skills. It could be helpful to write up these titles and invite comments on post-its under each title to draw out experiences and feelings. Explore these comments collectively to draw together themes and learning from the whole group.
Each participant needs a note pad/card and pen/pencil
If you wish to use this approach to introduce a new topic, or topic extension, then you may wish to pre-prepare the statements for the students in advance for the session – or to issue in the session in advance for learners to research and prepare for the next week panel task.
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
It goes without saying that networking is a really important activity. Yet students are often reluctant to engage in relationships beyond their immediatecircle. They have powerful aversions to networking partly based upon fears and misconceptions about what it is: selling (it's all about selling yourself and pitching), that it is about being an extrovert (sociable and bubbly), that they as students have nothing to offer (‘who would want to talk to me?'), that it seems pointless (students will have stories about going to events collecting business cards and nothing ever happening). They will have a multitude of good reasons why they can't and shouldn't do it. The challenge is to turn round these misconceptions and show students that networking is valuable, doable and indeed enjoyable.
The first task is to get the misconception and fears about networking out into the open and to introduce different versions of what networking might be. This can't be done by asking students about their fears and why they don't currently engage in networking: this is sensitive and students may feel embarrassed talking about it.
The session begins with the value of networks and networking. This should be interactive, talking to students about their networks, how they found opportunities, but also using statistics about how many jobs are filled via networks rather than open advertising. This part of the session functions as a warm up and should get students feeling positive about networking.
The second activity is to get them into groups and ask them to draw a 'good' networker. This will bring out some of the negative misconceptions about it:students will draw someone who is extroverted, experienced, knowledgeable, valuable, confident, good at pitching – all the things they may not be good at. This is your opportunity to demonstrate that a good networker is someone who is good at listening, (not talking), it is someone who is genuine and open (rather than focussed on their own agenda) and that it is about building trust and rapport leading to a lasting relationship.It's an opportunity to discuss their value as students – which they are very anxious about as they have little work experience. Here a discussion about their value in terms of innovation, fresh thinking, new ways of doing things is important.
The third activity is a group brainstorm around how to create rapport with someone: suggestions will include, smiling, shaking hands, complementing people, being helpful, listening to what people have to say. This section could include a listening activity, for example where individuals have to listen to partners and paraphrase.
The final session involves practical activity. The students will network amongst themselves. It's important that they shake hands here: this is partly about creating the rapport, discussed earlier, but also about adopting a more professional outlook and attitude. The students will find this both fun and challenging and some students will become anxious about it so it is worth doing a bit of role play to try it out: i.e. demonstrations of how to shake hands and introduce yourself. The result is that students will feel more professional.
The assignment is:
Find a person, introduce yourself: impress upon them your integrity and openness.
Reflect on what you did and report:
One positive technique; One negative technique
The feedback will draw out feelings about handshaking, observations about body language, about personalising conversations by using the other person's name.
This activity has been delivered with 3rd year Design and Visual Arts student, 2nd year Photography students and MA Contemporary Art students at Coventry University.
Through a clear group debrief, students' misconceptions about networking are reversed.
Students understand the networking is a skill that they can practice and develop. They learn the importance of networks and collaboration. They learn that networking and professionalism is a 'performance' which they can adopt when necessary – in this context it can be useful to talk about wearing different hats as they often think of themselves as 'students' which can carry a lot of negative connotations.
They feel more comfortable with the idea of networking – they thought it was all about sales and the pitch but find it is actually something they could do. Some students struggle with the handshake, they find it very unusual but with a bit of practice and shift in attitude, do get it.
A group of students who know one another is not as good as a mixed group where they might be introducing themselves to strangers. However, the practical element can be modified by asking students to find out something new about their colleagues, or to find out a shared interest they didn't know they had with a colleague which will help build rapport.
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
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
5Reflection and Action
This simple and effective reflective technique works in all teaching spaces and across all group sizes. This requires some individual time, some time working in pairs and then working wider across the group. It is a collaborative process that deepens individual reflection and shares collective thinking effectively with a group of any size.
