Gwellwch eich cwricwlwm drwy roi sylw i'r Canllawiau QAA ar sgiliau ar gyfer eich pwnc, ac ymgorffori'r Canllawiau QAA ar Menter ac Entrepreneuriaeth.
Gall yr offer ETC canlynol eich helpu i gyflwyno'r sgiliau hyn yn y cwricwlwm.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), 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
4Implementation of ideas through leadership and management
6Interpersonal Skills
Students should be able to:
The focus within this task is open idea generation, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored; all focused within time constraints and a clear objective to 'trade up' or enhance their resources.
The focus on this task is to encourage learners to learn outside the "classroom", independently or as part of a group to influence, create and establish effective networks through negotiation and building trust. It requires a range of skills including research, idea generation and networking or sales techniques.
Description:
The activity is run over 2 or more weeks and is learner directed experience.
Each learner/ group is given a low value object (such as "Red Paperclip") and asked over an agreed period of time to "trade the item up" to something of a higher value. Over time learners are tasked with seeing who can come up with item of highest value through the individual trades, in order to achieve this. Each trade MUST BE recorded by signature and photographic evidence the trade has taken place.
Learners are asked on completion of the task to create presentation e.g. Petcha Kutcha 20 x 20, video story, blog to share their experience with peers at a showcase event where the individual trading experience is shared and lessons learnt identified through clear/directed reflection.
All items traded up to are donated to chosen charity identified by learners, to avoid any issues of 'personal gain'.
As well as working within teams, enterprise and entrepreneurship involves the ability to build effective relationships with others. Well-developed interpersonal skills form the core of relationships both within and beyond the team. Reflection on this task should acknowledge the group reaching the (perceived) highest value object, but also explore the transactional experience and the motivations to engage. This also provides the opportunity to reflect upon social and interpersonal skills, such as
Per person:
Key Authors
http://oneredpaperclip.blogspot.co.uk/
Books
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
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
4Implementation of ideas through leadership and management
5Reflection and Action
7Communication and Strategy
This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication. The activity can be used at any time during the session, however it is highly effective as and ice breaker. It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.
You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount. You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed. This can be actioned by anyone and will not result in any penalties.
To run the task, gather the group outside the room and:
It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.
Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).
This task requires listening and communication skills and also helps builds trust and connections across the pairings. However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future. It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges. These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.
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
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
3Decision making supported by critical analysis and judgement
7Communication and Strategy
This activity is effectively a way of creating new student teams for a particular task, but by focusing upon skills, experience and expertise to undertake specific roles within a group. This task is designed to encourage the students to understand the skills and roles needed within effective teams to undertake a particular task. This technique can be used for any group work where the students will be undertaking a sustained activity which benefits from particular team roles or competences.
Students are asked to consider their own strengths and consider how best to articulate them (CV or advert) and then consider a task and how best they might support the activity (matching skills to the task/jobs). Teams need to be created from the student group to address the challenge they have been set.
This works particularly well with new groups as it also creates opportunities for networking and new bonds, but can also be usefully deployed to stop students working within friendship groups.
Students need to understand the activity that they will be undertaking (task; length; scope; numbers in a group; roles to undertake etc) so that they can consider their own skills/expertise within a context, however the first element of this task is to assess their own suitability for particular activities within this task.
Self Analysis
This activity can draw upon previous CV work or application process (or create LINKEDIN profiles) to create a formal assessment and showcase of their experience and expertise.
This can be a formalised process which requires the creation of professional promotional materials (CV or poster see QAA7CreatingaPoster ) or a review process which asks them to indicate 3 key things relevant to the task, or suggest the following 3 elements to be highlighted
Creating the Group – Identifying the Needs
Having then been issued the task, students need time to further consider their own weakness and identify what they need to ensure they create an effective team. This reflection can be undertaken confidentially as students consider their own limitations currently and then isolate the support/network that they need to work effectively.
Creating the Group – Matching Up
Matching up the students to create their new team can be undertaken in two different styles.
It is important that the self-analysis (CV writing; LinkedIn profiles) draws upon educational background but also prior knowledge, previous experiences, hobbies and interests so that all the students have elements to showcase. This reflective process at the start is key to an effective match and for effective consideration of the roles.
Once the teams are matched it is important to encourage them to share a reflection about the process and create their ground rules for working together.
This document can be revisited at the end of the process and the whole matching/team working experience be explored through reflection. It is important that the groups debrief about their learning on team work, skill development and their emotions. It can be important to acknowledge that they experienced concern, fear, nerves, or excitement in meeting new people/addressing a complex task or working with new team members. Recognition of emotions is key in building confidence which allows the learners to repeat skills in new environments.
Primarily the preparation includes the task itself but also considering the skills needed to undertake the roles inherent within task. It is important that you indicate soft skills, prior knowledge, suitable background etc that will allow all students to indicate their suitability. You may wish to write short job descriptions, or indicate the roles and the skills that are required across the task, so that the students can match their team to the “whole task”, rather than find a perfect match to a job. If you need help identifying these soft skills, then the QAA documentation for your programme can be a guide as can colleagues within Careers.
Your Careers Service can provide support (and may provide content or materials) to help the students articulate their skills as a CV.
You may wish to create a showcase element to this task where students ‘advertise’ their skills or abilities in order to get recruited which may benefit from a range of materials/scissors/pens/posters being available for them to work with.
AGCAS materials
https://intranet.birmingham.ac.uk/as/employability/careers/documents/public/agcas-cvs-letters.pdf
Careers support examples (CV)
https://www.ucl.ac.uk/careers/specialistsupport/researchers/agcas_cvexamples
LINKEDIN provide support for students:
https://university.linkedin.com/linkedin-for-students
https://university.linkedin.com/content/dam/university/global/en_US/site/pdf/TipSheet_BuildingaGreatProfile.pdf
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), Outside
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
This case study presents an interactive method of introducing the skill and important of networking to a social enterprise. Students are introduce to the art of networking and given an opportunity to practice in a safe and fund environment. Through setting a brief, students gain an understanding to the importance of networking, and in social enterprise in particular, being able to bring together a range of roles and skills can be key to success.
Adapted from an activity introduced at the International Enterprise Educators Programme (UK), this is a networking game that gets students to role play and have conversation in character with each other. A challenge is then set for students to get into groups and consider the skills set in their group. This activity takes approx. 1hr, with approx. 15-40 students workings in groups.
Approach to Group Work: The author uses this exercise at the start of a session, whilst it can be attached to almost any subject where you have a group task to undertake, this is used to allow students to self-select their groups based on the challenge brief set that they then subsequently work on in phase two.
Whilst the students are familiar to working in groups on class challenges , the first part of the task (The networking part) aims to get the students out of their comfort zone get them, away from working with their friends and the method of selection will mean speaking to nearly everyone in the group.
Phase one
As students enter the room they are handed a business card. The students are then told that they must assume the role of the person on the card as they take part in the game
Students are given one sheet of paper to take notes and given the instruction to circulate around the room speaking to as many people as possible and finding out what they do and how they might work together in a business sense. – This is time bound activity so can be as long as the teacher requires. I usually give 10-15 minutes depending upon the size of the group.
Student then have 3 minutes to look through their list to review who they have met and who may be of use to them in their business.
Phase two
The students are then set a challenge (which can be made specific to the subject you are teaching).
Example brief: You intend to set up a social enterprise that produces and sells a range of merchandise for fundraising events. To do his you decide to look through your immediate network to see who you could ask to join and support the development of the enterprise. You now have 5 minutes to get together a team of 5 people who you would want/need for the success of your enterprise.
Give the students the 5 minutes to get into groups, there sometimes is a lot of shifting around as students are asked to join one team and then another person comes along that seems more appealing. Student tend to respond to this in different ways, some jump at the chance to get a range of job roles in their group, some stay within their friendship circle with no thought for roles in the group and some just see who’s left .
Phase three
In their groups of 5, students are each asked to say what they can contribute to the social enterprise in terms of skills, contact and time. The time here can be flexible, I usually allow up to 15 minutes.
Next the students have to draw up a list of any missing roles/skills and using their collective networking contacts establish if there is anyone else in the room who would make their enterprise complete.
Depending upon the number of group and time I then ask each group to do a three minute feedback on who is in the group, what they bring to the social enterprise and what is missing. Student can then consider the consequence of those missing people to their business.