This activity is a cooperative learning technique that encourages individual reflection that builds through three distinct steps:
Think: Students think independently about the question that has been posed, forming ideas of their own or reflecting up their own learning experience or journey. This stage should not be rushed as it is key that individuals take time to think on their own, making notes or reflecting personally.
Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
Share: Student pairs share their ideas with the full group and the tutor supports or facilitates a group discussion on the consensus of ideas.
This technique works well for reflection but also any open-ended questions or problems that require discussion. Other amends are to "Write- pair-share" which ensures that the individual element of the task is not rushed, or to avoid the third stage of "share" across the whole group.
You can enhance the presentation skills within this task by asking each person to stand and respond individually, moving round the group – or to create a powerpoint slide to share their individual or joint thinking from the process. However the immediacy of this process, requiring no resources and yet engaging all the learners in reflective practice is very attractive to use in class, with large groups.
http://www.cultofpedagogy.com/think-pair-share/
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
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
3Decision making supported by critical analysis and judgement
7Communication and Strategy
(small paragraph/ 2 -3 sentence)
Described as the art of concise presentation, this format of presenting with PowerPoint ensures that all the speakers have a fixed time to communicate their ideas to their audience.
There are a range of time scales/number of slides (such as delivering 20 slides, 15 seconds each slide or 20 slides, 20 seconds each) but the essence of this format is to keep the delivery clear and crisp under strict time constraints.
The preparation for this task will be done by the student in advance.
As their tutor, you issue them with a topic and the constraints by which they must work –
Either to deliver 20 slides, each timed for 15 seconds to provide a 5 minute talk
Or you can give them 20 slides, each timed for 20 seconds.
Ideally provide them with a template which will automatically move on after 20 seconds (downloadable – see resources) so that they cannot take longer over 1 slide or extend their point.
This format makes a great presentation showcase format for student conferences, workshop days or presentations.
You may wish to provide the links provided in the references to allow students to see how the format works – or prepare your own to show in advance.
The challenge comes from the automatically moving slides which requires that that the students plan their short, but powerful impact.
Upon completion of this task, it is worth reviewing with the group their experience of this approach as a communication method and how they found the challenge.
Powerpoint (optional pre-set slide show format such as available here - http://ignitebristol.net/speak/guidance-for-speakers/
References:
http://bettakultcha.com/bettakultcha-events/
http://ignitebristol.net/speak/guidance-for-speakers/
http://www.speakingaboutpresenting.com/content/fast-ignite-presentation/
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
5Reflection and Action
7Communication and Strategy
'Being Heard' is a presentation which can be delivered to a group of any size, and tailored to ensure its relevancy to any audience.
The ability to communicate effectively through social media is becoming of increasing importance, to individuals and to businesses. Those who master it, are able to generate more leads, find more opportunities, and get their message heard more clearly, than those who don't. Though social media itself is anew phenomenon, many of the principles behind its effective usage are not: clear communication skills, and a strong brand identity, lie at the heart of it.
Being Heard is a workshop which to introduce students to these themes, discussing the importance of social media as a communication tool, exploring communication strategies and effective branding, and investigating cases where these have been put to effective use within a social media context.
The activity is designed to fit within a typical one hour lecture session, with ample opportunities for extension, and through practical activity, group discussion or independent research, could easily form the basis of a more comprehensive scheme of work on the subject. The AV presentation for use in the delivery of the workshop can be downloaded via the link to the 'ZONE Enterprise Hub' webpages listed in the resources and references at the end of this document.
(See Resources / References for materials to accompany the delivery of this activity).
Activity Part 1: Introduction
Activity Part 2: Communication
Activity Part 2: Personal Brand
Activity Part 3: Social Media
Activity Part 4: Conclusion
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
5Reflection and Action
7Communication and Strategy
This group task challenges the teams to generate ideas within constraints. This task engages students by allowing them to draw upon their knowledge, connections, hobbies, subject experience, social networks etc. The open brief allows them to be creative but the constraints of time and “no spend” heighten their creativity.
There is an abundant supply of free-to-use resources which are not readily considered by those addressing a task. This challenge asks “How can you use one or more of these to provide an innovative product, service or experience which creates value for its users?” and seeks to engage the learners to consider the multiple forms of value creation - financial, economic, social, cultural, environmental, aesthetic.
Process – By placing your students into small working groups, suggest the following challenges to them:
Depending upon time and the skills that you wish to develop, you can run this task within 1 session or extend the communication and reflection stages to create a half day task or a task that runs over 2 weeks. This allows the groups to access their resources and showcase their ideas in the presentation the following week.
Within the group work, a range of skills are developed and as the tutor, you can place the emphasis on different areas, depending upon the time you have available. The core skills being developed are around idea generation and evaluation, however it is possible to extend this task to include deeper reflection and communication skills where the groups are required to analyse the challenge and their response to it, as well as present their idea. This reflection can either form part of the presentation brief so that the teams are both presenting their ideas and exploring their experience of the challenge, or you can draw the group together after the presentation-showcase to reflect collectively on:
And you can finally explore issues of cost with the group by recognising that some of these resources could be accessed once for free, but not repeatedly. Ask them to consider how they could achieve the same output/outcome regularly and attempt to cost this.
(if available – flip chart or post its for brain storming; pens etc)
Resources to assist with presentation – access to powerpoint; flip charts etc
http://www.palgrave.com/page/detail/opportunity-centred-entrepreneurship-david-rae/?sf1=barcode&st1=9781137474100
Rae, D (2015) “Opportunity-Centred Entrepreneurship” Palgrave
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
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
6Interpersonal Skills
7Communication and Strategy
The learner will be able
This quick ice-breaker can be used with any size of group (if you have sufficient resources for each group/individual) and acts an immediate energiser.
All participants are given a scrabble letter (or similar) at the very start of a session (You can either run this as an individual challenge, or with larger groups, create teams/groups).
Set the challenge to make the longest word possible within a set time frame (3 mins).
An enhancement of this can be to bind the task in some way – so to make the word to do with the topic/subject or related on the up-coming challenge.
This very busy activity results in people getting to know each other very quickly, having fun and finding immediate common ground.
This active and engaging task brings the students together, energising them before they are issued with their main group challenge (to run SIMVENTURE – business start-up simulation). It is highly effective as an ice-breaker task as the task is sufficiently engaging, but 'low-risk' as not related to the large challenge of the day (competitively running a business simulation).
The need for good interpersonal skills, working within specific time constraints, means that the students engage in the task and each other from the first moments of the class.
Reflection the task at the end of the 'game' can allow for key points to be bought out regarding team work, expectations of team members or colleagues and provide a foundation for creating ground rules for working together.
Scrabble letters – or similar
Timer (watch/phone)
http://simventure.co.uk/the-product/overview
Simventure www.simventure.co.uk
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
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Objective:
Key Points;
Introduction:
Computing for Mathematics is a first year 20 credit module that is core to all first year Mathematics students at Cardiff University. It was delivered for the first time in 2013-2014 over both semesters to in advance of 150 students by Dr Vince Knight of the School of Mathematics and Neil Coles from Cardiff University Enterprise. This module was in essence delivered in two consecutive halves. The first half aimed to give all future mathematicians relevant programming skills needed in the modern world. The second half sought to address the frequently identified need for mathematics graduates to recognise and engage in agendas of practical application for employment or enterprise.
Employers are in need of graduates who can articulate and contextualise their mathematical understanding for employment. The QAA subject benchmark statement for mathematics (2007) identifies the subject as fundamental to scientific and technological development and indeed any form of discipline requiring an analytical model-building approach. In addition The Institute of Mathematics references a career advice leaflet Mathematics Today (2008) that highlights business and commercial awareness as a key skill regularly flagged up by employers as requisite skill often lacking in mathematics graduates. Additionally the document flags up a range of enterprise competencies employers seek graduates to evidence.
There is a perception that Mathematicians are not able to translate their high level capacity to solve problems, discuss and develop complex idea and theorems and relate to ‘real world’ situations. This module sets out to highlight to students how they themselves can begin to contextualise their academic learning through innovative real world applications.