Student’s initial reactions to this task can be mixed. At the start there is a feeling of what is the point of doing this, but by the end they can see the connection with making good contact and more importantly having a clear understanding of what different roles and people have to offer.
One students commented ‘whilst at the start I did not see the point to pretending I owned a merchandise company, however once the brief was given and we formed groups I could see how such a company was important in sourcing supplier of the products. At this time, one group really got in to the role play and not only brought to the table the skills and knowledge the students thought they would have but also improved to add in fictitious family members who could also be brought into support, which opened up a discussion with the students on how our family and friend can be a rich source of support for an enterprise.
For the game you will need:
Allerton, J.(2007) The ‘Strength of Weak Ties’: Social Networking by Business Owners in the Highlands and Islands of Scotland. Sociologia Ruralis.Vol.47,(3) pp228-245 .
Johannisson,B.,Ramírez-Pasillas, M & Karlsson, G. (2010). The institutional embeddedness of local inter-firm networks: a leverage for business creation. Entrepreneurship & Regional Development: An International Journal. Vol. 14, (4).
Track Dinning, School of Sport Studies, Leisure and Nutrition Liverpool John Moores University
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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
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
'To infuse employability-related activities across the curriculum, aiming to engage students, and to raise both their aspirations and awareness of suitable opportunities.'
Sport and Exercise Science students are natural multi-disciplinarians, studying psychology, physiology, and the biomechanics of movement. Students sometimes struggle, however, to identify how the wide-ranging skills and knowledge they accrue can best be conveyed to graduate employers. As a department at Aberystwyth University, the approach taken has been to infuse employability-related activities across the curriculum, aiming to engage students, and to raise both their aspirations and awareness of suitable opportunities.
The primary mechanism through which student employability is enhanced is through core taught modules. In order to maintain relevance to the academic degree content, skill-based modules contain activities applying academic knowledge to 'real-life' tasks.
In students' first year, these include 'Skills for the Sport and Exercise scientists I' and 'Group dynamics' – both of which require students to develop team-working and presentation skills. This foundation is then developed to include an enterprise-focused component in the second year.
In 'Skills for the Sport and Exercise scientist II', students seek funding for a novel social enterprise, business idea or community project, underpinned by an evidence base of research. In groups students pitch to a Dragon's Den-style panel composed of university staff, invited external funders, and representatives of local government and businesses. This is preceded by a programme of workshops and invited speakers (e.g. successful alumni) to inspire students and help refine their ideas.
By the final year, the focus shifts from skills and knowledge application towards awareness of post-graduation opportunities. In 'Applied and integrated studies' students research career opportunities and find an advertised job or placement at graduate level appropriate to their career ambitions. Studentsmay actually apply for the role or complete a mock application. In any case, for assessment, they write a professional CV and covering letter and deliver a poster presentation where they demonstrate what they know about the job, how they match the skills and criteria listed and their general suitability and enthusiasm for the role. The department worked closely with the careers service in the design of these activities, and a number of students have obtained their selected jobs.
Given current market patterns, the department emphasises the need for students to develop enterprising mind-sets so they are well positioned to provide innovation, whether in the form of business start-ups or within organisations. This is assisted by recognition for enterprising behaviours, for example by providing bursaries for final-year dissertations with applications to industry or business.
The approach was facilitated by the department's participation in the 'Academic champions of enterprise' scheme, with designated staff members responsible for promoting enterprise throughout the curriculum. One well-received element has been visits by 'dynamo role models', local early-career entrepreneurs who have shared their experiences with the students and run workshops 'incubating' original ideas. It is hoped that the department's multi-faceted approach develops students' awareness of employment opportunities and also their ability to maximise these. More information and module resources are available on request by contacting Emily J. Oliver and Les Tumilty (see authors). Learner outcome: 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.
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
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
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
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
Through working on this learning opportunity the students developed;
The Venture Matrix model has been used across multiple disciplines and across all levels (from first year right up to postgraduate level) to develop enterprise and employability skills within the curriculum at Sheffield Hallam University.
All Venture Matrix activities are done within curriculum as part of a subject specific module, and students gain academic credits for their activities. This allows the students to put their latest academic theory into practice, in a live but supported setting, allowing them to develop those all-important enterprise and employability skills.
We are now finding that some of our students are making the leap from doing a Venture Matrix project to setting up their own business.