The foundations of the discipline are often abstract theory, so it is particularly important for students to engage in consideration and analysis of how their disciplinary knowledge can be applied. An awareness of how mathematical implementations applied in industrial and commercial contexts aids students in understanding the practical benefits and value they themselves can offer future employers as well as highlighting previously unconsidered potential career paths.
Activity:
Firstly a philosophical question needed to be addressed, ‘Should a modern mathematician know how to write code?’ Historically this question has been very subjective, however it is argued that through the coupling of coding skills and pedagogic practice that allows for a ‘real world’ application students will not become isolated, but be able to explore coding as a vector for solving real problems.
The autumn semester is taught using a flipped classroom framework encouraging students to develop coding skills. The methodology not only allows for self-directed learning, but prepares students for an entrepreneurial context by offering elements of uncertainty, thereby building key competencies’ for employment or enterprise.
Alongside formal lectures on areas in areas of innovation and project management during the spring semester, guest speakers are used to influence and persuade students’ to look beyond the class room as they are expected to self-select ‘company teams’.
Through the company teams they are challenged with finding a societal value for their newly acquired coding skills. Each company team elects a leading Director and Company Secretary. Each role has differing duties including feeding back to the module leader through weekly company minutes and explaining their idea through ‘lightening pitches’ to all teams which forms part of the ‘General Council Meeting’. The minutes allow for weekly academic led feedback, whereas the pitches gain immediate peer to peer feedback via a live web form.
Projects have included the building of smart phone application that calculated distance travelled in a taxi and the accurate resulting fair for each passenger (who may or may not have left the vehicle before the final stop) to websites that judge contests using a statistical technique called Game Theory.
Impact:
The module has attracted high attendance and positive feedback coupled with developed creativity and communication skills. The enabled students have become more able to apply mathematical theory to a real word context.
Allowing students’ to explore and define their own projects has led to concepts of mathematical theory being studied well in advance of when would be expected, so in future we can expect stronger grounding on topic introduction.
Academic feedback;
Professor Paul Harper, Deputy Head of Cardiff School of Mathematics;
“It is evident to me that the skills the students are learning in this module will not only serve them well throughout their degree, but also put them in an excellent position to apply them to the various environments that they will find themselves in after their studies. I’m delighted that this new module is now part of our core mathematics programme.”
Dr Vincent Knight, Module Leader;
“The fact that student work is motivated by real world problems ensures that they learn how to learn how to solve real world problems. The liaison with Cardiff University Enterprise has proved invaluable to the design and delivery of this module as I did not have the relevant expertise to put all this in place.”
Professional feedback
Dr Steven Lind, Manchester Metropolitan University and guest speaker
“As a lecturer in Mathematics the skills being taught in this module gives students an excellent foundation for their degree but also their future roles in the world.” -
Neil Cottrell, Founder of LexAble and guest speaker
"What I hope the students took away from the seminar is that setting up a business is a valid, challenging and fascinating career choice to explore."
Learner outcome:
Student feedback;
Matt Lunn, undergraduate mathematics student (2014);
“Why did I have to wait to wait until university to learn this?”
Full student feedback video - http://www.vincent-knight.com/news/whywaittolearntocode/
Unidentified undergraduate mathematics student (2014);
“I really liked the group work; it helped me learn what it’s like to work in a team. Found some of the lectures/talks given about computing very interesting and inspiring (especially computation fluid dynamics).”
The examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.
Resources:
References:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group, 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
5Reflection and Action
7Communication and Strategy
Objective:
Introduction:
In the working world, engineers are required to work with numerous stakeholders, from their own sector and from others, based locally, nationally and internationally. Engineering students will find themselves in many interview and presentation scenarios at the seek employments throughout their career, and clarity in communication will be essential in all areas of their professional practice. To that end, skills in public speaking, presenting and effective communication are essential.
An hour long session was run for a group of approximately 20 first year engineering students at Glyndwr University (studying on the Renewable Energy and Sustainable Technologies BEng programme), as an introduction to these skills, to be built on and consolidated throughout the rest of their time at the University.
The session formed part of a larger programme of guest speakers and practical workshops for the students (See How to Guide on Guest Speakers), designed specifically to give the students skills for employability and self-employment, and a greater appreciation of the real world context for their studies. It was delivered by the University’s ZONE Enterprise Hub Manager, on the invitation of the course tutor.
Activity:
The session followed the format which can be found in the ‘Workshop - How to Speak in Public’ How to Guide.
The students began the session with an introduction to the themes which would be covered, namely; how to structure a presentation, how to use tools effectively; how to present clearly; how to control and manage nerves, and how to deal with questions.
A brief discussion initiated the session, whereby students offered their thoughts on why public speaking skills were relevant in their sector, and how they might employ them in the future. From here, each of the themes above was covered in turn (with discussion following the pattern as outlined in the How to Guide).
At each stage, examples were chosen which were appropriate to the audience in hand. For example, in discussing structure and tools, a presentation on solar power was considered, and in discussing use of the appropriate language, thought was given to how an engineer would discuss the same technical point, with various expert and non-expert clients.
At the end of the one hour session, the key themes covered were re-capped, and students were offered the opportunity to ask questions, and directed to further support, links and reading if they wished to explore the issues further.
Impact:
Though the session was limited to one hour only, it still made a valuable impact upon the students. Through initial discussions, students had a clear understanding of the purpose of the session, and its direct relevance and appropriateness to them.
As new undergraduates, many had limited experience of presentation and interview environments, and so the session was timely, giving a broad overview to key points, with clear direction on how to consolidate what was learned. However, the lasting impact of the session will be sustained if the students are offered continued opportunities to explore, hone and develop these skills in a variety of simulated and real-world environments.
Learner outcome:
Immediately after the session, students reported feeling more relaxed about public speaking, more confident, and better equipped going forward. Feedback comments included;
“Very useful”
“Very good. Gained knowledge to help for future presentations.”
“Really good presentation. Well structured, paced, and encouraged audience participation.”
“Good presentation on presentation.”
“Great presentation; well prepared, greatly delivered, well explained.”
“Very informative. Thank you!”
Resources:
References:
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
Presentation Space, 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
6Interpersonal Skills
7Communication and Strategy
Objective:
Introduction:
In the first year of the Forensic Science undergraduate degree programme at Glyndwr University, students undertake a module in ‘Crime Scene Investigation.’ This module is a core module for all Forensic Science Students, and an elective module popular with students from various degree programmes including media, psychology and the humanities. Students studying this module have a broad range of career ambitions, including work within forensic science and associated services, the police force, criminology and criminal psychology, as well as many others looking to develop broader skills for future graduate level employment and self-employment.
A key part of the module is the learning of the rigorous practices and procedures that must be followed, for example, when handling evidence, or attending a scene of crime, something which can traditionally be one of the drier areas of the course. In working life, a forensic scientist is exposed to unpredictable and high pressure environments, is required to work with diverse teams, where clearly designated roles and effective decision making are essential, and will potentially be required to communicate complex and sensitive information in a number of settings to a diverse range of individuals. As such, we look to embed each of these skills into module delivery throughout the programme. Each of course, is also an enterprising behaviour, which will well equip students irrespective of their future career path.
To enliven this area of the module delivery, we partnered Science Discovery Centre Techniquest Glyndwr (who offer practical workshops on forensic science themes to high school students), and invited our students to train Techniquest Glyndwr’s presenters on various areas of procedural practice.
Activity:
The activity was delivered over a three hour period, with a group of approximately 20 students. Prior to the session, students had been made aware that the subject of the session would be procedural practice (something which had been covered in a traditional lecture format in previous weeks), and recommended key texts to read in preparation, but were given no further information regards the session’s content.
Upon arrival, students were told that in precisely 2 hours’ time, a group of professional educators from Techniquest Glyndwr would be attending, to receive training from the students themselves, on various aspects of procedure (handling evidence, attending a crime scene etc.).
Students were then instructed to organise themselves into small groups (of three to five individuals), select an aspect of procedure from those made available, and to prepare a 10 minute presentation on their chosen aspect. The students were encouraged to use the University library, phones, computers and other resources as they saw fit and report back to the classroom 15 minutes in advance of their presentations. A selection of props, and other presentation materials were provided for groups to use at their discretion.
Once two hours had passed, the students then each presented to their invited audience in turn, with groups observing one another, and fielding conducting a short Q and A at the end of their presentations. The presentation period was an hour in length.
Though the work was not summative, a formative assessment was made for each group.
Impact:
The activity, though simple to organise and deliver, served its purpose in both bringing to life an important, yet dry, area of the curriculum, and in developing the essential enterprise skills needed of the graduates. Though group presentations are often valuable in their own right, key elements that added to the impact of the exercise in this care were the fact that groups were presenting to an external audience, not only their peers, and that groups were given only 2 hours’ notice of the task, and so had to meet the challenge under a particular pressure.
Through its novelty it proved to serve as a strong aide memoir, and was able to support students in the completion of their summative assessed work on the themes covered too.
The activity also served to develop the relationship between the degree programme and the science discovery centre, leading to further opportunities for students to gain professional work experience thereafter.
Learner outcome:
When presented with the challenge, the initial response of the majority of students was one of trepidation, due to the unfamiliar situation into which they were being placed. However, the high pressure environment, novel circumstances, strict time constraints, and real-world context (with presentations being delivered to externals), served to focus the minds of the learners, with students remaining on task, focused, and coordinating responsibilities amongst their groups well.
Students came through their presentations successfully without exception, developing their communication skills and confidence in the process, and the activity ensured that the procedural knowledge was better remembered going forward.
After the activity had taken place, all students reflected that they had found the experience to be an enjoyable and worthwhile one.
Resources:
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
Presentation Space, 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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Objective:
Introduction
This activity has been used with 3rd year Design and Visual Arts student, 2nd year Photography students and MA Contemporary Art students at Coventry University to project forward and encourage students to imagine their potential future. This encourages students to consider how to ‘make their job’ not ‘take a job’ by working forward potential scenarios post-graduation.
Activity
This 2 hr session is based around a hypothetical case study told as an engaging story and featuring several of the students in your class. It is told by the session leader and is followed by group discussion and analysis of their colleagues’ journey which leads them to recognise and identify with the enterprising actions and activities.
For 3rd year Design and Visual Arts student, 2nd year Photography students and MA Contemporary Art students at Coventry University, the following case study was created.
I start by selecting a likely student and ask their name – and if they reply “John” then your script to the class would be:
In 5 years’ time John will be running a successful technical consultancy for the art world providing a range of services, including haulage, framing, hanging and conservation.
How did he get there? Well, 1 year ago, as a 2nd year student he attended the 3rd year Arts degree show. Here he began chatting with a few people including the curator of the Hebert Art Gallery, Jeanette Smith. They got on well: they talked about the art, the exhibition, the Herbert programme and discovered a mutual interest in (ask John about his interests i.e. baking). They got on so well that a week later John decided to pop into the gallery to ask Jeanette if there was any chance he might get an exhibition at the gallery. After Jeanette stopped laughing she did say, 'but seriously, we do have an immediate opportunity for work experience'. The gallery was busy installing an exhibition by Douglas Rainford and were a bit behind schedule, could John help? Now John had planned to spend the next week finishing off assignments, which he was behind on, and there had been a baking festival in Northampton that he wanted to go to.
John took the leap and spent the next two weeks installing the exhibition at the gallery. At the same time he was getting to know Douglas, they discussed art, rail travel (Douglas was coming up from London most days) and discovered a mutual interest in (ask John about his other interests, i.e. cycling).
John said goodbye to Douglas at the private view a week later but kept in touch via twitter. John spent the rest of the summer, baking and cycling and then returning to university for his final year. He pursued his dream of getting an exhibition and continued approaching galleries, bars and cafés, but without much luck.
8 months later, round about the time of his degree show, John is invited to Douglas ' private view at the exclusive Charlie Smith Gallery in London, an independent gallery featuring some of the brightest young things. John is a bit torn, he is busy in Coventry, and the London train fare will be a few quid. But it seems like a good opportunity so he accepts the invite. The private view is full of London art glitterati and he chats to and swaps cards with several artists and gallerists. Douglas introduces him to Charlie Smith, the owner of the gallery they are standing in. They chat about the art and about Douglas and discover their mutual interest in (ask John) Silent Cinema. It transpires that Charlie is touring an exhibition through Europe over the summer and he is looking for technical help with the show, would John be interested? Well John had planned to go travelling that summer with some mates, but decided this would be more interesting.
So John started working freelance for the Charlie Smith gallery as a gallery technician and for the next two years was meeting other artists, other gallerists, he was speaking to specialist haulage companies and shipping agents. At the same time he was making ends meet working in a bar and finding other bits of casual work. But he was getting more and more offers from other galleries to help out, to tour exhibitions, moving from assistant roles to coordination roles. He was moving onwards and upwards. 3 years later there was a public tender to manage a European touring exhibition of medieval Masters for the National Gallery. This was John's big opportunity to move on to some very exciting work. But oh dear, the tender says the applicant must have arts conversation expertise. Them john remembers, (pick on a class mate) Charlotte went onto an MA in Arts Conservation at The University of Norwich. John picked up the phone:
'Hi Charlotte, how are you?'
10 minutes later Charlotte is on board.
John put in the proposal....he didn't get it. Main reason, he didn't have experience in bid writing.
But two months later a similar tender from the V&A was announced to tour an exhibition. This time John approached Jeanette, remember, the curator at the Herbert, she had lots of experience in assessing bids and she joined them in putting together a proposal. This time they we're successful.
The session finishes with 10-15mins reflection where students have to pledge to do something entrepreneurial that week. It could be something they had been thinking about for a while but had made excuses not to do it. Others may need a little help and guidance from peers about what they might do, so reflection and pledge setting should be discussed in groups.
Impact:
The impact was significant, particularly with students who would not consider themselves to be entrepreneurial. The immediacy of creating a case around a team member makes a deep connection with the student group that connects them powerfully with the potential of this story.
Learner Outcome :
The follow up session or debrief seeks when more detailed reflections can emerge and when students can get a measure of where they might be regarding their own development in terms of entrepreneurship and the enterprising mind-set.
Resources:
Post-its or similar sticky pads
Pens
Flip chart
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
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
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.
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.
This report maps the scale of dance provision in the higher education sector with particular reference to how this provision develops employability and entrepreneurial skills in the student dancer. It seeks to quantify and clarify what is currently being offered and, through this, to identify good practice. See more at: https://www.heacademy.ac.uk/resource/mapping-dance
Video: They say creative people are creative in everything. Is it really so? Does creativity choose individuals or do individuals find creativity in themselves? The answers to these questions are given by the project "Creativity for Creative" of Poltava University of Economics and Trade and the University of Portsmouth (UK). The project is supported by Ukrainian Cultural Fund and the British Council as a part of Culture For Change programme.
Making Theatre Work: Entrepreneurship and Professional Practice in Higher Education.
This report, which is the outcome of a PALATINE Development Award, examines the development of employability and entrepreneurial skills, knowledges, attitudes and behaviours, and the support of new business start-up within the theatre and performance field. It identifies the different kinds of curriculum and programme design employed to address this area of practice and pedagogy, as well as identifying examples of good practice and innovation. https://www.heacademy.ac.uk/resource/making-theatre-work-entrepreneurship-and-professional-practice-higher-education
Enterprise and entrepreneurship has grown as a focus for national policy across the UK. Policymakers have urged education at all levels to address the entrepreneurial capacity of learners through enhancing learning environments, the curriculum and through building stronger links with industry. There is a pressing need to address entrepreneurship in the creative industries. See more at: https://www.heacademy.ac.uk/resources/detail/resources/detail/subjects/adm/Creating-Entrepreneurship
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