Examples of the diversity of the disciplines involve include, but are not limited to; Art, Biomedical Sciences, Business and Enterprise, Business Studies, Computing, Education, Engineering, English, Events Management, Film, Geography , History, Journalism, Law, Marketing ,Mathematics, Media, Occupational Therapy, Physiotherapy, Psychology, Public Relations.
The case example discussed here is taken from psychology.
A group of psychology students were tasked with creating a series of team building and assertiveness workshops for Sheffield high schools, as part of then Big Challenge.
The Big Challenge is a competition delivered by Sheffield City Council open to all Sheffield schools and colleges. The teams receive £25 at the start of the competition and during the period of the Big Challenge all teams seek to increase their investment by as much as possible. There are several prizes to bewon. It was recognised that not all pupil teams participating were going through to the competition stage due to a lack of confidence, where they had to do a Dragon's Den type pitch.
The students met with Sheffield City Council and school staff to ensure that the workshops that they were creating would be suitable for the pupils that they were delivering them to. The students decided to focus the Big Challenge workshops on managing team relations. Many of the Big Challenge teams would be made up of friends, and this would help them manage their team relationships and any problems and disputes that they may encounter. They also discussed the theory for the workshops with their academic tutor - ensuring that the workshops were accurate and that the attendees would benefit from them in a positive way and develop in confidence.
The psychology students delivered a series of interactive workshops to Big Challenge pupils. The workshops consisted of a range of tasks and activities to promote trust and develop teamwork and build confidence. This directly linked to their module learning outcomes. Through working on this learning opportunity the students have developed their communication skills, presentation skills, creativity and time management skills.
“Taking part in the Venture Matrix certainly gives our students a head start when it comes to setting up their own business. The experience they gain is invaluable and means that they are much more likely to be successful and to survive in the commercial world.”
Sheila Quairney, Business and Enterprise Manager, Sheffield Hallam University’s Enterprise Centre.
"After completing my Venture Matrix project I graduated with a BSc in Psychology and went onto study an MSc in Occupational Psychology. In 2013, I returned to the Venture Matrix as a Graduate Researcher. My main project was to conduct employability research and I supervised the psychology students with their projects, and I also delivered some staff training. This journey has vastly developed my academic and employability skills, and has inspired me to set up my own business delivering business psychology services, specialising in training and development."
Simon Kilpatrick, Business Psychologist, Intrinsic Links
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.
N/A
Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk
Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.
Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni
Os oes gennych chi neu eich myfyrwyr ddiddordeb mewn datblygu syniad busnes, dod yn hunangyflogedig / gweithio ar eich liwt eich hun neu greu busnes dyma rywfaint o offer i helpu a hefyd rhai cysylltiadau ar gyfer cefnogaeth dechrau busnes.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
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
5Reflection and Action
A well-structured, well-research and well-written business plan is an invaluable asset to any new enterprise. Yet many students considering starting up report difficulty in developing business plans and in particular, plans which actively work for them and their business.
Business Planning is a workshop serving as an introduction to the subject, inclusive of opportunities to reflect on skills and generate ideas, and information regarding how to build a strong and cohesive plan around those ideas, and advice regarding using that plan, to turn those ideas into successful businesses.
The activity is designed to fit within a typical one hour lecture session, but inclusive of ample opportunities for extension, through practical activity, group discussion or independent research, and could easily form the basis of a more comprehensive scheme of work on the subject. It is designed to be appropriate for students of any level or programme of study. It was originally developed through the HEFCW funded pan-Wales Enterprise Support Programme.
Lesson plans and AV presentations for use in the delivery of the workshop can be downloaded via the link to the ‘ZONE Enterprise Hub’ webpages listed in ‘References’ and ‘Resources.’
The activity follows the structure outlined in the ‘Business Planning’ PowerPoint presentation, inclusive of all links and examples.
Figure 1. PowerPoint presentation which accompanies this activity.
Pre-Activity
Students are not required to prepare anything in advance of this workshop. For workshop leaders, preparation is minimal, other than ensuring supporting AV resources are displaying correctly.
Introduction
Why Bother?
What to think about?
What to write down?
Help and support
Students are provided with links and information regarding the support, advice and assistance available to them as they develop their business plans.
Conclusion
The key themes covered in the workshop are re-capped, and students are invited to ask any outstanding questions which they may have.
Post-Activity
This workshop is intended only as an introduction to the subject of Business Planning. Following the activity, students may utilise the information provided to research and develop their plans independently, or each element of the workshop may be revisited and explored in more depth by the group.
Students will leave the workshop with greater confidence in their ability, with a better understanding of their skills, and how these skills will support the development of their endeavours. They will have a better knowledge and understanding of business plans and how to develop them, and a greater awareness of how to use business plans to effectively support them in their endeavours.
Resources:
PowerPoint Slides accompanying this activity can be downloaded here > Business Planning [PDF]
Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11 . [Accessed 05 August 2015].
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Individual Task
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
7Communication and Strategy
This exercise enables students to demonstrate their understanding of their potential customer and deepen that understanding to create a robust offer.
Give each group or individual a sheet of paper with an outline of (non-male or female) person drawn in the middle.
Ask them to depict on the figure what they might know about their (future) customer. This requires them to visually-describe their customer, including things like:
The purpose is to try and establish a real understanding of what is important to a potential customer, rather than drawing out key “facts” about them (disposable income etc).
Once all the drawings are done, everyone looks collectively at the different customer outlines and tries to add further understanding from what they can see. The owner of the drawing need not accept these, but can include anything relevant onto their picture.
Once every drawing has been explored, each team/individual needs to articulate one message that they have learnt from this exercise that they can take forward into their planning. So if offering fast-food to a student customer base, they may have identified price as critical. However the wider discussion might have identified that students may also select to eat somewhere that is offering free wifi to allow them to connect with others or make plans with each other. Or if the customer base was a family, then other elements that are important to them such as child-friendly parking, might indicate 1 premises to be more attractive than another. This “linked” thinking allows the student to draw out the wider benefits of their product or service and explore it in order to create an effective offer.
Whilst this task can be based on initial research undertaken by the student, the critical thinking comes from the assumptions that the wider group offer to develop their thinking. This shows the power of group work and allows the students to deepen their own thinking through the examples of others.
It is useful to explore this task at the end of the session to see how the groups found sharing and testing their assumptions in a group environment.
Paper, pens, flipchart (outline of a person)
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
3Decision making supported by critical analysis and judgement
7Communication and Strategy
The focus of this task is to develop a well-constructed marketing message which describes the benefits of a product/service to customers.
Instructions
Invite the entrepreneur to complete the ‘Message Matrix’ below to describe their product or service:
|
Inform What is it you are selling? |
Inspire Why should the customer buy from you? |
Engage What should the customer do next? Ensure they have all the information they need |
By sharing and discussing their Message Matrix with a business development provider or fellow entrepreneur, the ‘Marketing Message’ can be refined and developed to ensure that it is clear, understandable to a wider audience and that key information is not omitted.
This activity can be undertaken for different groups of customers as a slightly different message may be needed for each.
By working in groups, or through watching each other present their work, students are able to learn further and deepen their own work. It is useful to draw any presentation or discussion session to a close by asking what they now wished they had done, or what they are now going to do, in order to ensure there is action from learning.
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.
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
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Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk
Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.
Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni
Mae BOSS yn sefyll am y Gwasanaeth Cymorth Busnes Ar-lein, a ddarperir gan Busnes Cymru. Mae'r gwasanaeth hwn yn darparu cyrsiau dysgu ar-lein i helpu pobl sy'n meddwl am, neu mewn gwirionedd, ddechrau busnes, sydd eisoes yn rhedeg busnes neu'n chwilio i dyfu eu busnes.
Syniadau Mawr Cymru Mae’r ymgyrch Syniadau Mawr Cymru yn rhan o wasanaeth Busnes Cymru, a gynlluniwyd i gefnogi'r genhedlaeth nesaf o entrepreneuriaid ifanc yng Nghymru.
Pecyn Cymorth Menter Greadigol Nesta
Mae ein pecyn cymorth adnoddau menter yn cynnwys dulliau a roddwyd ar brawf a dulliau a brofwyd ar gyfer addysgu sgiliau menter i unigolion creadigol sy'n meddwl am sefydlu busnes. Ar gael i'w brynu - gyda mynediad at adnoddau yma http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf
