Mae hwn yn rhoi rhestr yn nhrefn yr wyddor o holl adnoddau Pecyn Cymorth ETC - y Canllawiau Sut i. (Fe welwch yr enghreifftiau achos yn eich maes pwnc).
Mae'r rhain wedi eu rhestru fel:
Chwiliwch drwy'r rhestrau i ddod o hyd i syniadau ac ysbrydoliaeth!
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
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
7Communication and Strategy
The main benefits of this approach are to enable students to pick up the skills to summarise something in a focused and precise way. The outcome is often that they are aware how important lucky opportunities can be in entrepreneurship and to prepare for such opportunities should they occur.
An Elevator Pitch (or Elevator Speech) is a brief overview of an idea for a product, service, or project. The pitch is so called because it can be delivered in the time span of an elevator ride (say, thirty seconds or 100-150 words). The term is typically used in the context of an entrepreneur pitching an idea to a venture capitalist to receive funding. Venture capitalists often judge the quality of an idea and team on the basis of the quality of its elevator pitch, and will ask entrepreneurs for the elevator pitch to quickly weed out bad ideas.
In the entrepreneurship educators programme the elevator pitch is used to force participants to think carefully about their personal strengths and to be confident about these by making an explicit pitch. Within the entrepreneurship educators programme it is used to give participants experience of an elevator pitch. The basic approach is to invite individuals to develop their pitch beforehand with a strict time limit (usually 1 to 3 minutes). Participants are asked to compete in front of a panel of judges equipped with agreed judging criteria. Participants are lined up to encourage swift movement from one participant to another and they are timed – a whistle is blown at the end of the time and they must then depart.
Elevator Pitches are commonly used in US Enterprise Education and are often used in business plan competitions. The purpose is to force students to prepare a short and focused explanation of their business should they have the opportunity to pitch it to somebody in an informal situation. It is an encouragement to think out the core of the business and find attractive ways of putting it over.
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
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
7Communication and Strategy
Debate is used to provide a forum for delivery of argument for and against an issue. It provides a platform for exploring all relevant issues It also is a vehicle for practicing delivery skills and 'thinking on one's feet'. It also has to have audience appeal as the aim is to win their vote but also involve them.
A debate can be formal or informal. It is relatively easy to construct an issue for argument with a class, get them to consider arguments for or against and then speak to it from the 'floor'. A more formal version is described below (however it is possible just to work at an informal level, having established 2 sides for the debate and defined roles 1-3 below).
Traditionally, a debate will have a 'Motion' (statement) which the 'House' (those attending) must address. For example, 'This House believes that entrepreneurs are 'born not made' or 'This House believes that entrepreneurial management can only be fully pursued in the independent business organisation'.
The debate will need: (indicative timings included for an hour session)
1. A Chairperson:
2. A Proposer
3. An Oppose
4. A Seconded for the Motion
5. A Seconded against the Motion
6. Speakers from the floor (the audience)
7. A Summariser for the Motion
8. A Summariser against the Motion
All speakers should not read from notes but should address the audience warmly and convincingly and should use humour sufficiently to entertain.
The sequence is as follows:
To engage all the participants in the debate it can be organised as follows:
Divide the class into 6 groups
The ability to think and speak on one's feet is tested and in particular the ability to have empathy with the alternative point of view. This also tests the capacity to argue and present a case in a flexible and innovative manner. Critically, it is a vehicle for exploring key issues in entrepreneurship development which creates group cohesion, bonding and fun.
Outcomes
Major outcomes to be targeted are the airing of key issues in entrepreneurship development via an innovative format. Participants can also apply their more formal learning in a flexible and demanding context and building a team spirit is also a key component, within a cohort.
A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Professor Alison Price - Download (PDF)
N/A
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
6Interpersonal Skills
7Communication and Strategy
Entrepreneurs need to be able to act out different roles in different situations. A good entrepreneur is a good actor. In building relationships with different stakeholders the entrepreneur will need to act out different roles –with a banker, venture capitalist, government official, employee, regulator, customer and so on. It is a key essence of entrepreneurship to see oneself through the eyes of major stakeholders. As well as building personal confidence there is a strong emphasis upon being creative under pressure making collective decisions rapidly and working together as a team.
The use of drama is the creation and performance by an individual or group of an incident, scenario or sequence of events designed to portray the emotional and relationship as well as cognitive aspects of the scene. Its use can serve a number of purposes:
Use of drama can take a number of forms including Role Play and Hot Seating (see further How To Guides).
Participants can be asked, in small groups, to create a scene portraying a single message, often through metaphor. For example, in the entrepreneurship context they can be asked to prepare a short scene portraying one of a number of entrepreneurial behaviours or attributes e.g. entrepreneurial risk taking; opportunity identification; initiative taking; strong sense of autonomy; networking; learning by doing, and so on. The 'audience' of other participants is then invited to guess the message, to score the creativity of the metaphor and the degree of entertainment delivered.
The drama can also be constructed around a piece of research - for example, in the context of dramatising a series of interviews as a method of enhancinginsight into the results of formal data collection. In this case the key issues arising from the research are discussed in a group and the messages to be delivered are set out. A metaphor is then created and dramatised under guidance and later performed. The audience is then asked to record the key messages of the drama and to score the presentation for creativity and entertainment.
Participants gain understanding of the emotional aspects of knowledge and how difficult it is to be truly objective. They understand the importance of gaining empathy and insight into the passions, emotions and contexts of situations. They learn about the process of consolidation of ideas and of the importance of presenting these creatively but in a form that will be easily understood.
N/A
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
7Communication and Strategy
The objective is to sensitise participants to the need for different forms of communication with different audiences or interest groups, and to develop capacity to use this skill. In particular, emphasis is placed upon the 'ways of communicating' of entrepreneurs, informally, within constraints and on a need-to-know and know-how basis.
This can be approached in a number of ways, including by an exercise in writing for different kinds of audiences. To commence this exercise, participants, organised in small groups, can be given a copy of an article from a 'broadsheet' newspaper (in the UK, this would be the Times or Guardian) and then an article on the same subject from a 'tabloid' (in the UK these would be The Sun or The Mirror).
They are asked to analyse the differences. They can then be asked to write a short piece reporting an incident or covering an issue of relevance to the group in the language of the broadsheet (the Times) and then the tabloid (the Sun newspaper). The end discussion might focus upon the importance of considering the different 'word counts' and processes of communication for different audiences and discussion of the relevance of this for the participants.
An example focused upon reaching independent business owners might be that of designing a brochure to promote a programme on financial management for small firms. Participants might be asked to speculate on the different needs of different groups of firms at different stages and invited to consider ways of segmentation of the 'market. Particular attention will be paid to the educational/qualification background and the kinds of newspapers they might read. They might then brainstorm on the particular 'needs to know' (key knowledge and facts) and 'know how' needs of this group. What problems are they likely to have in the field of financial management and what opportunities for development might they face where financial skills mightbe needed? What barriers might there be to owners of the 'type' identified have to attending the programme and how does that affect the communication? Bearing the above in mind the brochure will be written and may be appraised by different groups.
Another example is organising and selling a briefing workshop to local entrepreneurs for the above programme, in particular, covering forms of verbal and written communication relating to processes of; attracting entrepreneurs to the workshop; creating the right environment for communication when they arrive; forms and content of presentations/discussions designed to excite and create interest; and methods of 'sealing the deal'.
The focus is upon the art of communication and engagement with different audiences, a key component in the process of creating affectivity and co nativity in entrepreneurial learning processes.
This activity will result in an enhanced capacity to build promotional and learning relationships with different groups of participants and also an associated ability to communicate on a Know-How and Need-to-Know basis with small firms.
The full text 'A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Professor Alison Price, can be found via the following link > http://ncee.org.uk/wp-content/uploads/2013/12/Compendium-of-Pedagogies.pdf
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
6Interpersonal Skills
7Communication and Strategy
Participants gain confidence in responding to questioning under pressure. They may importantly also learn that they need to ‘act’ differently with different stakeholders. They learn quickly to adapt to others’ point of view.
This is a group exercise. Members of the group in turn are put in the ‘Hot Seat’ to respond to intensive questioning from other group members. Traditionally, this ‘Hot Seating’ technique is used by actors to help them identify with the character they are playing. It is used in entrepreneurship education to enable participants to get inside the culture and values of stakeholders with whom they might have to deal. But it can also be used for intensive questioning of an individual’s own personal aims, objectives and plans including business plans. Other participant’s (the group) act as interrogators in this exercise; note: it can be useful to agree ground rules as what is appropriate in terms of questioning and approach within this task.
The hot seat itself is in the middle of a semi-circle of chairs. The person in the ‘Hot Seat’ can be himself/herself or represent a client or stakeholder. Dependent upon the role, questions fired rapidly may relate to personal issues; business/organisational problems or community activities (part of ground rules).
Example Hot Seat: Business/plan/idea
The individual is surrounded by those role playing different stakeholders which the plan might need to convince. The aim is to create recognition that the plan will be seen very differently by very different stakeholders. Interrogators may, for example, play the roles of bankers, venture capitalists, family, local government officials offering grants; a potential large customer who will be judging whether to include the client on a buying list or a major potential supplier who may be asked for credit.
Other participants can then be similarly hot seated. At the end of the hot seating there can be a review of what has been learned about the business plan as a relationship management instrument and how it might be best developed to meet different needs.
Example Hot Seat: different stakeholders
Using the same focus of the business plan; hot seater’s, in turn, can be asked to play the roles of different stakeholders, as above, and are quizzed about what they are looking for and why?
Example Hot Seating: on a problem
The technique can be used to role-play individuals from a case study with the aim of creating lively personalised discussion of major points for learningfrom the case. It can also be used to focus discussion on how to deal with a particular problem set out in a simple brief.
This is an exercise in thinking and responding under pressure. It also is designed to stimulate understanding of relationship management and the value ofthinking empathetically. It can be used to throw light on the ‘organisational cultures’ of different stakeholders that make them see the same things in different ways.
A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Professor Alison Price - Download (PDF)
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
2Opportunity recognition‚ creation and evaluation
6Interpersonal Skills
Ideas are stimulated by exposure to experience. The animation arising from this approach creates stimulation to the affective and co native aspects of learning. Contacts are made and barriers to external relationship development are broken down.
A Panel is a means of fronting a debate or forming the basis for a process of questioning or collecting opinion/experience on certain issues, problems or opportunities. The Panel may be composed of 'externals' or may be used as an internal 'review' group for a particular issue. It is often also used as an alternative to inviting presentations from external speakers.
Panels are often misused in that they become a vehicle for a series of speeches by panel members in response to a number of questions asked by the chair or harvested from the audience; however panels can be used in different ways.
The 'Expert Panel' is used to provide comment on a particular issue about which the panel have relevant experience. Here, the optimum format is where the panel very briefly addresses questions from the audience collected either beforehand or spontaneously. Engagement of the audience in the debate is important. The chairperson's role in stimulating audience participation, provoking cross-panel debate, keeping comments short, summarising and ensuring that the debate is to the point is critical. The panel should be carefully chosen to bring different perspectives to the theme. For example in debating issues concerning the 'entrepreneurial university', a panel might have a Vice Chancellor, an articulate student perhaps representing a student body, an entrepreneur with some experience of interacting with a university, a representative of a regional development authority or local government and someone from the Department of Education.
An Expert Panel can also be used with small groups to evaluate or comment upon the ideas, proposals and plans of participants.
Participant Panels can be formed to role-play stakeholders or simply to comment upon the work of other participants, individual or groups; for example, to advice on marketing plans.
A Representative Panel, for example, a small group of entrepreneurs from a particular sector, or a group sharing a common environment or experience (for example all having taken up external equity) can be used to explore the experience via a process of questioning by participants (often after briefing from programme input).
The emphasis is upon exposure to tacit learning, enabling assessment of 'how things are seen and done' in the world of practice. If chaired properly it can also provide a strong measure of learning by interaction. It can also provide a vehicle for testing out concepts in practice.
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
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
The outcomes achieved will somewhat depend on the use of the technique – it can be used to help students develop their informal conversation skills and help them learn how to network. In such networking situations, it can help people mix more than they would normally and is effective at encouraging informal conversations, which can lead to business opportunities.
The networking technique of Revolving Tables involves asking people during a dinner (or indeed any teaching course where the tables are in cabaret style)to change tables between courses or between sessions in a teaching and learning programme. It is designed to maximise the number of people that a person may meet at a networking or learning event.
A formal networking technique of revolving tables can be used between courses to enable participants to meet other participants and to enable them to informally talk and interview the invited guests and contributors. Participants are given a focused question or challenge – such as, to find out how start-up is supported and promoted by the invited guests' institutions and organisations and to explore any challenges that they encounter. The technique is principally an informal one that is designed to develop informal discourse between participants.
Revolving Tables might be used in a range of contexts – it is very effective in situations where networking needs to be facilitated, such as breakfast clubs or other events. It can be used in entrepreneurial learning within the University as an ice-breaker or as a method to encourage inter-group engagement inan experiential project where groups need to work together.
The full text 'A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Professor Alison Price, can be found via the following link > http://ncee.org.uk/wp-content/uploads/2013/12/Compendium-of-Pedagogies.pdf
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
6Interpersonal Skills
Participants will have a strong frame of reference for use in analysis of entrepreneurial behaviour. They will also have greater confidence and ability in articulating the views of others.
The central aim is to put participants in the role of predetermined persons with whom they seek to gain empathy. The role player is challenged to match all the known characteristics and knowledge base of the chosen person. The player is confronted by one or more persons either playing other roles or by other participants questioning the chosen role-played character.
It can be constructed in a wide variety of ways. Within a business context, for example;
Example of Role Play – Job Interview
During this exercise participants are given the opportunity to put into practice what they have up learned about the behaviour of an entrepreneurial person. The aim is to enhance the capacity of participants to internalise and apply concepts of the entrepreneurial person.
For the purpose of this exercise participants are organised in groups of three. One member of the group acts as the interviewer, one as the interviewee and one as an observer. Separate instructions are given to each person.
Two rounds are played – with separate instructions for each. Different individuals play different roles during the two rounds.
Round 1
Instruction for Observer
Instruction for Interviewer
Instructions for Interviewee
Round 2
The group exchange roles with slightly different instructions
Instructions for Observer
Instruction for Interviewer
Instructions for Interviewee
In this exercise the role play allows practice at using a framework for assessment of entrepreneurial potential in a conventional job context. The juxtaposition of two different types of interviewee provides the basis for strengthening the analysis post-exercise.
This is learning by doing involving the practice in use of concepts learned. Creativity and flair in acting out roles is encouraged. The whole exercise is dependent upon the use of empathy. The role played demands imagination as to the characters portrayed.
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
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
6Interpersonal Skills
The exercise is designed to facilitate networking and enable people to get a basic knowledge of each other in a short period of time. It is usually a fun exercise so it works well in ice-breaking and it ensures that participants talk to a large number of other people.
Speed-Networking is an informal exercise designed to create interaction between participants, warm them up (as the name implies) and learn about each other.
Speed-Networking can be used to encourage networking at an event or it can be used in teaching and learning as an ice-breaker. It is most often used during the early stages of a programme to replace the process of participants introducing each other more formally.
In speed networking, participants are lined up in two lines facing each other; they are invited to spend 30 seconds to 1 minute each introducing themselves to each other. Usually a whistle or some other loud device is used to indicate that the time is up (as this exercise is quite noisy!).
When the time is complete one line moves along so that they are facing a new person and the introductions start again. Typically the speed-networking exercise may be conducted for 20-30 minutes.
A longer period of time is not recommended as it can be tiring for participants. The exercise can be constructed to fit any programme or event. For example in student entrepreneurship programmes it can be used to get students to introduce each other before group work or before choosing groups for an experiential exercise (e.g. business planning). The exercise is commonly undertaken under time pressure. The exchange of experience allowed between any two participants is deliberately limited to encourage a focused summary of the person introducing themselves.
Participants get to know each other more, they break down barriers and it enables the beginning of trust to emerge between participants. Usually they meet somebody who they may not have otherwise met and sometimes these individuals assist their learning on the programme more as a consequence of social barriers being removed.
References:
N/A
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 template allows learners to organise and prioritise the actions required to achieve a given goal; to identify all requirements to achieve each action; all constraints to achieving each action; to organise the help and support which relates to each action, and to set deadlines and monitor progress.
This is applicable to learners starting up their own businesses, and equally can support learners with all other projects and endeavours.
Learners can complete and use the following basic template;
| Goals | Actions to Achieve these Goals | Requirements | Constraints | Who or What Can Help Me | Target Date for Action |
| EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE |
| Branding | Logo | Time | None | Focus Groups | 1st March |
| Website | Money | ||||
| Business Cards | |||||
| Staff | Employment Process | Clear Information | No idea where to start | Matthew Draycott | 1st June |
| Understand Law | Local Authority Support | ||||
| Payment Scheme |
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
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
For learners
To develop understanding of the situation of others, drawing upon skills of empathy and emotional intelligence
To illustrate the impact of individual circumstances on daily activities (future customer groups; clients; service users)
This short task is very powerful in encouraging students to consider the position of others and develop their empathy and understanding. Using pre-prepared (attached) profiles within a familiar scenario (access to education/class) this appreciation of diversity can be a powerful part of any group work, which considers the needs of others (including customers, clients).
Activity
This activity requires a wide space, where all the students are invited to stand in a line (shoulder to shoulder) facing an open space that they will be asked to step into/across, depending on their responses.
Once the students are lined up facing the open space, provide each student with an individual scenario (attached below) and ask them to consider the profile of the person/student they have been given. Invite them to take a moment to consider the daily life of the individual they have been given, and what that might mean for them.
Explain to the full group that you are going to read out a set of statements, and for every statement that they can agree with (as their new identity/scenario) then they need to take a step forward. If they don't feel that that they can undertake or agree with the statement within their new scenario, then they 'skip' a turn and stay where they are.
The statements are provided below:
At the end of this task, the group will typically take the form of a very "wobbly" line as some profiles/identities will allow the learner to step forward for every question, whilst some will have not moved at all, or very little.
Invite the group to comment – or ask questions of those in particular positions (the furthest away from the start line; those on the start-line etc) as a tutor-led group discussion, or encourage them to turn to each other (if nearby) and explore their responses, then move to a wider class discussion to explore the issues of diversity.
This task can be amended to reflect particular customer groups or demographics to allow the groups to understand the impact of their personal situation on their decision making, purchasing habits or daily lives.
Review with the group what they have learnt from this task and how it has made them feel.
By exploring the impact of this task, issues of diversity can be communicated and explored, either in 1-2-1s or as a whole cohort. Interpersonal skills may be drawn upon to challenge and explore the scenarios with each other and to share their own experiences (as appropriate). The group should be invited to reflect upon this exercise and what they have learnt from it, as well as any emotions, frustrations, perceptions or stereotypes that they wish to share.
Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge. Paperback www.alanmortiboys.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), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, 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
1Creativity and Innovation
7Communication and Strategy
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
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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
This surprisingly easy and fun classroom activity simulates an innovation marketplace. Students generate a topic-specific innovation and participate in amarketplace of ideas. The results demonstrate how and why the best innovations are not guaranteed market entry or success, emphasizing the human and social nature of entrepreneurial action. This fast paced marketplace activity works with large numbers of students, in open work spaces and can takes 10-20 minutes.
Activity
Starting the activity:
The instructor should ask students to generate an innovation within a short time frame (2-5 minutes maximum). It is recommended that all students generate an innovation related to a familiar topic to facilitate comparison. A useful question, which may also provide valuable feedback to the instructor or the institution generally, is: "How could your student experience [in this class / at this university] be improved?" Additional guidance is suggested:
Running the marketplace: The instructor should ask all students to stand up. The instructor should read the rules and, if possible, display them on a screen. Students should be told that the activity runs for a limited time. Recommended marketplace times are: 10-25 students should take 5 minutes; 25-100 students takes 10 minutes; 100+ students will take 10-15 minutes.
Market Place Rules:
The instructor should explicitly initiate the activity, for example by saying "Go!" As the activity starts, the instructor may choose to prompt recalcitrant students to participate. In rare cases, students might attempt to share all their ideas by broadcasting them one at a time. It's best not to intervene, as these usually degrade to individual or small group conversations, but if it appears that true organization is emerging (e.g. sequential pitches and voting) the instructor might choose to break up organised activity by reminding them of the time limit or splitting the group in half.
Stopping the marketplace: The instructor should use good judgement to determine when to end the marketplace. Some small groups converge to a limited set of ideas quickly; large groups are unlikely to converge to only a few ideas within a reasonable time. The instructor should gain the attention of the students and ask them to stand where they are. Remind them that if student A has joined student B's team, then student A should give her notecard to student B. So some students should be holding numerous cards, some students should have their own card, and some students should not have a card.
The instructor should ask students without a card to sit down wherever is convenient.
It generally improves student engagement to list some or all of the "winning" ideas. The instructor may choose to whittle down the set of "winning" ideas depending on the size of the class. For example, in a class with 100 students, there may be 50 students holding cards. The instructor might ask students to sit down if they have less than 2 cards, less than 3 cards, etc. until few enough remain to read out and record. The instructor should ask the remaining "winning" ideas to read out their ideas, and may choose to record them on a board/flipchart. For larger groups, it may be interesting to note how many supporters the top ideas had accrued.
All students may then be asked to sit down as convenient.
The instructor may choose to comment on the winning ideas, especially if some are impossible, unusually inventive, or otherwise noteworthy. The instructor should then ask: "Are we guaranteed that the best idea won?" In many cases, students may note the lack of ideation time. The instructor may choose to address this or not as an unresolvable challenge, since it is not possible to know whether more time would lead to better ideas.
Below are some of the potentially useful lessons from the exercise. Sophisticated student groups may develop some or all of the lessons with limited prompting. Suggested prompts are provided. It may be useful to discuss one general concept, identify its "academic" label, and then move on to the next. The discussion should, obviously, be tailored to the type and number of students (undergrad vs. graduate, technical vs. business)
Concluding the activity: The instructor may remind students:
The instructor may choose to collect all of the notecards, especially if the initiating question presents the potential for useful feedback. Instructors are encouraged to make the full set of ideas available to students after the activity for their own edification.
This fast-paced activity builds student confidence in their decision-making and ability to handle new data within a short time period. The nature of the market place requires interpersonal skills which must be balanced against the time constraints of the challenge itself.
It can be powerful to debrief the whole group on their experience of the task, including their emotional responses to the challenge and how they handled the interpersonal elements. Important reflections can be gained by asking the students to consider:
By reflecting upon their personal experience, as well as the challenge, the skill development is deepened and potential action points for future practice can be identified (relating to personal learning as to how to handle time pressures; ambiguous tasks; decision making etc).
The activity may be conducted with no materials or setup; the use of post-its or notecards, a flipchart, chalkboard, or A/V setup are recommended. Post-its or notecards offer a record of the full set of innovations which may be of separate value.
Instructors should distribute one post-it note or notecard to each student and ensure that writing instruments are available. Similarly, instructors mayprefer a learning space that facilitates ease of student movement, though key lessons may be gained in a space that restricts movement by some or many students. (In addition background on drivers of innovation adoption may be provided at the instructors discretion and pedagogical preference).
Additional Resources
Bock’s Innovation Market Place: Resource Sheet
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
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
7Communication and Strategy
Objectives:
To understand the importance of developing active listening skills as part of effective communication
To appreciate the impact of emotions (frustration; anticipation) within communication
To understand the importance of recognising the importance of active listening, using effective listening techniques (which can affect ability to build rapport and gather information in both management situations or when mentoring, counselling etc).
Overview:
This quick icebreaker session is run as a group activity in an informal environment with all participants sitting in a relaxed state, but working to deliver a result within a time frame. Primarily this "parlour game" seeks to actively explore:
Activity:
This activity takes no more than five minutes to deliver and needs few resources and is therefore an ideal ice-breaker or pre or post lunch "recharge" activity to embed within a formal input.
To change the course dynamic, and shift thinking, take the lead as the "narrator" and explain that you are having a picnic to which they all are invited but to attend they must bring a contribution to the picnic with them. However not all of them will be able to attend (your fictitious picnic) if the item they chose to bring renders them ineligible to attend.
The premise upon which this works as a "parlour game" is that
THE ITEM MUST BEGIN WITH THE FIRST LETTER OF THEIR NAME - THEREFORE JANE CAN BRING SOME JAM BUT BRENDA CAN'T.
However, you can alter this premise to be subject related, and therefore draw out subject based learning as well communication skills (by, for example, asking chemistry students to bring liquids, and making a (silent) premise that are soluble in each other or items that would be connected within an experiment or situation or even industry situation).
Remember to invite each member individually to the picnic and respond to each person individually e.g.: "Jane what can you bring to my picnic" response Jane wants to bring some bread, reply "I am sorry Jane you cannot bring bread to my picnic" etc. as the exercise proceeds some people will be able to attend by just being lucky in what they are bringing others thought might cotton on to the rules other's will not and may get frustrated so make sure you don't go on for too long. When everyone can "come to the picnic" or attend the "industry expo" or whichever scenario you selected, you can need to lead the debriefing session.
It is vital that emotions throughout the game, and across the team, are recognised and the group then explores how when we become emotional, frustrated or angry our ability listen effectively is impaired.
Skill Development:
This can take the form of a relatively short discussion, but will need to explore the learning across the group, and by encouraging everyone to share their story/emotions/feelings.
In larger groups, you can encourage them to share their feelings throughout the experience in small teams before presenting the range of emotions to the wider group. This reduces the perceived risk of sharing emotions across a big group but retains the breadth of emotions and highlights this to the wider group.
It is important to end this group discussion with an exploration of their feelings and frustrations, and what techniques they could use in the future, or in work or study situations to work professionally.
This debrief should explore the importance of active listening as well as how our listening is effected by our feeling and emotions, which can lead to an exploration of wider communication issues such as ability to build rapport, think effectively and manage or support the person we are communicating with.
Resources:
No physical resources, but planned scenario needs to be predetermined if subject based.
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
5Reflection and Action
7Communication and Strategy
This icebreaker/ energiser can be done at any time, it is ideal to be done the beginning of the training session to get everyone communicating and thinking in a fun/ positive way. This can be done with groups of any age, any level and can be used as an entirely generic activity which builds skills, or the task can be tailored by the tutor to build confidence in topic/programme area.
This activity is fun and excellent exercise to get to know one another or to energise a team.It doesn’t take up a lot of time and requires a few simple materials (a pen and piece of paper for each participant).
Steps:
AMENDS This generic task can be focused upon subject or sector/industry activities rather than individuals. Each person could take (at random or prescribed) the name of a competitor in the market, or a product that they are exploring – or even create a new product name for a specific target market/to address a specific need and indicate its qualities through its name.
Such an activity creates positive word for every letter in their first name in relation to the organisation they work for/ wish to work for / or a new product or idea - in order to describe the company culture/ mission or values, in order to reinforce these values and positives and help with retention.
This exercise will encourage communication, creativity, motivation and enthusiasm among the participants, whilst also improving retention of ideas. It will also encourage teamwork as interacting with the other team members is necessary and can be deepened in more complex game play that might require more knowledge or research.
This fun exercise is built upon ground rules of positivity and develops effective individual and team work as well as create a positive experience of communication. The engagement in this task can be deepened through reflective feedback which explores the emotions inherent in undertaking a creative, time pressured task which involves presentation skills. Exploring this with the group and seeking “lessons learnt” for future presentation and creative thinking tasks. Explore blockages and tensions with the groups and how they were overcome in order to deliver. It can also be useful to draw out the emotions of presenting, recognising that most people have an emotional response to presenting which they need to overcome to be effective.
A sheet of paper and pen for every person.
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
7Communication and Strategy
This simple activity helps participants understand that even the simplest task is open to interpretation, illustrating the importance of good communication.
The Paper Tear exercise teaches people to think for themselves and to ask clarifying questions.
An Icebreaker exercise that can be used to illustrate a simple point of the importance of clear communication. This Icebreaker uses a piece of paper and the participants interpretation to show how people see things very differently.
Give each seated participant a half piece of A4 ask them to close their eyes.
Ask them to fold the piece of paper in half. Ask them to tear off the upper right corner.
Have them fold the piece of paper in half again. Ask them to tear off the upper right corner again.
And one more time, ask them to fold the paper in half And tear off the upper right corner one last time.
Ask the group to open their eyes and show everyone their original work of art.
[Note: Each paper will be different because the individuals chose to:
– fold the paper in different ways – tear off different corners (his or her interpretation of “upper right corner”) – different size tears]
When exploring and debriefing this activity, communication can be explored and the role of questioning discussed. The potential to have an open dialogue can be explored and consideration of how decisions can be impacted from an incorrect “original” decision. It is therefore important to explore the root of activity going awry, and how blame/lack of information needs to be handled in order to deliver on a task.
This activity is great to illustrate how different everyone is, how everyone responds differently to instructions, and how it is important to have an open dialogue and illustrate the point that it is always better to ask questions and have an open dialogue.
As facilitator, you can pretend to be surprised and say something like; ‘I gave everyone the same directions, yet look at how different the papers are! Did you listen?’
A4 Pieces of Paper for each person
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
7Communication and Strategy
The activity can is best used as an ice breaker as it is a fun method to start participants communicating. The activity is really simple and can be adjusted depending upon group size, age - for example forming two groups and running in competition. It has immediate impact and engagement with groups as many remember playing the “parlour” game of “Chinese Whispers” upon which this is based, however it is flexible enough to become subject/discipline based and competitive within a time constraint or against other teams.
Using prepared statements or drawing upon module/programme facts to create short statements,
Whilst this game might be familiar to the students are being the “childhood parlour” game of “Chinese Whispers”, this format can also be used at the start of a course or programme to determine the knowledge base line for facts (equations; Universal Laws; features or traits of characters or entrepreneurs etc) and by running this several times with competing groups you can add a degree of competition and time pressure.
A further development of this is to add in “deliberate mistakes” and see if the groups will adjust or amend to provide you with correct information at the end. By running several statements through the group, it is possible to test core knowledge by awarding marks (success) to correct communication and also any amends or corrections to the statement/equation. This can either be done by awarding the “final” player in the chain, the power to overrule what they heard, or that the submit their list of facts and then confirm as a team whether they agree with them or not, for additional points.
Whilst this primarily tests listening and communication skills in a light hearted way, the lessons of team work and haste/accuracy etc can all be explored as a group to explore the results of this “parlour game”. It is important to review how information was exchanged and how could information be better communicated (visual as well as audio for example) and explore how to limit mistakes.
With the additional subject based knowledge test as an extension, you can also explore how the group make the decision as to who was their “final” player or how they would agree amend the facts and what was the basis for this group agreement. Exploration of this consensus building can also form an important part of their reflection and discussion as to how to identify team roles or come to consensus in future situations (did they ‘trust’ one player as more knowledgeable than the others; or did it come to a vote? How were differences handled?)
2 pieces of paper
2 pens
Prepared statements / course materials that can form 1 sentence and be shared.
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
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
7Communication and Strategy
To ‘Break the Ice’ and bond a group by learning facts about others within the group.
This exercise is an excellent get-to-know-you activity that doesn’t take up too much of your team’s time. All you need is a toilet paper roll (or two depending on the size of the group) (or you can use pennies as another option). Recommended group size is 10-30 people.
Ask everyone to sit around in a circle.
Pass around the roll of toilet paper (or pennies) and tell them to take as much as they think they’ll need from the finite amount/resource presented, without disclosing what the items will be used for.
If your employees ask further questions, simply answer them with, “take as much as you think you’ll need.”
Once that’s done, ask them to count the number of squares they each have.
Going around the circle, each person has to share a fact about themselves (or a revision fact from the course or programme) for every square of toilet paper or penny they took. So, if someone takes 10 squares, they need to share 10 facts about themselves.
Tip: In order to avoid someone taking 30 pennies or squares of toilet paper, you could set a limit for each item. The facts don’t have to be long or time consuming.
This activity is particularly beneficial when new teams or groups meet for the first time as it encourages communication, bonding, and helps the participants learn more about their colleagues.
It can also be used to undertake revision with a group, by asking them to recount facts, knowledge at the end of a programme or to confirm new learning of any type (including reflections on the task; personal observations about themselves or the team).
Using this arbitrary method of allocating “comments” means that you encourage all members of the group to speak and engage, and provide and deepen their reflections.
Where learners might struggle, you can introduce trading between members to pass their “resource” to another if they run out of things to say. This extension requires a reward for those with the most paper or pennies at the end, as they have attracted most resources through their confidence, knowledge or communication skills.
Debriefing this exercise requires the team to explore the emotions of the task (lack of clarity; confidence required; concern as details were released) and be open about how they addressed this personally and overcame these concerns to deliver on the challenge (especially if they were able to trade or work in partnership).
Pennies/Tissue Paper
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, 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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
This energiser can be done at any time when working with a group; however it is ideal to be at the start of a programme or straight after lunch to get everyone moving, communicating and thinking in a fun way. The larger the group the better. If outside space is available it's good to be in a different environment before sessions start again. This can be done with groups of any age, any level.
Activity : This activity will take no more than 5 minutes depending on the size of the group
Participants have to line up in order of their birthdates from 1st Jan to 31st December, without speaking or mouthing the words. They have to communicate by physical gestures with each person to understand each other's birthday and find their correct place in line. Once they are all in line, starting from the beginning each then shouts out their birthday in order to see if they got it right.
This energetic task obviously focuses upon non-verbal communication but requires team work and the ability to work under time pressure. It often displays a degree of rule breaking or inventive behaviour to ensure that the decision making is effective, based on the understanding they have. The skill development of this task can be enhanced through reflection (See QAArelfectivelearningdiaryFINAL) when it forms part of a course or programme.
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
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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
This short task is designed to build the foundations of effective initial communication within a group, by exploring the concept of instant judgement (against knowing more about an individual or situation). It uses non-verbal communication to draw out stereotypes and explore how communication extends beyond verbal to all aspects of presentation (of person, of situation etc).
Activity:
At the start of a session, explain that you would like to them join you in an icebreaker activity and invite them to work with people that they haven't met before and that there is one key instruction: that no one talks to each other (or uses other communication such as texting).
Split the large group onto smaller groups ( 2-4 people in each group) and request each participant to select 3 items that they are happy to show to others, from their bags, pockets, clothes or the room or wider area (leaf; research article; equipment etc). Invite them to place these items selected in the table in front of him/her in a small pile.
Now, within each group, each person writes on post-it what assumptions they have made about the person, and places them around the items (so they made public). These opinions should be formed based on the displayed items by the person. This attempt at "personality analysis" should be gathered from their ownership/possessions of items/belongings.
Once they have completed this task, the group should be invited to talk together and work through each pile of items and comments together. They should be left for a reasonable length of time to talk/explore their assumptions and get to know each other. This stage is important to allow enough time to work through their points and learn more about each other.
Finally conduct a whole group debrief regarding assumptions and non-verbal clues. Ask the group about how they felt undertaking the task, and to recognise their emotions (arriving to a new programme to meet new people) as part of the process.
The skills developed within this ice-breaker related to confidence, non-verbal communication and assumptions. However they are also exploring their skills of analysis and ability to reach conclusions, together with inter-personal skills as they began their feedback. This required listening to others, acceptance and openness and emotions will have played a part throughout the process.
Papers, pens, items owned by individuals
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
7Communication and Strategy
1.The group will be able to become comfortable with one another through humour and through the use of an Ice Breaker
2.Skills such as confidence talking in front of people will be used
3.Marketing and Selling skills will be used
The aim of this Icebreaker is for everyone in the group to talk for one minute on a given subject. This is a great Icebreaker if your group will be using communication and talking as their main source of developing ideas throughout the rest of the session.
Subjects can range from something ridiculous like 'Why Chocolate Is A Vegetable' or 'Ten Uses For A Paperclip' to topics that are relevant to what you are working on in the session; 'Important Things To Consider When Planning An Event' (event management) or '10 components of manufacturing process' or 'safety lessons in lab work'.
You should choose the subjects based on what your needs and outcomes are. If you are using it to make participants more comfortable and relaxed, then go for a fun topic. If you are using it to get your participants brains active and ready, or in order to get a base line of their knowledge and understanding across the group, then choose a topic that is more challenging and stimulating and course/programme related.
Activity
How to play:
The facilitator announces the topic, and a member of the group is randomly selected to speak for one minute. Alternatively the topics could be in a hat, and members of the group draw their topic from there.
The person who is selected must take their topic and speak for one minute, or as long as they can last. Timing them on a stopwatch is a good idea, but this can make it more competitive. You could even offer prizes for those who last the full minute.
Continue to select people until everyone has had the chance to speak.
The focus here is on getting the group to be comfortable talking and interacting with each other, especially if they don't know, or know very little about each other previous to the session.
After the Icebreaker the group could reflect on what they enjoyed and what they found difficult about the task, identifying areas of themselves that they can improve and work on in the future.
You can focus the knowledge/learning by drawing our key understanding of the topic as well as explore what was made memorable through effective presentation skills.
One Minute Please – Mental Health Icebreaker - https://www.youtube.com/watch?v=0CxPZ65UeMg
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
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
6Interpersonal Skills
7Communication and Strategy
To understand the importance of developing our feedback techniques as part of a communication and working with others.
This session is run as a stand-alone group activity in an informal environment with all participants sitting in a relaxed state in order to create lots of opportunity for group discussions and sharing experiences in order to refine their use of language and consider messages from different perspectives.
Activity
This activity takes about 30 minutes to deliver the airline pilot communication, set the scene: and explore the results with the group together the importance of giving effective constructive feedback when communicating.
Before beginning it is useful to indicate that you are doing a hypothetical task relating to air travel to ensure that you are not working too close to an individual’s phobia or concerns relating to airline travel. You may wish to exempt someone who feels that they may be uncomfortable with the task, but recognise this element is part of the task when giving feedback.
Turning a negative into a positive: The airline pilot scenario
As facilitator, read this announcement to your group, after explaining that they have been sat in an aeroplane for about 15 minutes, when the pilot speaks to you over the intercom:
"Good morning, this is your pilot speaking. We are going to have to delay our departure for about 40 minutes. There have been problems with the cargo onto the airplane and this will take some time to sort out. The plane is also at the present time being refuelled.
When we take off, we shall be flying due east and going at a height of 30.000 feet. The weather forecast in the area is not good and it looks as if we could have quite a bit of turbulences route, so please keep in your seats and I understand the weather at our destination is also bad for this time of year which is causing delays to departures and arrivals.I will let know as we have any further information"
Ask the group informally to share what they heard from this announcement. Explore the feelings of the group as well as the message.
Then provide the text, either as a handout, or on screen and set the task: Can you communicate this information in a more positive way?
All the above information is factually correct, however even before take-off the captain has put you in a poor mood for the journey.
Give the group 10 minutes to read through and come up with a more positive statement. Then go around the group for them to talk through their statements and then talk though the groups as to how and why they presented this information differently and how they might communicate the need to use different language to the pilot. Discuss how to give feedback to colleagues/team members and explore their previous experience of poor feedback.
Discuss how feedback statements are heard and how language can shape what is heard.
Use the following Feedback key points (below) to guide your discussions and agree how best to handle feedback which improves service and quality, and particularly when colleagues are unaware of any performance issues or potential increase in quality that can be achieved.
Feedback should be
When you give feedback make sure you:
When receiving feedback
When giving feedback to individuals
The discussion of this task should focus on reflection; review; feedback (see points above) in order to explore the learning through group discussion. It is important that you establish the need to understand the importance of how to give feedback in a safe constructive way which continues to motivate individuals to deliver.
This communication task explores the more subtle, and powerful elements of an individual's communication skills and it can be useful to draw on experiences from part-time/previous jobs or courses to truly understand the emotional impact of feedback and establish the need to consider timing; task; emotional state; message etc when giving feedback. Individual experiences from the group, should they wish to share, can be particularly powerful in exploring group work, team work and motivating for improvement.
Review these lessons and then explore with the group what they can 'take-away' for the future, both as a giver of good and supportive feedback, and a possible receiver of well-intended, but badly executed feedback. What ground rules for feedback can they use in their group work? Can they add this to their meeting agendas? What language is appropriate? What happens when feedback is not accepted within their group?
Pilot statement Handouts (or power point slide of text) to produce mid 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
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
7Communication and Strategy
This session is a short interactive group activity which can be delivered in an informal environment with all participants sitting in a relaxed state, but exploring a challenge with a time pressure. It will give the participants the opportunity to develop their questioning techniques in a fun and safe environment.
Activity:
This activity takes no more than ten minutes to deliver and requires that you, as the tutor, hold back and allow the questioning to deepen and allow for “pauses” and quiet.
Firstly, you need to set the scene, by explaining to group that they are looking at questioning skills and the group need to identify what it is you are doing, which you will only do by providing 1 statement that guides them and then only by answering the questions they ask.
You might start with:
“I am outside a hotel....i am pushing a car and I have no money”. (I am actually playing monopoly the group need to establish this through their questioning)
Leave it open for people ask questions you must be truthful with your replies but keep your answers short, tight and only in answer to the specific question asked.
The majority of the time people will ask closed questions will which only glean a "yes" or "no" response and not a lot of information ie Are you? Did you? Is the? Clearly these type of questions (which only elicit yes/no answers) will not serve them well and they will need to develop more opening questions relating to: Why, Where, What, Who, When ... Open questioning will produce a more honest reply and therefore resolve the puzzle sooner.
ie: "Why are you pushing the car?" reply "It has no engine"
"Why does it have no engine?" "Because it is a toy car." This would then open up their questioning and thinking.
It is key at this point that you don't lead them if they find themselves at a "dead end" or taking the wrong approach, as the process is the key experience. This can take a bit of time to resolve but it is fun though powerful and results in people being aware of how to develop their questioning skills these skills can help in management, development , communication including mentoring or volunteering.
If you are working with larger groups, you may wish to place them in teams and appoint a spokesperson who can ask the question which the team collectively agree upon. This can deepen this task as it requires good communication within the team as well. This also allows you to be particularly harsh, if their spokesperson asks "can I ask a question....?" to reply that they just have and move onto the next team without providing further information.
In addition, you can consider a range of "oblique" situations within their field, subject or industry sector which will also test their knowledge and understanding as well build their listening skills. This could relate to an experiment or practical aspect of their subject and they need to identify when and where it is taking place (scenario; situation; addressing need).
The key to deepening the learning is within the review and group discussion at the end.
Collectively you can discuss the process and their experience of this – exploring emotions of frustration, confusion etc and acknowledging this as part of the process. Within a group discussion you can explore how/if the questioning changed in order to get the right information, by discussing the following topics:
Using flip chart or board you can work through the process by asking how they identified these components, finally focusing upon how to deepen their understanding of what makes effective questioning and listening.
Flip chart /board for capturing review/discussion points - optional
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
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
|
Objectives:
|
|
Overview This exercise greatly increases the ownership felt by learners about the curriculum content in a series of classes or lectures. This post-it exercise can usefully be a main part of the first lecture in a series on a topic or module. After a brief introduction to the ‘big picture’ of what is to be addressed in forthcoming sessions, learners are issued with a blue post-it and a pink post-it. They are given the opportunity to anonymously jot down (1) a question they believe could be important about the topic (pink post-it), and (2) something they already know about the topic (blue post-it). They are then helped to look at each others’ post-its (both kinds). The post-its are then collected by the teacher/lecturer, who uses them to plan the start of the next session in the series.
|
|
Activity Session 1
Steps 2-4 usually take no more than five minutes.
[optional] Suggest that learners spotting someone else’s question on a pink post-it could add a tick for ‘me too’ if they also want to find out the answer to the question. Depending on the size of the group, and how interesting the learners find this task, this can usefully take 20 minutes or so.
Session 2
This kind of activity allows ownership of the important questions by members of the class, and the fact that other class members can share answers to these questions, rather than the teacher/lecturer providing the answers.
|
|
Skill Development: This activity allows teachers/lectures to develop skills and confidence in allowing learners to contribute significantly to shaping the way that important questions are addressed in class. It is also very comforting to learners entering a new topic to find out that many of their classmates have similar questions that they want or need answers to, and reassuring that lecturers/teachers take their questions seriously enough to base future class sessions on addressing them.
|
|
Resources: A slide or two of very broad-brush briefing notes about the topic to be addressed in a series of sessions; Pink and blue post-its, sufficient for one (or more) each for each learner: Flipchart sheets for learners to stick the post-it onto, after the sharing activity; Pens to give away for those who come without anything to write with!
|
|
References: Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage. Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
|
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
1Creativity and Innovation
5Reflection and Action
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
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
Objectives:
• Learners are given the opportunity to compose questions about a topic new to them; (links to intended learning outcomes)
• Learners are enabled to contribute things they already know about a new topic; (links to learning incomes)
• Learners are helped to learn from what each other already knows;
• Learners can gain confidence finding out that many others have similar questions.
Overview
This exercise greatly increases the ownership felt by learners about the curriculum content in a series of classes or lectures. This post-it exercise can usefully be a main part of the first lecture in a series on a topic or module. After a brief introduction to the ‘big picture’ of what is to be addressed in forthcoming sessions, learners are issued with a blue post-it and a pink post-it. They are given the opportunity to anonymously jot down (1) a question they believe could be important about the topic (pink post-it), and (2) something they already know about the topic (blue post-it).
They are then helped to look at each others’ post-its (both kinds).
The post-its are then collected by the teacher/lecturer, who uses them to plan the start of the next session in the series.
Activity
Session 1
1. Brief the learners very quickly (no more than two slides, or five minutes orally) about the main subject matter to be addressed in the forthcoming series about the topic or theme concerned. It can be useful at this stage to show on a slide (but not expand upon) the intended learning outcomes relating to the topic.
2. Issue blue and pink post-its, one to each learner (other colours if necessary of course).
3. Brief learners to write privately (and in clear handwriting) on the pink post-it one question about the topic, which they think may be important, but to which at this stage they do not know the correct (or best) answer to. Make the point that there’s no such thing as a silly question, and that it’s OK not to know the answers at this stage.
4. Then brief learners to use their blue post-its to write down one thing that they do already know about the topic. “Everyone knows something about anything” you might say. Encourage them to write down something interesting, or fascinating, or unusual if they can. Explain that at this stage it does not matter at all if what they know turns out to be wrong.
Steps 2-4 usually take no more than five minutes.
5. Ask learners to pass their post-its around, so they can look at each others’ questions, and the things their classmates already know about the topic. Learners’ confidence can often be seen to be increasing rapidly, when they see that several other learners have written similar questions to their own (“it wasn’t a silly question after all!”), and they are often quite fascinated by the things that others in the group have written on their blue post-its (“Well, I didn’t know that!”).
[optional] Suggest that learners spotting someone else’s question on a pink post-it could add a tick for ‘me too’ if they also want to find out the answer to the question.
Depending on the size of the group, and how interesting the learners find this task, this can usefully take 20 minutes or so.
6. When most learners have had the opportunity to look at most of the post-it entries, ask them to stick the post-its onto two charts, one for pink post-its (questions) and the other for blue post-its (things they already know).
7. This is probably most of the first session used up (if for example lecture slots are around 50 mins), and if so, only do general interest things until the end of the session, but take the charts with the respective post-its away with you.
8. Look through the pink post-its for recurring questions, addressing important topics in the curriculum, and linking well to one or more of the published intended learning outcomes. Look also for blue post-its which suggest that their owners already know the answers to these common questions. Prepare a slide as follows…
9. ‘37 of your pink post-its from the last session were similar to the following (very good) question: “…..” Hands-up if your question was similar to this one. Now hands up if you too want to find out the answer to this question’.
Session 2
10. Use the slide as above, then announce ‘Eleven of you probably know the answer to this question – I know this from what you wrote on your blue post-its! Hands up if you know the answer, and please keep your hand raised, until three or more people who don’t know the answer move to near you. Now, those who know the answer, talk your classmates through it.
11. You can then go on to another recurring question, with the same processes.
This kind of activity allows ownership of the important questions by members of the class, and the fact that other class members can share answers to these questions, rather than the teacher/lecturer providing the answers.
This activity allows teachers/lectures to develop skills and confidence in allowing learners to contribute significantly to shaping the way that important questions are addressed in class.
It is also very comforting to learners entering a new topic to find out that many of their classmates have similar questions that they want or need answers to, and reassuring that lecturers/teachers take their questions seriously enough to base future class sessions on addressing them.
A slide or two of very broad-brush briefing notes about the topic to be addressed in a series of sessions;
Pink and blue post-its, sufficient for one (or more) each for each learner:
Flipchart sheets for learners to stick the post-it onto, after the sharing activity;
Pens to give away for those who come without anything to write with!
Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.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
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
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
7Communication and Strategy
Objectives:
This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.
• Learners will identify individually problems in a given context or scenario.
• Group prioritisation: groups will next prioritise problems in order of importance, or difficulty.
• Group editing and refining: groups will formulate the most pressing problem to briefly complete the starter: what can I do when’.
• Individual learners put ‘on the spot’ will creatively state a tactic to a ‘What can I do when …’ problem from another group.
• Individual thinking and oral communication: by the end of the round, everyone in the whole group has had a go at suggesting a solution for one or more problems – no passengers!
• Analysis and reflection: members of the group which thought of the problem will discuss pros and cons of the various solutions they have heard.
Feedback from participants who have engaged in this activity is very positive indeed, and they often comment that ‘the time flew by’, and ‘we wished to do another round of this straightaway’.
Overview
This creative problem solving exercise starts with learners in groups identifying specific aspects of a problem situation they may encounter, and phrasing the problem in the format of ‘What can I do when…’ questions. Each group supplies one question, which is written up on a slide or flipchart. Then a system is used where one member of each of the other groups in turn suggests a tactical response to the problem being addressed, and after all the tactics have been heard, the problem returns to the group who thought of it, who then discuss the pros and cons of each of the tactics they have heard from the other groups.
The exercise can be used for a wide range of problem scenarios, but is particularly productive when addressing interpersonal or communication contexts, or working with ‘difficult people’.
Activity
The processes described below typically take around an hour with a group of 25 learners, but can be extended to two hours by using a second round of the whole sequence (by which time the learners will be much better able to engage with the process based on experience, and will often have come up with more-challenging questions, causing deeper thinking).
1. Divide the total number of learners into groups of (approximately) equal size, e.g. 25 learners into 5 groups of 5 at carousel tables. (It is best to do this group formation randomly, avoiding the disadvantages of ‘friendship’ groups and ‘left-over’ groups!). Name the groups A, B, C, D, E.
2. Set the context for the problem-generation phase. For example, the problems of working with learners on an ‘enterprise’ module could be addressed by asking everyone to think individually of their worst nightmares in the context of working with such learners, and jotting down individually on one or more post-its their nightmare in the format of ‘what could I do when…’
(Completions in this particular instance may well to include ‘…a learner repeatedly doesn’t turn up?’, or ‘…a learner won’t join in?’, or ‘…a learner becomes aggressive to other learners?’, or ‘…I run out of ideas to use with the group?’, or ‘…time runs out when I am only half-way through an exercise?’ and so on).
3. When each learner has jotted one or more problem-questions down, ask the groups to prioritise the problems identified in by their group members, and work out the most important to tackle (or the most difficult to tackle), then the next most important, and so on.
4. Ask group A to read out their top completion of the ‘What can I do when…’ starter, and write it up exactly in their words, on a slide or flipchart. Then ask group B for their problem, then group C and so on, writing them up in turn. If a group comes up with a problem too similar to those already written onto the slide or flipchart, ask the group for their second-most-important problem and so on.
5. Set the ground-rules for the report-back from the groups. Group A’s question goes first to Group B, where one person described what they might do to address the problem. Only one person can speak; it sometimes takes a little time for a volunteer to come forward. Next, one member of Group C is sought to respond, and so on to Groups D and E in turn. It can be useful to brief Group A to make brief notes of the gist of successive responses.
6. T0 respond gets harder as it moves from Group B onward. Each successive respondent must think of a different response from those which may already have been given. At this stage, the facilitator may choose to throw in one or two further solutions, if the groups have missed anything important in their responses.
7. Finally, Group A, who own the question are asked to consider the responses from Groups B-E (plus any offered by the facilitator), picking the best one, and coming up with any further alternatives they have thought of. All members of Group A can join in this discussion.
8. Next the question from Group B goes in turn to Groups C, D, E and A, again only one member – a different member of the group coming up with a solution. In the event of too long a pause, the person from the group concerned who answered last-time round can nominate someone from their group to respond.
9. Continue until all five questions have gone round the groups.
This process means that just about everyone has a turn at answering one of the ‘What can I do when…’ questions. If there were six groups of five members, everyone would have a turn, but it is probably best to leave the flexibility of one person in each group not being required to answer, in case any of the learners has a particular problem with ‘being put on the spot’ in this way. However, if a second round of questions is then generated, the response can start in each group with the person who did not speak in the first round.
An alternative way of running this exercise includes asking for ‘what would make this situation worse?’ (i.e. ‘what I should not do when …? responses – ‘negative brainstorming’). This can be great fun for a second round of the whole exercise.
Skill Development:
1. Identification of problems individually, followed by discussion and prioritisation of problems in groups.
2. Refining of an identified problem, by turning it into the ‘what can I do when…?’ format.
3. Oral quick-thinking and communication, as each group member responds to a ‘what can I to when…’ question.
4. Building on what has been already said earlier in the round, when the next respondent has to in effect think of ‘what else can I do when…?’ as responses can not be repeated as the round continues.
5. Listening to the various responses by the group ‘owning’ the question, noting down the gist of each for subsequent discussion, then analysing the pros and cons of the various responses.
6. ‘Negative brainstorming’, if the exercise includes ‘What would make this situation worse?’, which can often yield further ideas for actual solutions to the problem.
Resources:
• Post-its for individuals to jot down ‘nightmares’ to base their ‘what can I do when …?’ questions upon.
• More post-its (possibly a different colour) for groups to write their final versions of ‘what can I do when…?’ questions down on, before prioritising which they want to submit to the other group rounds.
• A few pens to give away if needed.
• Flipchart or PowerPoint display to show the questions.
References:
Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage. (Note that one Chapter of this book is entirely composed around ‘what can I do when …? questions, (in the broad context of teaching, learning, feedback and assessment), each followed by the sort of responses which can be given by participants working in the creative-problem-solving mode described in the above activity).
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk
Author: Professor Phil Race
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
7Communication and Strategy
This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.
Feedback from participants who have engaged in this activity is very positive indeed, and they often comment that ‘the time flew by’, and ‘we wished to do another round of this straightaway’.
This creative problem solving exercise starts with learners in groups identifying specific aspects of a problem situation they may encounter, and phrasing the problem in the format of ‘What can I do when…’ questions. Each group supplies one question, which is written up on a slide or flipchart. Then a system is used where one member of each of the other groups in turn suggests a tactical response to the problem being addressed, and after all the tactics have been heard, the problem returns to the group who thought of it, who then discuss the pros and cons of each of the tactics they have heard from the other groups.
The exercise can be used for a wide range of problem scenarios, but is particularly productive when addressing interpersonal or communication contexts, or working with ‘difficult people’.
The processes described below typically take around an hour with a group of 25 learners, but can be extended to two hours by using a second round of the whole sequence (by which time the learners will be much better able to engage with the process based on experience, and will often have come up with more-challenging questions, causing deeper thinking).
This process means that just about everyone has a turn at answering one of the ‘What can I do when…’ questions. If there were six groups of five members, everyone would have a turn, but it is probably best to leave the flexibility of one person in each group not being required to answer, in case any of the learners has a particular problem with ‘being put on the spot’ in this way. However, if a second round of questions is then generated, the response can start in each group with the person who did not speak in the first round.
An alternative way of running this exercise includes asking for ‘what would make this situation worse?’ (i.e. ‘what I should not do when …? responses – ‘negative brainstorming’).
This can be great fun for a second round of the whole exercise.
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
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
After participating in this exercise, learners should be better-able to:
The task is for groups of learners to make a container to hold an egg that is capable of being dropped from a specified height and position in the room without the egg breaking. To do this properly you need about two hours in a large flat room, big enough to enable groups to work independently. This is a practice task to familiarise learners with the concepts of meaningful assessment criteria, weighting and agency of assessment and is particularly useful during the first six weeks of the first semester of the first year. It is presented as serious fun which improves learners’ assessment literacy. It’s also a good staff development exercise to get staff to think hard about assessment issues.
Learners in a class (16-70) are divided into groups of 4-6, at separate tables around the room, and provided with a range of everyday objects as resources, including an unbroken fresh egg. They are briefed to use the resources in a specified time to arrange that the egg can be dropped from a specified height and position in the room to ground level, and remain unbroken by the fall. They are to use the various resources in a creative way to achieve this. But first the groups must come up with around five assessment criteria, which will be used by the other groups to assess each group’s achievement of the exercise, and the whole group of learners must assign weightings to each of the criteria. One criterion is not negotiable: “The egg remains unbroken by the fall”.
Flipchart of white board to display agreed assessment criteria.
Supermarket carrier bag, per group, in which you place:
It is important that each bag contains more-or-less identical kit, otherwise appeals of ‘unfairness of assessment’ may arise (though of course you might wish this to be one of the matters which will arise, in which case allow some differences in the kit).
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
This task is an immediate and effective way to encourage teamwork and creative thinking. As a fun task, requiring no prior knowledge, this task stimulates creative thinking and group interaction.
Activity
Step 1 Split the team into two even groups
Step 2 Give each group an object ie Cereal Box with cotton Wool (or 1 paper clip or 1 brick)
Step 3 Each group has 5 minutes to come up with as many creative alternative uses for the object (a long list)
Step 4 Facilitator then asks each team to run through alternative uses for the object who ever has most wins
Step 5 Debrief and review with the group to explore what techniques resulted in new solutions and how the group worked together.
This task explores creative thinking but also communication and team work. It is important that the group work well together and support each other as they develop their ideas in order to create more ideas. Debrief with the group to determine how they overcame obstacles or encouraged other in order to recognise the importance of emotions during learning and group work.
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
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
This task focuses upon visual representation of problems and how this helps define a situation. It is essentially the transmission of ideas into pictures. It is used to stimulate participants in a programme to express themselves and their ideas in a pictorial form, often with the use of metaphor. It then stands as a basis for discussion of participant ideas and concepts.
This approach is recognised within some subject specialism as a rich picture, as a way to explore, acknowledge and define a situation and express it through diagrams to create a preliminary mental model or visual representation of the situation or challenge. A rich picture helps to open discussion and come to a broad, shared understanding of a situation.
Participants are asked, usually in groups, to discuss the meaning of a concept or an event or to explore a situation or problem. They are asked to portray this in pictorial form as a basis for presentation and discussion with other participants.
The approach can be used in a number of ways but most importantly to test understanding after readings and discussion and, to harvest pre-conceived views and attitudes relating to a subject as a basis for discussion.
If you wish to focus the activity, you can ask the group to identify opposing elements inherent within their challenge and use these are axis. So a groupmight identify “speed” as a key element of an activity (such as inherent within the eating-out experience) and also “service”. This would create two axis of Fast and Slow (for Speed) and High levels of service with No service. This creates four quadrants that they can seek to describe through a rich picture. This would show what fast, high level of service restaurant experience would be like, against a slow high service experience etc. You can then invite them to title these quadrants and explore them for benefits/costs.
The exercise aims to stimulate creative expression. It also is designed to give ownership of learning to participants by creating discussion on the basis of their existing knowledge and ideas. With sufficient pens available, there will be no ‘lead author’ and therefore a strong basis for mutual understanding is created. A sense of ownership is given to the group and participation in learning is maximised.
Explore with the whole group the power of visual presentation and their perceptions of their involvement. Explore their satisfaction with the finished product and how well they feel it worked as a mechanism for communicating with a group.
Gibb, A and Price, A “A Compendium of Pedagogies for Teaching Entrepreneurship” ncee 2nd Edition, 2014; first published in 2007
http://ncee.org.uk/wp-content/uploads/2013/12/Compendium-of-Pedagogies.pdf
Seek additional guidance relating to Rich Pictures from work within Soft systems methodology
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
This approach to creative thinking structures thinking through the use of a mnemonic "SCAMPER" and using questioning techniques to generate solutions. This makes an ideal group activity for students to work through the mnemonic and then present their results.
Students are placed in small working groups and invited to explore the seven prompts of the SCAMPER mnemonic. Firstly, invite each group to take an existing product or service (or agree one to consider - this could be one that you want to improve, one that you'recurrently having problems with, or one that you think could form future product developments).
Questioning around these themes helps the groups develop creative ideas for developing new products, or services and for improving current ones. SCAMPER is a mnemonic that stands for:
Using these headings, invite each group to discuss the questions about the product, using the mnemonic.
By brainstorming as many questions and answers within each group, a rich solution can be produced.
Example Questions which you can share with groups in need of support.
Substitute: Ask "What can you substitute? What can be used instead? Who else instead? What other ingredients? Other material? Other process? Other power? Other place? Other approach? Other sounds? Other forces?"
Combine: What can you combine or bring together somehow? How about a blend, an alloy, an assortment, an ensemble? Combine units? Combine purposes? Combine appeals? Combine ideas?
Adapt: What can you adapt for use as a solution? What else is like this? What other idea does this suggest? Does past offer a parallel? What could I copy? Who could I emulate?
Modify: Can you change the item in some way? Change meaning, colour, motion, sound, smell, form, shape? Other changes? Or Magnify: What can you add? More time? Greater frequency? Stronger? Higher? Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate?
Or 'Minify': What can you remove? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Split up? Understate?
Put to Another Use: Can you use this product somewhere else, perhaps in another industry?
Eliminate: What can you eliminate? Remove something? Eliminate waste? Reduce time? Reduce effort? Cut costs?
Reverse: What can be rearranged in some way? Interchange components? Other pattern? Other layout? Other sequence? Transpose cause and effect? Change pace? Change schedule?
Evaluation:
Once the ideas have been generated, the next stage is evaluation. Through group discussion, ask the student to determine ifany stand out as viable solutions? Could any of them be used to create a new product, or develop an existing one?
All viable ideas can be explored further in order to find one improvement/suggestion for final presentation to the wider group.
A debrief on the solutions, the process and the team working should be included within the session to allow for the skills and emotional aspects of team work to be explored, and the constructs of the mnemonic discussed.
Although the main focus of this project is idea generation, the discussion and evaluation within the group, which requires presentation and interpersonal skills as well as judgement and critical analysis of opportunities and ideas.
Student groups should be left to work through their discussion, and any difficulties with team working as may occur (intervening only to support the process and move the students on, if time pressures require) however it is important to review the task, the process and the protocols in order to seek guidance for future working or lessons to take forward.
Students should be encouraged to share the frustrations and difficulties of decision making within a group (where one individual may have suggested the idea) and how feedback should be given and shared.
Group dynamics need to be acknowledged and lessons can be shaped for future team working.
http://www.mindtools.com/pages/article/newCT_02.htm
http://www.brainstorming.co.uk/tutorials/scampertutorial.html
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
7Communication and Strategy
To think towards the future strategically
To work together as a team providing input
Could be used for branding, re-branding and cultural development or change management, future planning or scenario building
Learners are encouraged to get into small teams and are asked to address a future orientated task – either related to their own development or if you are seeking a more discipline focused task, their subject, or industry/sector.
By spending time exploring the subject together they are invited to create a future, and depict this within visual mood boards.
(for example, a group may have an area of the business to create, address change and how they want it to look, or be asked to visualise 1, 3, 5 years down the line)
They are each given a board or flip chart and a series of magazines, materials, catalogues etc and asked to create a mood board (or visual reflection) to reflect how the future or ‘task’ will look.
This activity requires preparation (souring materials, or subject relevant magazines or images or similar as well as pens, glue, paper etc) and then requires the tutor to allow time for the group to work through this challenge. Typically the group may be “stumped” by the future orientation of the task and may require prompts to help them explore their thinking and assumptions. It can be hugely personal to create an individual vision board of the future you wish you have and will take time, and equally considering industry trends or movement within the sector can require pre-research by the groups or time to explore specific elements of future change.
The minimum time for such an activity with a well organised group would be 1 hour but it is important that this work is displayed and that time is taken to showcase the activity.
Ideally the reflection will form a key part of the activity and that time for this important activity is given to the group as a whole, as well to those working as a group to consider their work in light of others as well as well they operated as a group.
Reflection can draw out key learning from this task. With potential for subject learning, team work and reflection, this task can be powerful in terms of creativity as well as considering and evaluating opportunities or options.
It is important that as a group they understand the process that they undertook and review how well they worked to hear all the ideas, consider opportunities and move forward together in agreement. This process can be achieved through a few key reflective questions based on the process itself that can explored as a team and then discussed as the wider group. These may include:
•How did you get into groups? – did you consider skills and knowledge for the task or did you prioritise friendship groups (and team working) over task?
•How did you tackle the task? - was their a leader? How were ideas heard? Who developed ideas? How did you decide to move forward?
•Were you influenced by the activity in the room/other groups?
•What subject knowledge or prior experience did you bring to this?
•What issues of group work were apparent – time management; leadership; identifying strengths of team members
•How would you tackle it differently next time?
•What do you need to find out to improve on this? (setting actions)
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
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To let the participants champion themselves and each other, as well as getting to know each other better.
It is used to introduce participants to each other in a positive, upbeat way that emphasises each participant's value to the group.
Champions will help a team to acknowledge and recognise the strengths of themselves and those around them. It is great for the start of a sessions as induces positivity to a meeting or discussion.
For example... "This is Lucy. She's been a student for only a short time. She brings a different perspective, yes. But more importantly, she's very good at helping people work together. She helps find bridges and commonalities among differing opinions, and she can do this without making anyone feel as if he or she 'won' or 'lost.'"
It is important to make sure participants understand that the goal is not just to introduce their partner. The goal is to champion their partner, to show the rest of the group what a great asset their partner is to the meeting, team, or work group.
The focus is to show the group that they have now broken the ice and that they know each other a little better than they did before, and they have figured out where there strengths lie. It's important for the facilitator to engage and make sure that there is time in the activity for reflection on what they have 'championed'.
Key skills of public speaking and presentation are clearly apparent here and it can be useful to reflect with the group why it might be easier to showcase someone else, rather than themselves. It is also possible to explore the styles of presentation used to "sell" or champion someone else to explore what forms an effective method to hook the audience. Presentation styles can be scored across the group (or voted on by the group) to reinforce what was most appropriate and what appealed to the audience most, and from that key learning can be drawn out.
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
7Communication and Strategy
The focus within this task is to stimulate team building and decision making through the research process.
Within this task, students will work together to explain their findings to group peers as they understand them and progress the plan as a group. (Some students may later undertake a summer studentship so they have been prepared for the situation as a result of this authentic assessment).
This task was based in Microbiology but would be accessible to any discipline where a research strategy and resources are required.
By placing the students into groups, issue the aims and introduction from a real research studentship (available from HEIs or via colleagues) and issue the task to design the activities required for the eight week research summer project.
This challenge is complex for the groups to address and requires them to utilise peer learning to understand what is required. Your role as tutor can beadjusted, depending upon the needs of the group, but it is suggested that you present yourself as a ‘resource’ to their learning, rather than ‘the guide to’ their learning.
You may wish to include regular contact time which could involve:
Students prepare a one page summary on their approach and what part of the project they researched. They also present their group studentship plan as a short group presentation (10 mins). Questions and comments from other groups should be welcomed, with the aim of enhancing their approach and improving their work through this final opportunity for peer-review and tutor comment.
This task helps the students develop the mind-set of a researcher; questioning why and how for each experiment, and evaluating feasibility with respect to cost and time. Usually students would not develop these skills until postgraduate studies level so this encourages students to develop key skills early (so they may be utilised or referred to in an employability context).
Key skills include
However it is important that you draw out this learning within their presentation or within a final group discussion. It might also be helpful to review the ‘changed’ role of you as tutor, in directing the journey of their learning, and providing opportunities for review and enhancements, rather than immediately resolving their problems.
You can also explore with the groups how the decisions were made and resources accessed, exploring social networks as well as traditional academic resources (Guides; texts etc). Those that contacted senior researchers or their subject club/society may have drawn on expertise and experience and thisproject encourages them to access support as widely as needed. It also gives the opportunity to review and evaluate sources, and comment upon the validity of different materials.
Flat floor teaching space with tables so students can engage in teamwork activities
Quick teambuilding games: re-ordering a sequence of events, contingency planning, structuring research, and decision making
Enterprise for Life Scientists; Developing Innovation and Entrepreneurship in the Biosciences. Adams. D.J, and Sparrow. J. (2008). Scion
Research scholarships information page (2015) www.ncl.ac.uk/students/wellbeing/finance/funding/ukstudents/vacation/
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
5Reflection and Action
7Communication and Strategy
This simple task is designed to help students understand the importance of effective support and feedback during any learning process, but particularly mastering a skill. This approach seeks to use a fun activity (standing on 1 leg) to demonstrate the importance of practice and guidance in achieving goals and improving performance. Reflection upon the learning experience seeks to provide lessons for future learning and illustrate how support, guidance and feedback can improve performance and experience.
Activity
This activity invites individuals to undertake the challenge to stand on one leg for the longest time. This challenge should be set by asking individuals to guess publicly how long they will be able to undertake this task.
(In a large group, you can ask everyone to keep their hands up if they feel that they stand on 1 leg for 5 seconds, 10 seconds, 15, etc until there are only a few left and ask them to state their time!)
Then demonstrate the task (or invite the person who had the most confidence in their ability to do it the longest) to undertake the task (*with the option to raise the arms from either side, at full stretch to meet above the head, hands palms-together).
Then invite each individual to think about what they need to improve the time they initially suggested - seek examples of
that might be sought to help them – and give them time to improve their time through practice before testing the group / individuals in a timed test.
Once these have been identified, invite them to take the support they think they most need (a partner; a mentor; printed guidance) or to undertake research (using smart phones or lap tops) and be prepared to repeat the task in 10 mins. They can use this practice time in any way they consider effective to improving their performance.
Repeat the challenge and explore with the group who, if anyone, improved during the 10 mins practice and what helped their performance. Explore with the wider group what supported them and gave them confidence in the challenge.
Explore the issue of skill development as part of their reflective practice (See QAA5ReflectiveDiary) by outlining how they have improved upon skill development in the past (learning to drive; learning the piano; golf; swimming etc).
Effective skill development is created through practice, repetition, guidance or mentoring. Exploring with your students how they developed their knowledge and understanding of the task, and what or who helped them will help identify these core themes. Explore how their research, partnering, mentoring, guidance, questioning, advice etc helped them and identify lessons for future skill development.
By broadening out the discussion to include wider examples of skill development (learning musical instruments; learning to drive; learning to swim etc) you can explore the role of effective feedback and also role models and mentors in their development.
Use this simple task to draw out examples from the group and collate the lessons that they can take forward into future learning.
Prepared set of support as print outs – questions; advice; guidance (printed out to share or per person should they be required) – or on a slide to showparticular groups or individuals who are interested.
Suggested Questions
Guidance: 3 stage approach
INTIAL ACTIONS
PREPARATION
4.Stand barefoot on a flat, hard surface, approx 1m back from your object.
5.Anchor your feet ('plant' your feet on the floor) and stand evenly, spreading your weight evenly across your body, and breath several times slowly to anchor yourself.
6.Before you start, shift your weight very subtly to your chosen foot, without lifting and then settle yourself in this position and breathe deeply again.
7.Think about your foot anchoring down in the soil, and lightly tense your core muscles in your body (core stability) to ensure you are stable.
8.Settle your vision onto an immovable object little way in front of you in the floor.
ACTIVITY:
9.Lift chosen foot about 6 inches off the floor, bending your knee at a 45-degree angle.
10.Breathe slowly throughout, keeping your focus on your immovable point in front of you.
If you feel wobbly, try bending the standing leg very slightly at the knee.
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
5Reflection and Action
This reflective activity is based upon 'open questioning' to encourage students to explore their own behaviour in a group. As this activity focuses upon the individual it can be run effectively in any learning space and with any group size, however there are modifications available if the group has worked together before.
Students are asked to work alone to complete the following sentences in relation to yourself when working in teams:
My greatest skill in teams is
A skill in teams which I could handle better is
My quality which team members respond to best is
I respond best to team members who
If there is one thing I do too much of, it is
If there is one thing I could do more of, it is
Team members find my manner predominantly
Students are asked to attempt this task individually (3-5 minutes) making notes for their own use.
Then they are invited to turn to the person next to them and ask them 'How did you get on?'.
This question is worded that way in case anyone does not want to talk about the specifics of what they have put down but still talk about how difficult or otherwise they found the exercise.
After they have discussed for 5 minutes or so, the tutor should ask the whole group the question, 'How did you get on?'
Individuals respond by exploring the difficulties they found in answering this and collectively the group seeks to identify three pre-requisites for developing self-awareness.
These are:
Modification: If the group have worked together before you can ask them to undertake this task in pairs. First answering for themselves and secondly answering for their partners.
Then they can discuss/compare perceptions, and hopefully learn about the accuracy of individual self-awareness.
This deepens their skill development as will require effective interpersonal skills.
Modification 2: Completing a list of prescribed incomplete sentences can be a simple but very powerful tool for getting started on the reflective process. You can issue similar open questions after presentations or group work for individuals to reflect on. For example:
Here are some incomplete sentences for use by a student or lecturer in reflecting on a teaching /presentation session:
The part of the session that I found most rewarding was ..
The one part I would do differently if I had the chance would be ..
I was at my most uncertain when ..
I was most relaxed when ..
I felt anxious when ..
I was pleased with ..
I felt awkward when ..
One part of what I said that I could have worded differently was ..
Developing effective reflective skills requires practice and repetition. These open questions, together with the opportunity to share and comment, create the space for students to review their approach and consider the future lessons for their practice/behaviour. The technique of 'open questions' supports reflective practice and can be adapted to review many of the individual and group activities that students are challenged to undertake. Collective debriefing on personal reflection is also incredibly useful in helping the students appreciate wider viewpoints or to deepen their own practice. However it may be helpful to share clear ground rules regarding personal disclosure during these discussions to ensure that individuals only share elements of their reflection that they are comfortable with.
None
Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge
Paperback www.alanmortiboys.co.uk
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 is a physically active exercise that can be used at the end of the day or at the end of a session. It is especially useful after a session that involves a lot of technical material or requires heavy concentration as it is also an effective energizer. This task brings together physical movement and the
opportunity for revision and review.
This can also be highly effective as an approach to reflective learning and providing natural opportunities for students to comment on the deeper or more personal learning they have achieved during a task.
Example 1 – ‘Valuable Lessons Learned’ Ball Toss
Example 2 – ‘Concept in Action’ Ball Toss
Example 3 – ‘Process’ Ball Toss
1.After an exercise has been conducted about the steps in a particular activity, the facilitator asks the workshop participants to form a circle.
2. The facilitator starts by explaining the first step in the process that has been covered in the exercise, and then throws the ball to another participant.
3. The participant explains the next step in the process and then throws to another participants and so on. Notes: If someone receives the ball but does not have an example read, they can ‘pass’ by passing the ball to a different person and simply repeating the question. This can declare them as “out” and result in having to withdraw from the circle, or sit down. However as facilitator, you may not wish to use this for reflective tasks, as deeper reflections may emerge from the comments of others and total non-participation is not helpful to the individual.
This task engages the whole body in either remembering or reflecting in a way that is both energising and engaging to the whole group. The physical element can divert from the task and as facilitators, you can ask “why” or “so what” as the ball is thrown in order to deepen reflection.
If you wish to have more control over the game, you may stand in the middle and throw the ball back to participant who did not provide a sufficiently strong input. The skill development needs to be explored at the end and the emotions that are created in the game (pressure; speed; short-responses etc) acknowledged as drivers, as well as limiters of good communication.
1. A soft ball or ball of wool.
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
5Reflection and Action
•To review the session in an interactive way.
•To evidence the power of group work as more ideas are created through team work.
•To understand team dynamics and how teams come together to achieve a goal.
•To understand the power and necessity for review and reflection of a task or situation
This is a dynamic review exercise that can be used at the end of the day or at the end of a session. By creating a specific activity/challenge to review a programme or session, the importance of review and reflection is made clear to the learners in a fun and dynamic way. By following a TV “game show” format, engagement levels are high and learners have the opportunity to influence and engage with the game throughout, even as audience members.
1. Divide the participants into groups with about the same number of people in each group. Explain that the objective of the game is to be the group that answers the most questions correctly.
2. Explain the rules of the game:
3. Ask the first group to send a representative to the ‘hot seat’. The facilitator asks a question giving four multiple choice answers (A B C D)
4.The facilitator adds up the number of correct answers for each group and announces the winner at the end of the exercise.
Notes: For each group ask a couple of easy questions first then ask progressively more difficult questions.
This activity is knowledge based and focuses upon learners reviewing and reflecting their work. However it also engages them in team working, communication, problem solving and decision making. Working with speed, precision and efficiency, they are required to feedback to each other when working as a team, drawing upon their skills of analysis and reflection.
It is helpful to review the process as well the learning gained throughout the task.
Prepare multiple choice questions with A B C or D answers based on the workshop material (about 3 -5 questions per group)
1.Place a paper sign designing A B C or D in the four corners of the space
2.Prepare two seats at the front of the space:
3.One for the facilitator (game show host)
4.One for the participant (game show contestant) – the ‘hot seat’
Permaculture Facilitator’s Resource Book for Training and Assessment
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
Effective engagement of Alumni seeks to support the students to become:
With the pre-arranged (and prolonged) support of alumni (now professionals) this approach of continued access to external professionals (ideally programme/course Alumni) is designed to prepare students to be able to engage with real clients and better enable them to respond proactively to change.
Externals are invited to engage with the current student group as they undertake a task, using social media (facebook; twitter etc) an/or Skype. This creates either incremental weekly instruction that builds into an overall assignment or regular support or feedback on course work from externals.
This approach needs pre-agreement and commitment of externals (ideally Programme/course Alumni) who commit to short, but regular interaction through social media or Skype.
This activity can either be driven by a live brief or challenge identified by the external (higher level of engagement) or as comment and support to those undertaking the programme, through sharing expertise and current work experiences. If the students are working on a live brief or task given by the external, this high level of interactivity can mean that summative deadlines can changedand information updated, and the newsworthy or other high profile influences can be included throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional).
This engagement can be “managed” by the tutor – to pre-plan some ambiguity or pre-agreed change of brief/scope with the Alumni contact, or left open to allow access to externals as an organic relationship, where advice may be sought by the students or experience/daily practice shared by the Professional as they see fit.
In addition, any presentation /show case or final assignment submission can be shared with the external and their input made part of the summative or formative feedback (assessment strategy).
Note that the choice of social media will impact on the type of engagement between alumni and students, but ideally something that the Alumni member uses regularly will ensure more regular engagement. Even small inputs (as typically seen in social media such as Twitter) can guide student approach and ensure that they are able to ask private questions, and that other students can also learn from the mentor/alumni generic comments or insights.
Depending upon the level and type of engagement, students can benefit from insights from a ‘typical day/week’ of a professional working in their area, or be pushed to develop their tolerance to ambiguity (through changing deadlines, or unexpected changes to the brief or additional information). This can build resilience in the students but there needs to be clear expectations of this relationship, as well as additional tutor support.
Students typically respond well to changes and additional insights from professional Alumni and can develop their understanding and judgement, in their chosen field, whilst gaining further insight regarding professional practice.
Students should be bought together to share their experience of virtually engaging with their Alumni contact and explore their emotional responses to the changing briefs or additional information. They need to explore, and develop strategies, for coping with ‘real world’ brief/challenges and exploringthis together, and sharing how they dealt with it, and could deal with it in the future, builds their confidence and resilience to change. Using reflective practice to consider the learning across the group can draw out a range of key lessons for preparing for future challenges.
Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project or to commit to regular updating/comment for a pre-agreed period of time.
Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar).
Scott, J., Penaluna, A., Thompson, J & Brooksbank, D. Experiential entrepreneurship education: Effectiveness and learning outcomes. International Journal of Entrepreneurial Behaviour and Research (Forthcoming)
Jones, C., Penaluna, A., Matlay, H., Penaluna, K. Discovering the Soul of Enterprise Education. Education +Training, Emerald Publishing (Forthcoming)
Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) ‘When did you last predict a good idea?: Exploring the case of assessing creativity through learning outcomes’, Industry and Higher Education, Vol.8, No.6, December 2014: 399 - 410
Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis. Education + Training, Emerald Publishing, Volume 52, Issue 8/9, pp. 660 - 678
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
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
Students should be able to:
With the support of alumni who engage through social media (facebook; twitter etc) an/or Skype, students are given incremental weekly instruction that builds into an overall assignment. This interactivity means that deadlines can changed and information updated, often in response to newsworthy or other high profile influences and the students need to adapt throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional). The project is designed to precede later work where the students will engage with real clients, so as to better enable them to respond proactively to change.
Activity
This activity is undertaken in semester 1 of a second year course of study (15 weeks – 2.5 hour sessions with anticipated 2.5 hours private study per week) and runs across all Visual Communication and Design courses. Each course's relevance is ensured as the framework can be adapted to specific study areas and alumni inform the actual project – so as to ensure relevance and to maintain student motivation (See: Continuous Conceptual Review Model). The sample offered here is for two cohorts (approximately 50 students) from the film and media production courses and from the Advertising and Brand Management course – who will subsequently engage in an interdisciplinary module.
The following provides an outline of the activity as delivered to these disciplines, and was first introduced in 1995 following alumni feedback on the value of their educational experiences. Other disciplines use their own alumni and realistic contexts.
Week 1
Students expect the lecturer to lead the class, but an unannounced stranger is brought in (alumni - in person or via skype) who asks the group about their career aspirations and challenges their understanding of the world of work. He or she explains their busy lifestyle and asks them to quickly help him or her with a problem they have – how to visualise a brand for a new academy of creativity, but explain that they have to go and leave them to it. Normally 90-95 per cent of responses include a light bulb.
Week 2
Student's have been discussing the individual and although not told, want to question the alumni about their work (curiosity based learning). The alumni,still in a rush, starts to explain that the headmaster for this new school will be Sir Humphrey Davy... then the connection is lost. Quick internet searches reveal that this is a historical project, as Sir Humphry Davy lived in 1778 – 1829 and that his work preceded the invention of the light bulb. Past work is discarded (with occasional moans and groans) and new research starts into historical images that represented creativity - prior to the invention of the light bulb. New / alternative ideas start to emerge.
Towards the end of the session the alumni reconnects / re-enters the room and takes questions about their work as a freelance storyboard writer for major TV companies. Scripts are discussed and student interest gained – a promise to see a script is made by the alumni.
Week 3
An outline of a TV script is presented to students by the alumni. They or another alumni start to explain how camera angles and specialist instructions such as close ups or super close ups need to be incorporated in the storyboards. Examples from well know TV programmes or Films are shown when possible. With support from the alumni, students attempt to develop a storyboard through acting out the script and noting important aspects such as emotional engagement. Identification of the brand is central to the story line.
Week 4
The alumni explains that he or she has just met the producer, who is happy for them to see other scripts for later episodes. Episode two has the main character Davy waking up in the future and looking at a barren landscape, one which is littered with light bulbs - which is now a thing of the past. The alumni explains that their brand has to survive the passage of time and that it has to be recognisable in the year 2020. Research into potential future understanding of creativity commences and students envisage / storyboard a potential future scenario based on the script.
Week 5
The alumni / staff set up an opportunity for the students to pitch their ideas to the alumni. They have an hour to prepare a presentation and are requested to discuss and argue a minimum of three ideas. This was unexpected. After 20 -25 minutes the alumni asks them to limit their presentation to one or two minutes, so that he / she can hear them all. Students are asked at random to present. Time may run out and alumni ask students to make a pdf version to email (via staff).
Week 6
The alumni explains the future direction of the time travelling Davy, and introduces the idea that he may meet aliens in his travels. Some students have already discovered Davy claimed this through their research. The task now is to create a pitch as to why aliens would find the brand design that they are developing to be credible.
Weeks 7–9
Students develop their storyboards and at least 3 brand ideas in the sessions. More in depth research is undertaken and initial concepts re-evaluated anditeratively developed. Arguments for the solutions are mapped and explained as reflective mind maps – so as to illustrate the thinking journey.
Week 10
With 2 or more alumni present or available via Skype, students are asked to consider how this kind of work could be best assessed and who should assess it? Using a pro forma, students suggest how their could be meaningfully evaluated. Through discussion, research, and assisted by appropriate lines of questioning by the educator and alumni, the idea of flexibility, adaptability and the requirement for multiple solutions emerge. Students come to realisethat their response to change is a key factor and that when faced with incomplete data (QAA, 23 states "students can be required to work with incomplete information or information that is incrementally offered after a review of their initial findings"). As multiple and responsive outcomes are the most important aspect, the theory of divergent production is introduced, i.e. more solution developing capabilities, many alternative solutions that respond to change, plus the value of distinctiveness of ideas (similar solutions being less creative than distinctly different ones).
Week 11–13
Students develop their ideas further, in the knowledge that the alumni will be commenting and advising the educator, and that they will be assessed on the distinctiveness of a range of ideas that relate to the assignment given to them by the alumni. These will be evidenced by charts that illustrate the critical elements of their research and how the research informed their solutions. In simple terms, the more divergent the thinking the more complex the charts, hence students can easily recognize the range of solution development that has taken place in a clear and transparent manner.
Week 14–15
Pitches take place and the alumni adds their thoughts and comments. Assessment is based on the range of alternative ideas, the divergence of alternative ideas and their ability to be used flexibly in the scenarios described in the scripts supplied by the alumni.
Note: later, in the next semester's module, the process continues and approximately 5 weeks into the projects each class will be provided with a theory session on brain functionality and how these kinds of activities enhance 'aha' moments of creative discovery (See: Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar). Thus practice informs personal theory development and theory follows practice, "reflective practice enables students to 'join the dots' of past experiences and perceptions" (QAA, 14).
The assignment is constructively aligned (Biggs, 2003) as it enables students to demonstrate their skills and responses in meaningful and relevant (to their studies) scenarios that engage true to life experiences of alumni – who are partners in the process / most of whom have now experienced it for themselves in their own education and are familiar with the concepts.
Of interest is that the assessment strategy is often new conceptually and structurally, but through debate and discussion (week 10) the students feel engaged and very aware of the goals – which are not as they first perceived.
The assignment also leads into later QAA areas, for example they learn to "robustly justify their decision making processes" (QAA, 17) and includes "pitches to peers and expert advisors" (QAA, 23) that involves "feedback from different viewpoints" (QAA, 26).
Moreover, aspects of decision making supported by critical analysis and judgement (QAA, 19) can be evidenced in this and later assignments based on the same approach. Specifically, the assignment discussed here adopts the following QAA (19) guidance on delivery approaches:
Open plan and flexible working environments suited to enactments and pitching – ideally simulated professional design studio with access to online resources
Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project
Pens and software utilised in storyboard development and brand evolution.
Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar).
Scott, J., Penaluna, A., Thompson, J & Brooksbank, D. Experiential entrepreneurship education: Effectiveness and learning outcomes. International Journal of Entrepreneurial Behaviour and Research (Forthcoming)
Jones, C., Penaluna, A., Matlay, H., Penaluna, K. Discovering the Soul of Enterprise Education. Education +Training, Emerald Publishing (Forthcoming)
Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) 'When did you last predict a good idea?: Exploring the case of assessing creativity through learning outcomes', Industry and Higher Education, Vol.8, No.6, December 2014: 399 - 410
Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis. Education + Training, Emerald Publishing, Volume 52, Issue 8/9, pp. 660 - 678
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
5Reflection and Action
(small paragraph/ 2 -3 sentence)
The focus of this task can be directed to subject knowledge (as revision) or as a way of seeking reflection on a particular learning experience or task.
This activity is very immediate and works well in large lecture theatres.
Potentially long – if including timings; approach; extensions; assessment; options for delivery
You can use this technique to summarise reports, reading, or learning – or as a reflective tool at the end of an experience or task. If you are using it as a summary tool then after reading policy/research (prior to class) ask the students to pause and reflect about the information they have been working with.
Ask them to write TWO WORDS that stand out as key ideas. The words do not have to be related to each other.
These can be shared across the group at this stage, or ask them to write them down.
Have students use the Think-Ink-Pair-Share technique to discuss their choices.
Think: Why did you select these two words from the article?
Ink: Write your reasons for your choices.
Pair: Find a partner.
Share: Share the two words you selected
Share the reasons for your "Stand Out Words."
You can display these words by using some thematic headings on flipchart and ask them to put their words onto post-its and onto the diagram. You can, as tutor, prepare a venn diagram around key concepts or a grid/axis for them to work within in advance or you can take open comments and group them yourself in a group to share the thematic analysis of the words selected.
It is also possible to show case the words selected by creating your own Word Cloud – using a site such as Wordle http://www.wordle.net/ This will allow you to draw together a visual summary of the words selected, and use any repeat word choice to your advantage. This site will display all the words as the same size, but then increase the size to reflect the numbers of times that a word was used. So you will be able to create a visual word cloud, which has relative meaning/value of the words chosen.
This task requires students to reflect and review, either on their learning or upon their learning journey. Ideally, as a tutor, you will receive the comments openly, but be prepared to do "another round" if you feel that the comments are not deep enough or that they have more to offer. This task can also review the rationale (the "why" they chose those stand-out words) and explore their emotional response to the subject/ learning.
Whilst this is simple to use, it is best to "play around" with the fonts and formats in advance – and ensure that you are able to save or capture the wordle you create. Have a play with it by dropping in your own words, repeating some, and using the formatting to connect words that you don't want split up. You can even insert web page text (URL) to see the effect it has. Ensure you are clear how to save the wordles if you want to use them again.
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
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
The activity can is best used as an ice breaker or as a revision technique as it is a fun method to start participants communicating and testing their subject knowledge and improving their subject judgement and decision making.
Once completed, the students need to produce their source material (reference; source; photo of quote etc) and their sources will be subject to comment by their partner.
If you want to create the review questions yourself to ensure that they are challenging and subtle enough to require analysis and critical judgement, you can issue the cards to the teams and circulate the cards amongst the groups.
This quick challenge tests subject knowledge and can be challenging if the students create subtle statements. It can build their knowledge and
judgement if the “maybe” or “lie” require critical analysis and judgement, and (especially if you provide a longer research/review period) you can encourage the students to challenge each other. However there will be times when they need to make a decision with insufficient knowledge. Review of this activity ought to be undertaken to explore the subject material and also the pressure/time constraints of meeting the requirements of the game. Emotions are worth noting and pressure to create or answer the questions need to be recognised.
n/a
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
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
• To allow learners to contribute to the agenda for large-group teaching sessions;
• To allow teachers to find out ‘where a group of learners is at’ at the start of a large-group session
• To gather details of ‘learning incomes’ for a group – what the learners can already do, what they already know, and what their potential problems may be.
This is a plenary activity using post-its in a large-group setting, for example in a lecture theatre, at the start of a lecture, or at the start of a series of lectures. Each learner is given a post-it, and asked to respond privately to a given starter-question. Learners are then asked to swap post-its, and a few volunteers are invited to read out what’s on the post-it they now have (in the comfort of relative anonymity). Then learners are asked to stick up all the post-its on one or more flipcharts, to serve as an exhibit for the rest of the lecture, and to be taken away by the teacher/lecturer at the end of the session for further exploration.
1. Show a slide indicating very broadly what the session is going to be about, or give a very short oral introduction to the session.
2. Issue post-its, one to everyone (rectangular ones are best for this)
3. Picking a main topic from what’s going to be addressed in the session, indicate the starter statement on a slide ‘Xxxx would be much better for me if only I ….’ and ask everyone to jot down, in good handwriting, quick completions of this starter on their post-its.
4. Ask everyone to swap post-its, till they’ve lost track who may have their own.
5. Find a volunteer to read out, loudly, whatever’s on the post-it they now have. Explain that there’s no risk, as if the post-it is ‘silly’ it’s not the fault of the person who now has it.
6. Ask the volunteer to pick any other learner (e.g. by what colour they’re wearing or any other way), and get them to read out what’s on their post-it.
7. Repeat till between 6 and 10 post-its have been read out.
8. Ask for the post-its all to be stuck onto a flipchart (or two) at the front of the room, e.g. ‘folk at the end of rows please bring them and stick them up’.
9. Look briefly at the exhibit, picking out trends, praising a couple of really good ‘if only’s, and reading out any amusing ones.
10. From time to time during the session, address things that were listed on the ‘if only’ post-its.
11. Peel off all the post-its and take them with you at the end of the session, and if you have time sort out what the most frequently occurring ones are, and start of your next session with the class by addressing one or two of these directly. From the whole collection, gain an idea of how much (or little) the group seems to already know about the topic (the ‘learning incomes’ – what they’re bringing to the topic).
This exercise helps teacher and students develop the following skills:
• Teacher: skill at finding out ‘where a group is at’ regarding a new topic, or an (important) subtopic.
• Teacher: a way of starting a lecture where it matters little if a few stragglers are still arriving during the activity.
• Teacher: a resource to re-visit before running a new session on the same topic with another group in future.
• Learners: the feeling that their views, fears, and ideas are being collected and addressed by the teacher.
• Learners: a quick, anonymous, safe way of admitting things they think will be difficult or challenging.
• Learners: the opportunity to think quickly around a new topic, and pick something they would like to get out of it being covered in the session.
• One or more pads of post-its.
• Something on which post-its can be stuck by learners towards the end of the activity; a flipchart is ideal, but doors, windows, whiteboards and walls can be used as necessary, testing them first to ensure post-its will actually stick to them.
• A few pens or pencils to give away to those learners who haven’t one with them.
Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
https://iad4learnteach.wordpress.com/2014/01/10/making-learning-happen-the-power-of-the-post-it-note/
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.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
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
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
This activity focuses on how the audience perceive creativity as individuals and establishes a qualitative estimate on how creative each individual in the groups feels they are.
It proceeds with individuals choosing and listing their top 5 creative persons and top 5 creative professions. The names and professions put forward are collated and then act as a focal point for discussing any common traits for creativity that emerge. These traits should be identified as broadly as possible and the links made that everyone will have some of these traits, supporting the proposition that we all are creative in different ways and this brings into focus what stops people from being creative.
The class is then split into groups of 4-6 and goes through an exercise that connects idea generation and creativity.
Finally, the session is brought to its conclusion through comparing the traditional problem solving and creative problem solving approaches.
What follows next is a group exercise.
The audience is split in groups of 4-5 members and are either given a common object, say a brick, and are asked in their groups to find and list in 2 minutes as many uses for it as possible.
The alternative is that each group are given their own object, such as a paper clip, or a coffee cup, or a wire coat hanger, etc. and once again are asked to find as many uses for their object as possible in 2 minutes. (The common object is preferable as it gives a direct comparison between the workings of the groups).
Once this part of the exercise is completed, the groups are now given different tasks to do.
These tasks have been designed to be under three categories: demanding; non-demanding-routine-repetitive; and one that requires no thinking at all.
You can engage the students with Legos or packs of playing cards.
If more than three groups choose what the other groups should be occupying themselves with, i.e. demanding; non-demanding-routine-repetitive; and one that requires no thinking at all tasks.
Typically there are moans and groans from the groups that are given the menial task and those that will be doing nothing as opposed to the groups that they get to build something and the facilitator has to explain, without giving too much away, that there is a reason behind this process that should come apparent after completing the exercise.
The groups are now asked to spend the next 2 minutes adding to their original lists of things to be done with their originally given objects.
After the 2 minutes are up collate the results of 'how many different ways of using their particular object' each group has come up with and most probably the results will show that the group that had the 'non-demanding-routine-repetitive' task will have come up with most ideas.
The group is then shown a short clip from the BBC Horizon programme: How insight works and are introduced to the summary of the scientific findings of how the brain reacts to being occupied by different tasks, demanding the use of different parts of our brains and how these influence the onset of 'insight'; directly related to creativity. (10-15 minutes)
To close the session few more slides follow on traditional problem solving as opposed to creative problem solving, the use of divergent/convergent approach especially to engineering problem solving and a list of how to 'Get unstuck' in problem solving. (10 minutes)
If electronic devices are available, the facilitator can once again ask the audience to assess themselves as to how creative they feel on the scale 1-7 (as done at the start of the session); the results will show that although the spread of the answers are still close to a normal distribution, there is typically a shift towards the more creative side of the graph, purely because they understand more about creativity and they feel themselves capable of being more creative.
Through this interactive session the students derive a number of benefits:
Key authors in this area include T M Amabile (1989; 2008) ; Tony Buzan (1998) Mind maps; Edward De Bono 1985 (Thinking Hats) 2008 (Frames for thinking about Information); H Gardner (1983; 2013)
Books: Managing Innovation, design and Creativity, Bettina Von Stamm, 2nd Edition, John Wiley & Sons, 2008
BBC Horizon: How insight works
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
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
In this exercise,we use brainstorming and idea generation techniques such as
To be successful, students must be prepared to work like an entrepreneur. This means:
‘What makes Entrepreneurs Entrepreneurial’ by Sarasvathy Explore more here: http://www.effectuation.org/
‘The Idea Agent: The Handbook on Creative Processes’ (2013) by Jonas Michanek and Andreas Breiler
Author: Lynda Povey, Enterprise Adviser, University of Portsmouth.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
This quick and immediate task works well as at the start of a topic or programme as it can be an effective icebreaker. However it can be used at the end of a programme of study or to close practical learning to gauge levels of confidence in the learning and pull out key points.
All you need is a corridor or open space in your teaching room so that you can encourage all your learners into a line. However this task can be noisy (lots of discussion) so you may need to accommodate other learners within your building/learning space; but it is also possible to do this outside in an open space!
This simple activity requires the learners to move physically and place themselves into a line. Your role as tutor is to declare a challenge or task – or introduce the topic (or restate if revision) and then ask the students to put themselves in a line, based on their understanding of the topic/challenge. Present yourself as the “head of the queue” as the expert and invite them to line up.
They will have to navigate their understanding of the challenge or negotiate with each other as to who has displayed better skills or knowledge in the past or during the programme, or who has more experience or understanding of the project or topic.
Typically they will bunch at the back, far away from you but given time and the instruction that you need a line in front of you, they will reorder into a line.
You can invite them to talk to those next to them to ensure that they are in the right order and move up or down as appropriate.
Give this quick task time to play out, as the discussion between participants needs to deepen, particularly if you are using this as an icebreaker. However it can also work as a confidence boost when used as a revision tool as students encourage each other to move up and recall their successes and prowess during the programme of study.
Once the group has settled, as them the following:
You can ask (some of) these questions and then allow them to talk to those next to them before taking full group feedback or you can seek responses from them as they stand before you. It is also possible to ask a different question of each of them and ensure that everyone in the group has spoken in this task.
Ensure that you reflect with the group on their decision making related to subject knowledge/expertise/practical experience but also see if internal personal skills or sharing knowledge (communication) improves your ‘ranking’ in this way. End this quick session by releasing them back to their seats but also reminding them that all they have displayed in their ranking is their confidence rather than actual ability and therefore they are now able to create their “real” score or position through their own practice/effort.
Whilst the students have a short amount of time to find out what they need to know from each other, they have to use their interpersonal skills to ask the right questions. Some will be use a factual basis (previous scores obtained or exam results) others will judge on wider experience and knowledge. Itis important to reflect with the full group what they used to make these judgments and whether they could have taken other elements into account. Explore the important of communication and knowledge in achieving goals and encourage the students to consider their own action plan at the end. It is possible to determine a skill “take-away” or challenge to improve their “ranking” and this will deepen their understanding of skills in relation to knowledge.
None
N/A
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
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
3Decision making supported by critical analysis and judgement
7Communication and Strategy
Engaging large groups of students in delivery and content interactively can be a challenge, often made more difficult by the lay-out of teaching spaces. Using the potential of the mobile or smart phone for texting, voting, or twitter can engage all the individuals in the room, allowing them to ask questions that are unlikely to be raised as questions during a traditional lecture format.
Engaging students in their learning, particularly in the static environment of large lecture theatres is a challenge. However learners are likely to have smart phones available to them during class and rather than banning them from the room, it can be more engaging to encourage your students to use their phones to raise questions, vote and share their opinions or indicate their views on specific topics. By developing your traditional‘lecture’ style to involve decision points, questions or votes, you can check understanding in the room, and if you wish to use specialised text apps or features (such as Twitter or voting apps) you can open your entire input to comment and reaction.
This activity can be incorporated into your traditional large group teaching (particularly with large group or in lecture theatre) and although it doesn’t specifically take much time to set up and engage them, you need to ensure that you allocate time for discussion of any points within class to review and clarify the learning. By creating point of engagement, or inviting students to comment you can change the dynamic of your lectures and develop a ‘conversation’ not only with the learners and yourself, but also across the learners together.
Note of caution: obviously this approach needs consideration relating to the age range and appropriateness of this type of engagement. There are issues of privacy when using texts (phone numbers) and providing open communication, such as a full twitter ‘wall’ can lead to humour and irrelevant topics appearing on the screen which become distracting to your educational message. You however have the choice to open this screen fully to your students throughout the class, making all communications visible (if using twitter etc) either on a screen or through individual phones or lap tops, or you can keep this dialogue direct to you. Ownership of accounts (such as in twitter) create a more direct link to individuals without disclosing personal contact details, but it is important to agree ground rules of respect to avoid any trolling of those actively engaging. Typically students are responsible when engaging with this public forum, but it is important that you are clear about the need to respect contributions and those making them.
In allowing the learners to voice their concerns, vote on their views and share their feelings or confusion you are opening up their learning experience and showing that other students, as well as themselves as individuals, can develop and deepen their understanding through discussion and clarification. The skill of concise and effective communication is displayed in the voting and within the precision of short texts or 140 characters in twitter. This task builds confidence if you, as the tutor, welcome comment and develop the “conversation” with your learners. It is important to acknowledge questions and areas of concern and respond within the class, or specifically state when you will review this topic further, to create a legitimate feedback loop between yourself and students.
Note: Check that students have access to mobile or smart phones and that they are happy to engage in learning by sending text messages (many phone packages allow for free texts but it is important to understand the group perception/position on undertaking this task before starting as it may involve expense). If wifi is available, then many of the features of apps will be free to use and typically university students have access to institutional wifi in order to engage. However you need to check that your particular teaching room will support your proposed activity without students incurring costs to engage.
A little preparation can be needed (either for individuals to prepare (or establish an account) and/or the tutor to establish twitter accounts or to familiarise yourself as the tutor with specific apps, such as Poll Everywhere http://www.polleverywhere.com/ or a twitter wall to display (such as https://tweetwall.com/ or similar). There are lots of different applications available which will display tweets, or visually display votes or words from students, many free to use, so consider the constraints of your teaching room (such as wifi enabled etc) and encourage your learners to be prepared in advance by making any downloads required.
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
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, 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
A fun and interactive session that encourages networking which can be underpinned by theory and practical advice and support on how to improve physical networking. Each participant is given a card from a standard 52 deck. The participants keep their card for the duration of the game. Initially they find someone to pair up with to form a starting hand. The pair of participants then queue to visit the dealer who deals a Texas Hold'em hand and each participant is awarded points based upon the final hand obtained. Participants then have to find another partner to form a new starting hand and join the back of the queue. The gamification of networking encourages participants to meet as many people as possible and look to identify where they have commonality that could lead to mutual value. Each relationship is not equal as suits could represent sectors, face value could represent job roles. Yet sometimes cards that do not seem to have any strong connection can lead to a useful networking connection (and score in the game). The individual with the top score will win a prize; this is not always the person who made the most connections although playing as many scoring hands as possible (putting in the effort) obviously helps. Successful players are therefore selective in who they form a starting hand with. Through playing the game and talking whilst queuing to see the dealer, participants do engage in real networking as the conversation inevitable moves away from just game participation.
After a winner has been announced the sessions can be underpinned by introducing theory or practical tips.
Activity:
This session works well as an icebreaker at the beginning of a new module or extracurricular enterprise intervention or equally well at a formal networking event. This has been used with local Chamber of Commerce organisations, UGs, PGs and staff with excellent results. Please note a basic understanding of Texas Hold'em poker and hand dynamics does add value to the participant's experience. If the educator is not confident then it is likely a student or member of the group has the necessary knowledge to help.
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
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
The focus within this task is to simulate innovative thinking within a curriculum topic, using creative methodology to create ideas that can be evaluated and explored.
This creative thinking activity is potentially run over 2 hrs.
The academic tutor will need to identify a problem linked to curriculum topic or industry/sector e.g. 5 items that cannot be recycled. This topic can be prompted by recent news in the sector or the latest research update in your area. The task is then to explore this problem, but without using traditional methods. This problem therefore needs to be explored by the teams using drawing/ playdough to think through the problem and discuss solutions. No writing is permitted during this task. Music and creative freedom is encouraged to establish a comfortable and learner directed environment. The time allocated for this first part of the challenge is 1 hr.
The second segment of the session is run as a presentation showcase and requires presentations from each team's problem/visualisation and the audience are invited to discuss what they feel the solution/s are. The original group is then given 5 minutes to draw in addition comment from their peer group and confirm their final solution.
Students have the opportunity to work creatively an d beyond the traditional limits or expectations of their subject area or background. Such freedom brings its own challenges and constraints but provides a rich opportunity to innovative think and problem solving through creativity. The peer-review and comment aspect of the presentation allows the continued support of peers in the development of solutions and allows them to work co-operatively, rather than competitively to support the development of solutions. As 'chair' of this "solution-conference" your role will also be to draw out key reflections on the following topics:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
This is a two hour session and it will begin abruptly by creating a case study with the student group.
The idea is to pick on a student and announce in 5 years' time "Jane"(or John) will run a successful arts consultancy. This will raise some surprised gasps and giggles which will immediately engage students' attention. The narrative that unfolds will demonstrate: how Jane started out in one direction but discovered, and followed, opportunities elsewhere, how she took a few risks, showed resilience in the face of setbacks and how she turned to her networks (other students in the room who come into the story) to help her fill skills gaps and capacity problems.
The case study is pre prepared and can be tailored to the cohort. It should be approximately 10 mins long and the story should be plausible – not extraordinary – a case of everyday entrepreneurship. It will be fun as it draws the students into a fictional story.
Following this there is a 30 min breakout to discuss in groups of 3 or 4 to analyse Jane / John's journey: how did he do it, the key factors for success, would you have done it differently, could you have done the same journey, have you encountered any similar situations to John, if so what did you do? Students post thoughts on stickies.
The management of feedback here is important because the students, who are reluctant entrepreneurs, should be led to the explanation that this behaviour is entrepreneurial. The session is to not only identify the behaviour as entrepreneurial but to get the students to reflect on their experiences in similar situations and imagine how they would respond. The idea is for the students to see enterprise as tangible, every day (familiar even), as a series of minor steps and small scale risks and about trying things out to see what happens.
The upshot of the feedback session is that the students 'discover' the entrepreneurial mind-set for themselves – they have not listened to an expert talk about it for 50 mins – and that they identify with it as something they can do themselves.
The session finishes with 10-15 mins 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. The follow up session (if appropriate) will be 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.
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
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
PESTLE is a useful strategic planning tool. It provides businesses with a framework to analyse and keep track of the ever changing wider environment in which they operate. Its use is both appropriate at the pre- start business planning stage and for established businesses.
This activity involves explaining PESTLE using examples followed by an interactive exercise where learners apply the PESTLE framework on an organisation.
Each letter of PESTLE denotes a factor in the environment that has an influence on business, as follows:
|
PESTLE FACTOR |
EXAMPLE |
Example of a possible negative business influence |
Example of a positive business influence |
|
Political
|
How a government will influence the economy i.e. Policies, initiatives, taxes, duties, trading policies and tariffs etc. EU directives and changes in EU membership, International relations (war, trading sanction, trading agreements) |
A company that exports a product to a country where political unrest results in an export sanction. |
A government initiative involving a financial incentive to encourage home owners uptake renewable energy sources increases demand for a PV Solar Panel Installation business. |
|
Economic
|
Economic performance factors that can affect our revenue and supply and demand. i.e. inflation, interest rates, exchange rates, wage inflation, disposable income etc. |
Cheaper imports of steel from China compounded UK exports being less competitive due to exchange rates indicating strong £ pound against other major currencies reduces demand for British Steel. |
A travel agency enjoys increased business as exchange rates indicate a strong £ pound against the currency of many popular holiday destinations making a holiday more affordable. |
|
Social
|
Social changes can change our customer profile, influence our product and service and the way we communicate in our market place. I.e, trends, behaviours, habits, lifestyle, fashions, cultural & religious factors, population movement, migration and immigration birth rates etc. |
High street clothing retailer’s sales decline due to changes in buying habits such as internet shopping |
Tends from the USA and our ageing population have increased the market for cosmetic surgery. |
|
Technical
|
New technological advances that influence the way that we need operate and communicate to stay competitive as well as provide direct business opportunities i.e research and development (new manufacturing techniques, robots, new product development etc ) social media, communication, security technology etc. |
A small business can cut advertising costs by using social media to reach its market. |
Bookshops see a decline in sales following the introduction of the Kindle and other tablet based technology. |
|
Legal
|
Legislative changes that businesses will need to meet i.e health and safety legislation, employment law, licenses, trading laws, environmental legislation, specific standards etc. |
A market leading tooth whitening product becomes illegal as its formula does not meet new legislation introduced. |
A construction company who complies with a new quality standard introduced can work on government backed programmes. (It has less competition as standard is timely and expensive to obtain)
|
|
Environmental
|
Changes in the environment that can affect the business such as issues associated with the effects of climate change on weather conditions, loss of biodiversity (reduction in certain plants and species).Pollution. |
Climate Change has provided favourable grape growing conditions British Wine Producers to increase supply. |
Decline in the Honey Bee population has reduced production of honey manufacturing. |
Split the group up into sub groups of 4-6 people. Ask each group to choose a business type from below and complete a PESTLE for the type of business they have chosen.
- A Supermarket
- A British Wine Producer
- A Cosmetic Surgery business
- A Travel Agency
- A High Street Boutique (choose ladies or gents)
Each group should write the PESTLE on a flip chart and present back to the full group for discussion. The activity should take 30 mins writing the PESTLE and 30 mins presenting it.
NB .This activity can also be delivered working with an individual or a group who are setting up or who already run their own business. In this case they would develop a PESTLE on their own organisation.
The primary skills required to develop a PESTLE Analysis are analytical & research skills. Also this task develops debate and presentation sills.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
The learner will be able to explore an idea or concept as openly as possible to gather a wide range of solutions through the power of group work and seek to build a consensus through:
The focus within this task is open idea generation within a team, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored.
Within this scenario, participants must pretend that they've been shipwrecked and are stranded in a life boat. Each team has a box of matches, and a number of items that they've salvaged from the sinking ship but they can’t keep them all within the lifeboat. Members must agree which items are most important for their survival as they need to prioritise.
The challenge should be issued to the group, and time given to the challenge individually. This is important in creating the challenge of consensus building as it allows to think about the problem individually; continues the cycle of presentation and discussion in groups evaluate the process to draw out their experiences until the whole team has had a chance to voice their opinions and how teams arrive at consensus decision where everyone's opinion is heard.
Time: Flexible, but normally between 25 and 40 minutes
Number: Up to 5 people in each group
Instructions
1. Divide participants into their small teams, and provide everyone with a ranking sheet (with two columns).
2. Ask team members to take 10 minutes on their own to rank the items in order of importance. They should do this in the second column of their sheet.
3. Give the teams a further 10 minutes to confer and decide on their group rankings. Once agreed, they should list them in the third column of their sheets.
4. Ask each group to compare their individual rankings with their collective ones, and consider why any scores differ. Did anyone change their mind about their own rankings during the team discussions? How much were people influenced by the group conversation?
5. Now read out the "correct" order, collated by the experts at the US Coast Guard (from most to least important):
Once the general discussion relating to the individual scoring has died away, draw the discussion to the team approach and explore issues of leadership, listening, negotiation, decision-making and consensus building.
It is typical of many ice-breaker tasks that the learning is not within the task objective, but within the team process and often the desire to complete the task can mask the transferable learning that has been gained. It is therefore key, that once the discussion of the challenge itself is complete, that the debrief explore the skill development within the task and team work itself.
Either within the groups themselves, and then as a larger group, or working directly with the full group, seek reflections and comment on what they have learnt about:
As a facilitator, it is important that you allow them to explore their team process and find the learning within that. This can involve team members sharing difficult feelings about not being listened to, and this needs to be acknowledged, accepted and the lessons drawn from it (would it have been a better process to take view from each member and vote? Should individuals have been more forthcoming if they had strong views and how do they ensure they are heard in the future?). The lessons from each group can be usefully heard by the wider group, in order to understand and learn from different approaches as this allows deeper reflection as to how to approach similar challenges in the future to be explored.
Develop a simple chart for each team member. This should comprise six columns. The first simply lists each item (see below). The second is empty so that each team member can rank the items. The third is for group rankings. The fourth is for the "correct" rankings, which are revealed at the end of the exercise. And the fifth and sixth are for the team to enter the difference between their individual and correct score, and the team and correct rankings, respectively.
If this cant be done in advance and handed out, then it can be drawn by each team member at the start of the challenge.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
6Interpersonal Skills
This exercise is a fantastic way to get people working together to complete a simple challenge. The idea is that they are given a pack of spaghetti, a pen, scissors, a reel of cotton, two chairs and a bar of chocolate for each member of the team. They are asked to build a bridge using the equipment provided that will hold the bars of chocolate. The first team to do this wins.
This activity could take from 30 minutes to complete, reflection and analysis takes place at the end of the session
An example of the tools they will be given is laid out on the facilitators desk where the spaghetti packet is opened and the cotton is cut into a few lengths, providing visual example of what is possible (if potentially misleading!).
The chairs are spread two feet apart and cannot be moved (ideally these will be away from other groups to stop cheating) items are given to the group and they are advised that they are to have a 5 minute team talk to prepare before they start, however the first one to build the bridge wins (and invariably they race ahead and start to build the bridge, but you can reflect upon this approach with the whole group at the end).
Typically the further they race ahead (without planning and discussion) and open the items, the more problems they will face. For example, once the spaghetti is opened it becomes a lot harder but the more creative constructions emerge. The best solution is to leave the packet closed, pierce the ends and use the cotton to secure the packet to the chair and rest the chocolate on the packet of spaghetti. However it is still possible to complete the task once the spaghetti is opened, but they will do well not only to hold the chocolate, but complete the task in 30 minutes.
At the end of the 30 minutes, the groups get a chance to see what the other teams have done and see how creative they have been in creating a bridge.
This could be done with any size group as long as there are sufficient facilitators to split into smaller groups. The optimum numbers in each group would be 4, however multiple groups will be working at the same time. They would have to work at the same time so as not to hear the discussion of other groups.
This activity can develop a wide range of skills including the following:
It is useful to spend additional time reviewing the group process and explore how the task was tackled as a group. Ask the groups to reflect on the following within their team process:
How the initial discussions went, did someone take the lead, was it a bit of a shouting match, was it chaos, was there a lack of ideas/too many ideas
In advance you need to purchase resources.
Each team will need a pack of spaghetti, scissors, reel of cotton, two chairs and a chocolate bar for each team member. Someone will need to watch the time or you can add time keeping to their responsibilities.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
This task focuses a group of people to organise themselves to set up a production line to exactly replicate an existing product as many times as possible in set amount of time. They are giveqaan the opportunity to reflect on and improve their approach twice to increase efficiency, quality and productivity. This gives participants and others the opportunity to see how their own and other behaviour, ideas, approach affects the development and outcome of the task and how by working together and reflecting and analysing a situation it can be adapted and improved going forward.
This activity could take from 30 minutes to a couple of hours depending on how much review, reflection and analysis takes place at the end of the session.
Group gathers around a table with all the resources on it. There is a sample product : a booklet with 13 squares of paper 10cm x 10cm, secured with 2 staples in a x shape in the top left hand corner of the booklet.
The group is asked to put together a production line replicating this booklet. They will have 2 minutes to discuss how they think they could best do thisand to allocate roles. Then 3 minutes to put this into practice and produce as many booklets as possible. When the time is up the facilitator then countsand inspects the finished products, looking for quality and accuracy ie:
The group then gets 2 minutes to discuss and review their methods, systems and procedures and come up with improvements or a different approach. They then get another 3 minutes on the production line to best their last score.
The above process is then repeated for a third time.
This could be done with any size group as long as there are sufficient facilitators to split into smaller groups. The optimum numbers in each group wouldbe between 6 and 10, however multiple groups could be working at the same time. They would have to work at the same time so as not to hear the discussion of other groups.
Skill Development:
As has been described this task involves many different skills and objectives on all different levels and can be assessed and analysed either briefly or in great depth across some or all of the objectives. For example, if this is an exercise for managers or recruiters to assess staff skills and abilities it can be finished there at the end of the last count. However it can be extended further, so each team then breaks off with a facilitator to analyse what happened at each stage and why.
For example : the focus could just be on the outcomes, ie the quality and quantity of the finished products. Often the first time, people are rushing and slapdash and may do quite a few but get a lot rejected, so need to slow down. Or get them all passed but do a small number, so need to speed up. So it's finding that balance between speed and quality/accuracy.
Or the focus can be on the review and reflection, how the method was changed or improved each time to give better results.
Or the focus can be on the team dynamics how they evolved through each stage, or on the leadership and management of the task and how that changed and fluctuated at each stage, how the balance of power shifted as the task went along.
Or it could very much focus on the individual, the role they played, how this evolved, how they felt, how they were affected by the different characters,how they affected other members in the group, positively or negatively what they would do differently next time.
Depending on whether the focus is on 1 or 2 of the objectives and skills or all of them, all of these and more angles can be identified and explored after the task.
Large sheets of paper (A3 or larger, could use old newspapers) minimum of 60 sheets per team, pens, pencils, markers, rulers, scissors, staplers.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
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
7Communication and Strategy
The ability to communicate your ideas clearly, confidently and effectively is essential in enterprise, and for any study and career a student may undertake. However, no to audiences are the same, and so, to be maximally impactful, no to pieces of communication should be the same either.
This simple activity can be run as a 5 minutes warm up or plenary to a session, or be expanded upon to fill a session in its own right. It works equally well with small or large groups, and requires no materials or preparation. It works well as a revision tool at the end of a lecture, topic, or module.
It encourages students to reflect on who their audience are whenever they're communicating, and to consider their language, tone, and points of reference to ensure that their message is understood as clearly as possible. It allows students to consider how their skills may be applied in a real world context, and to consider how their field connects with others.
The activity can easily be extended in a number of ways;
Students will enhance their communication and public speaking skills, with a greater understanding of the importance of meeting the needs of your audience. They will have a greater appreciation of how their subject area connects with others, and of how their subject area operates within a real world context.
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
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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
This task provides an opportunity to reflect on the learning gained during particular tasks for activities (ideally should be of "medium" length, such as intense induction programmes, week long activities or longer learning 'events' (modules or years of study). This can be particularly effective in terms of drawing out "change" or learning gain as identified by the learner themselves.
This approach provides an opportunity to reflect upon a wide range of individual development (including emotional development and confidence levels) as well as recognising improvement in the development of skills.
Traditionally physical diaries were issued to encourage students to write regularly and informally, however the wide range of multi-media (through smart phones and tablets) also allows students to select their own format (s) or trial the use of a new media tool for this purpose (ideally agreed in advance with tutor to avoid IT issues in viewing).
A learning diary is therefore a tool of reflection which can take a variety of forms.
Key considerations for the tutor include:
NB: Consideration of how to create "value" is key in determining the role/purpose of this approach within an assessment strategy or within a programme. Typically students value activities that the tutor places a value on, and their currency is marks/assessment. However as diary is, by definition, a subjective view, and should reflect what the student has heard, learnt and reviewed, it is the student's own analysis and insights that count, and clear marking parameters and guidance need to be provided to ensure clarity.
Issuing this task should be done at the start of the activity that you wish the learners to reflect upon. Ideally you encourage (or set) answering a range of open-ended questions, delighted to understand their initial position as they approach this learning/task. This may include expanding upon their prior understanding or life experience, as relevant to this work.
Once the activities are being undertaken, reflective models can be issued or sourced by the students to support their thinking. However you may wish to provide a set of reflective questions at regular intervals as prompts to their developing thinking.
This activity can be highly prescriptive, with set timescales at which you expect stages of reflection to be completed (as relating to the task being undertaken) however it is also possible to make this an open task, where the approach and learning is with the student to design and undertake. This allows the learner to explore, source and select their own model for reflection and test its effectiveness as a tool for their development during the process. This additional skills of research, evaluation and comparative analysis but risks diluting the quality of the reflection if the students place the emphasis upon critiquing models rather than the task itself and their personal learning. It is therefore important that you reflect the emphasis you wish to seek within your assessment schedule.
To increase the synthesis, and the ability for personal and confidential reflection, you may wish to create a format in which the students regularly capture thoughts and feelings, but keep this as a personal document (diary, blog or video diary) from which the submission is created. This synthesised version of their learning and reflections build an understanding of their personal development over time and allows for honest and uncensored self-reporting and reflection. Again the structure/control of the format/questions can be loose and open (providing only sources and reference to guide) or highly prescriptive (working within a template or with specific tools/questions) to ensure that the key elements of learning (including emotional elements and confidence) are a required feature of the submission.
Personal reflection is a tremendous skill, but is often difficult for students to develop, particularly during a period of study, with little or no external reference points or practical application. It is therefore recommended that this is an assessed piece, so that the value of reflection is made clear. It is therefore important that you, as the tutor, place importance upon the development of this skill and take class-time to consider what is meant by reflection practice and how to ensure that reflection leads to learning.what is meant by reflective practice and how to ensure that reflection leads to learning. It is also important to consider the formative as well summative assessment within this process, as reflective skills are improved through regular practice, and this form part of your regular teaching. It is important that you 'model' a reflective approach with the students by including reflective questions onto your regular contact with them, and making reflection an explicit aspect of your activity/classroom debrief. Making this explicit within your teaching will reinforce the student's understanding of reflection as an activity to repeated and practiced, as well as help them see how reflective questioning or models can deepen their understanding, and build confidence in their abilities.
Three stem questions (Borton T 1970) were further developed by John Driscoll (1994, 2000, 2007)
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
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To understand the importance of values and explore how are values affect us and our decision making
To recognise our own values
To recognise the difference in people's values
This session can be run by working with learners remotely (through a learning log or diary – see QAAreflectivediary) or in a group discussion in order to explore individual values. It can be useful to help groups explore their approaches and the values that underpin them.
Activity
This activity takes no more than thirty minutes to deliver in a group setting and needs few resources (have a prepared Flip chart replicating the grid with enough columns to suit the numbers in the group). However if delivered as a prompt within a reflective diary or personal learning document, this task and its outcome can be revisited throughout the learning process.
As a group task:
Ask each individual to take some time to read a list of values and decide which are the most important 5 values.
Once these values have been identified, they are asked to rank them by placing them in order of importance ie 1 being the most important. When they have all finished ask them to go behind the flip chart one at a time and put their scores in the grid when they have all sat down turn the flip chart around to group to discuss the range of findings.
Typically no two sets are the same, indicating the range across the group and ask them to discuss the diversity that they see.
Feedback and discussion should not now be task focused (particularly as values can be deeply held and discussions can be wide ranging at this point) but focused upon how to work together if the values are very different.
Please choose your top five values numbering your selection in order of importance 1 being the top and 5 being the lower value.
List of Values can be generic, task or profession focused or related to group work (see below)
Values listed could include:
Amend: it may be possible to alter this generic list to make reference to issues or debates within your sector/industry or a potential profession. This may require some research or background reading by the students which may impact upon scheduling this task to the following week after the issues have been announced.
Amend 2: Reflective Group work task
It may also be useful in developing communication skills for group work to alter these values to key elements of group work and ask the group to explore these elements and explore what is important to those working in the group and how best to work together, where there are recognised differences. These could include:
This is great exercise for getting people to appreciate how diverse we all are and we should be aware of that when working with others. It is important to ensure that respect for all participants is maintained throughout and it can be helpful to create ground rules at the start of the discussion; however it is also important to build the skills of active listening and build confidence in expressing emotions or strong feelings. It may be helpful to reflect with a colleague on this task, and the group undertaking it, if you wish to be prepared for the range of observations and discussions that may stem from the group.
Group discussions should conclude with consideration of how to take this learning forward into future activities and tasks, whilst individuals can be prompted in their learning diaries or personal reflective logs to explore their emotions in relation to these issues.
As one of the more fundamental elements of communication and improving interpersonal skills, it is important that, as a facilitator, you are able to draw out the learning from this task, rather than allow the merits inherent within each of the values/topics to dominate the discussions.
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
5Reflection and Action
This task provides an opportunity to reflect on the learning gained during particular tasks for activities (ideally should be of “medium” length, such as intense induction programmes, week long activities or longer learning ‘events’ (modules or years of study). This can be particularly effective in terms of drawing out “change” or learning gain as identified by the learner themselves.
This approach provides an opportunity to reflect upon a wide range of individual development (including emotional development and confidence levels) as well as recognising improvement in the development of skills.
Traditionally physical diaries were issued to encourage students to write regularly and informally, however the wide range of multi-media (through smart phones and tablets) also allows students to select their own format (s) or trial the use of a new media tool for this purpose (ideally agreed in advance with tutor to avoid IT issues in viewing). A learning diary is therefore a tool of reflection which can take a variety of forms.
Key considerations for the tutor include:
NB: Consideration of how to create “value” is key in determining the role/purpose of this approach within an assessment strategy or within a programme. Typically students value activities that the tutor places a value on, and their currency is marks/assessment. However as diary is, by definition, a subjective view, and should reflect what the student has heard, learnt and reviewed, it is the student’s own analysis and insights that count, and clear marking parameters and guidance need to be provided to ensure clarity.
Issuing this task should be done at the start of the activity that you wish the learners to reflect upon. Ideally you encourage (or set) answering a range of open-ended questions, delighted to understand their initial position as they approach this learning/task. This may include expanding upon their prior understanding or life experience, as relevant to this work.
Once the activities are being undertaken, reflective models can be issued or sourced by the students to support their thinking. However you may wish to provide a set of reflective questions at regular intervals as prompts to their developing thinking.
This activity can be highly prescriptive, with set timescales at which you expect stages of reflection to be completed (as relating to the task being undertaken) however it is also possible to make this an open task, where the approach and learning is with the student to design and undertake. This allows the learner to explore, source and select their own model for reflection and test its effectiveness as a tool for their development during the process. This additional skills of research, evaluation and comparative analysis but risks diluting the quality of the reflection if the students place the emphasis upon critiquing models rather than the task itself and their personal learning. It is therefore important that you reflect the emphasis you wish to seek within your assessment schedule.
To increase the synthesis, and the ability for personal and confidential reflection, you may wish to create a format in which the students regularly capture thoughts and feelings, but keep this as a personal document (diary, blog or video diary) from which the submission is created. This synthesised version of their learning and reflections build an understanding of their personal development over time and allows for honest and uncensored self-reporting and reflection. Again the structure/control of the format/questions can be loose and open (providing only sources and reference to guide) or highly prescriptive (working within a template or with specific tools/questions) to ensure that the key elements of learning (including emotional elements and confidence) are a required feature of the submission.
Personal reflection is a tremendous skill, but is often difficult for students to develop, particularly during a period of study, with little or no external reference points or practical application. It is therefore recommended that this is an assessed piece, so that the value of reflection is made clear.
It is therefore important that you, as the tutor, place importance upon the development of this skill and take class-time to consider what is meant by reflection practice and how to ensure that reflection leads to learning, what is meant by reflective practice and how to ensure that reflection leads to learning.
It is also important to consider the formative as well summative assessment within this process, as reflective skills are improved through regular practice, and this form part of your regular teaching. It is important that you ‘model’ a reflective approach with the students by including reflective questions onto your regular contact with them, and making reflection an explicit aspect of your activity/classroom debrief. Making this explicit within your teaching will reinforce the student’s understanding of reflection as an activity to be repeated and practiced, as well as help them see how reflective questioning or models can deepen their understanding and build confidence in their abilities.
Three stem questions (Borton T1970) were further developed by John Driscoll (1994, 2000, 2007)
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
3Decision making supported by critical analysis and judgement
Based on the 80's TV classic format "Runaround" this highly interactive task energises and tests the learner's ability to recall or synthesis information within a short time frame (15-30 seconds). This is an active "on-your-feet" activity, designed to get the whole group "running around" between potential answers for subject based quiz questions. It does require preparation (of quiz questions and answer "zone" markers such as A, B, C, D as well a consideration of the space/safety issues when working with a given number of students.
Activity
PREPARATION: As a tutor you will need to prepare a set of (subject based) multi-choice questions to ask the group as a whole. These can be factual or can draw upon their skills of synthesis and instinctive decision-making as you challenge students to apply knowledge and learning to new areas in order to answer the questions presented to them.
In addition you need to create 3 or 4 (depending upon the number of options of your multiple choice questions) letters (A-D) for the students to move towards. These can be chalked on the floor, but ideally are large letters stuck to the wall (rather than the floor to avoid slipping).
In addition a large visible timer can drama to each question, but you can use a watch or phone as a timer, or adjust time scales relating to the difficulty of the questions asked by just declaring "time up" as you judge the room to have "settled".
Task: as the tutor you will gather all the students into the middle of a large learning space and then invite them to move to the areas (A-D) in order to show their answer to the questions you are 'shouting out'* to them.
*Depending upon the room, and the learning support needs of the students it can be beneficial to have these questions and their answer-options on PowerPoint.
As the questions are asked, there is a short time for the individuals to decide which answer they support and move to the letter that represents their answer (so the students are "running around" to stand by the answer they feel is right). It is best conducted with 1 right option and the others being false, if close, answers.
Students must go to the area that they think is the correct answer – undertaking "the runaround". They are then given the chance to change their position if desired, in a further "runaround". The answer is then revealed with a full explanation. This active form of learning means that students are fully engaged in the learning process and increase what they remember due to the jeopardy and risk associated with this game. Emphasis is placed on engagement, not on “winning” and active revision takes place. A handout of the slides can be provided at the end of the session to promote further engagement and continue the learning, by promoting discussion and reflection after the task is completed.
By creating questions that might split the group or by releasing further information as they move, you build student confidence in their decision making (as they are allowed to move during the "decision time") and reducing the stress associated with risk of failure. It is also a way to support those who less confidence or understanding as they are not isolated within the group, but able to see the consensus of views and chose to follow the majority if they wish. It also allows those who appear to be' failing' to change their answer by moving to a different letter, if they see that the group members have selected a different answer.
FINAL NOTE: Of course the safety of students is paramount and this should only be done if it can be carried out safely with the number of students and if all students are in a position to actively engage or can be supported to do so.
A key pedagogic note is that students feel quite happy about taking part because they get the chance to change their minds, without embarrassment whilst less confident students gain a sense of confidence in their own ability.
Confidence can be built by awarding team points rather than individual points as this encourages the group to invite those it fears as having the wrong answer to join them, within the time limit. However it is worth noting that individual marking option makes this particularly useful technique for revision or 'last class before the exam'.
Whilst this game is fast and furious it is designed to limit failing and support those who may expose a lack of understanding, as the majority response to the questions is always visible. It is therefore important to reflect upon this at the end of the task to ensure that the difficult (subject) questions are reviewed (especially those that the group got wrong) but also that the confidence in each other as knowing and supporting each other as team members.
Preparation of multiple choice quiz questions
Large "answer zone" signs (A, B, C, D)
Optional: handout of questions and answers for post-activity individual reflection
Inspiration: Runaround TV Show: http://en.wikipedia.org/wiki/Runaround_(UK_game_show)
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
Objectives:
Overview:
The focus of this task is the application of communicating the benefits and features of a new service in practice in a role-play situation. Students gain peer feedback in a role-play and from an observer on how convincing their benefits are and how they communicate them. They learn how to adapt the benefits they communicate to the target customer.
Activity
This activity takes about 30 minutes from introduction to debrief, if run with one role play situation.
Ideally, it should be run using the following stages:
Overall, the role-play with three role-play situations can last about one hour.
The role-play situations offer three different scenarios for which the students need to adapt the generic list of features and benefits to the target customer in front of them. For each target customer they need to decide on the most important benefit.
The three target customers are:
The short role briefs below are only a starting point, feel free to embellish them with further details or change them.
Role brief target customers:
Students: Peter (Kate) is a student staying in a campus based student hall. While the hall offers washing machines, they are either constantly full or broken, so that he has to go very late or early in the morning in order to be able to have his clothes washed. Peter works part-time so that he has some money to spare he could spend on a laundry service.
Single male parent: John works as an IT consultant for a Council. His wife died last year in a car accident and he is bringing up their two children by himself. Being a dedicated father, John would rather spend time with his children than doing the housework, but there is work to be done. The two kids use a set of clothes every day, as they are wild players. John has to be cautious with money, as he is the sole earner and is building up reserves slowly for university for both kids.
Kate and Rowland are a happy retired couple in their late 70s. They are both still fit and out and about a lot, hiking for example. Kate is suffering from arthritis and cannot move her hands as swiftly as she would like to, while John is not one for housework around laundry, as for the last 30 years Kate had always dealt with that side of the housework. Money is tight, as with all people living on their pensions, but they are doing OK.
Role brief observers:
As an observer, you are asked to watch the two role players for their body language, tone of voice and choice of words. Overall, how convincing does the start-up appear to you? What story do they tell? How responsive are they towards the needs of the customer? Have they adapted the benefits meeting the customer pain? Take notes and feed them back to the start-up, but also the customer. How convincing was the customer?
Role brief for the start-up for the laundry service:
You have developed a new service, to pick up laundry from clients, and return it to them within 24 hours. Naturally, the service comes at a price going beyond what the cost of using to-pay-for washing machines or doing the washing yourself. You have to convince the target customer that it is worth spending money on your service. For the customer at hand, find the most important benefit(s) that will convince them that you are offering a solution to a big problem they have.
Assessment of the activity can be through an entry in a reflective diary students at level 5 and 6, or Master’s level can be asked to write as part of an overall coursework assessment. The reflection needs to address skills development and learning about sales.
Skill Development:
The QAA (2012) highlights how important the development of communication skills is for employability in general, and running a business in particular. This exercise is supporting the development of entrepreneurial capabilities. The following skills are developed with this exercise:
Resources:
References:
Hill, I. (2015) Start Up. A practice based guide to new venture creation. London: Palgrave MacMillan.
Links:
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
Could you cut a hole in a piece of A4 paper, large enough that you could climb all the way through, without breaking the paper?!
This is a simple activity suitable for groups of any size or ability.
Taking approximately 5 minutes to complete, it encourages learners find a solution to an unfamiliar problem. The problem can only be solved through novel and creative solutions.
The activity serves to stimulate students’ creative thinking and problem solving capabilities, and serves as a light-hearted ice breaker / introduction.
1.Provide each student with a single piece of A4 Paper, and a pair of scissors.
2.Challenge students to ‘Cut a hole in the piece of, large enough to climb all the way through, without breaking the paper!’
3.Tell students they have 5 minutes to complete the challenge. You may invite students to work individually, in pairs, or in small groups to do this. (Many students will begin by cutting a circular hole in the rectangular sheet of paper, before realising this is far too small to be a plausible option. You may wish to provide students with extra paper so they can conduct a number of trails. Re-assure students that the challenge is entirely possible, and that it is not a trick question. If anyone completes the challenge quickly, ask them not to reveal their solution to the class until the time is up. If the group are looking for clues, suggest ‘snowflakes and decorations we used to make as children’).
4.When 5 minutes have passed, invite students to stop working, and invite them to attempt to climb through their paper! (Usually, you will find that at least one team have come up with a solution).
5.If no team have successfully completed the challenge, demonstrate a solution to the class (solution outlined below). Invite a small group of student to all climb through the hole simultaneously!
Figure 1. Challenge Solution
After this activity, students should be more attuned to looking for creative solutions to problems, and warmed up for any following creative / problem solving activity.
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
7Communication and Strategy
The activity can is best used as an ice breaker as it is a fun method to start participants communicating – however it can be adapted to test subject knowledge and specialisms that the students have prior to joining class with you, or are gaining during their studies.
This can be adapted to bring out subject knowledge or prior learning/experience by making each colour link to a subject theme/study area. This means that the group have to share facts and background with each other on a specific topic.
To bring together their learning you can invite them to present the information they have gained across the team as a flipchart or play to the other groups. This can help you understand the level of prior knowledge as they forfeit eating the colours they cant supply answers for and yet share their knowledge across the full group in the short presentation.
You can also add an element of jeopardy within this by allowing them to trade colours without knowing what the categories are – or even between teams once they know what the categories are.
Listening and communication skills as well as interpersonal skills are the focus of this task, and it can be extended to develop group presentation skills if you wish to add the extension of a short presentation at the end. This requires them to communicate effectively within a limited time. Debrief this exercise by asking the group to explore their emotions as the task unfolded. It is important to recognise that some group members feel excited by a new challenge, whilst others are concerned by ambiguity (selecting colours without knowing why). Explore the emotions of undertaking this challenge and recognise how they may impact on performance.
Packet of multi-coloured sweets, such as Skittles
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), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, 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
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, 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
1Creativity and Innovation
7Communication and Strategy
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, 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
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
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, 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
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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
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, 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
6Interpersonal Skills
7Communication and Strategy
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, 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
4Implementation of ideas through leadership and management
5Reflection and Action
By the time most enterprise founders start thinking about ensuring a healthy culture in their business, it is usually too late. The culture has already emerged and is not always the most conducive to the health of the founder and employees, or even the enterprise itself. The culture of the enterprise emerges from the mind, values, and practices of the founder(s) while the business is being created, a time when the founder generally places more priority on the creation of economic value than the creation of culture. This exercise is based on a combination of organization and entrepreneurship theory and uses an off-the- shelf computer game, The Sims: Open for Business™, to investigate the core values, assumptions, interpretations, and approaches that combine to define the culture of a new venture. The students are assigned to play the game for a minimum of two hours outside of class, with no introduction given around the concept of culture. The heart of the exercise is the in-class debrief (including viewing the game), which reveals the culture that was created, what it means for all stakeholders, and what actions could be taken to adjust that culture.
Usage Suggestions
This content of the exercise works for all audiences, undergraduate, graduate, executive, or practitioner. The delivery requires that the students have access to the game and are able to play it before the discussion. The exercise lends itself well to online courses, as the debrief and illustration can also be done online, preferably in a synchronous mode, although asynchronous will work too. The exercise works best when each student is able to log on to his orher game for the debrief. This exercise is positioned in the course when emphasis is on resources. Culture is presented as a resource that can either add to or detract from the value of the company.
Pre-Work Required by Students
Time Plan (90 minutes)
This 90- minute exercise can be adapted to fit various time schedules, including an entire class. Prior to the exercise the students would have been told to play the game for two hours. No other instructions are given. In this way, playing the game provides a shared experience and serves as the live case for the discussion.
Step 1 (Introduction) 0:00–0:10 (10 minutes)
Ask the students to open their laptops and log on to their games. Each game should open at the point at which the student left the game. The opening or warm- up questions should be about just playing the game:
Step 2 0:10–0:40 (30 minutes)
Divide students into groups of five to six and give them the following directions: “Please select a scribe and a reporter to first capture the themes of your work and then be ready to report out to the full class on your work. First, individually, each write down the answer to this question: What is the culture of the business you created – and how can you tell? You have five minutes for this individual work. After five minutes, and I’ll tell you when the time is up, we’ll switch to working with your team.
Step 3 (First report out and discussion) 0:40–1:10 (30 minutes)
Start with the first table and have the reporter share their top two criteria, along with an explanation and illustration of each. Then ask each table to add two criteria to the ones already listed. If desired, you can take a hand count at the end to establish what was considered as most important, and so on. The board map should match the theoretical criteria of your choice. For the purposes of this teaching note the primary source is Schein (1983) and focuses on the basic underlying assumptions around which cultural paradigms form. Examples include:
Summary and Close 1:10–1:30 (20 minutes)
Ask the students to again work individually and list the three things they would keep about their culture and the three things they would change, along with how they would implement that change. Lead the closing discussion in such a way that the students discover:
Teaching Tips
The game generally has to be ordered online, so you need to allow students time to order and receive it. The ideal experience is for the classroom to have wireless internet access and for each student to have a laptop. However, if teaching students with no access to computers or ability to buy the game, the instructor can lead the class in playing the game as a group, with one computer and the screen projected on the wall.
Key Takeaways
Materials List
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;
Suggested assigned reading:
Theoretical Foundations
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
5Reflection and Action
6Interpersonal Skills
This series of three short improvisational exercises offers students the opportunity to identify personal limitations to idea generation and reflect on situations where creativity may have been stifled. Students will consider their personal abilities and reactions to their improvisational abilities, as well as approaches to incorporate improvisational thinking in entrepreneurial endeavours. The overall goal is to demonstrate how students can develop an entrepreneurial mind-set through improvisation. Such exercises are routinely used for developing improvisational actors as well as for pre-show warm- ups for the actors. This methodology was created in the 1960s and remains the standard by which individuals learn to improvise. Improvisation is an important component of the entrepreneurship method because idea generation and the ability to incorporate relevant, timely information are critical skills for developing new ventures that will not only survive but thrive.
Usage Suggestions
These exercises work for all audiences, undergraduate, graduate, or practitioner. It is particularly relevant for new venture creation courses, entrepreneurial creativity and/or leadership courses, entrepreneurship boot-camps, and workshops.
Pre-Work Required by Students
The optional readings may be used for pre-work or post-work, depending on the audience (see ‘Theoretical Foundation in ‘References’).
Time Plan (1 hour)
This exercise can be extended to longer sessions so that students can begin brainstorming entrepreneurial ventures. For the purposes of an initial introduction to improvisation, this teaching note has been written so that the exercise requires at least 60 minutes.
Introduction 0:00–0:05 (5 minutes)
Begin the exercise by introducing the concept of improvisation: Ask students generally if they know what improvisation means. Opening questions for the discussion can include:
Overview 0:05–0:15 (10 minutes)
Explain how the students will learn the basics of improvisation and see how they could apply it to entrepreneurship, in particular idea generation and creating new ventures. The instructor can show examples of comedy improvisation performance (either live or through video clips from YouTube. Some good short examples include scenes from the ABC show Whose Line Is It Anyway? An example clip can be found at http:// www.youtube.com/watch?v5Qd8bvNW9_h4).
After sharing an example, discuss how performing improvisation can be learned: there are lessons offered for comedy improvisation and improvisational acting performance in improv theatres worldwide. An established framework exists to learn how to improvise. For this class, improvisation equals thinking on your feet. They will now be “in” an improv classroom, and every improvisation theatre class begins with warm-ups. In order to think on their feet, they have to get up on their feet.
Warm-Up 1 0:15–0:20 (5 minutes)
Summary of Warm-Up 1
Students should experience and be able to articulate:
Warm-Up 2 0:20–0:25 (5 minutes)
Summary of Warm-Up 2
Students should experience and be able to articulate:
Warm-Up 3 0:25–0:35 (10 minutes)
After another one to two minutes of word association, ask them to stop and be silent. You can have them return to their seats at this point or have them stay where they are for the final group discussion. Now have them discuss how the word association experience was for them. Most will say this was easier to do, as they were in a group setting. So push them to explain what was happening rather than what they were feeling. Some of the following questions can be used for this debrief:
Summary of Warm-Up 3
Students should experience and be able to articulate:
Discussion 0:35–1:00 (25 minutes)
Once the students return to their seats, have them form groups of three to four and discuss what might be preventing their idea generation efforts related to initial new venture concepts. They should explore what holds them back when considering what they might do. Have them discuss the specific difficulties they experienced personally during the improvisation exercises and how they might get past these limitations to develop a more entrepreneurial mind-set. Have a member of each group report out one recommendation for fostering creativity through improvisation. A closing discussion should include how to incorporate improvisation in their idea generation practices.
Teaching Tips
It is important to keep the warm-up exercises moving fast. It might be helpful to tell the students before they begin the exercises that they will feel really uncomfortable, but feeling uncomfortable is the point of the exercise. In the debrief discussions, some students will genuinely enjoy the exercises and will say they found nothing in them difficult. Asking for a show of hands of those who found the exercise difficult to do first is often a better way to begin the debrief, before asking about how they found the experience (in case the students who enjoyed the exercises stifle the discussion). In warm- up 3 it is very helpful to move around the room encouraging groups to speed up their words so that there are no long pauses. It is important for them to think quickly and see how to come up with new ideas rather than thinking or planning and judging their ideas before they see where the new ideas can take them.
Key Takeaways
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
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
5Reflection and Action
6Interpersonal Skills
Groups of students compete to see who can build the tallest freestanding structure supporting a marshmallow on top out of 20 pieces of spaghetti, three feet of tape and three feet of string. This exercise is used to illustrate that under conditions of uncertainty, entrepreneurs rely on experimentation and iterative learning as a means to discover information about their environment.
Students are often taught and are familiar with traditional methods of planning and analysis, which work well in stable environments where the future is likely to be similar to the present. In these cases the future is fairly well known and understood. While some uncertainty exists, it can be categorized as risk.
However, if the future is unknowable, the only way to learn what may work is through experimentation. Typically many of the students spend a large portion of their time designing and planning the structure and only start to build it at the end to find out at the last moment that it cannot support the weight of the marshmallow, and they then go into “crisis” mode. The teams that perform the best are usually those that just start experimenting, learning what works and then modifying their tower based on what they learn. If you are using lean start-up concepts it is also a good way to illustrate the value of market tests.
Usage Suggestions
This exercise works for all audiences, undergraduate, graduate, executive, or practitioner. It is appropriate for new venture creation courses, entrepreneurship boot-camps, or workshops. The session is best positioned early in the course for discussions around planning versus action.
Pre-Work Required by Students
Time Plan (45 minutes)
Step 1 0:00–0:05 (5 minutes)
Hand out the kits (see resources) to each of the teams. Introduce the challenge. Be clear about the goals and rules of the Marshmallow Challenge. It is also helpful to tell them that this has been done by tens of thousands of people around the world from children to CEOs. The rules and goals are as follows.
Goal
Build the tallest freestanding structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling, or chandelier.
Rules
Step 2 0:05–0:25 (20 minutes)
Step 3 0:25–0:30 (5 minutes)
Step 4 0:30–0:45 (15 minutes)
Start by asking some of the teams about the process they used to go about building their structures. You can choose based on what you observed during the challenge. You will generally notice as you go around the room that teams that spend most of their time planning will fail to have a standing structure in the end. Those who experiment and learn through trial and error tend to do much better. It is usually best to start with some of the teams whose structures collapsed.
What process did you use in building your structure?
Focus on whether they spent a lot of time planning and drawing their structure or trial and error.
What went wrong?
Repeat this with one or more of the more successful groups and try to capture differences and commonalities between them.
You can draw comparisons to various other groups who have done this challenge. The creator of the challenge, Tom Wujec, has
performed this challenge numerous times with a variety of different groups and has found the following:
Emphasize the importance of market tests and experimentation when entering a new, unknown environment. If your students are already working on business ideas, this can be a good place to have them try to think about low- cost ways they could experiment with their concept before making large investments. As an alternative debrief, you can show the TED talk by the creator of this exercise by going to http://www.marshmallowchallenge.com.
Teaching Tips
Be very clear about the goals and rules of the challenge. Generally, you’ll want to repeat them three times and reinforce them visually. In almost every challenge, there is at least one team who will want to cheat or bend the rules in their favour. The clearer you are about the rules the better the results.
Key Takeaways
Materials List
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
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
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
5Reflection and Action
Given the unprecedented level of uncertainty in business and entrepreneurship, students must learn how to navigate effectively in an increasingly uncertain world. The exercise consists of students starting in one room with the task of completing a jigsaw puzzle. Students are systematically moved toanother room, where they are asked to create a quilt from a selection of fabric pieces. The debrief explores jigsaw puzzles as managerial thinking and quilt making as entrepreneurial thinking. There is an optional debrief that includes leadership.
Usage Suggestions
This exercise works for all audiences, undergraduate, graduate, or practitioner. Ideally the exercise should be done on day one of a general entrepreneurship course as a way to set up how entrepreneurs think and the difference between entrepreneurial and managerial thinking.
Pre-Work Required by Students
None.
Time Plan (60–80 minutes)
The exercise begins in a room with tables for each team. Students are asked to clear their table in preparation. The second room required is a large empty space. A table (fairly long) is placed in front of this room or space, and fabric pieces are piled on the table. The piles should be messy, with all the fabrics mixed up (not sorted by size, colour, or any other dimension).
Puzzle time 0:00–0:05 (5 minutes)
Divide students into groups of five to seven and give them the following directions: “Your task is quite easy but you don’t have a lot of time. Your goal is to put together the puzzle that is sitting on the table as fast as you possibly can. It’s only 300 pieces! You can do it. Get started. You are being timed. Don’t worry; there are no cameras in the room!”
Random Pull - Out to Quilting Room 0:05–0:30 (25 minutes)
Pull students at random from the puzzle room, one at a time, asking for one volunteer from each group. The individual volunteered or selected from each group is taken to the empty room with the table of fabric.
At the fabric table the first group is told: “Your new task is quite easy but you don’t have a lot of time. You are now designated quilt leaders. Your goal is to construct a design for a quilt. Choose six pieces of fabric from the table – no more and no less. Select an area in the room and begin to construct a quilt. You may not come back to the table for more or different fabric. No sewing is required. Simply place your fabric on the ground as if you were going to sew patches of fabric together to create the quilt. The goal is to build the best quilt you possibly can. Others will join you a bit later. Have fun!”
Note: Each quilt leader should choose six pieces of fabric, and each will begin his or her own quilt in different areas of the room. Subsequent “volunteers” are taken out of the puzzle rooms at two to three minute intervals and instructed to take six pieces of fabric and join any quilt in progress that interests them. “Your new task is quite easy but you don’t have a lot of time. Join one of the groups in the room. You do not have to stay with the team members from your puzzle group. Your goal is to construct a design for a quilt. Choose six pieces of fabric from the table – no more and no less. Next, join a group to help them build the best quilt you can. You may not exchange fabric once you choose. No sewing is required. Simply place your fabric on the ground as if you were going to sew patches of fabric together to create the quilt. Have fun!” When all individuals are out of the puzzle room and in the quilt room, allow two more minutes to complete the quilts.
Debrief 0:30–1:00 (30 minutes)
The debrief may take place inside the quilt room or back in the classroom depending on group size. If debriefing inside the quilt room, have each quilt leader describe how the design of the quilt emerged. If debriefing outside the quilt room, give students time to walk through the quilt room to study all of the quilt designs before leaving the room. Begin with questions:
Focus on quilts:
Summary
At this time, it’s important to introduce the concepts of puzzle as managerial thinking and quilts as entrepreneurial thinking. Puzzle as managerial thinking:
Quilt as entrepreneurial thinking:
Optional Leadership Debrief 1:00–1:20 (20 minutes)
Key Takeaways
Teaching Tips
It is preferable not to refer to the exercise as the “quilt exercise” prior to conducting the exercise, as it rather gives away the punch line. Pacing is very important. As soon as the quilt leaders have placed their fabric on the ground, volunteers should be pulled out of the puzzle room approximately every three minutes. Fast pace is much better than a slow pace.
This exercise is an interactive challenge designed to help raise student awareness of the difference between managerial and entrepreneurial thinking. It also is a strong illustration of how to gain a better understanding of the impact of increasing degrees of uncertainty on the entrepreneurial process.
Materials List
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;
Theoretical Foundations
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
6Interpersonal Skills
How do you make rain inside a room? This is the opening question for a playful, kinaesthetic, exercise that can help students begin to think more creatively and collaborate as a group. In a round circle of 15 or more, participants work together to create the sound of light rain that then escalates to a powerful storm and back to light rain.
Usage Suggestions
This exercise works for all audiences, undergraduate, graduate, and executive. The exercise is best positioned at the start of a session or a class as a non- traditional opener.
Pre-Work Required by Students
Time Plan (15 minutes)
Exercise 0:00–0:08 (8 minutes)
The instructor should begin with the following challenge: "If we wanted to make it rain in this classroom right now, how could this be accomplished?"
Students will offer the more obvious solutions such as: light a fire so the sprinkler system will go off; bring in a bucket of water and throw it up in the air; shake a closed bottle of carbonated water and then open it. Note that many of these solutions are individual based, and they are neither realistic nor innovative. When there are no more ideas, ask the students to form a circle (shoulder to shoulder) in the room and announce the following: “We are going to make rain together as a group. Only do what the person to your right is doing and don't start until the person on your right starts.” The “rain” is made during a series of seven rounds. The instructor begins each round, and then the person to the left will do exactly as the instructor does. The rounds flow into one another; there is never a break in the flow of making the rain.
Congratulate the students for making rain and creating a storm and initiate a round of applause.
Debrief 0:08–0:15 (7 minutes)
The following questions are suggested for debriefing:
Teaching Tips
Here are a few tips to ensure a true rainmaking experience:
Key Takeaways
This exercise is taken from;
Attribution
Theoretical Foundations
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
6Interpersonal Skills
7Communication and Strategy
The ability to work well as a team, to develop and manage effective relationships with a diverse range of audiences, and to be skilled in communication are essential for any student, irrespective of their programme of study, or future career aspirations.
This simple activity encourages students to develop these skills, by inviting them to become the teachers, working in teams to develop presentations, and delivering them to a given audience.
The activity requires minimal presentation, can be easily adapted to suit any group, with ample room to extension activities, and also serves as an effective revision activity for students.
Pre-Activity
Part 1
Part 2
Part 3
Post Activity
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
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
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
This exercise is a fantastic way to get people working together as they tackle up to 10 tasks in a given time frame. With limited information (on each other and the tasks presented) the group must navigate through the challenges in order to be the most successful group (back within the time frame; most tasks achieved; most accurate delivery of the tasks). Depending on the tasks selected, specific industry or sector knowledge can be tested as widerskills of background knowledge, research and creative thinking are required. Insist upon evidence of the achievements (photos on flip or camera phones) as well as delivery of objectives.
Activity : This activity needs a long session (such as 120 minutes) to complete, reflection and analysis takes place at the end of the session.
The groups of up to 6 people are sent out to complete > 10 tasks (usually 3 cryptic, 3 researched and 4 fun)
Examples of these could include:
These tasks should be developed beforehand to suit the environment where the day is taking place. Ensure there are fun tasks involved and that everyone has a chance to engage by creating a range of challenges that involve the physical, mental, social aspects of your learners.
To manage this challenge effectively, if it important that you:
Practically it can also be helpful to give them a puzzle to solve before they can leave and a further one when they return. This means they are leaving at different times and they return to a final challenge, so that you can record time and award points.
Depending upon the challenges you create, there is a wide range of transferable skills and knowledge base that you can test during this challenge. You can create tasks that draw upon their:
It is important that you review the challenges and how the groups tackled the tasks in order to draw out the subject learning and these wider skills, before reviewing the wider team experience by exploring:
Drawing out the team dynamics will allow the students to identify the lessons that they can take forward that will improve their future group work and learning experiences.
Ask if they started by sharing their knowledge and skill set or just started on the tasks (the most typical response) and whether they would do that again. Ask when, or if they ever start a task by reviewing when they have collectively or individually undertaken something similar and what was learnt that they could take forward.
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
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
The learner seek to recognise the skills inherent within a team or are needed for a group to achieve a goal/complete a task.
To recognise difference and how contributes to overall success.
An exercise to understand the different skills needed by different individuals working within an organisation and how each person is integral to the overall mission.
By presenting a group challenge (which could be an assessment or in-class group activity) ask the students in groups to identify the roles needed to achieve and deliver this task.
The task could be a research study, a group project or a live case from an employer. They can be actual/live or "typical" to your sector and industry or could be created from tender/proposals or research opportunities that you are aware of. This activity can assist a group if they are starting a long term project or assessment together or can be a stand-alone activity which helps them think through roles and responsibilities and underpins future group work.
Firstly ask them to identity the number and type of roles required to deliver the proposal, project, tender or group challenge. Typically they will focus on the project deliverables, but ensure that they also think of the skills needed within the project, such as communication; team leader; organised; patient; good listener.
Using flip chart paper, they can start to shape these responsibilities into roles or jobs.
Some of their skills may link directly to roles, others may be standalone elements that they wish to see in the team and these can be identified on post its.
Provide outline images of people or a new piece of flip chart and ask them to present the roles required to deliver the job/meet the challenge. This can be presented to the group, or a poster-showcase can be created which includes the brief/project and their proposed solutions (job roles and skills).
In order to review the skills developed in this task it is important to review the process with the group as well the outcome. They will have had to make judgements and rely on expertise and leadership from within the group and it can be powerful to explore their group dynamics against those they have created in their "dream team". Reflection questions can include:
Ask the group to reflect upon the skills analysis they have undertaken and their ability to meet the challenge/task. What do they need within their team to be the "dream team" and what qualities would they need? What steps do they need to take (personally and professionally) in order to develop their skills to become a team player for this challenge?
Scenarios or group challenges for the groups to tackle (can be different or the same) created from a proposal or tender, or the group assessment.
Flip chart, pens
(optional: outline of a person to create their "job description" with)
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
6Interpersonal Skills
7Communication and Strategy
Overview:
At North East Wales based FE College, Coleg Cambria, students teams are selected to represent the college at the Global Enterprise Challenge by taking part in the college-wide ‘Team Enterprise Challenge.’
The Team Enterprise Challenge engages hundreds of learners across each of the college’s sites where, working in small groups, they develop ideas, business plans, financial forecasts and pitch presentations to meet a given brief, often set in conjunction with an industry / professional partner.
In previous years, the challenge has linked the college with a local science discovery centre, asking students about the products and services they would develop to improve maths education, and with a north Wales based music festival and conference, where students were challenged to utilise technology to produce innovative new marketing strategies.
It has had a significant impact, developing the confidence and enterprising skills of all who take part, and leading, in summer 2015, to Coleg Cambria beating competition from around the world to be crowned Global Enterprise Challenge Champions (See linked case studies).
For the academic year 2015-2016, the Team Enterprise Challenge theme is bilingualism, set in conjunction with Mentrau Iaith Cymru, an organisation committed to promoting the use of the Welsh language throughout Wales.
The Challenge is introduced to students as follows;
“Coleg Cambria is committed to championing bilingualism, Welsh culture and heritage in our area. For example, in October we opened up a Language at Work Centre at our Yale site in partnership with the County Councils of Wrexham and Flintshire and organizations such as Menter Iaith Fflint Maelor and the Urdd. The centre is called CAMU (“Step” in Welsh). It is hoped that CAMU will also act as a trigger for increasing and supporting Welsh language activities in the town of Wrexham and more widely across our region.
“Mentrau Iaith Cymru is a national organisation working across Wales who work to support and promote the use of the Welsh language. They develop national and regional projects, provide opportunities to network, share information and work in partnership across all the Welsh regions – all with a view to inspire and enthuse young people about the importance and benefits of the unique Welsh culture and language.
“Mentrau Iaith would like to work with talented students, like yourselves, to develop new and innovative ways of promoting and celebrating Welsh culture and language on site at Coleg Cambria on St David’s Day, March 1st, 2016. They are looking for activities and events that will inspire and enthuse young people to use their Welsh language and be proud of their culture: initiatives that could appear on an annual basis and which could be rolled out across the country.”
Tutors and session leaders are advised that the challenge should take no longer than 6 hours to complete. It can be delivered in the classroom, or students can be directed to complete the task in their own time.
Teams completed entries (inclusive of written plans and budgets, AV presentations and filmed ‘pitches’) are uploaded to the college’s virtual learning environment where they are assessed by a panel of judges.
To complete the 2015-2016 challenge, each student team is provided with the following information;
The 2015 Team Enterprise Challenge is to: Celebrate our Welsh-ness!
Your mission is:
To produce an innovative and creative way to promote and celebrate Welsh culture and language on St David’s Day at your Coleg Cambria site.
Why?
Two languages = twice the skills!
Being bilingual can give you an edge in life. Recent research has highlighted 6 main advantages of learning, improving and using Welsh;
Plus…
Did you know Disneyland Paris celebrates St David’s Day with Welsh-themed fireworks, parades and Disney characters dressed in traditional Welsh costumes?
Or that the Los Angeles St David’s Day Festival is the largest of its kind in the USA complete with an Eisteddfod, Celtic fair and celebrations?
So … how would you like to celebrate it at Coleg Cambria?
How?
Think of a creative, innovative way to PROMOTE and CELEBRATE the Welsh language and culture on site. Make it fun! What would stimulate students and staff to see the relevance of their language, culture and heritage to their future?
Tip: Think about what would inspire you, and why?! Link it to what you love doing now or want to do in the future e.g. in arts and music, sport, retail, engineering, finance, agriculture, computing, tourism or anywhere else –ANYTHING IS POSSIBLE!
Who?
Teams of 6 maximum: Create teams with varied skills: creativity, organisation, ICT, presentation, problem-solving, idea-generation, business-sense
What do teams have to produce?
When the Team Enterprise Challenge brief is launched on Monday 16th November, students will be asked to create the following items:
You must identify your target market, what competition exists already and demonstrate the unique selling point of your idea (N.B. Though the target market is limited to Coleg Cambria sites, within this group you may choose to focus on males, females, non-Welsh speakers, people who lack confidence with language, or any other demographic).
The winning teams selected from across the colleges various NE Wales sites will see their ideas brought to life for St. David’s Day, represent Coleg Cambria at the Global Enterprise Challenge in 2016, and be awarded with a trip to Welsh Outdoor Activity Centre Glan llyn.
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
5Reflection and Action
6Interpersonal Skills
The increased popularity of Psychological tests to help recruiters or managers select characteristics that they believe will make their work teams more effective is something all students and tutors need to be aware of.
While the practice may (or may not!) be well founded, it cannot be ignored. Personally I have been given several opportunities to have my personality and working style measured through a variety of tests. Clearly the results will be shaped by the environment in which the test is taken. I would feel my responses were different when I was a Business School Director involved in managerial decision making when compared to my earlier life as a humble academic or even when I was a research scientist.
What has to be made clear is – your preferred working style or approach to team situations will change as you change. The results are not set in stone, rather they are an indicator.
The “quick and dirty” exercise here is just that – it is far from rigorous! It should be used to raise awareness of the issue and for those who wish to take it further; then most Universities have licences for the real thing and will be more than happy to pay for a proper test to be completed.
I tend to introduce the session by running though the Power Point slide deck to explain the background and the rationale for the activity. Then I ask the four questions and invite everybody to select a letter response.
When everybody has a four letter code, we look how the “population” breaks down.
WE then can talk about how the group feel about the four letter codes they have chosen. Do they relate to the characteristics attributed to the four letter codes from the full MBTI test?
I then invite individuals to adopt a specific role within a group context. I then link a four letter MBTI code to the roles and start to construct teams based on the role mix.
Individuals can do this in a variety of ways. I simply ask for teams of four to be created. A show of hands for each role allows me to go – “OK you ; you; you and you – you are one team.” And so on. Individuals can create teams/ groups based on their knowledge of the cohort and student’s ability to work collaboratively.
You will have teams of varying levels of maturity and motivation and you will find some teams do not have the exact or optimum role mix.
The joy of this activity is to watch how the teams perform when the open ended task is given.
As experienced tutors, you can float and pick out the team dynamics. You will soon hear gentle laughter and see smiles on the faces of those in the teams that are starting to relax and work to their preferred style. This will be contrasted by the teams that have individuals who are not comfortable in their role or team.
Leave the exercise to run for as long as you wish. Make sure you spend time drawing the learning from the exercise. Why did some teams laugh more than others? How did the individuals feel about the role they were asked to perform? How did the team come together? What did they learn about themselves and about team working?
I have used this activity when a lecturer with groups of students before they embark on a major assessed team work activity. I conducted this activity with L5 students before they were expected to go out on their Industrial Placement year. An awareness of how to operate in a team is essential preparation for the world of work.
I also have used this with Enterprise Educators in Wales (ELVIS) and when running staff development activities with tutor teams in departments I am supporting. I have also shared this with IEEP participants.
Everybody can take something away from this and use it in their teaching or working lives.
At the end of the session the participants will:
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
6Interpersonal Skills
The Egg Challenge is a fun activity, ideal to stimulate effective team working, creativity and effective problem solving with any group.
Split into small groups, learners are each given a real, raw egg, and a simple challenge: to prevent the egg from breaking when dropped from a height of 2 metres!
To assist them, students are given a small number of resources, and set against the clock to complete the challenge.
The activity works well as an ice-breaker, or as the introduction to a larger topic. It takes approximately 20 – 30 minutes to complete.
N.B. This activity uses raw eggs, and will not be suitable for learners will egg allergies.
Challenge Solution
There are numerous ways of successfully completing this challenge. Design ideas include;
Successful designs tend to be those where weight is well balanced, where the egg resides near the centre of the construction, and where there is no way of the egg making direct contact with the floor on impact!
After this activity, students will have a greater appreciation of how they work as teams, and how well they can perform in completing a time-limited challenge as a team under pressure. They will have stimulated their creative and problem solving capacities, and be better equipped for creative thinking, team-working, and problem solving based activities going forward.
For each team;
For the facilitator;
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
5Reflection and Action
(small paragraph/ 2 -3 sentence)
The focus of this task is group reflection, understanding and learning from experience when faced with challenges.
As a tutor you will need to prepare in advance to deliver this activity.
PREPERATION:
Depending on class size the activity timings is 2 hrs when working with 4-5 groups of learners. The exercise can be assessed or used as a reflection exercise within a group assignment. You will need to make sure the room is suitable with moving space and tables which can accommodate seating of each group. To deliver the session you will have a box of materials (listed in resources) prepared including laminated titles from 5 sections discussed below.
This activity is divided into 5 sections: -
Each section is introduced in a timed sequence of 10 minutes per section/ 50 minutes. The group are tasked with creating a “time line” using materials and space provided. The timeline will be created based on group discussion and reflection after each of the sections. Each group will share their timeline, ideally one learner per topic.
short – focus on reflection; review; feedback; learning
Opportunity to focus and reflect on group working, learning through reflection with chance to put this understanding into practice as the group work for assignment continues.
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
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
7Communication and Strategy
Often, one of the most powerful ways to inspire students as to their abilities and potential can be to introduce them to peers who have already achieved success in business. These are people who are just like them; they look like them, sound like them, have studied the same courses as them, and as such, their opinions and advice carry great weight. However, it is not always possible to facilitate such peer-to-peer engagements, or to maintain such relationships after students graduate.
The production of film content can address this. Short films showcasing the start-ups of students and recent graduates, directed at current students and imparting advice directly to them can be a powerful communication tool. Such films can be made for low cost, utilised in a wide variety of ways, and help to engage many students with the wider enterprise support available at their institutions, or with the enterprise elements within their course modules.
Furthermore, the production of such films serves to develop the communication skills of the students and recent graduates who feature in them, helps to build and maintain relationships with these students and recent graduates, and provides a resource which can help them in the growth and development of their own enterprises.
Figure 1: Images from completed films.
Planning
Production
Dissemination
For students / graduates featuring in films;
For learners viewing films;
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
The ability to produce and utilise timelines is of great use to the enterprising student.
Timelines allow students to identify the discrete steps which lie between a given problem and a given solution, and to explore the order in which these steps can be taken to reach that solution as effectively as possible. They allow students to plan and track their progress, to consider the implications each given action has upon the next, and to appreciate that many problems share a number of equally valid solutions.
This simple activity introduces students to the concept of time-lining. It can be used as an activity to support the planning of a given project or enterprise, or as an activity exploring the nature of problem solving in its own right.
In its most basic form it can be delivered as a 5 – 10 minute activity, with ample room for extension and further exploration.
Introduction
Main Activity
Conclusion / Reflection
This activity should improve students' ability to conceptualise problems, and to plan and visualise the solutions to them. It should improve their ability to reflect upon the implications of the actions they take, and to think strategically whilst planning projects. It should improve students' ability to conceive of problems, and to select appropriate solutions from a variety of possible options.
N/A
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
Lecture Theatre, 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
5Reflection and Action
To provide student group with the underpinning to support the development of their own personal reflective practice
To embed reflective practice into student learning
To evidence the skills that learners have already developed
This quick activity works well as an ice-breaker in any large group where you are seeking to establish a practice of reflection and build skills through your teaching. Most learners benefit from really understanding this within the context of their own experience, recognising that they bring to their formal education, a wide range of prior learning.
By introducing the words "enterprise" and "entrepreneurship" ask the students to write down their initial thoughts. Ask them first to write down when they have been either enterprising or entrepreneurial and consider if there have been other examples in their lives. Question them to consider whether they are different, and what does it make them think about (you can include TV programmes, role models, famous people, current news topics etc) to encourage everyone to have made a note of something (such as Dragon's Den, Richard Branson, Anita Roddick, etc).
Ask them to share these initial notes (withholding any personal stories they wish) and then share again (if the room permits, you can ask them to share in a group of 4- 6 but within a lecture theatre you can ask them to share "left" to create small discussion groups).
As tutor, you now need to seek feedback from the group to create a clear understanding of what makes something/someone enterprising or entrepreneurial (attempting to define the words).
Seeking feedback can be done verbally in a small group, using flip chart with the tutor seeking comments from each group to help form an understanding of these terms. However in a lecture theatre, it is possible to provide each person with a post-it (use different colours for the different words or ask them to write at the top of the note what they are defining) to write down what they consider to be a component of enterprise or entrepreneurship. Collate these responses and explore with the group through discussion examples (famous and personal experiences of prior learning) of what constitutes these terms.
It can be fruitful to allow the groups (or 2s) to discuss this wider response in the context of their thinking and experience and reflect upon this together. Invite them to make notes and share any key learning.
Introduce the QAA Guidance terminology and themes and ask whether the group to comment on these, against their group and team understanding. Ask them to consider (in groups or 2s) how this relates to their subject or profession and whether these skills and behaviours are useful to professionals working in their field.
You can use the definitions within the QAA Guidance or the Enterprise Graduate Outcomes Themes which underpin the ETC Toolkit (below).
Creativity and Innovation
Opportunity recognition, creation and evaluation
Decision making supported by critical analysis and judgement
Implementation of ideas through leadership and management
Reflection and Action
Interpersonal Skills
Communication and Strategy Skill
Draw their discussion to a close with an invitation to do further consideration and reflection on their own approach to problem solving, creativity, judgement and evaluation etc and to consider why reflection, and action, are a key element.
Ask them to determine what action they will take from their own reflection in this area (to keep a learning diary / skills journal or to reconsider their CV or profile; to reflect more regularly; to consider prior experience within learning tasks and challenges etc) and if possible, return to this commitment to act in future weeks to remind them of their individual challenge and to comment on progress.
This activity is designed to draw out fears, thoughts, ideas and practice as quickly as possible. Using post-its to collate ideas can be powerful in depersonalising the comments made, and still encouraging every student to participate. However the wider impact of this activity is the reflection and challenge to reflect and act.
By connecting education/topics to their lived experience, students are more engaged with the subject and can start to make connections which typically they refer to in other classes.
By referencing this activity and inviting students to reconsider their understanding, you are building their exposure to reflection and developing a "habit" which is transferable across their learning. It can be difficult as a tutor (time keeping) to ensure that you retain sufficient time at the end of any class or activity to reflect, but by having this tangible group experience to make reference to, the group can be invited to discuss this further each week in their friendship groups and comments can be taken at the start of the following week, as well at the end of the task.
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
5Reflection and Action
By inviting a range of sector/industry experts into the lecture theatre, you create the opportunity for students to appreciate their learning within their professional context. This approach can be viewed as "one off" or offered as a full module/programme where each week experts, users, clients, or sector experts address your students to broaden their understanding and deepen their appreciation of professional practice.
This activity requires preparation in advance to secure relevant speakers for your students. Personal contacts and professional networks often yield great opportunities to engage speakers however there are also professional speaking associations that you might be able to tap into. It is also useful to consider customer bodies, consumer groups, patient action groups and other sector or industry stakeholders however internal experts can also be found across faculty, and within your own, or neighbouring, institution.
The preparation (agreement and confirmation of the speaker brief) is key to the development of a guest lecture series, and typically if you have the opportunity to schedule a programme of inputs, you have the opportunity to expose the students to a wide range of perspectives.
A deep appreciation of their learning/skill development across the full programme of study can be achieved through the guest speakers however it is also possible for a guest lecture series not to create the deep learning that you would seek. It is therefore important to consider how you wish your students to reflect upon what they have heard and build deep connections to their wider learning.
There are opportunities to deepen the learning gained by guest speakers through regular reflection and also through assessment of their learning. This can be achieved through ETC: TOOL Reflective learning Diary or drawing upon the reflective models (Gibb1988; Driscoll 2000) to support your classroom debriefing.
Within a series of guest speakers it is important to ensure that there is reflection time without the externals present which allows you to connect up the inputs, critique and question what has been presented.
Planning – it can be helpful to create an individual brief for your speakers that outlines the key logistics (time; length; location; travel; expenses if offered) and indicates what is expected in terms of
This is often best undertaken through the development of a shared understanding/discussion, followed up by written confirmation.
Additional ETC resources include:
Guest Speaker Guidance – to support the development of individual sessions
Reflective Learning Diary – as a potential assessment method for a full programme of speakers
For reflection:
Gibb's reflective cycle: from Gibbs, G (1988) "Learning by doing: A guide to teaching and learning methods"
Atkins and Murphy Model from Atkins, S. and Murphy, K. (1994) Reflective Practice. Nursing Standard 8(39) 49-56 Driscoll, J (2000) Practising Clinical Supervision Edinburgh Bailliere Tindall
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
By providing a case study that details changes in the life of a vet practice, students can explore the running of the practice and, acting as group of consultants, advise the Vet practice on their next steps.
This activity can be discussed within the group or set as an assignment.
To explore the issues in a lecture theatre, issue the case in advance and then draw comment from the group to collectively respond to the challenge.
Use techniques such as "think-pair-share" to engage learners with the case material and share comment with the wider group.
As tutor you will lead the discussion, using the case notes to assist your thinking but give credit and reward for innovation and creative thinking.
An assignment can be created from this case study.
The idea is to use the findings from the SWOT analysis to help decide on the best growth strategy for the practice. Growth is important, because in the face of such strong (corporate) competition Cromlyn need to attract new clients and maintain their existing ones. The arrival of a corporate competitor, with presumably considerable marketing resources at their disposal, is a significant development in the competitive marketplace. Cromlyn will have to work hard to retain their client base.
The resulting outline business plan that each team develops will probably focus primarily on Cromlyn's marketing efforts (both current and future) - as well as the resources required to implement such efforts – in relation to either the Lisburn site or the referral centre. Plans should show evidence of drawing on Cromlyn's key strengths, one of which will be their experience and reputation in the local marketplace. Strategies that aim to capitalise on their established client base and customer loyalty should be discussed in the plan, alongside strategies to attract new customers. However, your team may have come up with other equally viable growth strategies that build on some of the business' other strengths (i.e. exploiting the team's specialisms,creating new clinics, etc). There is no 'wrong' answer here, but students are required to provide a solid rationale for your ideas.
Learners are given the opportunity to be creative within a clear problem solving task. Evaluating and exploring the options collectively further develops the interpersonal skills of the students, whilst they bring their professional expertise and creative insight to create a solution. This solution can bepresented or pitched to also enhance communication skills.
Case Study - Veterinary Business and Enterprise - Theoretical Foundations and Practical Cases (2013) by Colette Henry FRSA, FISBE, Norbrook Professor of Business and Enterprise at the Royal Veterinary College (RVC), London, UK.
http://coursewareobjects.elsevier.com/objects/companion_sites/enterprisingvet/casestudies/story.html?partNo=2&story=3
http://www.enterprisingvet.com/
http://coursewareobjects.elsevier.com/objects/companion_sites/enterprisingvet/casestudies/
Henry, C (2013) Veterinary Business and Enterprise - Theoretical Foundations and Practical Cases London Elsevier
Downes, M.J; Clegg, T.A; Collins, D.M; McGrath, G., and More, S.J. (2011). "The spatial distribution of pet dogs and pet cats on the island of Ireland", BMC Vet Res, 7:28. Available from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3141403/?tool=pubmed, last accessed 4th March 2012.
Lantra. (2011). "Veterinary activities factsheet, 2010-2011." Available from: http://www.lantra.co.uk/Downloads/Research/Skills-assessment/Veterinary-activities-v2-(2010-2011).aspx, last accessed 14th November 2012.
Northern Ireland Statistics and Research Agency. (2012). "2011 Census outputs information event", available from: http://www.nisra.gov.uk/archive/census/2011/Outputs/2011_Census_Outputs_Event_Jan12.pdf, last accessed 4th March 2012.
PFMA – Pet Food Manufacturers' Association – http://www.pfma.org.uk/pet-population/, last accessed 19th October 2012.
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
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, 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
5Reflection and Action
The ability to identify solutions to problems, the creativity to identify the skills and resources needed to achieve these solutions, and the insight to identify the new opportunities these skills and resources can present are essential for the enterprising student.
Breaking Problems Down and Putting Solutions Together is a workshop designed to nurture these skills in students: presenting them with opportunities to reflect on their own skills, and think creatively about their applications, to explore and implement problem solving strategies in a variety of contexts, and to apply the above to real-world contexts, in their own lives and their own enterprises.
The workshop is designed to last for approximately 90 minutes, with ample opportunities for extension activities, further research and discussion. The workshop is suitable for a group of any size, through best works where space is available for students to engage in practical activities.
No preparation is required from students, and preparation time for workshop leaders in minimal (ensuring AV presentation is working correctly, ensuring basic materials for practical / extension activities have been sourced etc.).
An AV presentation, and full lesson plan, to accompany the delivery of this workshop is freely available online, and can be downloaded via the links provided in the Resources / References section of this document.
(See Resources / References for materials to accompany the delivery of this activity).
Part 1: Introduction
Part 2: Identifying Skills
Part 3: Skills to Products
Part 4: Real World Example
Part 5: Breaking Problems Down
Part 6: Problem Solving in a Real World Context
Part 7: Conclusion
Through participating in the workshop, students will be better adept at identifying their own skills, and seeing how these skills can be applied, in a wide variety of contexts, to solve problems and create opportunities. The will be better adept at breaking down and categorizing problems they encounter, and producing strategies to solve them quickly and efficiently. Through reflecting upon, documenting, and sharing their skills, abilities and the solutions at their disposal, they should have greater confidence in their capabilities, and better equipped to identify the specific areas of their skills set which they wish to develop.
Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11. [Accessed 30 July 2015].
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
Many students report that one of the greatest barriers at the very start of their entrepreneurial journey is identifying the first actions they need to take. Even for those equipped with a wide range of skills, a good knowledge of their sector, and even developed products and services, the move from a planned business to a real business proves a difficult one.
‘Getting Started’ is an introductory workshop which aims to address these issues.
It provides students with an opportunity to identify and reflect on their skills, to explore the relationship between their skills and the business opportunities open to them, and to test the viability of their business ideas. This is coupled with practical information regarding formalities and obligations when commencing trading and of the support structures in place for those starting-up.
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’ web pages listed in ‘References’ and ‘Resources.’
The activity follows the structure outlined in the ‘Getting Started’ PowerPoint presentation, inclusive of all links and examples.
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.
Part 1 – Things to Think About
What?
Who For?
How Much?
Part 2 – Turning Thoughts Into Actions
Making It Official
Top Tips
Conclusion
Post-Activity
Getting Started is a fast-paced workshop, quickly moving through a wide variety of themes and posing many questions to students. Following on from the workshop, students may wish to explore these in their own time, or the workshop could form part of a larger scheme of work. (For example, students may develop business plans, cash flow forecasts and marketing plans, receive talks from guest speakers and entrepreneurs, engage in test trading or real-world projects etc.).
Following this activity, students should have greater confidence in their abilities, greater clarity regarding their business ideas, and a better understanding of the actions they need to take to progress them.
They should be well equipped to utilise further resources and support to develop their ideas and see their businesses progress.
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
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
Skills in public speaking, public presentation, and communication of any form are essential for any student: both for success in their academic pursuits,and for their future careers. Such environments are also ones with can be a cause of stress to many students, and an impediment to their progress. For those who master these skills however, they are often able to quickly reach the head of the pack.
'How to Speak in Public' is a presentation / workshop which can be delivered to a group of any size, and tailored to ensure its relevancy to any audience. It is designed specifically to endow students with a greater understanding of why skills in public speaking, presentation and communication are so importantto them, and to equip them with strategies and practical skills to be more effective communicators in the future. This is inclusive of structuring presentations, integrating tools and resources into them, effective delivery techniques, managing nerves and dealing with questions.
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 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 the references at the end of this document.
(See resources / references for materials to accompany the delivery of this activity).
Preparation
Activity Part 1: Introduction
Activity Part 2: Structure
Activity Part 2: Tools
Activity Part 3: Delivery
Activity Part 4: Nerves
Activity Part 5: Questions
Activity Part 6: Conclusion
Post-Activity
Following this activity, students may be set a presentation to deliver (as individuals or as groups), or they may be set further questions for reflection and investigation. General questions on presentation, communication and public speaking which have been set to such groups include;
Equally, you may wish to set such questions prior to the session, and debate them after the session.
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 large proportion of art and design students and graduates will take responsibility for marketing and selling their own work. As such, sales and marketing skills coupled with the ability to identify and create new sales and marketing opportunities, are essential for these students. Furthermore, those who lack knowledge and understanding of online sales opportunities, will miss out on a huge potential market for their work, and limit their chances of success.
This workshop serves as an introduction to online sales and marketing, for art and design students, with no previous experience of the subject required.
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 and 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. Title page of the ‘Selling Art Online’ PowerPoint presentation.
Pre-Activity:
Introduction:
What Does Selling Online Mean?
Making a Plan
Finding the Right Place to Sell
How others have done it
Conclusion
Following this session, students should have a greater awareness of how to sell and promote their work online, should have identified opportunities relating to their own specific endeavours, and should have an understanding of how this activity fits into their wider marketing and business plan.
They should have more confidence in their own abilities, and an understanding of the positive actions which they need to take going forward.
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
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
7Communication and Strategy
The World Café (Brown & Isaacs, 1995) is not new, it is common practice for ideas generation, creating conversations and developing strategy. We have extended its use to include learning about asking research questions. We use it regularly to bring provocations, mainly topical/local/international societal challenge issues, and to generate solutions to these, and also to support teams of researchers and industry partners to plan key issues their research should be addressing. The process is most valuable in order to 'switch on' creative thinking, and often the ideas that arise bear no relationship to the original provocation, but its presence provides a necessary stimulus to get groups started.
Instead of a provocation, teams of learners/entrepreneurs or individuals bring with them a key market research question based on their new idea, which becomes the provocation for the world café. Halfway through the world café exercise, the facilitator invites the 'owners' of the research question to return to it and consider whether the formulation of the question is evoking the relevant response (there are often many lists of 'yes' or 'no' which has limited use in this context). Upon changing their question the task resumes and usually results in a more productive second half. You can re-visit the questions as often as appropriate, bearing in mind the need for a few groups to have visited each base to collect more meaningful data. Entrepreneurs could use this in a focus group environment, with their key partners, or customers as the participants.
What is World Café?
Created in 1995 to 'discuss an issue', Juanita Brown and David Isaacs invited participants to form small groups for discussion. Someone suggested moving from table to table to share ideas, this created energy and engagement and World Café was born! This innovative approach to large group dialogue allows participation in small evolving dialogue, whilst remaining part of a single, large connected conversation.
How does World Café Work?
Small café style tables are set out with flip chart paper and pens. Each table contains a provocation around an issue relating to life, work or communityyou wish to explore through discussion and ideas; these might be grand challenges, societal issues, objectives for teaching and learning etc. (If it fitsbetter to your needs, you could call it a 'Leadership Café', 'Knowledge Café', 'Strategy Café'...etc) Following the matrix shown below, participants move around tables in a process of divergent thinking ('if only', 'what if'), recording thoughts and key insights in words and pictures on each table; conversations with different groups of people link and build, resulting in cross-pollination of ideas. Eachtable should have a facilitator to update each arriving group on the development of the discussion. As the network of connections increases, knowledge sharing grows, at the final table participants move to convergent thinking ('how could this be made possible?', 'which of these can we achieve?') and innovation possibilities for action emerge.
How does Newcastle University apply the principles of World Café?
Adapted from: Brown, Issacs et al. (2005) 'The World Café: Shaping Our Futures Through Conversations That Matter'. First Edition: Berret-Koehler Publishers
1) Set the Context
2) Create Hospitable Space
3) Explore Questions That Matter:
4) Encourage Everyone's Participation
5) Cross-pollinate and Connect Diverse Perspectives
6) Listen Together for Insights, Patterns, and Deeper Questions
7) Harvest and Share Collective Discoveries
How does the sequence work for participants to move around tables?
a) Fewer than 16 Participants or fewer than 4 tables – move around ad hoc
b) 5 Tables, 16-20 Participants:
| P | TABLE A | P | TABLE B | P | TABLE C | P | TABLE D | P | TABLE E |
| 1 | ABCDE | 5 | BCDEA | 9 | CDEAB | 13 | DEABC | 17 | EABCD |
| 2 | ACEBD | 6 | BDACE | 10 | CEBDA | 14 | DACEB | 18 | EBDAC |
| 3 | ADBEC | 7 | BECAD | 11 | CADBE | 15 | DBECA | 19 | ECADB |
| 4 | AEDCB | 8 | BAEDC | 12 | CBAED | 16 | DCBAE | 20 | EDCBA |
stimulating discussion, peer-interaction, idea generation, market research, idea evaluation, innovation, adaptability
Brown, Issacs et al. (2005) 'The World Café: Shaping Our Futures Through Conversations That Matter'. First Edition: Berret-Koehler Publishers
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
6Interpersonal Skills
7Communication and Strategy
Everybody knows the situation; you are at a networking event because you have to meet potential collaborators or customers for your latest idea/research/innovation. You meet somebody and ask them what they do and they go into the most detailed description of their research in the greatest of detail. You will have lost the will to live within 30 seconds and desperately look for the toilet to allow you to make your excuses and escape.
What if that person had exactly the idea/research/innovation you needed to progress your own research etc.?
What if you were the person who had people suddenly drawn away by their bladder capacity?
You need to create as engaging a verbal business card as you have produced on paper (we all have business cards to take to meetings – don’t we? Crafting a short pithy sentence that you can speak as you share a person’s hand is a great way to break the ice and start a conversation.
It is a skill that needs to be practiced and honed . . . so the sooner you start the better.
“Hello my name is Simon, Simon Brown” (insert your own name here!!)
I have used this activity with many academics and nascent entrepreneurs. All appreciate the practice and the tools to help them start a conversation. It is amazing how quickly (after a few embarrassing sessions of practice) the opening gambit improves and improves.
At the end of the session the participants will be able to;
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
7Communication and Strategy
This type of module is appropriate on applied courses, or courses ‘with enterprise’. It is especially valuable where students from a range of disciplines are taught together, invited to ‘bring their discipline and interests with them’ (of course, discipline and interests are not always/often synonymous, and this approach helps with that!)
Students engage in a shared first lecture, setting the context for the module, discussing, and responding to individual learner expectations, and an introduction to innovation, delivered by an inventor, which asks the students to invest in one of a series of inventions, based on a case study of each in practice. They are encouraged to reflect on their choice, and in particular the reasons why they feel that their chosen option represents most value.
In week 2 students return to their own discipline (or choose an area of interest based on the available disciplines) and a session is led by academics and industry guests/entrepreneurs focussing on ‘the current and future trends in the XYZ industry’. This tends to be ‘products for users in Science and Engineering’ subjects (e.g. pets and children), and ‘approaches’ in other subjects (e.g. social and online media).
Week 3 is a facilitated session in which students join interdisciplinary groups (formulated with as wide a variety of disciplines as possible (e.g. 1xcomputing science, 1xbiology, 1xmarketing and management) and share their findings from the previous week to identify areas of shared interest and the skills each member can contribute.
The remainder of the sessions are built around convincing the module assessors, and industry/entrepreneurs that your emerging idea is worth spending more time, money and effort on developing, and that individual students have the appropriate skills and motivations to deliver on the opportunity. The design of the remaining sessions is aimed at students achieving this objective. Remaining module content and tools can be designed together with the students, using flipped classroom, online resources, and update meetings alongside taught lecture material.
The confidence gained by the students is seen as they engage with each other and with externals (industry experts). They are exposed to entrepreneurship through opportunity spotting and evaluation, and through building their reflective and persuasive/selling skills. By working in teams they are building collaborative approaches to problem solving and task completion.
Planned engagement – including engagement of academics, entrepreneurs and industry partners in each discipline where a student originates.
Time to coach groups individually, access to mentors or online interaction.
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
3Decision making supported by critical analysis and judgement
7Communication and Strategy
Setting goals is the clearest way to measure the success of the business.
The activity is designed to assist the entrepreneur/ small business owner to define SMART business goals and objectives,especially before starting, and use them as an ongoing powerful tool/process for a successful business.
This is broken to four smaller step by step tasks to assist understanding of meaning and differences of goals and then how can be set.
Does the entrepreneur/ small business owner understand the differences between:
Does the entrepreneur/ small business owner understand the differences between:
Aim = WHAT your business plans to do/achieve
(Business aims describe what a company expects to accomplish over a specific period of time).
Objective = HOW you are going to achieve your aims.
(Objectives help to rule out actions that won't contribute to achieving the goals set and are influenced by time tables usually incorporating deadlines and quantifiable measures)
This third stage is to present to the Entrepreneur an example of a business goal and objectives, as follow:
Aim: To provide a highly competitive cleaning service
Objectives
Instructions
This stage explains the importance of setting at least three business aims and their objectives (tools and actions to achieve those aims) for the business
Life-time. In depth explanation on level of business aims is required at this stage. The difference between short-, medium- and long-term objectives is the time frame of each. It’s best to tackle one goal at a time.
Short term is a period of time of less than 12 months and is the foundation steps necessary to achieve the longer-term future aims for the business. Short-term goals are generally smaller in scope and achievable in the more immediate future. Short-term objectives are generally those relating to that financial year, in a time frame from start to the end of the year
intermediate business aim take slightly longer and more of a financial commitment
Medium-term aims are generally those that relate to a period from 18 months to three years or sometimes five years (whichever is appropriate for the business and people setting the aims). These aims will therefore be broader, can be reviewed and may need to be amended with time.
Long-term goals usually should have a time-line of about three to five years to accomplish and require a disciplined saving and investing strategy over a long time period.
The final section is a practical exercise can be done in a small group or by an individual. Ask the Entrepreneur / small business owner /group to consider their business idea and think and decide on at least three important business aims that they intend to achieve in the next 1-5 years, set priorities of those aims and break them down to:
To assist the small group or the individual completing this task/exercise of setting up/drawing their business aims and objectives, further examples of business short, mid and long terms and objectives for a Training & Development Company is given here:
Short Term Goal:
To establish working links with SME’s and professional individuals in the region
Objectives:
Mid Term Goal:
To provide a range of quality tailored services for SME’s and individuals
Objectives:
Long Term Goal:
To grow and expand the business
Objectives:
By providing wider range of services/training activities (year 3)
Developing business strategy skills and planning for the future by setting clear defined business SMART goals, Identify and apply methods of attainment. Clear understanding of what to working towards and trying to accomplish/achieve and can possibly modify goals along the way as changes happen or achieved. This increases confidence and present greater chance of business success by demonstrating planning for the business to improve, grow, and become more profitable.
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
4Implementation of ideas through leadership and management
5Reflection and Action
To develop an understanding of their capacity to undertake internationalisation as a way to grow their business.
Entering a foreign market could help your business reach new heights in terms of growth, revenue and longevity. This evaluation of a small business’s capabilities will reveal its potential for growth.
Instructions
Invite the entrepreneur / small business owner to consider the business from 3 perspectives to analyse their business’s ability to seize opportunities in foreign markets.
Organisational Structure Assessment & Actions
Does the small business have the structure and capability to expand?
Do the internationalisation plans contribute to and fit with the business mission and objectives?
Does the business model take internationalisation into consideration?
Are marketing and sales activities / plans in place to reach international markets?
Are products and services suitable for the international market?
Do they introduce innovation to the international market?
Does the small business staff team have the skills, knowledge and commitment to implement the internationalisation plans?
What actions are needed to support the internationalisation plans?
Financial HealthAssessment and Actions
Does the small business have the financial resources needed to support its international goals?
How much will the internationalisation activities cost?
Does the business have the cash / working capital to meet these costs?
Have alternative / additional sources of finance to internationalisation been explored?
Can the business afford to repay any debt incurred with international activities?
What actions are needed to support the internationalisation plans?
Leadership Assessment and Actions
Does the entrepreneur and their team have the commitment and understanding of what’s involved?
Is the entrepreneur or small business owner committed to internationalisation?
Do they have the support of their team?
Does the team have knowledge and experience of the international market?
Has advice been sought from experts and others with experience of internationalisation?
What actions are needed to support the internationalisation plans?
This activity draws together the key skills of an entrepreneur in terms of information handling and decision making. By using research skills and entrepreneurial effectiveness, this task invites the learner to determine actions based upon their own judgement.
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
1Creativity and Innovation
4Implementation of ideas through leadership and management
To devise innovative business proposals and prototypes to transform a waste asset into something that could be sold or traded; a product/service that creates impact for the community while also demonstrating a sustainable approach to using physical resources to achieve this, respecting the natural environment.
In setting out to achieving this objective it is anticipated learners will be better able to:
Hotbox 500 provides a unique opportunity for students to develop their entrepreneurial skills for community and environmental benefit. In short, a company is asked to donate 500 units of a product. Given the sustainability element of this project these are typically products that would otherwise be recycled or go direct to landfill. The aim of this activity is for students to repurpose these products in another context.
Session 1 (1.5 hrs) In one large group students are introduced to the idea of flourishing organisations; that is those characterised by values-based, vision driven business, with stakeholders who are committed to creating products, processes, and business models that address the major issues of our time (Senge, 2014). Following this an introduction to the Hotbox 500 brief (see below) is given and several units of the donated product distributed among the group.
Hotbox 500 Brief
To devise innovative proposals and prototypes to transform this asset into something that could be sold or traded; a product/service that creates impact for the community as they define it, while also demonstrating a sustainable approach to using physical resources to achieve this, respecting the natural environment.
Students are then separated in to groups working in 4-6 in a team. Between now and the following session each group is to go away and initially brainstorm ideas of potential alternative uses and applications for the product. They are prompted by three questions that will aid them in this process:
1. What is the opportunity they are trying to create with this asset?;
2. What are they trying to do differently?;
3. How are they trying to address a real-world need?
Session 2 (2 hrs) – The groups are introduced to creative thinking in the context of identifying what creative people do that is different- their methods and behaviours- to aid students in the formulation of alternative applications for the product. Following this students put into practice these methods and behaviours. This part of the session is informed and supported by the text Sticky Wisdom (Allan et al, 2002). The role of facilitator here is to nurture the student’s ideas and build on the core questions set from the previous session. The facilitator sets ‘SUN not RAIN’ ground rules to the students (see below).
Suspend Judgement,
Understand others proposals, no matter how crazy,
Nurture and build on Ideas
SUN
Don't React and judge an idea as being no good;
Assume that you know all the facts;
Insist on your point of view being the only right one;
Be Negative
RAIN
After establishing the ground rules the facilitator then leads the group through a creative thinking tool which enables students to explore the issues/challenges with their product from an entirely different perspective. Random Links (Allan et al, 2002) is suggested but others can be used by the facilitator.
Random Links
Step One: Pick any random object it may be immediately around you or be something from your imagination. It has to be as unconnected from the current issue you are trying to resolve as possible.
Step Two: Having picked an object (e.g. a keyring) the group now considers everything they know about said object from its physical properties to its function and symbolic value.
Step Three: Having considered the qualities of the random object at great length students then connect the properties of the object to the issues they’re facing asking the question ‘What can this object usefully tell us about our issue?’.
Step Four: They then build up a picture of their issue and the qualities of the random link that have developed their thinking. This should enhance the business case they subsequently develop. They may even wish to role play a scenario around the service or product they are developing. This adds “realness” to the idea and is great way to prototype their ideas through innovative presentations with an audience.
Between now and the following session students are asked to complete a business case framework and develop a short presentation.
Session 3 (10-15 mins per group)
Each group gives their presentation in answer to the original brief in front a panel which includes the organisation that donated the original product. The panel will be looking for a product that incorporates the sustainable and environmental values of the brief. presentation (10-15 minutes).
Includes:
500 donated products.
Random objects for random links exercise.
Business Case Framework Template
Allan, D., Kingdon, M., Murrin, K. and Rudkin, D. (2002) Sticky Wisdom. London: Capstone Publishing Limited.
Senge, P. (2014) Foreward. In Laszlo, C. and Brown, J. Flourishing Enterprise- The New Spirit of Business. California: Stanford University Press.
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
Each year an institution and region wide Business Idea Competition is run as a broad tool to stimulate and support entrepreneurship in the Highlands and Islands of Scotland. The competition promotes creative thinking and problem solving for learners at all stages of the learning journey including upon graduation. Our institution comprises a network of tertiary colleges and research centres, spread across the Highlands and Islands of Scotland. The competition was devised and is organised by Create, an Enterprise and Innovation Learning centre based within Inverness College UHI and delivered across the university and all partner institutions including the surrounding Highlands and Islands community (subject to T&Cs).
The competition is supported across campus to significantly raise ‘Enterprise Awareness’ (via induction, workshops, talks, e-comms), develop ‘Entrepreneurial Mindset’ (through intensive engagement and support to submit entries to the competition with learners from all faculties) and for some students (who progress in the competition and beyond) to start to develop their ‘Entrepreneurial Capabilities’. We have examples of this being delivered as an extra curricula workshop/activity and within the curriculum as a tool to aid experiential learning.
The competition opens in August each year and is promoted widely across the university, all colleges and research centres and in the local community. Lecture ‘shouts’ and workshops have proven to be the most effective technique to engage the broadest range of staff and learners. Short films are included on our website to give tips on entering.
Online entries seek information on an idea, inspiration, resources, next steps rather than a business plan. It was inspired by the culturally popular ‘Dragons Den’ but was dubbed the friendly ‘Highland Dragons Den’. Plenty of support is provided for developing application, pitching and presenting. Independent and experienced judges are engaged each year and relevant follow-up support and advice is offered to all entrants. For winning entrants, start-up support is offered in addition to cash prizes.
CREATE has worked closely with regional partners and the business community to ensure the competition reaches the maximum potential budding entrepreneurs across the Highlands and Islands of Scotland. The competition was launched in 2006 with 27 entrants and has grown significantly to 150 entrants in 2014 representing all industry sectors and parts of the region. Subsequent business start-ups in both the commercial and social sector have proved to be a recognised economic benefit to the region.
In addition to business start-up, it is considered that the competition also has two key impacts: it significantly enhances ‘Enterprise Awareness’ across curricula areas (both academic/careers staff and students); and helps to encourage stronger working relationships with local business and enterprise support organisations.
This activity shows how education ‘for’ enterprise can successfully engage a wide range of students, staff and members of the community both within and outside the curriculum. Over the years, more teaching and career staff are building in this opportunity as an awareness raising and experiential tool for learners at all levels. Those who participate, are extremely positive about the experience and can articulate evidence of creative thinking, opportunity spotting, and business awareness and, for those who proceed in the competition, they are able to develop their presentation, commercial awareness and network building skills. They talk of an increase in confidence and greater awareness of ‘know who’ and ‘be known’. Through CPD sessions, more academic staff now have the confidence to introduce these concepts and encourage learners to try this opportunity ‘to make something happen’ which adds to a student’s experience of how it ‘feels’ to be enterprising, which is very much in tune with the philosophy of enterprise education.
For 2015/6, we are extending the competition to early stage start-ups as we find many entrepreneurs start to test their idea earlier each year and still benefit from this type of engagement and encouragement.
Partnership: A critical success factor for this type of region wide initiative is partnership working. Within the institution, we engage with Deans, Faculty and Subject Leaders as well as Careers and Student Services areas.
Externally, this initiative has helped to build strong working partnerships which have grown year on year with local enterprise support organisations (Business Gateway, Prince’s Trust Youth Business Scotland, HISEZ, FirstPort and SIE) together with an extensive range of regional businesses (large corporates and SMEs) who wish to be associated with helping to build a vibrant entrepreneurial culture.
Funding: The activity has been substantially funded by institutional funding with support in the early years from the local enterprise agency, latterly EU funding sources and local council funds. All prizes (£8,000 in 2015) are sourced via sponsorship from local business and enterprise support organisations which CREATE attracts each year.
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
5Reflection and Action
7Communication and Strategy
Following the steps in the below guide, the learner will develop a comprehensive business plan.
So you want to write a business plan? Right well let’s start with the basics; a business plan is a written document that describes a business, what it does, or is going to do, and how. It’s also a ‘living document’, something that you as the business owner should look to for goals and be constantly updating to keep it in-line with new developments as the company grows.
This guide provides an outline for how you can put together my version of a business plan and at the end, points you to some further reading to develop your skills. This is a version that I have developed over years of writing them so it combines a lot of information from different sources and while you can find other templates on the web, I am confident that this is the best starting point. However, good business planning is personal, it reflects you and your business AND so don’t be afraid to deviate away from this guide, or modify it to suit your own requirements.
Note: You should use this Guide alongside the Pro-Forma Business Plan (see resources)
Where do I start?
Let’s start with the key question: why are you writing this plan? There are three basic motivations for writing a business plan:
Remember that each of these audiences will be looking for different things in your plan that you will need to provide. External investors will want the maximum information about the opportunity and sound financials presented in a formal manner, whilst plans for yourself or employees might be “lighter” but need more detail on operational issues, so first off decide who you are writing this for as that affects the whole structure and tone of the plan.
Note: This guide is mostly going to deal with a plan aimed at gaining investment or presenting a start-up business but the basic elements can be modified to suit a range of needs or audiences.
Once you’ve worked that out get researching: a good business plan is based on sound research. If you haven’t done any research how can you hope to discuss the market, competitors, pricing strategies and operational issues in a believable manner?
There are two types of research you need;
A good business plan should show evidence of both of these types of research to support its case.
Then...
This might sound basic but get a computer with word processing and spreadsheet software; get a template set up in your word processor (so the whole plan looks the same) and choose a simple, professional font (some people recommend a mixture of Ariel for titles and Times New Roman for the body of the text).
Note: The reason for using different fonts is that Serif fonts such as Times New Roman actually encourage people to read documents as the Serif’s (the little pointy bits on the letters) actually make reading easier for most people.
But as long as it looks clean and easy to read you should be fine: plus always add a basic footer, for organisation.
Remember page numbers, and don’t go crazy with headings; you probably only need two levels, Headings and Sub Headings: if you start having too many it will just get confusing, and remember if you organise this correctly most modern word processing programmes will then be able to automatically generate your contents page.
So…
If you’ve been following me so far, then by now you should have:
What you need next is structure...
Note: Calls to Action, I am going to talk about calls to action (a lot) so if you’ve never heard this term before here’s a quick bluffers guide. In marketing there are two types of writing, passive and active; passive writing tends to be vague, awkward and complex most importantly it doesn’t prompt people to do anything. Active writing is much more direct and pushes the audience to do something. In your plan you need to focus on active writing and use Call’s to Action.
These are statements that drive the reader to continue through the plan, it could be an interesting hook, a great opportunity or an exciting voice from the writer, however you achieve writing them Call’s to Action are key to a good business plan as they drive people through the document and generate interest.
The Structure
Structuring your business plan is 50% skill 50% art and relies a lot on you understanding what information the audience will be looking for in order of priority. The more times you practice this skill the better, but to get you started I’ve put in a quick crib which gives you an overview of the structure I will be using in this guide.
Contents Page Crib
Ideally a plan should be between 20 – 40 pages long and remember that this structure isn’t definitive, you may deviate from it, that’s up to you and those choices will become easier as you develop more experience.
Confidential or Not?
This is something I always get asked, should I put a confidentiality statement on my business plan?
So here’s my definitive answer . . . Do you have anything in your plan that represents a real risk to your Intellectual Property (IP) something that would be worth copying, or that would totally compromise your business if it were to become public? If the answer to this is YES and you intend to show this document in the public arena then you definitely need a confidentiality statement! If however you don’t have this kind of data in your plan, or it’s not going to be a public document then you have a choice and it’s down to you and what you’re comfortable with.
Executive Summary
You spend two weeks planning and writing a great document, you pour your heart and soul into it and then in a crushing move an investor like me only reads the first page – the reality of business planning is that the most important page you will write is the executive summary; it’s a plan in miniature which captures all the pertinent points of your whole document.
This summary sets the tone for the rest of the plan and determines how eagerly the document is read: use it as an opportunity to sell your vision and objectives, but don’t over hype your ideas, make it balanced but exciting. Think of it as a call to action, the action being reading the rest of the plan: if it doesn’t grab the reader you’ve little hope they will continue.
Note:Hit the Purpose of the Plan in the first sentence i.e. ‘MDK Inc. Is seeking funding of £1million in order to . . .’ anyone picking up your plan needs to know straight away why they are reading this and if it’s something they are going to be interested in.
The executive summary needs to contain the following information basic info:
Note: Remember all this should read as one big call to action
In my opinion you should always write this section last: treat it as an exercise in reviewing your ideas and use it to make any tweaks you need throughout the plan.
Corporate Data
The first element of the main body of your plan should comprise some basic corporate information;
Business Vision
What’s the vision for the business, do you want to be the most profitable t-shirt company in the UK, the first company to develop a new technology or improve your production systems your vision should be a couple of paragraphs about where the company is heading and why. If you don’t have a vision, then I have a simple question for you: why are you writing a business plan?
Mission Statement
A mission statement gives a clear indication to your readers and your employees about your company and where it’s heading. It tells them what you will be working towards and achieving along with what you expect from them. Your Mission Statement should be a dilution of your business vision into one key sentence. I used to have a mentor who believed in this so much that he would tell students, that if they couldn’t sum up a business in one sentence then they didn’t have one worth looking at!
Note:Your mission statement should also reflect your Unique Selling Point (USP) and writing these two at the same time will help them feel as if they fit together and can be a good exercise in developing concise business terminology.
Corporate Values
It’s always good to give a nod to corporate values; perhaps it’s the unique values of your brand that you want to discuss such as customer service or quality, or maybe it’s about your plans for corporate social responsibility as a reflection on wider community / environmental values, either way this section will help an investor understand key elements the underpin the foundations of the enterprise.
If you’re not sure you can leave this section out of the plan, but a word of warning, for me this is one of the most important sections in any plan as the values highlighted here tend to say a lot to me about the author and if I think I can work with them and I know I’m not the only person who feels that way.
Brief History of the Company
Keep this BRIEF! If it’s a page it’s too long, talk honestly about the company, pick out key highs and lows and try to present a history that’s relevant to your audience.
Latest Financial Data
If you’ve been running the company for a while and have up to date financial data which looks enticing, consider putting this section into your plan. Use it to showcase some of the financials you will present later, especially any that might wet an investor’s appetite; again keep this brief, relevant and punchy.
The Product(s) / Service(s)
The next element of the plan should really be a discussion of your product(s) and / or service(s) it’s a chance for the audience to really start to get to grips with your business at an operational level and understand what it does.
Note: Try to avoid too much technical jargon in this section; chances are your audience might not be product specialists, if you can’t avoid it make sure you put in a glossary to explain the terms in context. Once you’ve done this trial it on a family member or someone with little understanding of what you do, to see if they can make sense of it, if they can you’ve cracked it!
This section needs to include;
Remember that in this section you really need to be selling these for all they are worth, use photo’s, testimonials, graphs and diagrams; really make everything look attractive by investing time and care in this section . . . if your offer doesn’t look like a great opportunity you risk losing the audience right here.
Note: when it comes to pricing strategy you have a number of choices, but here are some of the most commonly used:
The Market
Here’s where all the lovely research will start to come into play… in this section you need to discuss the market for your product, so let’s start with some terminology:
Once you’ve worked this out you need to spend some time discussing your typical consumer, for this you are going to need to understand demographics:
You can then use this data to show that you’ve given some thought to the specifics of who will buy your product (through a discussion of some demographic factors), where they are based and why they will choose you over other brands (this point will link to the next section).
If you have already sold product(s) and / or service(s) you could use this as justification for any of the statements you make in this section.
Competitor Analysis
Right, it’s time to show that you understand who your competitors are and whether you are doing better, or worse than them, to achieve this you need to present some data and discuss its implications for your business. That data should include;
Note: To make it easier to review consider presenting this data as a table, rather than lots of paragraphs.
Marketing Strategy
Developing a marketing strategy is vital for your business. Without one, your efforts to attract customers are likely to be haphazard and inefficient.
The focus of your strategy should be to make sure that your products and services meet customer needs and that you develop long-term and profitable relationships with those customers. To achieve this, you will need to create a flexible strategy that can respond to changes in customer perceptions and demand. It may also help you identify whole new markets that you can successfully target.
The purpose of your marketing strategy should be to identify and then communicate the benefits of what your business offers to your target market, drawn from your USP.
FAB’s
Note: You need to sell the benefits of your product as these are what the customer cares most about.
You need to spend time in this sections discussing the types of marketing activity you are going to undertake, why (linking to the demographics in the previous section) how these will all work together (and support each other) and how much they will cost.
Note: You may also want to use this section to discuss your Competitive Advantage this is when you are able to deliver the same benefits as your competitors but at a lower cost (cost advantage), or deliver benefits that exceed those of competing products (differentiation advantage) this debate should draw on the previous sections.
The Management Team
The point of this section is to reassure potential investors that you have the people and skills to achieve the plan. You need to start this section with short overview of the management team, structure and numbers.
Note: Think about using an organisational chart to show the structure of the company:
Follow this up by giving brief descriptions of each role; the people who occupy them and their experience, CV’s can be attached in an annex.
You may also want to use this as an opportunity to highlight any skill gaps in your business and discuss how you intend to fill them.
Infrastructure
Sometimes referred to as operations, this section should help a reader understand the business and how it operates, you need to include the following elements, this list is a minimum;
Remember throughout this section of the plan re-enforce your core competencies what you are really good at! Using wording that supports this like; World leading; do you have a unique patent? An unassailable product design? Staff no one else can employ? If you do make sure that this is highlighted here
Some business plans may require a fuller exploration of the operation elements of the company, if this is so then a mini operational plan will be required but this tends only to be necessary when the plan is to be used operationally or there are concerns surrounding the business operations.
SWOT Analysis
A SWOT analysis is a planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a business idea. It can be very helpful in identifying competitive advantages, areas for improvement or possible threats to your idea and is a mixture of internal and external review. In this case we are using a SWOT to summarise the key elements of your plan and provide a concise overview to investors.
The diagram below shows how you might lay out a SWOT:
Financials
The numbers are perhaps the most important part of any plan, any investor will probably skip the entirety of your plan and read these figures first to decide if your business is worth a second look. Depending on the state of your business (trading or not trading) there are up to 8 key documents that you will need that make up this section, these are:
Along with these, you may need to provide a commentary highlighting key points so that potential investors can make an informed decision – and remember be honest, any investor worth their money will check your data against as many sources as possible.
Note: Outlines of some of these documents are available as excel files.
Risks
Finally you need a section detailing the potential risks of your venture so that any investor can decide if this is the level of risk they want to take, these risks should be summarised from the rest of the plan, along with any not otherwise made explicit in the rest of the document.
I’ve Started So I’ll Finish . . .
Finally remember that this guide is just that, a guide your plans should be personal showcasing your business to an identified audience, to quote Douglas Adams:
Don’t Panic!
Business planning is a skill and practice makes perfect so just keep going the more you work at these plans the better you will get, If you can pull all of the data listed in this guide together into a concise plan you will have achieved a lot and be well on your way to writing great plans and focusing your enterprises.
These are books I recommend on business planning:
These are websites I recommend on the topic:
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
4Implementation of ideas through leadership and management
5Reflection and Action
A cash flow forecast is an important tool to help an owner manage their business. Cash really is ‘King’ and every business owner needs to be aware of the timing of cash coming into and going out of their business.
Prior to preparing a cash flow forecast, there are a couple of things to consider:-
Points 4 and 5 (above) are really the essence of WHY a business owner needs to spend some time on a cash flow forecast
How to produce a simple cash flow forecast.
A simple cash flow forecast would normally take an hour or two to set up initially, then perhaps an hour a week to update the figures (with more up-to-date financial information).
An entrepreneur/ new business owner could produce a simple cash flow forecast for their business on a spread sheet such as Excel. Alternatively, there are several cash flow templates (including some that are free) that can be downloaded from the internet (see References below). Ideally, the cash flow forecast should be for a period of at least 12 months. In some instances, however, a 2 or 3 year forecast may be needed (e.g. where a new business has applied for loan finance, they would have to show to the prospective lender that the business will be able to repay the loan and interest charges).
‘Cash In’ this will typically include cash received from monthly sales (allowing for any credit terms given to customers). This would be the ‘regular’ monthly income for the business. In a new, start-up business, however, there may be other sources of income such as loans, monies invested by the business owners, grants etc.
‘Cash Out’ this will typically include the expenditure undertaken by the business each month. It will include ‘regular’ monthly costs such as buying stock, paying wages (or drawings for a Sole Trader), paying rent etc. etc. In a new business start-up, in the early months it will include several ‘one-off’ costs such as buying equipment or renovating premises prior to opening a shop etc.
In some businesses the costs (i.e. cash out’) will increase as the level of monthly sales increases. For example, in a retail business, as the monthly sales grow, then the shop will have to buy more stock each month to replenish the stock that is being sold. Some costs will be incurred (i.e. result in a cash outflow) irrespective of the level of sales income. For example, if, for whatever reason, a shop has to close for several weeks they still have to pay their rent and rates expenses. In these situations, a sharp fall in cash coming in to the business can quickly result in cash flow problems. By preparing a cash flow forecast and then monitoring how well the actual ‘cash in’ and ‘cash out’ are preforming (compared to the forecast) then the business owner will be able to spot any problems in good time. They will then be able to plan how to overcome such problems before they put the future of the business at risk.
An example of a simple cash flow forecast is shown below:-
By developing analytical and financial forecasting skills within entrepreneurial learners, it is possible to test assumptions and explore alternative ‘what-if’ scenarios in the context of a business start-up. This activity focuses upon the understanding of the both forecasting future cash flows and monitoring actual cash flows in the business.
Web -sites: https://www.startuploans.co.uk/business-plan-and-cashflow/- This is an example of a free cash flow template suitable for small, start-up businesses.
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
To create a clear understanding of their competitors, using SW analysis.
A SWOT analysis is a useful tool for analysis, when actions and conclusions are drawn from it.
Instructions
Invite the entrepreneur / small business owner to identify their key competitors (at least 3), and list the strengths and weaknesses of each.
Examples of strengths and weaknesses for a bicycle manufacturing business,
Strengths
Weaknesses
Consideration should then be given to each of the competitors, and compared with the entrepreneur or small business owners’ view of their own business.
This analysis can then inform what approach the entrepreneur / small business owner takes to developing their own business and to understand how they can best create or sustain a competitive advantage.
The key to using SWOT is now determine a course of action from this analysis.
Students can be invited to present their work and comment to provide constructive criticism, which is future focused.
By placing a clear focus on future action, rather than analysis, this will build skills of evaluation, decision making and judgement which lend themselves to action.
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, 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
This activity is designed to provide an opportunity for students to develop their understanding of the purpose and benefits of producing a business plan as well as expressing any concerns or issues relating to the process.
As an individual task – invite each student to consider the opposing statement below (that preparing a business plan is ‘a waste of time’ and ‘a valuable exercise’ and to make a list of the reasons why someone may agree with each of the statements.
Each point can then be researched, discussed in small groups, and challenged within the small group situation to create a consensus for presentation.
The activity should be concluded by asking the group to agree where they would rank themselves on the continuum and make their position to the wider group.
This will create a range of presentations, which will draw out of range of concerns and issues, that can then be discussed and explored across the wider group.
Preparing a Business Plan
A waste of time ...................................... A valuable exercise
0 10
This can also be repeated, following business planning work, to provide a useful reflection tool at the end of the business planning process, when students are invited to consider the statements again having completed the business plan. This can provide an indication of any change in the entrepreneur / small business owner’s view.
The decision making within this task is both individual and within a group and therefore develops consensus building through discussion and debate. The discussion will build deeper understanding of the business planning process and build confidence around this area, whilst the presentation skills to the wider group will build confidence in public speaking and debate.
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
Lecture Theatre, Presentation Space, Carousel Tables (small working group), 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
The activity is designed to assist the entrepreneur/ small business owner in understanding how to work out costing for both production-based and service-based businesses. It covers things to consider when deciding how much to charge and different pricing strategies that an entrepreneur can use.
Introduce the terminology – Costs, Pricing and Profit
1) Cost
2) Pricing
3) Profit
Explain how to calculate costs for a production-based business with an example:
Explain how to calculate costs for a service-based business with an example:
A photographer has an overheads of the year are £30,000, which includes salary, office and vehicle running cost. She estimates her working day during the year will be 200 days. She expects to have 5 chargeable hours per day and this equates to 1000 productive hours per year. Therefore her daily cost is £150 and her hourly cost is £30.
How to decide how much to charge?
Entrepreneurs will need to research their market carefully to determine the price range that they will be able to charge. This is difficult for start-up businesses, since they may have little information on which to base their pricing decision. They can only refer to the prices charged by their competitors and compare these with the market research they have carried out with potential customers.
Once they are in business, pricing becomes easier since they can adjust their prices up and down and review the effect this has on demand.
The price can always be changed, but there will be customer resistance if an increase is too great or if it is changed too frequently. Ultimately, the price that is charged depends on what the market will stand - that is, on how much the customer is prepared to pay. By understanding costs they are able to make a decision as to whether it is cost effective for them to sell their goods or services at that price.
Explain different pricing strategies
Strategy 1 - Pricing low to penetrate the market and gain customers
Objective: you are just entering the market with a new product and want to gain as many customers as possible.
When to use: you may have a consumable product that people will buy repeatedly so you want to gain customers, get them hooked and then slowly raise the price.
Strategy 2 - Pricing high to gain maximum profits (price skimming)
Objective: you want to gain the maximum profit per unit in the shortest amount of time.
When to use: when a product is unique and new, with no competition, and you have a short window to obtain the maximum profits before copycat products start flooding the market.
Strategy 3 - Pricing to make a 'normal' profit
Objective: to set a price that is seen by the customer as honest and reasonable.
When to use: if you want to develop long-term relationships with your customers. In this case, you might use a cost-plus pricing strategy.
Strategy 4 - Pricing to be competitive in the market
Objective: you want to be competitive and considered for any tenders, proposals, auctions or other competitive pricing situations.
When to use: when your product is very similar to the competition, and you are limited in the methods you can use to differentiate it.
Strategy 5 - Pricing for maximum profit and maximum sales
Objective: you want to get the maximum amount of profit possible, but not at the expense of losing customers.
When to use: after the initial introduction when you have the ability to differentiate your product.
Tips for an entrepreneur
Review the aims and objectives of the session and what was covered in this session.
Cobweb BIF 054 Business Information Fact-sheet
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session starts with a short introduction and then allows groups of students to discuss and decide where in the cross sector diagram popular health service companies should be placed, based on publically available data. It's a great way to introduce social enterprise and the business models used to create social good through an interactive session and group working.
Introduction: Social enterprises use a wide variety of legal forms and these forms normally depend on the business model being employed by the enterprise. As these enterprises change and the mix of their business interests change we can see that a full spectrum of companies exist for most industry sectors. This session uses the UK health sector and popular organizations to understand how these alternate between being more mission focused (social) to more market focused (surplus generating). In this task we shall look at the UK Health Sector and key players within the industry:
Sheets are provided with details of these companies (See resources below).
The session is split into six parts:
Criteria for Group Discussion and Selection
For each company we shall use only a limited set of information (to bring out key points during the session), and therefore we shall limit selection using
The group place the name of the company on the Cross Sector Venn diagram depending on their business models being employed:
The majority of the enterprises used in the session have multiple business models and as such overlap on the Venn diagram which generates discussion and debate within the group. This realisation that the social enterprise sector has to develop a highly profitable income stream and also a mission focused social business is at first controversial, especially in the Health sector, yet when applied to other sectors is easier to accept.
This task requires listening and communication skills and also helps builds trust and connections across the pairings.
Prezi Presentation https://prezi.com/s2tpjmnayxh6/social-enterprise-cross-sector-theory/
Handout & Slides https://www.dropbox.com/s/qnclusq03oqvqli/Social%20Enterprise%20Cross%20Sector%20Theory.pptx?dl=0
Social Enterprise Definition: See DTI (2002) A Strategy for Social Enterprise, London: HM Treasury, p7.
Cross Sector Theory: Hybridisation (Nyssens, 2006:318) Leadbeater's Model (1997)
Social Enterprise Websites:
Health Sector Websites (Data used in Handouts)
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), 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
4Implementation of ideas through leadership and management
5Reflection and Action
This activity should be undertaken individually by the entrepreneur, then to be discussed with the business development provider or peers in a group situation. Asking the entrepreneur to explain their answers will help them to deepen their understanding of their customers, help to identify where there are information gaps and therefore what additional market research may be required.
Instructions
Invite the entrepreneurs / small business owner to consider their customers and to describe them in terms of each of the following categories:
And then describe what the benefits the product or service brings to customers.
My customers …..
The benefit of my product / service to my customers is …..
By developing analytical and reasoning skills within entrepreneurial learners, it is possible to test assumptions and explore research findings with a clear context of start-up. This activity focuses upon the understanding of the potential customer and requires research and reflective skills.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session suits larger groups of learners being introduced to the concept of enterprise, creative thinking and solving complex challenges. Working with interdisciplinary groups works best to encourage maximum creativity and adds depth to the chosen solution. An introduction to effective engagement with audiences which moves beyond a pitch is introduced and the session closes with the audience crowd funding the idea using specially designed local currency.
This is best run over a 4-6 hour period and can be split between 2-3 sessions to allow for further research into the challenge. Session starts with some team building activities set firmly within the context of the challenge. This can help students to better appreciate the challenge area and develop empathy with various perspectives/realities in relation to the challenge.
Then follows some creativity exercises with an introduction to design thinking. Teams then apply this process (as time allows) through to completion with ideally prototypes being developed (if not posters/electronic adverts etc).
Then the large group is introduced to the need for effective and authentic engagement of themselves and their ideas (moving beyond the ‘pitch’). Individual or group presentations are developed and practiced. Depending on timing and group size, there can then follow a couple of rounds of presentations with a final selection presenting to the whole group. Ideally this should include at least one external stakeholder/s linked to the challenge context (clinical/engineering/finance etc) able to provide authentic feedback.
It can be fun then to introduce/revisit the concept of crowd funding and provide everyone in the audience with some currency (we have developed some university notes) and get them to fund their favourite proposal. Of course it could be that there will be some real funding available…
This works best with some facilitators to help support the various groups as they progress through each activity and often can make a significantly positive impact where groups from different curriculum areas meet for the first time. Utilising external stakeholders to share their challenges can also help to add real value and excitement for learners. Learners tend to enjoy the active nature of the workshop and the rigours of presenting to an external stakeholder with potential solutions to the challenges set.
Tend to see an increased awareness of wider enterprise and boost in confidence in terms of team working, design thinking, negotiation and engagement with audiences. A useful taster for deeper enterprising learning. Skilled reflection is vital throughout and post session/s through on-going programme. Depending on the nature of the ‘challenge’ this can be extended to a module/programme duration.
Brown, T (2008) Design Thinking, Harvard Business Review, June 2008 (pages 85 – 92)
Dweck, C (2006) Mindset: The New Psychology of Success, By Dweck, Carol S. ( Author ) Dec-26-2007 Paperback
Krueger, N.F.Jr. (2010) 13 Looking Forward, Looking Backward: From entrepreneurial Cognition to Neuroentrepreneurship in Acs, Z.K and Audretsch, D.B. (eds.), 2nd Edition of the Handbook of Entrepreneurship Research, Springer
Westfall, C (2012) The New Elevator Pitch: the definitive guide to persuasive communication in the digital age, Marie Street Press
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
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
2Opportunity recognition‚ creation and evaluation
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
An elevator pitch (EP) is becoming an important item in the toolkit of most people. It doesn’t matter if you are a job seeker, business person, or gainfully employed professional, you need a powerful elevator speech (EP) to extend and support your personal brand.
Activity:
PART 1: Using a flip chart, PowerPoint or workbook the tutor will take the individual or the group through the key points of elevator pitches.
Make them care
The main mistake many people make when pitching is listing their products and services and go into detail about processes. People want to know how you can help them, or solve a problem they have. Emphasise benefits and solutions rather than features.
Your Second Word Should Be A Verb
What do you do? For others? This also forces you into thinking about your results and accomplishments. Get a list of powerful verbs, look them up.
You Have To ‘Get’ What’s Unique About You and Your Business
What differentiates you, what causes you to stand out from the competition? This is what you want in your elevator pitch.
A Few Sentences Is Usually Enough
Think short and sweet. Powerful is not lengthy or full of too many words. When you force yourself into a few sentences, it causes you to think about each word more carefully so that each one tends to convey more.
It Has To Roll Off Your Tongue
You need to write it down and practice it so it becomes second nature to you. This will support a confident appearance when you say it.
You Have To Believe It
If you develop an EP that embarrasses you or causes you to cringe, you either need to boost your confidence or change what you’re saying about yourself.
Give It Attitude
If your EP doesn’t have energy or enthusiasm, then expect it to be received the same way. We like people with confidence and a bit of attitude about their abilities. You’re not bragging, but proud.
Smile
It’s hard not to love people who smile. It communicates warmth and confidence. You come across as engaging and someone people would like to know more about.
Shut Up
Once you’ve delivered your EP, stop yourself from saying anything else. I know this is a tough one, but people often blather on, which deflates the impact of your ES. When you stop talking, it will also prompt the person you are introducing yourself to to ask about you or introduce themselves. Both results are great.
Leave Them Wanting More
A great test of a powerful EP is if they ask you about what you’ve just said. Go have fun with this. Next time you attend a professional meeting, say your EP, shut up and see what happens.
Have A Few EP’s In Your Toolkit
EP’s are not one size fits all. Your audience will be a determining factor in whatspecific message you want to convey. Different aspects of your products or services will appeal to different people and companies
Once you have your primary EP, think through the various groups of people you are likely to use it with. This will help you decide what needs to get tweaked to make it just right for that group of people.
Your elevator pitch is among the first things you do that will form an impression with others. You want it to be professional and well delivered.
PART 2: Each member of the group has 10 minutes to devise their own elevator pitch.
PART 3: Each member of the group delivers their elevator pitch with the tutor and the rest of the group giving feedback and suggestions for improvement.
PART 4: This can be developed further by videoing each person so they can see for themselves.
Planning, preparation, presentation, feedback review, reflection
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any, 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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
This task provides an opportunity to reflect on the learning gained during particular tasks for activities (ideally should be of "medium" length, such as intense induction programmes, week long activities or longer learning 'events' (modules or years of study). This can be particularly effective in terms of drawing out "change" or learning gain as identified by the learner themselves.
This approach provides an opportunity to reflect upon a wide range of individual development (including emotional development and confidence levels) as well as recognising improvement in the development of skills.
Traditionally physical diaries were issued to encourage students to write regularly and informally, however the wide range of multi-media (through smart phones and tablets) also allows students to select their own format (s) or trial the use of a new media tool for this purpose (ideally agreed in advance with tutor to avoid IT issues in viewing).
A learning diary is therefore a tool of reflection which can take a variety of forms.
Key considerations for the tutor include:
NB: Consideration of how to create "value" is key in determining the role/purpose of this approach within an assessment strategy or within a programme. Typically students value activities that the tutor places a value on, and their currency is marks/assessment. However as diary is, by definition, a subjective view, and should reflect what the student has heard, learnt and reviewed, it is the student's own analysis and insights that count, and clear marking parameters and guidance need to be provided to ensure clarity.
Issuing this task should be done at the start of the activity that you wish the learners to reflect upon. Ideally you encourage (or set) answering a range of open-ended questions, delighted to understand their initial position as they approach this learning/task. This may include expanding upon their prior understanding or life experience, as relevant to this work.
Once the activities are being undertaken, reflective models can be issued or sourced by the students to support their thinking. However you may wish to provide a set of reflective questions at regular intervals as prompts to their developing thinking.
This activity can be highly prescriptive, with set timescales at which you expect stages of reflection to be completed (as relating to the task being undertaken) however it is also possible to make this an open task, where the approach and learning is with the student to design and undertake. This allows the learner to explore, source and select their own model for reflection and test its effectiveness as a tool for their development during the process. This additional skills of research, evaluation and comparative analysis but risks diluting the quality of the reflection if the students place the emphasis upon critiquing models rather than the task itself and their personal learning. It is therefore important that you reflect the emphasis you wish to seek within your assessment schedule.
To increase the synthesis, and the ability for personal and confidential reflection, you may wish to create a format in which the students regularly capture thoughts and feelings, but keep this as a personal document (diary, blog or video diary) from which the submission is created. This synthesised version of their learning and reflections build an understanding of their personal development over time and allows for honest and uncensored self-reporting and reflection. Again the structure/control of the format/questions can be loose and open (providing only sources and reference to guide) or highly prescriptive (working within a template or with specific tools/questions) to ensure that the key elements of learning (including emotional elements and confidence) are a required feature of the submission.
Personal reflection is a tremendous skill, but is often difficult for students to develop, particularly during a period of study, with little or no external reference points or practical application. It is therefore recommended that this is an assessed piece, so that the value of reflection is made clear. It is therefore important that you, as the tutor, place importance upon the development of this skill and take class-time to consider what is meant by reflection practice and how to ensure that reflection leads to learning.what is meant by reflective practice and how to ensure that reflection leads to learning. It is also important to consider the formative as well summative assessment within this process, as reflective skills are improved through regular practice, and this form part of your regular teaching. It is important that you 'model' a reflective approach with the students by including reflective questions onto your regular contact with them, and making reflection an explicit aspect of your activity/classroom debrief. Making this explicit within your teaching will reinforce the student's understanding of reflection as an activity to repeated and practiced, as well as help them see how reflective questioning or models can deepen their understanding, and build confidence in their abilities.
Three stem questions (Borton T 1970) were further developed by John Driscoll (1994, 2000, 2007)
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
Outside, 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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
The focus within this task is to help students to engage with an environment i.e. external to the University and develop inquisitive and presentation skills. Remember, “When questioning stops, progress of knowledge ceases”, the task intends to help students develop the ability to ask the right questions and develop curiosity by helping them learn through a ‘sense of discovery’. The satisfaction of discovering information independently is a effective learning tool. The task asserts that one of the key ways for a student to understand the external is to engage with people who present themselves by the method of an informal or semi-structured interview and use the findings to analyse and reflect on the ‘content’ i.e. available to them through the module at University.
Stage 1) Fix an appointment with an external of your choice.
Stage 2) Record a video interview. Do not have a question oriented approach, this will curb the inquiry process. Ask the Entrepreneur instead to ‘tell a story’ which may include the following aspects:
a) How they got here?
b) Who helped them ?
c) What were the challenges they encountered in the process?
Stage 3) Reflect on the narrative and then relate the findings with the content of a subject you study (for example Business Planning etc.).
Stage 4) Prepare a presentation of your reflection emerging out of stage 3.
Stage 5) Play the recorded interview in the classroom for all your peers to see and hear.
Stage 6) Now present your reflection as per your understanding and allow the students to ask questions and encourage them to share their reflection.
The task will allow the student to develop an inquisitive mind-set, it’s a practice of asking the right questions in order to uncover the right answers. It will also help increase the confidence of the student to communicate with Entrepreneurs and develop their network with key people in the industry. The best ways for students to learn is to have a triangular approach which involves learning (at University), researching/doing (with the interview) and reflecting (by yourself) and along with your peers.
This approach also helps students to engage with interesting businesses and Entrepreneurs who share their Effectual/Informal knowledge of Enterprise and Business. This knowledge in unique and helpful in its own right as not everything written in text books applies in the real world. This is a chance for students to experience how things ‘really happen out there’.
The students tend to learn through a variety of different business case studies and experience the knowledge of diverse entrepreneurs.
The task enables student learning through doing and reflecting. The element of discovering the facts themselves is a very effective learning tool. The students feel in charge of the task, right from choosing the external to setting the questions and presenting their reflection/findings.
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
7Communication and Strategy
The learner will go through a series of exercises that will enable them to develop a clear understanding of what a mission statement is, and to write one for their business.
Mission Statements are difficult to write - they should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts. They are included in documents such as Business Plans and Staff Handbooks. Successful Mission Statements are memorable and engaging. A combination of both a company's mission and a company's vision of the future may be included in a Mission Statement.
No wonder Mission Statements are hard to write!
Definition of a Mission
A mission is defined as 'Purpose, reason for being'. Defined simply "Who we are and what we do".
What are Mission Statements? What is the Definition?
A good definition for a Mission Statement is a sentence or short paragraph which is written by a company or business which reflects its core purpose, identity, values and principle business aims. It therefore contains important information about a company in a nutshell. This should include the company mission (what the company does, its products, its services and its customers) and can include its vision (the future plans with aims and objectives).
How long are Mission Statements?
A good example is just one sentence or a short paragraph consisting of between two and four sentences.
Your mission is a statement that describes the nature of your business.
It will state clearly: The reason why the business exists. The standards or ethics the business has details of what the business is about (its key features). The mission statement will determine how others see the business, including customers and competitors.
e.g.
The Women's Organisation:
“The Women's Organisation is an innovative women’s organisation that provides quality enterprise and employment services and influences policy in order to improve the economic position of women.”
|
Make a list of the KEY WORDS that can be used to best describe this business:
|
|
Using some or all of the key words that you have identified, write a mission statement for the business. The statement should clearly describe the purpose of the business and explain what its key features are.
|
If doing this in a group setting, the learners could be given some example businesses to work with, or famous alternatively, some famous brands. The learners could be given a global brand and asked to develop a mission statement for them and then compare what they come up with, with the actual mission.
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
3Decision making supported by critical analysis and judgement
A simple, step-by-step guide to laying out a marketing plan.
The Challenge
A brief description of the product / service to be marketed and any associated goals, such as sales figures and / or strategic goals, markets you want to enter, customers you want to recruit etc.
Situation Analysis
Proposed Company Analysis
Potential Customer Analysis (Remember to Address Different Groups)
Competitor Analysis (This can be presented using a table)
Partnerships Analysis
Macro-Environmental Climate
Micro-Environmental Climate
Market Segmentation
Present a description of the market segmentation as follows (again this could be presented as a table):
Segment;
Simply repeat this process for each segment.
Selected Marketing Strategy
Based on the above discuss why the strategy was selected and then contextualise this decision using the marketing mix (4 P's) of product, price, place (distribution), and promotion.
Product
The product decisions should consider the product / services advantages and how they will be leveraged, these should include:
Price
Discuss pricing strategy, expected volume, and decisions for the following pricing variables:
Distribution (Place)
Decision variables include:
Promotion
Short & Long-Term Projections
The selected strategy's immediate effects, expected long-term results, and any special actions required to achieve them. This section may include forecasts of revenues and expenses as well as the results of a break-even analysis.
Conclusion
Summarize all of the above.
Appendix
Calculations of market size, commissions, profit margins, break-even analyses plus any material collected to illustrate key points.
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
4Implementation of ideas through leadership and management
Construct and deliver a focused and precise summary of their business proposal, that is attractive and engaging to a potential financer.
Prepare the entrepreneur for opportunities to present their business proposal, formally and informally, in a short space of time.
An ‘Elevator Pitch’ is a succinct summary of business opportunity for example, 1 minute or in no more than 300 words. The term is typically used in the context of an entrepreneur pitching an idea to a potential investor. This task invites the student to prepare for a minute pitch.
Invite the entrepreneur/small business owner to prepare a 3 minute pitch for their business The challenge for many entrepreneurs is how to describe their proposal in such a short space of time and what aspects of their business model and plan to focus on. A useful approach is to use Sahlman’s recommended four critical factors.
The People
Who’s involved?
What are their mission and aspirations?
What skills, know-how and experience do they have?
The Opportunity
What will the business sell?
Who are its customers?
What problem is it solving?
Why is it better than existing solutions (competition)?
The Context
What’s the bigger picture?
What trends e.g. economic, social, technological, political affect the business?
Risk and Rewards
What are the main risks?
How can they be mitigated?
What are the potential financial, and other, rewards?
Entrepreneurs/small business owners should be given time to prepare their pitch, either working independently at home or within a training programme. In a group situation this should take no more than 20 mins.
Entrepreneurs should then be invited to pitch their business with a strict time limit. This can be done in a number of ways depending on the environment, for example,
This activity helps the entrepreneur to focus how they think about their business and provides a safe environment in which to develop their communication and presentation skills, whilst refining their business pitch.
It can help the entrepreneur /small business owner effectively present their business proposal in both informal and unexpected situations and confidently to a potential financier. Repetition of this type of exercise builds confidence and expertise.
To provide formative experiences of pitching, before any assessment, you can create sub-groups within which the students pitch to each other, giving and receiving constructive criticism, before conducting the final presentation.
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
4Implementation of ideas through leadership and management
This activity is designed to provide an opportunity for the entrepreneur / small business owner to develop their forecasting skills and consider different scenarios of their business performance, specifically in terms of potential sales.
To consider and collate information to produce informed sale forecasts, gather the relevant information:
The Sales Forecast Checklist
Using this information prepare a sales forecast by value and volume for each major product group (e.g. for a hotel: bedrooms, restaurant) throughout the period of the business plan – at least 12 months.
| Month 1 | Month 2 | Month 3 | Total | Notes & Assumptions | |
|---|---|---|---|---|---|
| Product 1 | |||||
| Unit price | |||||
| No. of units sold | 0 | ||||
| Sales income (a) | - | - | - | - | |
| Product 1 | |||||
| Unit price | |||||
| No. of units sold | 0 | ||||
| Sales income (b) | - | - | - | - | |
| Product 1 | |||||
| Unit price | |||||
| No. of units sold | 0 | ||||
| Sales income (c) | - | - | - | - | |
| Total sales (a + b + c) | - | - | - | - |
This breaks down some of the key thinking and skills of the entrepreneur and allows the students to work through their assumptions. This can be conducted in groups, or as individuals, allowing students to focus on start-up.
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
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
5Reflection and Action
This activity is a great start to a business planning or business start-up module, as it works well as an ice-breaker in any group seeking to explore the spectrum of activity and can be repeated at the end of teaching programme/input to see how the levels of student confidence in the topic have changed.
At the very start of an activity as an ice-breaker, students are asked to line up (single-file) in a continuum of entrepreneurial experience (from ‘I have never heard of entrepreneurship’ to ‘I am running, or have ran my own business’. They have to talk to one another in order to position themselves. A selection of willing group members from various stages of the link tell the group why they are standing where they are. After each one, individuals are asked if they would like to reconsider their position in the line. Teaching and activities follow that unpack the entrepreneurial mind-set, and ways of developing the characteristics, drawing equally on entrepreneurship and intrapreneurship, and then the line-up is repeated. If you have the opportunity for multiple interventions, the line-up can be repeated at any point (formatively or summatively), to help students learn from each other and the teacher/facilitator to learn more about the needs of the cohort as a whole.
It also denotes a significant change in teaching style – and therefore student learning and engagement – will be required for this module. It signifies that there will opportunities to share experience, and pitch own expertise or ideas.
It allows the students to benchmark where they are in the context of peers and understand where they may gain further support from during the programme.
It builds confidence by drawing out smaller examples of entrepreneurial endeavour, particularly those that have taken place through involvement in clubs, societies or outside education.
For a short ice-breaker, or reflective activity this group tasks alerts students to the approach being taken within this area of teaching - “I knew this class was going to be different when we all had to stand up before the PowerPoint had even been turned on”.
Students ‘huddle’ together and start discussing their experiences in the area and this forms bonds and provides insights to potential future group members. The outcome is a powerful ice-breaking activity that builds confidence in the group as a whole.
Link to HOW TO GUIDE _ Interpersonal Icebreaker: Line of Evaluation
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, Carousel Tables (small working group), 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
The activity is designed to assist the entrepreneur to understanding different legal structures and its advantages and disadvantages. It covers how to set up limited company and tax requirements of the different legal structures and director’s responsibilities.
Sole Trader
Advantage
Disadvantage
Partnership
Advantage
Disadvantage
Limited Company
Advantage
Disadvantage
Limited Liability Partnership (LLP)
CIC – community Interest Company
10. Accounts Case Studies
11. Director’s Responsibility
12. Summarise
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
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
7Communication and Strategy
If doing this in a group setting, each group could be given a different type of business to work with as a case study. For example: Comic Shop, Web Design Company, Solicitors, Ebay Seller etc.
1. Brief Business Description
Write a brief description of your business (no more than 150 words). Include what type of product/services you sell and where you operate from.
Who is your customer?
Now write a breakdown of your customers taking into account things like:
2. Traffic Lighting Task
So now you should have a clear idea of what your business is and what you sell, and also who your customer is and what type of activities they might engage in. Using traffic lighting system of:
Select which social media tools you think would be most and least beneficial for your business. Chose at least one social media device for each colour.
You should have knowledge of various social media channels but perhaps start with things like: Facebook, Twitter, LinkedIn, Pinterest, Instagram, You Tube (there are many many more).
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
4Implementation of ideas through leadership and management
5Reflection and Action
This activity is designed to provide an opportunity for the entrepreneur/ small business owner to consider the costs of setting up a new business and the financing options available.
Does the entrepreneur/ small business owner already have some equipment or stock etc. that can be used in the business? What additional start-up costs will be incurred in order to successfully start the new venture?
This can be broken down into:-
Once the above Start-Up costs have been completed, it is only then that the Financing can be considered. If the start-up costs are higher than at first anticipated, it may be that the new business owner needs to re-evaluate these costs. For example, consideration of renting items of equipment instead of buying etc.
Financing the new business start-up.
What if things change and I need additional funding? As long as the new business owner can demonstrate that they are running the business well, they may be able to access further finance to assist their growth plans. This is why it is so important to have a good business plan and to monitor how well the business is actually performing compared to the plan.
By developing analytical and financial forecasting skills within entrepreneurial learners, it is possible to test assumptions and explore alternative ‘what-if’ scenarios in the context of a business start-up.
This breaks down some of the key thinking and skills of the entrepreneur and allows the students to work through their assumptions. This can be conducted in groups, or as individuals, allowing students to focus on start-up.
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
• Understand the use of a SWOT Analysis
• Complete a SWOT Analysis for a business
The activity is designed to assist the entrepreneur/ small business owner to create a SWOT Analysis for their business. This is normally completed before the business starts, however review and examination (re-completing a SWOT Analysis) throughout the life of the business is recommended, especially to support any major decision making.
This activity can be completed by anyone/group who wants to understand what a SWOT Analysis is.
Firstly, what is a SWOT & how is it used?
A successful business considers the wider environment in which it operates. In the business planning process, the SWOT analysis provides a framework to consider the strengths and weaknesses of the internal aspects of your business; and the opportunities and threats of the environment in which you are operating.
For example, your business planning should consider factors such as:
Carrying out a thorough SWOT helps you to plan to maximise strengths, take opportunities to meet customer needs and develop the business. It also allows you to develop ways of overcoming any weaknesses, and removing or being prepared for potential threats.
Strengths and Weaknesses
Strengths and weaknesses are issues that already exist and are internal to the business.
Examples of common strengths and weaknesses include:
Strengths: You as the entrepreneur
Relevant experience e.g. 5 years working in retail/with children
Transferable or life skills such as being a good organiser / time manager etc.
Skills that are directly related to the business such as design skills, customer service, financial management skills
Strengths: Your business
A good location, convenient and accessible to customers
Highly level of expertise in staff team
Confirmed orders for your product / service
Weaknesses: You
Inexperienced at running your own business
Additional training / accreditation required e.g. hygiene certificate
Limited selling skills
Weaknesses: Your business
Need to borrow funds to set up
Waste in business operations
Working from home, with limited space to work and danger of becoming isolated
Opportunities and Threats
These are external issues that your business may face, consider what could happen?
Opportunities
Fulfil some needs of customers which you know at this stage are not being met e.g. a delivery service to busy or housebound customers
Offer something different (compared to who you know to be probable competition) or something better e.g. beauty services for men / a luxury product range
Possible changes in the business environment or market place e.g. increase in mobile phone market creates growth in accessories
Access certain support – if your business is in a regeneration area, for example
Changes in the law which might affect your business operations, such as changes in licensing laws
Threats
Increasing cost of borrowing
Emerging competition using your ideas
Personal illness may affect running of the business
Technological advances making your equipment or methods outdated
Changes or reductions in government spending
Disagreements between partners
Sample SWOT Analysis:
1. For a domestic cleaning business:
|
Strengths:
|
Weaknesses:
|
|
Opportunities:
|
Threats:
|
If you are working with an individual or group who is going to set up their own business, invite them to complete a SWOT Analysis for their business.
If the individuals are not considering setting up their own business, then ask the group to complete a SWOT Analysis on a famous company. A favourite is to chose well known brands such as McDonalds, what are the strengths, weaknesses, opportunities & threats for them, but specific sector specialists can be chosen.
Another exercise is to consider what a SWOT would have looked like when designing a product. For this exercise, split the groups into 4-6 people. Ask them to think back to when they owned a CD player or depending on their age, a Walkman or even record player.
Ask them to imagine that they have invented the ipod and need to outline its strengths and weaknesses to their shareholders.
Give each of them a piece of flip chart, draw a cross and mark an S, W ,O, T (one in each of the quadrants) and work on each section together as a group.
Ask them to ask themselves, What are the Strengths of the IPOD – How is it a better product that the CD player? What are the weaknesses of the product?
Looking at the wider environment, what opportunities has the iPOD got to develop and finally what are the weaknesses.
The session should take no more than 30 minutes and around the same if they are to report their findings back to the group.
Completing a SWOT Analysis helps individuals to consider both internal and external factors. To complete the exercise, the group will need to use a number of skills including – research, audit, evaluation, discussion, debate, negotiation & presentation.
Resources:
• Post-its or similar sticky pads
• Pens
• Papers/pads
• Flip charts
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
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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
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
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
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group), Special
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
7Communication and Strategy
Rocket pitches or elevator pitches are often the first opportunity for an entrepreneur to convince potential investors that they have an idea that represents a profitable opportunity. These are often only one to five minute presentations, but they can have a significant impact on the entrepreneur’s ability to attract investors as well as other potential stakeholders. This can be particularly true in the early stages of a venture before the entrepreneur has a viable product, and he or she has to quickly convince potential stakeholders of his or her vision and the potential of the idea. Entrepreneurs often think that their idea is the most important aspect of the pitch, but studies have shown that U.S. venture capitalists consider personal characteristics such as the entrepreneur’s ability to articulate his or her venture to be critical in determining whether or not they will reject an entrepreneur’s plan.
In this exercise, students design a paper airplane that must be capable of carrying a predetermined amount of currency in the form of coins. The airplanes will compete in two categories – time that the plane can stay aloft and the distance it can travel. However, students pitch their design to their classmates (the investors) in an effort to convince them their design is the best before the contest takes place.
The exercise has worked well for illustrating the importance of a good pitch and helps students to better understand what constitutes a good pitch from an investor’s perspective.
Usage Suggestions
This exercise works with both undergraduate and graduate students. It is appropriate for new venture creation courses, entrepreneurship boot-camps, or workshops. The session is best positioned after students have identified a venture concept, project, or family or corporate initiative to pursue and are preparing for an elevator speech or rocket pitch type presentation. Technology entrepreneurship or innovation classes are also appropriate.
Pre- Work Required by Students
Students are to be given the following instructions in the class period prior to running the exercise: “You are to design and create a new paper airplane capable of keeping one U.S. dollar of coins aloft for as long (time) as possible while simultaneously transporting the coins as far (distance) as possible. The assignment is as follows:
You will be required to pitch your design to your classmates. You will have two minutes to convince your classmates that your design will perform the best. Performance on the exercise will be based on a combination of actual performance of your airplane and the number of votes your design gets from your classmates in each category (time and distance).”
Time Plan (80 minutes)
Because each team will pitch their idea, the time required for the exercise will vary with class and team size. The timing outlined here is based on a class size of 30 students and ten teams.
Step 1 0:00–0:02 (2 minutes)
Begin the exercise by explaining the voting rules to the students. Students are allowed to vote for only one team (excluding their own) in each of the two categories (distance and time). They are not required to vote for the same design in each category. It helps to provide a sheet for each of the students to record their votes, or, if your students have computers and internet access, you can use an online voting system (this will require you to set it up before the class).
Step 2 0:02–0:27 (25 minutes)
Next, have each team pitch their idea to their classmates. Teams should be strictly limited to two minutes each.
Step 3 0:27–0:32 (5 minutes)
Have the students record their votes for the design they think will perform best in each category. Remind them that they cannot vote for their own design.
Step 4 0:32–0:52 (20 minutes)
Take the class to an open area in which to conduct the actual flights. An indoor area such as a gymnasium works best, but you can run it outdoors as well (which can introduce additional uncertainty into the performance for the students). Each team gets one throw. You should have a line that they cannot cross for throwing, and you should record the time that their plane stays aloft. After the plane has landed, measure and record the distance. It helps if you assign this task to one or more of the students.
Step 5 0:52–1:00 (8 minutes)
Return to the classroom. Record the votes and the actual performance for each team on the board.
Step 6 (exercise debrief) 1:00–1:20 (20 minutes)
If time allows, you can have a short discussion about their process with regard to creating their design. This can help to illustrate how an entrepreneur can take a constraint and turn it into an opportunity. Additionally, this can highlight the importance of prototyping and learning from failure, and many of the teams that perform well often trial several different designs. Some possible questions include:
Next, discuss the aspect of effective pitching. The idea here is to get them to appreciate the importance of the entrepreneur and his or her pitch to investors. Owing to the uncertainty inherent in many early- stage entrepreneurial ventures, investors will typically put more emphasis on the entrepreneur and his or her ability to “sell” the idea, as well as their confidence in the entrepreneur’s ability to execute on his or her pitch – one has to be careful not to oversell the concept.
Wrap the discussion up with a summary of the importance of clearly articulating your idea and convincing the audience of your ability to execute on your idea.
Post- Work
Have the students read the following articles (this can be done beforehand if you prefer):
Teaching Tips
Students will often try to game the system (depending on how much freedom you give them). For example, they may choose to use different weights of paper or design a flying disc as opposed to a traditional airplane. You can decide how vague you want to be. If you want to have more discussion on the creative process and pushing the boundaries, then being more vague in the instructions can lead to a good discussion on how entrepreneurs try to push the rules and boundaries. Some students will feel “cheated,” but this can still provide a good learning point.
Key Takeaways
Materials List
Provide students with paper for their airplanes in order to maintain a standard paper type and weight. Alternatively, you can leave this open to interpretation as a means of encouraging greater creativity among the teams. You will need a tape measure and a stopwatch for the actual competition.
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
MacMillan, I.C., Siegel, R., and Subba Narisimha, P.N. 1985. Criteria used by venture capitalists to evaluate new venture proposals. Journal of Business Venturing, 1, 119–28.
Ries, E. 2011. The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses. New York: Crown Publishing.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
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
1Creativity and Innovation
3Decision making supported by critical analysis and judgement
5Reflection and Action
7Communication and Strategy
To develop an understanding of the components of the marketing mix their application to the marketing plan.
This activity is designed for working with an individual or group on a one to one basis.
Instructions
'Marketing Mix' - BBC BiteSize
|
Product |
Promotion |
Price |
Place |
|
Variety |
Advertising |
List Price |
Channels |
|
Quality |
Promotions |
Discount |
Coverage |
|
Design |
Personal Selling |
Allowances |
Location |
|
Features |
Publicity |
Payment Period |
Suppliers |
|
Brand Name |
|
Credit terms |
Transport |
|
Packaging |
|
|
|
|
Customer Service |
|
|
|
(Source: Kotler/Armstrong/Wong - Principles of Marketing)
The process of deciding and explaining an organisation’s marketing mix requires both analytical and reasoning skills.
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), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
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
6Interpersonal Skills
To develop an interdisciplinary network of exchange which promotes innovation, design thinking, new-product development. Bringing together a students from across the University, who value innovative thinking, ideas generation and interdisciplinary working as part of their student experience.
Interdisciplinary has been recognised as a key contributor in solving complex global social problems (BIS, 2009; 2009a; DIUS, 2008, QAA 2012). It therefore follows that graduates as societies leaders with a genuine interest in making the world a better place must have the ability and confidence to work across disciplines. In today’s global economy and in society as a whole, we are faced with many complex challenges which require new ways of working and graduates need to be prepared for this through the integration of interdisciplinary working within their under graduate (UG) curriculum.
The 24 hour design challenge: Second year students from across 3 schools within the university were invited to register for this event, places were limited to 40 students, a maximum on 10 students from a single discipline area.
The impact on learning was evident through the student feedback, we categories it into skill development, Collaborative working, Entrepreneurial development.
“There is never a stop-point in learning – there is always room for more”. (2015 student)
“Competing in this design challenge was a thoroughly enjoyable process. As an engineer, it is important that I develop the ability to work with multiple disciplines and in the 24 hours we were given I have been given a massive insight into how completely separate skill sets can come together to generate an idea. I also find it incredible that after only a day, I came away with a team that I had formed a friendship with and now have an insight into demonstrating an idea to someone who has the means to make it a reality. Overall I cannot fault the opportunity of taking part and enjoyed every stress inducing minute of it. I would definitely do something similar again.” (2014 24 hour design challenge).
Skill-development:
“....in the 24 hours we were given I have been given a massive insight into how completely separate skill sets can come together to generate an idea” (student quote, 2013 challenge).
“It was an enjoyable challenge, bringing in different skills we have learnt throughout our time here so far. I would defiantly recommend it to anyone and do it again” (student quote, 2013 challenge).
“…enjoyed every stress-inducing minute of it. I would definitely do something similar again” (student quote, 2013 challenge).
“I learned a lot from my peers in my team and this experiment will benefit me in future group projects” (student quote, 2014 challenge).
Collaborative working:
“....I really enjoined the challenge and it was good to start viewing things from different discipline angles” (student quote, 2013 challenge).
“This design challenge was great. I love working with all of my team who were from different specialisms” (student quote, 2013 challenge).
“It has shown me what some of my lecture have been trying to tell us which is that collaboration and working with people from different specialisms is when design can really take off and become exciting” (student quote, 2013 challenge).
“I really enjoyed the 24 hour challenge as I valued meeting new people and exploring different areas of study” (student quote, 2014 challenge).
“It was really helpful to speak to the different tutors and pick their brains about our ideas, as I would never normally come into contact with tutors from these courses” (student quote, 2014 challenge).
Entrepreneurial development:
“The challenge has made me even more interested in working with people I don’t know and also has inspired me to think about business ideas for my future career” (student quote, 2013 challenge).
“It was a great experience, thank-you! It is a great insight to the business world that we are entering” (student quote, 2013 challenge)
“Overall it was a great experience and I now have contacts and friends on completely different courses to me who I will no doubt be calling on for help on future projects as well as the one we started” (student quote, 2014 challenge).
Comment from external Judge: “Judging the 24-hour design challenge was a pleasure and revealed an impressive arsenal of talent the University of Huddersfield has amongst the students. Each multi-disciplined team presented well thought out and researched concepts which impressed the judging panel and stimulated much debate. Being spoilt for choice meant the pressure was put back on the panel when it came to us choosing a winner. In my experience, great ideas occur when a creative person or team is constrained by time and/or budget. When placed under pressure, right brain instinct coupled with pragmatic decision making, causes inventive and exciting concepts and solutions. Events like the 24hr Design Challenge are a great example of where you'll see this in action.” (David Bailey Creative Director UX&D, BBC Future Media).
The learning is not within the task objective, but within the team process, networking and cross-fertilization of skills 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 de-brief encourage the teams to explore the skill development within the task and team work itself. As a facilitator, it is important that you allow the teams to explore their team process and find the learning within that. Within the dragon’s den the teams are asked to reflect on this experience.
BIS (2009). Skills for growth, the national skills strategy, Department for Business Innovation and Skills. Nov 2009 (pp. 1-78). Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/228764/7641.pdf
BIS (2009a). Higher ambitions: The future of Universities in a knowledge economy, Department for Business Innovation and Skills. (pp.1-78).
DIUS (2008). A new ‘University Challenge’. Department for Innovation, Universities and Skills. (1-20).
QAA (2012). Enterprise and entrepreneurship education: Guidance for UK higher education providers
September 2012. Quality Assurance Agency. Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf Page 1-32
Contact details: Dr E. J. Power, University of Huddersfield
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
A new module in its first year that draws upon established experiential pedagogies utilised within the School of Pharmacy and Pharmaceutical Sciences in recent years.
Pharmaceutical Sciences, Pharmacy Practice and the Population is a new 40 credit module delivered for the first time in 2013 as part of the fourth year syllabus on the undergraduate MPharm programme at Cardiff University. Delivered to 126 students in its first year the module is managed by Dr. Emma Kidd with content input and delivery from a range of School of Pharmacy staff. Key enterprise learning content and approaches contained within the module have been carried over from a previous ‘industry oriented’ module developed and delivered by Dr. Emma Kidd over the past 10 years.
For graduates soon to enter pre-registration training and then the workplace as practising pharmacists, an understanding of commercial drivers, processes and ethics as they apply within the pharmaceutical sector is a valuable asset. The development of Pharmaceutical Sciences, Pharmacy Practice and the Population reflects the need from within practice and industry for graduates with knowledge and experience of good practice and strong business acumen.
The QAA subject benchmark document for undergraduate and Masters level Pharmacy published in 2002, identifies the varied roles of pharmacists across a broad spectrum of activities within industry, including the formulation and development of new products, advising on regulatory issues, marketing and the management of scale-up and large scale production of medicines – all requisite of key enterprise skills and commercial awareness.
(Cardiff University Enterprise were pleased to support by providing an expert staff member qualified in both business advice and pharmaceutical science to provide advice to students with regards to their lab to market projects).
As part of the fourth and final year of the undergraduate Pharmacy course, the module seeks to collate and consolidate prior learning whilst providing opportunity and experience to consider how such learning might be applied in the real world of the pharmaceutical industry. As the module title suggests,the content focuses on the application of pharmaceutical science through the practice of pharmacy and the students’ relationships with the general populace, in effect guiding the learner’s thinking from the lab bench towards the pharmaceutical marketplace and consumer. Module content focuses on four themes that are integral to contemporary pharmacy practice: Legal ethical, professional and regulatory aspects of pharmacy and pharmaceutical sciences; Critical care and end of life; Evaluating and monitoring medicines; Developing new therapies.
Engaging a range of experiential and active learning pedagogies, a key element of the module is centred on a simulated drug development and commercialisation process. Focussing on the understanding of disease and the development of new therapies, student teams are given a specific pathology and a lead medicinal chemical compound and asked to develop a new drug and to consider various key aspects of the lab to market process as they might apply to a novel medicine, the disease and target consumer markets. Considerations include chemical synthesis and metabolism, pharmacology and toxicology, target consumer market, mode(s) of formulation and drug delivery, commercial viability and ethics.
Formative feedback is given via discursive workshops and team-based seminar sessions during which students have access to experienced staff members who are able to discuss and advise with regards to decisions taken as part of the simulated lab-to-market processes. It is within this context that Cardiff University Enterprise were pleased to be able to support and contribute to module delivery via the skills and experience of Iheanyi Ibe, our resident business advisor who also has a degree in pharmaceutical science. Iheanyi was able to advise student teams regarding commercial considerations relevant to their particular compound and pathology.
The module assessment comprises several components, the largest being a problem-solving-based examination on module-wide themes. There is a test on legal and ethical issues relating to Pharmacy practice. Students are also required to author and present their team’s solution to the lab to market simulated process as well as submit a simulation-related coursework document in the form of a summary report. Finally, students are required to consider how science is reported in the media and present a short article in the medium of their choice (e.g. video, radio, podcast, blog, newspaper article etc.).
Academic feedback included;
“The core aim of the lab to market simulated exercise is to show students how all the basic science they have learnt during their degree is integrated inthe real world. This is particularly evident in the pharmaceutical industry in the development of novel therapeutic entities. Requiring students to develop a novel drug makes them think about many different aspects of their course and allows them to consolidate their individual knowledge. We insist that the novel compounds they design are chemically unique and not covered by an existing patent so they have to create something which is completely new to science. They may also develop a novel delivery method or use an existing formulation/delivery method for a novel application.
Many of our students will work in community pharmacies, sometimes belonging to large retail groups but also to individuals including their family businesses. It is essential that these students understand how to develop new retail opportunities to improve their businesses. In addition, some students will work in the pharmaceutical industry so a number of elements of this exercise, including the development of enterprise skills, will be highly relevant to their career. This part of the exercise benefited greatly from Iheanyi’s expertise as he challenged the students to think about a number of areas from a very different perspective.
We know from feedback obtained over a number of years that students often don’t like this exercise (it is sometimes compared to Marmite as it is loved orloathed) as it is completely different to anything else they have to do and is probably the most challenging assessment of their course. However, they also appreciate that the exercise integrates information from many parts of their course and they have a sense of achievement at the end. They enjoy working with students they don’t know as the individual teams are created from a mix of students so that each group has a mixture of academic abilities. They will spend their working careers in teams so this experience of having to work together and manage many different aspects simultaneously will be very beneficial for them. In addition to the group work, the students learn many other transferable skills such as report and presentation writing to defined guidelines, giving a professional presentation and justifying their approach through answering difficult questions.” Dr. Emma Kidd – Module leader
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
Industrial Pharmacy: Under the microscope - Getting a Job - Career Planning - The Independent . 2015. [ONLINE] Available at: http://www.independent.co.uk/student/career-planning/getting-job/industrial-pharmacy-under-the-microscope-413983.html. [Accessed 04 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)
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
To develop attributes in, and offer experience of, the following to students;
Module Title: ARC552 Live Projects
This module is a core module for students on the Masters in Architecture. Students work together in groups over six weeks to complete a community design project. Live Projects were born out of a desire to open up opportunities for students to work with community groups out in the city and further afield while still being supported by the School of Architecture. Students are encouraged to explore how people can effectively participate in the designand construction of the buildings that affect them. Students leave the course with an unusual blend of design skills. Being able to talk to clients, work collaboratively, develop briefs, and work with people in a real project, helps students to stand out.
Authentic problem enquiry and response: Students are given a brief which comes from a real client – usually from the public sector or from non-profit organisations that otherwise wouldn’t be able to afford to fund an architectural project. Students have to investigate and incorporate the experiences and needs of a real group of people. They also work with real constraints – they have a tight deadline, and have to consider the resources available both to themselves and the client.
This is fundamentally a design project, and the challenge for students is to come up with an innovative design that still meets the needs of their clients.
With this challenge, there is no ‘right’ answer. Students may produce iterations of their design that then receive poor feedback from the client. They have to learn from this feedback and continue to develop their ideas. Students also need to consider the potential impact their project would have on real communities and stakeholders.
Students work as self-directed groups, and have to show initiative in their interactions with the client, with communities, and with each other.
Students to interact professionally and productively with the client. They also have to work together as strong, professional teams.
See ‘Learner Outcome’ section.
Student feedback included;
“My experience of the Live Projects was invaluable. The Live Projects demand ideas which contain depth, creativity and logic and most importantly a confidence to present ideas to real life clients – this kind of experience is often hard to acquire even after years of being in practice. Even now, it is still proving to be something of an ace card during interviews.”
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.
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.
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 todiscuss 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.
Students’ misconceptions about networking are reversed.
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.
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.
Classroom and tables
Key authors
Books
Links
www.
www.
www.
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), Outside, 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
Objective:
Introduction
The teaching of transferrable skills in the Doctoral Training Centre for Advanced Metallics is done in the form of a Diploma in Personal & Professional Skills and such skills are embedded in the students’ consciousness by practice. The development of Problem Based Learning experience through a two week long exercise where groups of students tackle ‘real-life’ problems at an SME has been organized and successfully taken place over the past three years and students, staff and industrial partners have all felt the benefits. The use of 'real-life' problem solving can be used to focus and sharpen the students’ use of transferrable skills that have been taught in other parts of a structured course. The reality of the situation faced, the tight time limits afforded, the responsibility to function and deliver as part of a group of 'professional' consultants act as multipliers of the skills employed towards generating and proposing solutions. Students see in practice what transferrable skills mean to them and of course employers are suitably impressed when they see skills they seek from graduates being used to the full.
Activity
At the CDT Diploma we have sought to embed the professional engineering skills we feel are appropriate for our engineering graduates through involving engineering SMEs that contribute their time by accepting small groups of our students and providing them with problems they would like to be solved. Groups of 3-5 students are given minimal information and are sent to their respective SMEs to be told what problem they would have to tackle in the time of two working weeks. The students have access to facilities and resources from both organizations but they had to figure out for themselves what needed to be done, by when, what resources they needed and what resources were available. At the end of the two weeks the groups present their solution(s) to groups of their peers, the SMEs and the CDT academics.
Impact:
The impact was significant as can be testified by this typical response from a collaborating SME:
“We found the process to be both interesting and beneficial.
I liked how the students were able to dedicate a short amount of time to such a thorough investigation of the problems we presented them with. I think they accomplished quite a lot in a short time and we found their analysis and conclusions to be very useful.
My only comment would be that although the students were helpful in their analysis of the root cause of the issues and had some recommendations as to what was needed to rectify them. They didn't really suggest what the next steps should be or how they would go about this. For instance, with the group that looked at the CVD die failure; they clearly showed why the die had failed for didn't come up with alternatives we could potentially use which would have been appreciated.
I do understand that given the limited time they had and the fact that the process under investigation was new to them this may have been too much to expect but it's just an observation.
In conclusion, we found the process rewarding and interesting and we were pleased to be able to support the groups”.
And also responses from students:
“I feel I used most of my skillset during the SME group work”.
“I took the lead on a lot of the project and fully utilised my project management and negotiation skills”.
“During the investigation, I pushed myself to provide the best investigation for the customer”.
“We put our business skills to the test by providing a cost analysis for the customer”.
“I feel I presented the findings and advice well to the customer”.
“I was very satisfied with the response, both from Andrew and the other assessors”.
Learner outcome:
During the process we have found that the students are very engaged as they soon get immersed in the problems they have to tackle. They quickly find out what needs to be done, who to get in touch with for information, which facilities they need, where these are and how to access them. Teamwork quickly falls into place with members allocating roles and taking on appropriate responsibilities. Deadlines and managing time are no longer concepts or statements on Power Point slides but real targets to be met. Networking is put into practice, Motivation, Problem Solving, Project Management, Creativity, Conflict & Negotiation, Team Building, Communication, Presentation Skills, and each of the other skills that form the core of the Diploma are used and are assimilated into the students conscience by this experience.
Resources:
Wiling SMEs to become partners in this learning exercise.
Support for students for travel; access to laboratory facilities
References:
[1] Dym, C.L. (2008). Educating Engineers for a Flat World. Int. J. of Engineering Education, Vol. 24, No. 2, pp 214-220.
[2] Felder, R. (n.d.). Richard Felder’s Education-Related Publications.
Retrieved 08 29, 2014, from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Education_Papers.htmlo
[3] Wang, J., Fong, Y.C. and Alwis, W.A.M. (2005). Developing Professionalsim in Engineering Students using Problem Based Learning, Proc. Of the 2005 Regional Conference on Engineering Education, December 12-13, 2005, Johor, Malaysia.
[4] Steinemann, A. (2003). Implementing Sustainable Development through Problem-Based learning: Pedagogy and Practice, this paper is part of the Journal of Professional Issues in Engineering Education and Practice, Vol. 129, No. 4, October 1, 2003. http://ascelibrary.org/doi/abs/10.1061/(ASCE)1052-3928(2003)129:4(216)
[5] Barak, M. and Goffer N. (2002). Fostering Systematic Innovative Thinking and Problem Solving: Lessons Education can Learn from Industry, Int. J. of Technology and Design Education, 12, 227-247.
[6] Zijlstra-Shaw, S., Robinson, P.G. and Roberts, T. (2011). Assessing professionalism within dental education; the need for a definition, European J. of Dental Education, 15, pp 1-9, 2011.
[7] Cajander A., Daniels, M., McDermott, R. and Von Konsky, B.R. (2011). Assessing professional skills in engineering education. Paper presented at the 13th Australasian Computer Education Conference (ACE 2011), Conferences in Research and Practice in Information Technology (CRPIT), Vol 114. http://crpit.com/confpapers/CRPITV114Daniels.pdf
[8] P. Kapranos, (2015) PBL for doctoral students in collaboration with SMEs: ‘Thinking like a professional engineer’, Open Journal of Social Sciences, 2015, 3, 57-63. Published Online June 2015 in Sci. Res. http://www.scirp.org/journal/jss http://dx.doi.org/10.4236/jss.2015.36012
[9] P. Kapranos, (2014) 'Teaching doctoral level engineers to be enterprising', Proceedings 5th International Symposium of Engineering Education, ISEE 2014, Manchester Museum, The University of Manchester, 11-12th September 2014, pp 117-123.
[10] P. Kapranos, (2015) Industrially based PBL, a tool for promoting professional and enterprising skills, Proceedings of Educating Enterprising Engineers and Scientists Seminar, 17th June 2015, London South Bank University, Eds. R. Bhamidimarri & A. Liu, pp 44-49.
[11] Ray, D. (2013). The contribution of momentary perspectives to entrepreneurial learning and creativity, Industry & Higher Education, Vol 27, No. 6, Dec. 2013, pp 407-420.
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
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
2Opportunity recognition‚ creation and evaluation
This ‘revamp’ of pre-existing module has been highly successful in broadening the students approach and experience of the ‘real world’ application, without requiring revalidation of the module objectives. The traditional approach of weekly lab-practicals was typically delivered with a method sheet and work plan for the students to follow in order to refresh their practical lab skills. Additional information relating to the application of these techniques within local small businesses or as global opportunities for new markets, has refreshed the programme and created opportunities for idea creation and evaluation.
This final year module was traditionally offered to refresh lab techniques and reinforce key methods. In order to deepen the skill development, it was possible to find a ‘real-world’ application of each technique and provide a small vignette about each company using this approach. Details were provided regarding the potential market, income stream and how this process added value, together with the traditional lab/method outline. During their practical work student groups were encouraged to consider.
And invited to research the company and approach during the week, for discussion at the next practical. This allowed for additional market research to be included in their proposed approach and their understanding of the market-use of their skills be deepened.
The impact was significant as this ‘revision’ model was enlivened by the real-world examples and discussions that then naturally occurred between the teams and across the group. Quick research (from smart phones and tablets) within the groups allowed for ideas to be developed or dismissed and extensions of thinking develop from undertaking the process.
The impact was beneficial in terms of the commercial understanding of the students, but also improved their interest and retention of this module.
The outcomes for the students saw the revision of their practical skills firmly anchored in the ‘real-world’. For final year students, this learning supported the transition out of the University and into first jobs and felt very relevant. All the students responded well to the new information and absorbed the additional task within the traditional time allowed.
Lab practical – undertaken in lab with pre-drafted method and notes – supported by the creation of individual vignettes relating to the commercial or practical use of each technique.
This are created through research (desk) as well as through contacts with business and industry (local companies using the approaches and techniques).
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
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
Objective:
Introduction:
This ‘revamp’ of pre-existing module has been highly successful in broadening the students approach and experience of the ‘real world’ application, without requiring revalidation of the module objectives. The traditional approach of weekly lab-practicals was typically delivered with a method sheet and work plan for the students to follow in order to refresh their practical lab skills. Additional information relating to the application of these techniques within local small businesses or as global opportunities for new markets, has refreshed the programme and created opportunities for idea creation and evaluation.
Activity:
This final year module was traditionally offered to refresh lab techniques and reinforce key methods. In order to deepen the skill development, it was possible to find a ‘real-world’ application of each technique and provide a small vignette about each company using this approach. Details were provided regarding the potential market, income stream and how this process added value, together with the traditional lab/method outline. During their practical work student groups were encouraged to consider:
And invited to research the company and approach during the week, for discussion at the next practical. This allowed for additional market research to be included in their proposed approach and their understanding of the market-use of their skills be deepened.
Impact:
The impact was significant as this ‘revision’ model was enlivened by the real-world examples and discussions that then naturally occurred between the teams and across the group. Quick research (from smart phones and tablets) within the groups allowed for ideas to be developed or dismissed and extensions of thinking develop from undertaking the process.
The impact was beneficial in terms of the commercial understanding of the students, but also improved their interest and retention of this module.
Learner outcome:
The outcomes for the students saw the revision of their practical skills firmly anchored in the ‘real-world’. For final year students, this learning supported the transition out of the University and into first jobs and felt very relevant. All the students responded well to the new information and absorbed the additional task within the traditional time allowed.
Resources:
Lab practical – undertaken in lab with pre-drafted method and notes – supported by the creation of individual vignettes relating to the commercial or practical use of each technique.
This are created through research (desk) as well as through contacts with business and industry (local companies using the approaches and techniques).
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), 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
6Interpersonal Skills
7Communication and Strategy
(See Introduction)
Professor James Intriligator, Bangor University;
“In my “Consumer Psychology” module I teach students about advertising, marketing, and things like that. We watch lots of TV adverts and look at many posters, newspapers, websites, etc. We talk about the psychology behind all that.
As part of their assessment they have a final project: to develop a video to help sell “something”. This something can be either THEMSELVES (to their next job), or a product (something they love), or a service (e.g. Bangor University, a surf guide, etc.). They can do this either working alone or in a group of fewer than three.
(See learner outcome)
“The students love this assignment and I have had some astonishingly good submissions. In fact, most of the submissions are of far higher calibre than
the written work our students typically develop (this generation seems more adept at video-storytelling)
Many students have used this material to help get them their next job – or at very least to think about their next job. They have learned a variety of enterprise-related skills, including team working, project planning, persuasion & communication, to name but a few.”
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
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
Illustration students at Glyndwr University engage in ‘Negotiated Study’ modules in the final year of their undergraduate programme, engaging in real-world projects to develop their portfolio and equip them for the labour market. The nature of the creative sector entails that the vast majority of illustration graduates will encounter self-employment during their careers, and so well developed enterprising behaviours, and a strong entrepreneurial mind-set, are essential to their future success.
In 2011, three such students who had developed their own educational comic book ‘Clockwork Express’, partnered with science discovery centre Techniquest Glyndwr to develop their product, engage with its target audience, and to test the market. The project saw the students develop a wide range of enterprising behaviours, having to create ideas and identify opportunities, design and manage a multi-faceted project, respond to problems and moving parameters in real time, communicate effectively and establish numerous professional relationships, and work in a high pressure, uncertain environment.
The project took the form of a comic book competition for school pupils, preceded by educational workshops, and succeeded by a public art exhibition.
It was a success, and served to propel the students on their chosen career paths.
The project comprised of the development of original artwork and literature in the form of ‘Clockwork Express,’ and educational comic promoting positive female role-models to children, the concept for which had been developed by the group of students throughout their previous years of academic study. This was supported by the delivery of educational outreach throughout regional schools, and a multi-schools competition, eligible to all 8 – 12 year olds and inviting them to create their own original comic art inspired by the lives and achievements of female scientists.
The project was instigated by the students during the 2011 summer vacation, and culminated on International Women’s Day 2012.
The chronology of the project’s development was as follows;
1. Planning (Summer 2011 – September 2011)
2. Promotion and Securing Schools Involvement (3rd October – 25th November)
3. Development of Artistic Product and CPD (September 2011 – December 2011)
Figure 1: Original Artworks created for the 'Clockwork Express' comic
4. Confirmation of Participating Schools and Competition Packs (December 2011)
5. Educational Outreach (January 2012 – March 2012)
6. Competition (January 2012 – March 2012)
Figure 2: Competition Entries from School Pupils
7. Exhibition (8th – 31st March)
Figure 3: School pupils receiving certificates at exhibition opening
8. Evaluation
In total, over 1,950 people visited the exhibition of work created by the students and school pupils, and over 320 school pupils participated in the students’ outreach workshops.
To assess the quality of their work, the students gathered evaluation via forms, qualitative feedback, and consultation with participants throughout the projects duration.
Aim – “to use art as a means to promote female role models in traditionally male dominated fields, amongst 8 to 12 year olds in North East Wales”
Aim - “to encourage children to create their own original art works and literature, providing opportunity for these being put into print and on public display”
Aim – “to promote and focus group the magazine ‘Clockwork Express’ and the use of sequential art to support broader curriculum areas and after school reading”
Partner feedback included;
The students reported finding the project a real challenge, yet a worthwhile and rewarding one.
The broad scope of the project far outstretched the requirements of their academic assessment, and allowed the students to test a product which they were passionate about, with its’ target audience in a real environment.
Many aspects of the project brought the students out of their comfort zone (from presenting workshops to school children, to conducting interviews with the press), and all found great confidence, and exceeded their own expectations with regards to their achievements.
The evaluation and final reporting of the project formed the basis of a paper, which was delivered by the students at national academic conferences on comics in education.
The students built upon the experience of the project in the development of their own careers thereafter.
With thanks to the North Wales School of Art and Design, Glyndwr University, to Techniquest Glyndwr, and to the fantastic students who led the project.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
2013 saw the adoption of an enterprise education module entitled ‘Commercialising Innovation’ by the Cardiff School of Physics and Astronomy, making it available to 21 students from the physics cohort. Delivered via an innovative collaboration between Cardiff University enterprise, engineering and physics staff, the module encourages elements of cross disciplinary cooperation between students.
Cardiff University Enterprise worked closely with Dr. Annabel Cartwright, Dr. Jeremy Hall and Dr. Peter Hargrave, all supportive advocates for the adoption of the module by the Cardiff School of Physics and Astronomy.
The adoption of the Commercialising Innovation module provides Cardiff University students of physics with an applied introduction to the commercial process whilst providing opportunity for the development of practical enterprise and employability skills intended for application within industrial contexts.
During the first year of delivery a partnership between Cardiff Schools of Engineering and Physics reflects the needs of industry for graduates who are experienced and have the appropriate skills in order to work collaboratively with colleagues from a variety of differing disciplinary specialisms in order to take innovative ideas to market. Exposure to one another’s discipline in the context of the commercialisation module provides both physics and engineering students with broader insight into the potential modes of application of their own disciplinary learning within an industry based context.
Examples include;
Examples of student reflection;
“I really feel that this project, because it has been so different from a usual physics course, has developed my character in a way I wouldn’t have otherwise been exposed to.”
“Aside from acquiring business knowledge, I also feel that through the completion of this module I have developed a skill set that is essential for life after university.”
"I would highly recommend this module to others, as I think it is a nice change from the normal modules, but it is also very beneficial in teaching skills required for the future in jobs or other presentation based modules.”
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.
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
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
2Opportunity recognition‚ creation and evaluation
6Interpersonal Skills
Creative Futures is a 4-day long, annual creative industries conference, held at Glyndwr University in North Wales. Organised by the University’s Careers Centre in partnership with the School of Art, Media and Design, the conference is integrated into the timetables of undergraduates, striving to inspire and equip them for futures as successful creative professionals.
Due to the nature of the creative industries, a large proportion of art, media and design graduates will find themselves self-employed at some point during their careers, and so it is essential that they leave University with the ability to do so confidently and professionally.
Creative Futures 2015 brought together over 50 professionals, inclusive of practising artists and performers, trainers, educators and business advisors, to deliver lectures, workshops and seminars on every aspect of developing a successful career. These were complimented by networking opportunities for students, and opportunities to reflect on their own skills, identify opportunities and action plan for the future. The conference was also integrated into the ‘Creative Futures Module’ taught to students on a number of art and design programmes, and allowing the conference itself to contribute to academic assessment.
In 2015 the conference sought to open its doors to a wider audience, and welcomed delegates from schools, colleges and the wider public for the first time. This changed the dynamic of the event, provided students with wider opportunities for network and exchange ideas, and provide a platform from which the University to promote courses, recruit students, and develop partnerships.
The main activity associated with the planning and delivery of Creative Futures 2015 was as follows;
Planning and Promotion (16 weeks)
Event – Lectures / Seminars / Workshops
Event – Fringe Programme and Networking
Event – School Engagement
Post Event and Legacy
Overall approximately 730 people attended sessions during the conferences 4 days (not including audiences at fringe events). This broke down as approximately 500 students, 70 school students, and 160 members of the public and wider arts community.
The conference was effective in establishing relationships between the University and a wide-range of creative professionals and organisations, with opportunities for numerous future collaborations developing as a direct result.
The feedback from teachers and students involved in the schools programme was very positive, with a number of students considering applications to study at Glyndwr University as a direct result.
The support of the Arts Council of Wales helped the event to grow in scope and stature from previous years, and strengthened opportunities to bring in additional revenues at further events (through sponsorships, grant funding or otherwise).
Feedback from students was very positive, who reported that the conference had made a positive impact on their development.
Approximately 500 undergraduate learners attended the conference sessions.
The conference successfully achieved its aims in providing students with opportunities to develop their networks, skills, knowledge, understanding and ambition.
For a number of learners, the conference was a challenge, with an intense programme of lectures and seminars being unfamiliar to those from more practical courses. However, the diverse range of sessions on offer, coupled with the resources with were provided via the University VLE post event ensured that all were able to take something positive away.
Feedback from learners included;
With thanks to Neil Pritchard Student Services Department, Glyndwr University and the School of Art, Media and Design, Glyndwr University.
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
7Communication and Strategy
This activity works really well with students supporting each other to achieve a professional/research level challenge. It builds their confidence and understanding of their practice and gives them wider confidence across the whole of their studies.
The focus within this task is to stimulate team building and decision making through the research process.
Within this task, students will work together to explain their findings to group peers as they understand them and progress the plan as a group. (Some students may later undertake a summer studentship so they have been prepared for the situation as a result of this authentic assessment).
This task was based in Microbiology (Stage 2; Level 5) but would be accessible to any discipline where a research strategy will be required. It is typically given to the students “early” in their programme of studies. This creates a clear challenge but one that is highly relevant to their career and academic interests.
By placing the students into groups, issue the aims and introduction from a real research studentship (available from HEIs or via colleagues) and issue the task to design the activities required for the eight week research summer project.
This challenge is complex for the groups to address and requires them to utilise peer learning to understand what is required. Your role as tutor can beadjusted, depending upon the needs of the group, but it is suggested that you present yourself as a ‘resource’ to their learning, rather than ‘the guide to’ their learning.
You may wish to include regular contact time which could involve:
Students prepare a one page summary on their approach and what part of the project they researched. They also present their group studentship plan as a short group presentation (10 mins). Questions and comments from other groups should be welcomed, with the aim of enhancing their approach and improving their work through this final opportunity for peer-review and tutor comment.
The impact was significant across the whole of Stage 2. It gives them a lot of confidence to develop their skills and has clearly impacted positively ontheir overall performance. It was clearly a challenge to the groups, but achieving this project, and seeing the learning of other groups, really impacted upon their approach and professional confidence.
This task helps the students develop the mind-set of a researcher; questioning why and how for each experiment, and evaluating feasibility with respect to cost and time. Usually students would not develop these skills until postgraduate studies level so this encourages students to develop key skills early (so they may be utilised or referred to in an employability context).
Key skills include
However it is important that you draw out this learning within their presentation or within a final group discussion. It might also be helpful to review the ‘changed’ role of you as tutor, in directing the journey of their learning, and providing opportunities for review and enhancements, rather than immediately resolving their problems.
You can also explore with the groups how the decisions were made and resources accessed, exploring social networks as well as traditional academic resources (Guides; texts etc). Those that contacted senior researchers or their subject club/society may have drawn on expertise and experience and thisproject encourages them to access support as widely as needed. It also gives the opportunity to review and evaluate sources, and comment upon the validity of different materials.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) 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
Objective:
Introduction:
During the Autumn term of 2012 Cardiff University Enterprise in conjunction with staff from the Cardiff School of Chemistry carried out an enterprise education intervention delivered as part of a 20 credit module entitled ‘Training in Research Methods’ on which both final year undergraduate and Masters level postgraduate students were enrolled.
The intervention delivered concurrently to a total of 45 students.
The intervention sought to provide experienced Chemistry students who will soon be entering the employment market with an introductory understanding of commercial drivers and processes and an awareness of issues specific to industries which draw upon graduates of Chemistry. Additionally the reflective element of the assessment tasks addressed issues of professional identity and development among learners by requiring them to consider how they might apply their learning in a professional context.
The need for science graduates to enter the workplace with an awareness of the commercial environment and appropriate professional skills has been extensively asserted in recent years.
Examples include:
Activity:
The intervention consisted of 6 hours of contact time delivered in 3 x 2 hour sessions over a period of 3 weeks. This was supported by directed reading, provision of relevant documentation and web sources delivered via Learning Central. Teaching content provided an introductory overview of the commercial process, where appropriate highlighting aspects specific to Chemistry related industries and included presentational delivery supported by discipline specific video resources. This was consolidated via class based discussion and active learning tasks which encouraged the application of knowledge and skills addressed in the content delivery.
There were two parts to the enterprise education element of the module assessment, both specifically aligned with delivered content.
The first part was a group assessed experiential learning project requiring students to engage in collaborative enquiry based learning which saw them researching the commercial process as it applied to a product solution of their own creation. The task required students to form their own teams of up to 4 persons, identify a real market need, generate a fictional product solution, identify and research an appropriate real world company that might take such a product to market, write a collaborative feasibility report addressing key aspects of the commercial process, and finally arrive at an informed conclusion as to the business viability of their proposed product.
The second part of the assessment required learners to individually reflect upon the learning they had undertaken via the delivered content and the first part of the assessment. Additionally learners were prompted to consider how such learning might be applied or have relevance within future professional ambitions.
Impact:
The teaching intervention was successful with generally positive student engagement and feedback. A survey of the feasibility report assessment submissions demonstrates a good level of research, interpretation, understanding and application of commercial awareness and associated skills among students. There were several outstanding submissions which demonstrated an impressive level of engagement. A review of student reflective reports further evidences a high level of student learning progression and contextualisation of the subject matter with many communicating insight as to the relevance and importance of commercial awareness with regards to graduate employment opportunities.
It was noted that there had been some initial resistance to the enterprise element of the course from certain student sections. This stemmed from the fact that students had had no contact with enterprise education in any form prior to their final year studies, resulting in the perception that it was not relevant to their theoretical learning. The learning and assessment exercises played a key role in addressing and over turning this perception, with a number of student reflective papers highlighting an increased understanding of the relevance of commercial awareness to the professional application of Chemistry studies. This experience has resulted in the School of Chemistry identifying a need for earlier small scale enterprise interventions in Years 1 and 2 of the Chemistry programme, something Cardiff University Enterprise will be supporting the development of during the next year.
Learner outcome:
Examples of student reflection;
“At the time of commencing the business module, I was confused as to the relevance that enterprise and commercial awareness had on my chemistry degree . . . It soon became apparent that in the post–degree economic working environment, a knowledge and awareness of commercialisation would stand me in good stead for any career path I choose to follow.”
“The module has made me feel more confident in applying the skills associated with business and commercial awareness to my knowledge in Chemistry. The video clips from the RSC about the commercialising of chemical inventions definitely opened my eyes to the great potential of launching a business product using both my Chemistry knowledge, and the processes learnt from the business module.”
“The authoring of the feasibility report has given me much greater awareness of the business process and the importance of a feasibility study prior to committing investment. As a science student I enjoy applying scientific principles of logic and analysis and was pleased to find similar principles in the process of a feasibility study, in that specific criteria, such as viable market, production and distribution cost are applied to a concept to establish its commercial viability.”
“On attending three classes specifically aimed for a student who had not taken any previous business classes I gained answers to questions I did not know I needed to ask. I found the class on intellectual property most interesting as I wish to pursue a career in scientific research I think patenting and protecting new designs and innovation takes a very important role in my potential line of work. I see this as a vital part for any business and it has the up-most priority over other aspects. The implications of patenting a product and such were something I had not thought about before, however I now see the significance of IP.”
“If I was to choose to become an entrepreneur, I would consider taking a Masters course in business management after my degree, as I have found the sessions very inspiring and would like to know more.”
“My learning of the steps required for a product to go to market has increased significantly. I have benefited from this enormously as before I thought it was a lot easier to bring a product to market. I did not understand the finance side or implications on the public. Just to have a good ‘idea’ is not enough and I now have a more clear idea of how, if I wanted to, to go through taking a product to market. There are a lot more financial implications that I previously reasoned with. It was good practise to perform a SWOT analysis for the product and have since done one of my own relating to my future professional career; I feel this is now a good basic process for any person/company to go through.”
“Reflecting back on the audit of my enterprise skills I filled out at the start of this enterprise and entrepreneurship section of the module and how poorly I rated myself in most categories I begin to realise how much I have learned over its duration, especially considering the scepticism I held for it at its introduction. For me the most one of the challenging aspect of the sessions was the introspective learning that arose from analysing my own inadequacies and addressing them. . . I believe that analysing my skills and seeing the improvements that can be made in them in a relatively short space of time as improved my self-confidence, not just in my own enterprise skills but generally.”
“Having analysed my personal learning outcomes of these sessions I now feel I have significantly developed my skills in enterprise and improved my understanding of business and entrepreneurship as a whole. Most importantly I have learned their relevance to my professional career and therefore developed an ambition to further improve and develop this skill set in preparation for the challenges I will face in my professional career. This understanding will be essential to me in professional life and I am not yet entirely confident about many aspects of it, I will therefore need to continue to put into practice what I have learned develop these areas further.”
“A section of the report I found most interesting was the research on patents. . . There are so many types and they are applicable to so much more in everyday life than expected. In reference to the pharmaceutical industry in particular, I found how the law limits or prevents certain patents interesting, because as a result, some companies mark up prices to retain profits. This I found especially interesting as it is relevant to my degree. The pharmaceutical industry employs a high number of chemistry graduates and so knowledge will always be beneficial to me, but more so that I identified this as an area where I may actually want to seek further employment.”
These 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.
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
Lecture Theatre, 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
6Interpersonal Skills
To develop awareness and capability for enterprise amongst second year business undergraduate students.
During the autumn term of 2012 Cardiff University Enterprise supported Dr Sarah Hurlow of Cardiff Business School develop and deliver a contained exercise to develop awareness and capability for enterprise.
The 20 credit module entitled 'Management Theory and Practice' is a second year undergraduate optional module. The intervention was delivered to a total of 27 students.
Business graduates leave university with a high level knowledge about how businesses operate; however there is increasing evidence that 'knowledge' is only one element of what employers and new businesses need.
"It is not just the possession of knowledge or skills that define a graduate and the contribution she (or he) makes to the workplace, it is the capacity to articulate them, to think about how they relate to other forms of knowledge and skills, and to reflect upon the different domains in which they may be applied" Sir Tim Wilson (2012) A Review of Business–University Collaboration, pg. 32.
Enterprise capability has a connection to employability, innovation, commercialisation, knowledge transfer and business start-up, however there is a distinction between the generic use of the term 'enterprise' in reference to business venture creation and a sense of 'practical action'. The development of an entrepreneurial capability moves beyond knowledge acquisition to a range of intellectual, emotional and social skills that allow for the application of creative ideas and innovations.
During the semester students' were asked to collaboratively generate business ideas using Ketso.
Ketso is 'a hands-on kit for creative engagements' [http://www.ketso.com/] and was run as a four hour workshop which, due to time timetabling, was split over two weeks.
Ideas and collaboration were inspired by two guest speakers. The first guest speaker was Christian Amodeo who established the local Cardiff brand called 'I loves the diff' in 2009. The second was Gwion Larsen who established 'iPhone sales and repairs' with a gift from his parents on graduating from Cardiff University in 2010. Both highlight that entrepreneurs are not always the known national celebrity faces, but often just an ordinary local person with a good idea.
The teaching intervention was successful with generally received positive student engagement and feedback. The student groups developed their business ideas into well considered business propositions that were presented as part of final assessment. The final assessed presentations demonstrated a good level of research, interpretation, understanding and application of commercial awareness and associated skills among students.
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.
For a How To Guide on utilising external presenters, see 'Guest Lecture Guidance.'
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, 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
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:
The ‘Commercialising Innovation’ module seeks to address a frequently identified need for engineering graduates who recognise and can engage in agendas of innovation within industry settings.
Key points
Introduction:
Following a period of initial curriculum development support from Cardiff University Enterprise Dr Jeremy Hall now leads a Cardiff School of Engineering module that develops an awareness of innovation and commercialisation.
The ‘Commercialising Innovation’ module is now offered to all 3rd year (NQF level 6) mechanical and electrical engineering students. Initially delivered as an option to just 15 students in 2011-12, numbers have grown to 50 (capped) for 2013-14. The module has been replicated within the School of Physics and Astronomy enabling some cross disciplinary delivery and collaboration.
The QAA subject benchmark statement for engineering (2010) consistently advocates the embedding of innovation and creativity learning and aspects of commercial management training within engineering curriculum design in order to promote the development of economically viable sustainable solutions from within industry.
The Royal Academy of Engineering 2012 document ‘Educating engineers to drive the innovation economy’ strongly advocates an embedded approach to the teaching of radical innovation and commercialisation processes via immersive experiential learning and simulation techniques. Published since the first roll out of the Commercialising Innovation module, this document evidences contemporary attitudes and approaches to engineering based enterprise education and substantiates the cutting edge pedagogical methodologies and learning aims adopted by the module.
The ‘Commercialising Innovation’ module seeks to address a frequently identified need for engineering graduates who recognise and can engage in agendas of innovation within industry settings. Using Quality Assurance Agency for Higher Education guidance for the development of enterprise and entrepreneurship education (2012) the module cultivates understanding of the processes of commercialisation whilst developing core enterprise skills and behaviours among students. The recent partnership between Cardiff Schools of Engineering and Physics in the delivery of the module reflects the needs of industry for graduates who have the appropriate skills in order to work collaboratively with colleagues from a variety of differing disciplinary specialisms in order to take innovative ideas to market. Exposure to one another’s discipline in the context of the commercialisation module provides students with insight into the potential modes of application of their own disciplinary learning.
Activity:
The core learning activity undertaken by students is centred upon an experiential learning scenario.
Considering team dynamics, learners engage in ‘company teams’ in the simulated commercialisation of a discipline specific innovation and its associated commercial development. Learning tasks are approached by students in the context of ‘company teams’, Teamwork provides fertile ground for the development of practical enterprise and employability skills, with emphasis placed on fostering personal responsibility towards the team activities.
Theoretical and practical learning is contextualised by the use of real world examples of discipline/sector specific innovation commercialisation, communicated to learners by experienced and relevant external speakers and the use of pertinent case studies and activities. Students engage with a comprehensive range of enterprise skills and associated learning outcomes. Summative assessment for the module required learners (as part of ‘company teams’) to generate a feasibility study and deliver a time constrained presentational pitch for their company to a panel comprising some of the guest speakers. Additionally each individual is required to submit an individual reflective report requiring them consider development against learning objectives.
Impact:
In the first year of module roll out it reached the top 10% for positive feedback against all engineering modules offered at Cardiff University. This may go some way to explain the rapid advancement in take up to a point where now the module has now had to be capped at fifty (due to the highly interactive nature of the learning processes). Learner feedback demonstrated an appreciation for the teaching and assessment approaches employed and revealed a genuine sense of functional skills development. Many learner reflections have revealed a strong awareness of the practical value of the skills and experience gained from participation in the module and it has been viewed as a valuable complement to the predominant engineering elements of their degree programme. In addition facilitators involved in the design and delivery of the enterprise learning module have found the experience valuable, rewarding and inspiring with regards to future module development.
Academic feedback;
“The challenge has been to develop an authentic taste of the wide-ranging process of commercialising real value from engineering. Not all students will want to become entrepreneurs but many of the skills this training provides will be relevant to the workplace for engineering graduates. I hope that my experiences in setting up a university spin-out has fed through to a realistic, and strongly interactive learning experience which has assisted the successful entry of our students into their working lives.” Dr Jeremy Hall, Senior Lecturer, Cardiff School of Engineering (2014).
Learner outcome:
Student feedback;
“The description of the module was to develop commercial awareness of engineering innovation and the module did exactly this, I now possess a better understanding of the process of commercialising an idea and have developed an understanding of Intellectual Property, marketing techniques as well as general business practices. I also have a more thorough understanding of the type of companies that operate within the UK and can appreciate how the size of the business can affect the structure of it. Whilst obtaining commercial skills during the module, it has also improved some of the softer skills that are needed in industry such as self-confidence and communication skills.” Engineering student B (2012)
“The skills gained in the class this semester were so many not just in terms of starting a new company or building a business plan but also helped us in improving our communication skills, negotiation skills, presenting and most importantly the team work skills. So it can be said that the module has created a confident engineer and enabled him to innovate and sell his product.” Engineering student C (2013)
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
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
2Opportunity recognition‚ creation and evaluation
6Interpersonal Skills
It’s essential for students of music, music technology and associated courses, that they have a working knowledge of their industry, a strong network of professional contacts, and the ability to draw upon their subject specific knowledge and understanding, to identify and create opportunities for themselves.
Panel events are one way of providing such opportunities to students.
As part of the ‘Creative Futures 2015’ conference at Glyndwr University, a panel event was held on the subject of the developing successful festivals and events in the music industry. The panel was organised with the support of Focus Wales music festival, who supplied a panel consisting of festival managers, marketers, performs and coordinators.
The panel session ran for 1 hour, was delivered to a group of approximately 50 students from various programmes and years of study, and was mediated by a member of the University’s enterprise team.
Pre-Activity
Introduction
Discussion Topics & Q and A
Closing Remarks
The session served to be valuable both of the University, and to the panellists. It strengthened the relationship between the University and the locally based music event, and a number of student attendees went on to seek voluntary and paid opportunities with the festival. It helped the festival to raise its profile with the University population, and highlighted to students the opportunities available on their doorstep.
As a direct result of the panel session, the University collaborated in facilitating panel sessions at Focus Wales own conference for music industry professionals, which a number of University students attended.
For the learners, this was the first opportunity many had to speak directly with the organisers of a large scale music industry event. The session helped the learners to gain a more realistic understanding of the working of the music industry, the access routes into it, and the opportunities which may be available to them.
Through their questioning, the learners were able to fill the specific gaps in their own personal knowledge and understanding and through informal networking after the session, develop their interpersonal skills and establish valuable contacts.
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
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
7Communication and Strategy
Objective:
Introduction:
A module in ‘Crime Scene Investigation’ is run as part of the Forensic Science undergraduate degree programme at Glyndwr University. For students of this course, and in particular this module, the ability to communicate clearly and effectively is essential.
With many students progressing upon graduation into careers within forensic science and the police, they will find frequent occasions on which they must precisely convey information to a wide variety of colleagues, partners and stakeholders, members of the public and otherwise. On each occasion a misunderstanding could lead to serious consequences, and on occasion their verbal and written communication itself will be held up to forensic scrutiny, in the court room or otherwise.
As such, students’ skills in communication are developed and nurtured throughout their academic study.
This simple activity introduced a group of approximately 20 first year students to the importance of non-ambiguous written communications, with particular respect to recording evidence. It formed the first 45 minutes of a 3-hour seminar session.
(The idea for the activity was first described to me by Anna Davenport, senior lecturer in Forensic Studies at the University of Winchester).
Activity:
Part One: ‘Find Your Carrot’ Activity (20 minutes)
Part Two: Group Discussion (5 minutes)
Part Three: Labelling Evidence (20 minutes)
Impact:
The activity served as a light-hearted introduction to an important topic.
It supported students in their future studies and practical work, including when collecting evidence in mock crime scene scenarios, and in a variety of assessed and formative assessments.
Learner outcome:
Learners found the activity novel and enjoyable and remained engaged throughout its duration. It served as a valuable introduction to the importance of clear written and verbal communication, and learning was reflected through students work and communications thereafter.
Resources:
References:
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
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
5Reflection and Action
A large proportion of art and design students and graduates will take responsibility for marketing and selling their own work. As such, sales and marketing skills coupled with the ability to identify and create new sales and marketing opportunities, are essential for these students. Furthermore, those who lack knowledge and understanding of online sales opportunities, will miss out on a huge potential market for their work, and limit their chances of success.
As a part of the Creative Futures Conference 2015, a creative industries conference for art, media, design students and professionals held at Glyndwr University, the workshop ‘Selling Art Online’ was delivered to address this challenge.
The workshop was delivered in a one hour session, by the University’s enterprise support service - ZONE, to a cohort of approximately 60 students in a lecture theatre environment. The students were from various levels of study, with mixed experience of business and marketing, and came from a wide range of art, design and creative courses.
The activity follows the structure outlined in the ‘Selling Art Online’ PowerPoint presentation, inclusive of all links and examples.
Pre-Activity
Figure 1: Students taking their seats for the Selling Art Online workshop
Introduction
Why Bother?
What does selling online mean?
Making a plan
Finding the right place to sell
How others have done it
Conclusion
Students were attentive and engaged throughout the session, and reported finding it enjoyable and useful. A number of those in attendance went on to utilise further enterprise support available at the University as a direct result of their attendance.
When asked to reflect on the session, learner comments included;
When asked what actions learners would take as a result of the session, comments included;
With thanks to the Careers team at Glyndwr University.
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
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
In the summer of 2015, four Hairdressing Students, from NE Wales Based FE College Coleg Cambria’s Deeside Site, were crowed winners of Barclays ‘Built for Business’: a UK-wide enterprise competition, targeting Level 1, 2 and 3 students, run as part of Barclays Money Skills ‘Prepare for Work’ programme.
The team was one of only five short-listed from across the UK to compete in the finals, which were held in Barclays’ head offices in Canary Wharf, London.
During their trip, the innovative students had to pitch an original business idea to a panel of expert judges including Chris Hearn, Head of Education at Barclays, and Sylvia Perrins, CEO of the National Skills Academy for Financial Services.
Resources and information supporting this activity can be found through the Barclays Money Skills ‘Prepare for Work’ programme.
The competition invited students to work in groups (of between 2 and 4 people), to think of a new, innovative and sustainable business idea. The students were given an imaginary budget (of £10,000) and had to work as a team to produce a plan and pitch for how they would get their idea off the ground.
The winning Coleg Cambria Hairdressing students decided on an idea for a business called ‘Dolly Parting’: providing a full salon service and experience to people with disabilities, to the elderly, and to their carers and support workers.
Figure 1:The winning 'Dolly Parting' Students
Lynn Williams, Enterprise Lecturer at Coleg Cambria;
“We are delighted that the Coleg Cambria team won this highly esteemed prize. Competitions like these provide a great opportunity for our students to both develop and showcase their entrepreneurial skills. Dolly Parting’s business idea was every bit as innovative as their team name!”
Lynn Williams, Enterprise Lecturer at Coleg Cambria;
“All of the learners involved in the Built for Business competition have increased their skills in many areas, including communication, teamwork, numeracy, sustainability, problem solving and creativity. The team that won (Dolly Parting) showed a high standard of all of these skills, and we’re extremely proud of them, and of all the learners who took part in the challenge.”
Kelly Meredith, Dolly Parting team member;
“This has given us a lot more confidence, and ideas of what we can achieve after we have finished college.”
Barclays Money Skills ‘Prepare for Work’ resources > http://www.barclaysmoneyskills.com/Information/Our-projects/Prepare-for-Work.aspx
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
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
To enable ‘educators’ to:
• explore the different contexts and definitions of enterprise and entrepreneurship
• ascertain the relevance to stakeholders in an education context specifically the; government, educational organisation, educator, learner
• appraise how different ‘..olgogies’ can be utilised to facilitate entrepreneurial learning
• develop, deliver and evaluate appropriate teaching and learning resources
• reflect on the importance to the educator in relation to the needs of the 21st Century learner.
The interventions aim to provide educators with an overview of the knowledge, skills and competencies required to equip learners with entrepreneurial skills and attitudes to raise aspirations, so learners can fulfil their potential whatever they chose to do.
The interventions have a three stage approach:
• Engaging: Awareness raising – promoting the value of entrepreneurship to create opportunities and develop learners
• Empowering: Providing experiential learning opportunities – developing skills and attitudes through practical experiences (example: Entrepreneurship in Education Live Briefs)
• Equipping: Helping to support learners to create and grow businesses.
Engaging: Icebreaker 10 minutes:
What do the terms enterprise and entrepreneurship mean to you?
Invite individuals to draw an image associated with the terms, then in turn explain their image to peer group. As facilitator, you can to write down key words from each participant explanations to build a cohesive view.
Introduction: Objectives overview
What is enterprise and entrepreneurship in an educational context?
• Provide a definition of enterprise and entrepreneurship education (E.g. QAA, Welsh Government, European Commission) - development of skills and application of skills in a practical context.
• Facilitator to link words from icebreaker activity to definitions but to emphasise that entrepreneurship is about developing a positive and proactive approach to whatever you do in life, whether it is setting up a business, working for someone else or doing something in the community.
• Provide an overview of local, regional, national or international strategies, policy documents, plans or recommendations that may be of value which provide a structure and focus for entrepreneurship education e.g. Welsh Government YES Strategy, Lord Young’s report Enterprise for All, European Commission Rethinking Education.
Why is it important?
• Quick quiz based on current political, economic, sociocultural, technological and legal facts/figures/statements.
• Facilitator to provide an overview of the enterprise and entrepreneurship agenda for primary, secondary, FE or HE and link back to quiz. Emphasise that Entrepreneurship education has four key audiences; learners, education, business and the community who all have a vital part to play.
Where does Enterprise and Entrepreneurship education fit?
• Facilitator to link Employability and Enterprise/Entrepreneurship agenda to the organisation, wider community, learners, curricular (whichever is most appropriate) in particular the development of skills.
• Applies at different levels and in different contexts, for example:
o At a personal level - being entrepreneurial or enterprising
o In the community – as a social entrepreneur/setting up a social enterprise
o As an employee - the practice of Intrapreneurship
o Providing information - infopreneurs (specifically through social media).
o Working as part of a team - intrapreneurial
o Setting up a business and becoming self-employed
o As an employer – running your own enterprise
o As an educator – the teacherpreneur/edupreneur
• Participants can complete the Enterprise Catalyst, GET2 Test, ACRO questionnaire.
Empowering
How to deliver?
• Introduce pedagogies, androgogy, heurogogy. Participants to take part in and reflect on practical activities to develop entrepreneurial skills (See Pass the Polo / live projects example).
• Participants to develop, deliver and evaluate a teaching and learning session utilising enterprise and /or entrepreneurship education
• Discuss teaching philosophies and reflective practice.
Equipping
Who can provide additional support?
• Facilitator to provide an overview of local and regional support agencies, government organisations, programmes and provisions. E.g. NESTA, NCEE, EEUK, Shell livewire, banks and building societies, Business Wales, Big Ideas Wales.
• Role model sessions to engage learners
• Mentoring – signposting and guidance.
• CPD available – YES CPD HUB - IEEP, IEEC, EULP, EEUK
To develop educator skills and behaviours to meet the diverse needs of learners, business and the community.
• Attitude – the ability to understand yourself, your motivations and how to achieve your goals, including; self knowledge, belief and confidence, motivation, aspiration, determination and competitiveness.
• Creativity - the ability to generate fresh ideas, solve problems and spot new opportunities, including; problem solving, lateral thinking / ideas generation, spotting and creating opportunities and innovation.
• Relationships - the ability to communicate effectively, expressing your own views and ideas, appreciating others’ viewpoint and working co-operatively, including; working with others, managing difficult situations, negotiation, persuasion and influence, presentation and communication.
• Organisation – the ability to make informed decisions and fulfil objectives by planning and managing situations, resources and risk, including; planning, managing resources, decision making, research and understanding the environment, managing risk and vision and goal setting.
The Edupreneur (educational entrepreneur) - Jon Bacal (2013)
An edupreneur, also known as an agent of change, they combine the concepts of education and entrepreneur and brings in new ideas and concepts from the business world into public education. Thus, you can also call an edupreneur, the educational entrepreneur. They bring passion, imagination, grit and a sense of urgency in their zealous drive to create and constantly refine optimal learning for young people, organization-wide and for every learner.
• Post-its or similar sticky pads
• Pens
• Powerpoints
• IT/Internet
• Flip chart paper
Key authors
Biggs, J. B. and Tang, C. (2007), Teaching for Quality Learning at University, 3rd Edition, Maidenhead: Open University Press/McGraw Hill.
European Commission. Entrepreneurship and Social Economy Unit (2012) ‘Rethinking Education: Investing in skills for better socio-economic outcomes’. [Online]. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52012DC0669
European Commission (2013) Report to the European Commission on improving the Quality of teaching and learning in Europe’s higher education institutions [Online] Available at: http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf
Gibb, A. A. (2007) ‘Entrepreneurship: Unique Solutions for Unique Environments. Is it possible to achieve this with the Existing Paradigm?’, International Journal of Entrepreneurship Education. 5: pp. 93-142. Senate Hall Academic Publishing.
Hannon, P. (2006) ‘Teaching Pigeons to Dance: Sense and Meaning in Entrepreneurship Education’. [Online] Available at: http://www.ncee.org.uk
Kirby, D. (2002), Entrepreneurship, Maidenhead: McGraw-Hill Higher Education.
Mortiboys, A. (2005), Teaching with Emotional Intelligence: A step by step guide for higher and further education professionals, Oxon: Routledge
NESTA (2009) ‘Creative Enterprise Toolkit’. (Online) Available at: http://www.nesta.org.uk/sites/default/files/cet_books_1-4.pdf
OECD (2012) Teaching Practices and Pedagogical Innovations: Evidence from TALIS
Quality Assurance Agency for Higher Education (2012) ‘Enterprise and Entrepreneurship Education – Guidance for UK Higher Education Providers’. Gloucester: QAA
Rae, D. (2008), Entrepreneurship: from opportunity to action, 2nd Edition, Basingstoke: Palgrave Macmillan.
Welsh Assembly Government (2010) ‘Youth Entrepreneurship Strategy an Action Plan for Wales 2010-15.’ Cardiff: Welsh Assembly Government.
Young, D. (2014) ‘Enterprise for all: The relevance of Enterprise in Education’. [Online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338749/EnterpriseforAll-lowres-200614.pdf
Websites:
Big Ideas Wales – www.bigideaswales.com
Business Wales - www.business.wales.gov.uk
Enterprise Catalyst – www.enterprisecatalyst.co.uk
Educational support and resources - YES National CPD Hub, EEUK, NCEE, ISBE, Kauffman, NESTA, STEM,
Enterprise Support agencies – Princes Trust, Wales Coop, Unltd, Shell livewire, NCEE
Other organisations – Banks and building societies, Councils
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
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:
Students are required to be professional, reliable (work is undertaken as a full day, every week across 2 semesters and all group members are expected to treat it like employment), engage with clients and resolve issues (technical and managerially).
Introduction:
Students of computing and IT, at the University of Cumbria run group projects that require continual involvement between students and clients to develop solutions to specific business problems.
Activity:
Charles Dobson, Senior Lecturer in Computing, University of Cumbria;
“The projects begin the academic year (week 1, semester 1) with presentations of the problem from the clients, followed by pitching by the student groups to work on particular projects.
“Once projects are matched (clients to groups) then the projects are scoped with the client and then work is planned to enable the requirements to be met.
“The groups report progress at several stages via formal presentations to the client (and other groups) with a final presentation of the hopefully complete system towards the end of semester 2.
“Through these projects, students are exposed to many enterprising opportunities, some clients go on to recruit graduates from their group (or even from other groups they have observed in the process), some projects come back for further work and some ideas could be taken forward as businesses in their own right (yet to happen but not short on opportunities).
Impact:
“The scheme has proven to be very effective and we are rolling out across the wider business school, encouraging cross-discipline teams to be formed to tackle larger, more complex business issues.”
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.
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
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
Large Group
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
Objective:
Introduction
Activity
This activity is undertaken in semester 1 of a second year course of study (15 weeks – 2.5 hour sessions with anticipated 2.5 hours private study per week) and runs across all Visual Communication and Design courses. Each course’s relevance is ensured as the framework can be adapted to specific study areas and alumni inform the actual project – so as to ensure relevance and to maintain student motivation (See: Continuous Conceptual Review Model). The sample offered here is for two cohorts (approximately 50 students) from the film and media production courses and from the Advertising and Brand Management course – who will subsequently engage in an interdisciplinary module.
The following provides an outline of the activity as delivered to these disciplines, and was first introduced in 1995 following alumni feedback on the value of their educational experiences. Other disciplines use their own alumni and realistic contexts.
Week 1.
Students expect the lecturer to lead the class, but an unannounced stranger is brought in (alumni - in person or via skype) who asks the group about their career aspirations and challenges their understanding of the world of work. He or she explains their busy lifestyle and asks them to quickly help him or her with a problem they have – how to visualise a brand for a new academy of creativity, but explain that they have to go and leave them to it. Normally 90-95 per cent of responses include a light bulb.
Week 2.
Student’s have been discussing the individual and although not told, want to question the alumni about their work (curiosity based learning). The alumni, still in a rush, starts to explain that the headmaster for this new school will be Sir Humphrey Davy… then the connection is lost. Quick internet searches reveal that this is a historical project, as Sir Humphry Davy lived in 1778 – 1829 and that his work preceded the invention of the light bulb. Past work is discarded (with occasional moans and groans) and new research starts into historical images that represented creativity - prior to the invention of the light bulb. New / alternative ideas start to emerge.
Towards the end of the session the alumni reconnects / re-enters the room and takes questions about their work as a freelance storyboard writer for major TV companies. Scripts are discussed and student interest gained – a promise to see a script is made by the alumni.
Week 3.
An outline of a TV script is presented to students by the alumni. They or another alumni start to explain how camera angles and specialist instructions such as close ups or super close ups need to be incorporated in the storyboards. Examples from well know TV programmes or Films are shown when possible. With support from the alumni, students attempt to develop a storyboard through acting out the script and noting important aspects such as emotional engagement. Identification of the brand is central to the story line.
Week 4.
The alumni explains that he or she has just met the producer, who is happy for them to see other scripts for later episodes. Episode two has the main character Davy waking up in the future and looking at a barren landscape, one which is littered with light bulbs - which is now a thing of the past. The alumni explains that their brand has to survive the passage of time and that it has to be recognisable in the year 2020. Research into potential future understanding of creativity commences and students envisage / storyboard a potential future scenario based on the script.
Week 5.
The alumni / staff set up an opportunity for the students to pitch their ideas to the alumni. They have an hour to prepare a presentation and are requested to discuss and argue a minimum of three ideas. This was unexpected. After 20 -25 minutes the alumni asks them to limit their presentation to one or two minutes, so that he / she can hear them all. Students are asked at random to present. Time may run out and alumni ask students to make a PDF version to email (via staff).
Week 6.
The alumni explains the future direction of the time travelling Davy, and introduces the idea that he may meet aliens in his travels. Some students have already discovered Davy claimed this through their research. The task now is to create a pitch as to why aliens would find the brand design that they are developing to be credible.
Weeks 7 – 9
Students develop their storyboards and at least 3 brand ideas in the sessions. More in depth research is undertaken and initial concepts re-evaluated and iteratively developed. Arguments for the solutions are mapped and explained as reflective mind maps – so as to illustrate the thinking journey.
Week 10.
With 2 or more alumni present or available via Skype, students are asked to consider how this kind of work could be best assessed and who should assess it? Using a proforma, students suggest how their could be meaningfully evaluated. Through discussion, research, and assisted by appropriate lines of questioning by the educator and alumni, the idea of flexibility, adaptability and the requirement for multiple solutions emerge. Students come to realise that their response to change is a key factor and that when faced with incomplete data (QAA, 23 states “students can be required to work with incomplete information or information that is incrementally offered after a review of their initial findings”). As multiple and responsive outcomes are the most important aspect, the theory of divergent production is introduced, i.e. more solution developing capabilities, many alternative solutions that respond to change, plus the value of distinctiveness of ideas (similar solutions being less creative than distinctly different ones).
Week 11 – 13
Students develop their ideas further, in the knowledge that the alumni will be commenting and advising the educator, and that they will be assessed on the distinctiveness of a range of ideas that relate to the assignment given to them by the alumni. These will be evidenced by charts that illustrate the critical elements of their research and how the research informed their solutions. In simple terms, the more divergent the thinking the more complex the charts, hence students can easily recognize the range of solution development that has taken place in a clear and transparent manner.
Week 14 – 15
Pitches take place and the alumni adds their thoughts and comments. Assessment is based on the range of alternative ideas, the divergence of alternative ideas and their ability to be used flexibly in the scenarios described in the scripts supplied by the alumni.
Note: later, in the next semester’s module, the process continues and approximately 5 weeks into the projects each class will be provided with a theory session on brain functionality and how these kinds of activities enhance ‘aha’ moments of creative discovery (See: Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar). Thus practice informs personal theory development and theory follows practice, “reflective practice enables students to ‘join the dots’ of past experiences and perceptions” (QAA, 14).
Impact:
The assignment is constructively aligned (Biggs, 2003) as it enables students to demonstrate their skills and responses in meaningful and relevant (to their studies) scenarios that engage true to life experiences of alumni – who are partners in the process / most of whom have now experienced it for themselves in their own education and are familiar with the concepts.
Of interest is that the assessment strategy is often new conceptually and structurally, but through debate and discussion (week 10) the students feel engaged and very aware of the goals – which are not as they first perceived.
The assignment also leads into later QAA areas, for example they learn to “robustly justify their decision making processes” (QAA, 17) and includes “pitches to peers and expert advisors” (QAA, 23) that involves “feedback from different viewpoints” (QAA, 26).
Moreover, aspects of decision making supported by critical analysis and judgement (QAA, 19) can be evidenced in this and later assignments based on the same approach. Specifically, the assignment discussed here adopts the following QAA (19) guidance on delivery approaches:
Learner outcome:
The impact of engaging alumni with students is immeasurable and has impacted across the course. Seeking views from Alumni, their response to this approach was incredibly strong (as this ‘flash survey’(2015) below shows).
When asked about support (or otherwise) for learning environments where the working environment was simulated in their studies (through incomplete information, shifting deadlines and reference to newsworthy events that would impact on their solutions / fit within their personally identified problems to solve (briefs)) Alumni overwhelmingly confirmed its importance.
Question: Before students work with real clients, & to help get them, lecturers should simulate reality & change deadlines / add info to projects as they go along. (E.g. Partial assignments are issued & newsworthy events make it more real).
|
Question |
Strongly Disagree |
Disagree |
Not Sure |
Agree |
Strongly Agree |
|
4.Changing deadlines and adding new information as projects evolve |
0% (0) |
2.04% (1) |
6.12% (3) |
42.86% (21) |
48.98% (24) |
Perhaps the most marked response is the alumni support for an educational experience where change occurs and situations of ambiguity and risk require them to develop resilience and flexible responses - so as to prepare them for the real world beyond graduation. This 91.84% (45) support rate aligns with the QAA (2012, 23-24) guidance views that:
Knowledge that is continuously being 'harvested' during a project or assignment may bring new dimensions into play at any time, and both the student and the educator must be flexible and adaptable to changing scenarios…Enterprise and entrepreneurship are dynamic and changing. Ambiguity and risk are difficult to evaluate in predictable and forcastable schedules. Shifts and changes by the educator can be effective ways to assess flexibility and adaptability.
The findings are also a good fit to The Wilson Review of Business-University Collaboration recommendations (2012, 50), which state that:
Enterprise skills require responsiveness to unexpected pressures and tasks; they require reaction to changing circumstances and disruptive interventions. These attributes are contrary to the established framework of assessment processes. Enterprise skills do not presently lend themselves to formal assessment methods.
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
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
This module is an optional unit run over two semesters by Amanda Crawley-Jackson at the University of Sheffield for third year students studying French.
Students critically analyse the work and key themes of contemporary visual artists in France. They then work in groups to design their own virtual 3D artexhibitions, as well as an accompanying portfolio containing learning materials for visitors written in French. Students have the chance to interact withFrench artists and exhibition curators to help them to design their exhibitions. The students critique the work of other groups, and peer assess the final outcomes.
Feedback from students included;
'I learnt a great deal about independent learning; I had to do my own research and at times I found this challenging, but I think it helped us to make bolder decisions'.
More information can be found via the following link > http://www.sheffield.ac.uk/enterprise-education/resources/case-fre343
Case Study: FRE343 Engaging with Contemporary Visual Arts in France - Resources - Enterprise Education - The University of Sheffield. 2015. [ONLINE] Available at: http://www.sheffield.ac.uk/enterprise-education/resources/case-fre343. [Accessed 30 July 2015].
With thanks to The University of Sheffield Enterprise Academy (USEA)
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
Lecture Theatre, 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
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
The Module Aims to;
Developed in 2011, this level 4 module presents students with an introduction to enterprise / entrepreneurial skills, allowing them to develop a fundamental understanding of them, and various factors that interact in developing an idea into an enterprise.
The learning and teaching strategy has at its heart the values and practices of Glyndwr’s learning and teaching strategy (see references), where studentsare encouraged to take responsibility for their own learning. The key delivery is structured around an action learning methodology centred on the development of an entrepreneurial project, managed by the students across the semester which also forms the evidence base for their assignments.
The module is delivered using a range of teaching and learning methods. These include lectures, seminars, case studies, open learning programmes, project work, online work and simulations to create a diverse learning portfolio suited to a range of learning styles.
It is assessed via group assessment, including ideas pitching and group project presentations, and individual assessment, including written reflection discussing personal learning and development.
It is designed to be suitable for delivery within all undergraduate programmes.
Syllabus Outline;
Week 1: Module Introduction
Class: Interactive Lecture
Assignment: Blog
Week 2: Team Building Task
Class: Tower Activity
Assignment: Reflection
Week 3: Opportunity Awareness
Class: Trop Activity
Assignment: Perfect Pitching
Week 4: Ideas Pitch
Class: Group Assessment (Presentation)
Assignment: Project Proposal
Week 5: IDEA Project Shaping
Class: Team Meetings Focussed on Goal Setting / Action Planning.
Assignment: Assessment Work.
Week 6: Practical Creativity
Class: Chocolate Bar Activity
Assignment: Further Reading
Week 7: Group Work
Class: Assessment Work.
Assignment: Communication Skills.
Week 8: Group Work
Class: Assessment Work
Assignment: Strategic Thinking (Online Module)
Week 9: IDEA Project Shaping
Class: Team Mentoring
Assignment: Assessment Work.
Week 10: Marketing for Entrepreneurs
Class: Interactive Lecture
Assignment: Assessment Work
Week 11: Group Work
Class: Assessment Work
Assignment: Strategic Thinking (Online Module)
Week 12: Group Work
Class: Assessment Work
Assignment: Writing Personal Reflection
Week 13: IDEA – Project Presentations
Class: Group Assessment
Assignment: Assessment Work
Week 14: IDEA- Project Presentations
Class: Group Assessment
Assignment: Assessment Work
Week 15: Final Submission of Individual Assessment.
Knowledge and Understanding
Students Will;
Transferrable/Key Skills;
For further examples of embedded enterprise modules, see Case Examples including ‘Entrepreneurial Journalism’ and ‘Creating Commercially Aware and Industry Ready Cardiff University Physics Graduates.’
Essential reading for students;
Other indicative reading for students;
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
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
In north east Wales a number of criminology students (along with peers from a variety of degree programmes) develop their enterprise skills by engaging with expert guest speakers, facilitated by the Business Entrepreneurship Network.
The Business Entrepreneurship Network for Wrexham and Flintshire is a network of businesses, business support organisations, entrepreneurs and education institutions with a shared interest in supporting individuals (especially young people and those from disadvantaged backgrounds), in developing their confidence, aspirations and abilities, and supporting them through the process of starting up their own businesses.
The network was established by Askar Sheibani, CEO of Comtek Network Systems LTD, and an appointed 'Entrepreneurship Champion' to Welsh Government. In 2014, having been successfully developed in Flintshire, the Network's provision was extended to Wrexham. Speaking at the launch of the Wrexham Network, Mr Sheibani said, "The aim is to increase the number of business start-ups in Wales and this trial in Wrexham will give us a better ideaof how the Flintshire model can be improved and applied in other regions. The Wrexham trial is supported by the Welsh Government and we are confident that the model – which was developed within the community at a grass roots level - will prove to be a practical and innovative way to increase the level of entrepreneurship and business start-ups in Wales."
Amongst the ways in which the Business Entrepreneurship Network supports entrepreneurs, is via fortnightly 'Enterprise Clubs.' These clubs are coordinated in Wrexham by NE Wales based further education institution Coleg Cambria, and feature presentations by invited guest speakers, followed by informal networking.
The use of guest speakers at enterprise clubs has been of tremendous value to learners. The clubs are held at Wrexham Library, a centrally located and publicly accessible venue, and are open to students, graduates and members of the public free of charge.
A number of regular attendees are current NE Wales based undergraduate students, from a wide-variety of degree programmes. Attendees range from those setting up their own businesses, to students looking to develop their networks and skills for employment, to those simply wishing to develop their confidence and find out more.
Planning Guest Speaker Sessions
There is no budget to facilitate guest speakers to the Enterprise Club. As such, appropriate speakers are identified from a variety of sources, including;
Club members are invited to suggest the topics and themes they would like the club to cover in the coming weeks and months, and speakers are sourced to meet these specific needs, ensuring sessions are always relevant to their audience. Speakers are generally confirmed two weeks prior to a club meeting, allowing for the sessions to be promoted through a club mailing list, through professional networks, through general press release, and through social media.
Facilitating Guest Speaker Sessions
Figure 1. Attendees discussing ideas at the BEN Enterprise Club
Enterprise Club sessions last for 2 hours. The general running order is as follows;
The guest speaker sessions have made a huge impact on the club attendees. The first hand, up-to-date, and relevant knowledge and expertise which speakers have passed on to club members, is directly applicable to the groups of needs and endeavours, and the opportunity to network with speakers and fellow club attendees has led to numerous mentoring relationships and collaborative projects, and allowed members of the group to identify bespoke solutions to their own specific problems.
Approximately 100 unique individuals have participated in the guest speaker sessions to date, with average attendances of 10 participants at each club meeting, and with many new enterprises being launched by club members.
Comments from regular club attendees have included;
"The staff, the entrepreneurs and the members have helped me out a lot and not just with my business. They have boosted my confidence and made me feel like I could really achieve my dreams."
"BEN has helped me a great deal with starting up my business and I have been given so much positive feedback from both mentors and fellow members."
"The BEN Club has allowed me to work with a great mentor and meet great people with passion for business."
With thanks to Lynn Williams, Coleg Cambria – lynn.williams@cambria.ac.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
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
‘Entrepreneurial Journalism’ examines how you can make money out of your skills and launch your own online magazine business. It teaches you about marketing and promotion through developing a professional new media publishing plan and proposal.
Andrew Price, Head of Enterprise Development and Education, Teesside University;
“Final year undergraduate Multi-media Journalism students [at Teesside University] undertake a module entitled ‘Entrepreneurial Journalism’ which is a precursor to their final group project.
“In the module they learn about the disruptive effects of digital technology on the traditional news industry and the vital role that entrepreneurship and intrepreneurship now plays in product development in this sector.
“The students then develop a concept for a new and original online news product via the Wordpress platform; evaluating potential markets, developing an editorial strategy, designing suitable information architecture, considering UX and functionality, developing a brand and identity, planning a social media and UGC strategy and community building campaign, and ultimately developing a viable business model with clear revenue streams.
“They are then assessed over ‘life-span’ of the new enterprise via a two minute elevator pitch, a formal publishing plan and a launch advertisement.
“The students then choose from these individual projects the ones that they want to ‘realise’ as their final group projects. These are then built by the students and run live for the assessment period.”
Student feedback on both of these ‘enterprise’ modules is never anything less than excellent. The programme overall had 100% employability in the academic year 2011-12.
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.
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
7Communication and Strategy
The goal is to teach students problem-solving, creative thinking, research skills, analytical skills, presentation skills, teamwork and leadership, and to give experience of the application of physics to “real” problems (particularly in the type of situation they may face in a workplace environment). The linking of the project to the guest judges helps to add an industrial aspect and motivates the students to think of physics beyond just reading textbooks.
As part of a first-year module (Frontiers of Physics and Entrepreneurial Skills) at the University of Salford, designed to develop a range of skills, students are given the task of generating an idea that will “save resources”. Students are encouraged to focus on energy as this is a key area of the University’sresearch strategy, and the project includes a tour of the University’s “Energy House”.
The project is undertaken in small groups and lasts 7 weeks, culminating in a “proposal”, which is presented – Dragons’-Den-style – to a panel of external judges from industry. The presentation is to include a prototype (or preliminary results) of the idea to demonstrate its feasibility. Factors that should be taken into consideration include the organisation and planning of the research and development, the relevance to any stake-holders, the target markets and competition, and the cost-effectiveness of the idea.
N/A
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.
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
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
The Global Enterprise Challenge is an international enterprise skills competition, where teams of students from around the world compete within a 12-hour period to come up with a solution to a significant global challenge.
In 2015, a team of students from (North East Wales based college) Coleg Cambria went through to compete in the international finals of the challenge, having successfully come through their national heats (a three-day long challenge held in Cardiff), and the college-wide Team Enterprise Challenge (see How-To Guides).
The students, who were all studying A-Level Business, successfully beat the competition to be crowned Global Champions!
As stated on the Global Enterprise Challenge Website, the brief presented to students for 2015 was as follows;
“To Design an innovative exhibit, to inform communities, government and the media about the ways light affects our lives.
“This exhibit could be a trade display, website, travelling education experience or similar and could include a working model, smart phone apps, social media, print, or other material illustrating a new technique or approach and should be appropriate to your region.
“Your product, process, or service should feature light as a primary resource and deliver benefit in one or more of the following areas: education, health, community, home, leisure, entertainment or business.
“Your response may include new and creative ways to capture or generate light.”
The students were given 12-hours to complete the challenge, at the end of which they had to submit;
and to show
The electronic submissions were then assessed by a team of international judges, with the highest scoring team declared the winner.
The Coleg Cambria team met this challenge, with their idea for a new digital product called ‘LiteLearn’ – Learning at the Speed of Lite.
Their proposed product utilised the latest technology in augmented reality in order that learners could use their mobile phones to bring learning to life inside the classroom, capitalising on mobile phone usage amongst young people and offering them an engaging new way to learn.
To complete the 12-hour challenge, the students based themselves at Glyndwr University, and in the days preceding, undertook a series of site visits, workshops with guest speakers, and various activities to enhance their creativity and develop their skills and confidence. The students found out that they had been crowned champions, in an announcement via video-link in the days following the challenge’s completion (see references 'GEC –The Journey').
Figure 1: The winning team, their tutors and mentors.
Rona Griffiths Enterprise / World Skills Manager at Coleg Cambria said:
‘’We are delighted with the achievements of our students in this competition – they really showed their ability as young dynamic entrepreneurs. We based ourselves for the challenge at Glyndwr University and knew from the beginning that we had the winning ingredients for success.
“I would like to thank everybody involved including all of the mentors from Cambria, Glyndwr and local businesses namely Mel Henry, Lynn Williams, Joey Edwards, Heather Wilson, Mike Corcoran, Sid Madge and Big Ideas Wales for their support.
“Many congratulations to the team for their excellent business plan and winning this highly prestigious award, putting Coleg Cambria and Wales on the global map.’
All the students who took part found the experience to be extremely worthwhile, and in the weeks following the completion on the challenge, one of the victorious students went on to establish his own business.
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
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
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
By inviting a guest speaker, typically the focus is on the animal care as the guests explore this part of their role more readily and students are most naturally interested in this. By creating a topic/challenge, you can encourage wider elements to be explored by a large group.
We have invited a range of speakers, typically from the local vet practices but also 'celebrities' such as SuperVet Noel Fitzpatrick and invited them to speak on a decision that they have had to make.
By focusing the presentation on an event or decision (ideally with costs in terms of time, resources etc) the format can be that the speaker presents a simple situation (can be a one liner) regarding a professional dilemma and the students are invited to ask questions to determine what to do in this situation. By sharing a short 'story' of an animal requiring help out of hours, with no owner, or a request to support local event (judging a dog show or running a stand) with increasing demands and no payment, or how a particular situation with escalating costs was handled, the students are invited to ask short questions in order to make their decision as to how they would approach the task.
Wider issues of cost, professionalism, ethics, PR (Public Relations) etc can all feature in the discussion.
With an invitation to a more well-known figure, a different approach can be taken, and a broad invitation across the institution and beyond be made. By creating a public event, this allows for a broader range of questions to be asked and students to mingle with externals and wider colleagues alike.
The impact of bringing external viewpoints into the traditional lecture theatre practice often creates an impact that creates a “buzz” for weeks to come.Students regularly reference the comments made by externals for weeks to come and deepen their understanding of their future careers. By sharing real-life stories, the interdependent nature of business issues and animal care is made clear to the students.
Understanding and appreciation of career options, as well as the wider context of their subject is a key lesson for most students. Ideally the week after a talk, a wider debrief (without the speaker present) is taken to explore the range of issues that the students have understood. This reflection can be particularly powerful, especially as the opportunity to hear different speakers provides different perspectives for learners to compare.
Agreement and discussion with the guest speaker – to prepare their situation and what questions they will answer and how they handle them.
http://www.enterprisingvet.com/
http://coursewareobjects.elsevier.com/objects/companion_sites/enterprisingvet/casestudies/
Henry, C (2013) Veterinary Business and Enterprise - Theoretical Foundations and Practical Cases London Elsevier
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
Lecture Theatre, 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
To help Nurses understand the relevance of enterprise education to their profession by
This example was delivered in a standard lecture theatre for initial interactive workshop, moving (after forty five minutes six tutorial rooms) used for group task in order to deliver to a class of 300.
Within this half day session, second year nurses were introduced to the concepts of enterprise and its relevance to the nursing profession. They had to debate its relevance within the lecture and work in groups to develop solutions to healthcare problems. They then faced a group challenge over a three hour period, which they ultimately needed to present to be assessed by a panel including a lecturer, nursing practitioner and a nursing entrepreneur (externals).
Initial exploration of the concepts of enterprise and entrepreneurship allows for agreement to be formed over “what are the enterprise skills or competencies” being sought by nurses and within healthcare.
Using interactive and discursive techniques to allow for initial thoughts and fears to be shared in small group, it is possible to explore these personal skills and draw out experiences and expertise from the prior knowledge/background of the student group.
The next stage is to collate these responses to create a formal group response (see skill development through reflective practice HOW TO GUIDE ETC SKILL) and ask them, as a group, to debate their relevance to practical nursing. Once this has been explored as the full cohort, put the students into groups and ask them to identify student health problems (issues of personal health that they and their peers ought to consider) and brain storm how to solve or reduce the impact of this issue. Using resources, knowledge and materials they are invited to be ready to pitch to panel for 10 minutes (there is an option to submit group written report) where they will ideally pitch to a panel of externals.
Another option is to provide each team with investment money (monopoly money or similar) and invite them to “fund” the best idea. Once feedback has been given to the group, invite full group reflection and re-examine enterprise skills and behaviours and their confidence in them.
The impact of this approach was clear, with over fifty unsolicited emails providing positive feedback (in addition to the module review). This was measured annually but with the initial 300 students tracked for ten years with their level of Enterprise competency development measure Comments included “the most relevant, best teaching in my entire Nursing degree” and “I now understand how enterprise relates to nursing and intend to make a difference through being an enterprising nurse”.
The students in particular enjoyed the interactivity, the focus on social enterprise and the use of fun and drama to get all students involved – and overall the module feedback was the highest for any teaching in the nursing degree.
The initial group of 300 filled in an “efactor” (Gibson 2006) competency questionnaire (both before and after the programme) and then two years five years and ten years afterwards. This clearly showed that all enterprise competencies had increased but in particular resilience, creativity and personal branding had shown the most significant increases over a ten year period.
Wider impact was also demonstrated as five student groups per annum received UNLTD funding and one group in year two won the University business pitch competition, competing against students from all disciplines.
By exploring their own creativity within the context of how social enterprises work, all the nursing students were able to explore their enterprise competences and understand the link between enterprise and nursing. Discussions surrounding the changing Health Environment help to separate out an individual’s potential for creativity from perceived increasing corporatisation through privatisation and ensure that the student understand their role in patient care requires enterprising skills and behaviour, working within the NHS framework.
The students all enjoyed the opportunity for creative group work and exploring their profession in a new light.
Further support for the pitching/presentation elements could be have beneficial to some groups, had additional time been available. However the “common currency” of TV Programmes such as “Dragon’s Den” allows pitching to be introduced as a fast and effective communication/presentation method to any student group.
Link to HOW TO ETC GUIDES on Debating Group work Building Reflective Practice by understanding Skill Development
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
6Interpersonal Skills
Key points;
In early 2013 Cardiff University Enterprise delivered a two hour enterprise intervention session to 88 third year Optometry students which aimed to raiseawareness of the relevance of business and commercial skills to Optometry graduates by highlighting their role in the founding and running of an Optometry practice.
This was achieved via the use of XING, a business strategy game that simulates the founding and development of a business whilst fostering creativity, communication, decision making, team collaboration and business planning skills.
For graduates soon to enter pre-registration and then the workplace as practising optometrists, an understanding of commercial drivers, processes and ethics as they apply within the optometry sector is a valuable asset.
The QAA Optometry benchmarks document (2007) highlight a range of key professional skills expected of Optometry graduates. These include as examples, communication and interpersonal, recognition of role within multidisciplinary teams, autonomous learning, problem solving, flexibility, time management and organisational management. Elsewhere the document asserts the need for graduates to be aware of the legal and commercial restraints within which optometry operates and an ability to translate theoretical knowledge into practice in a clinical setting.
The General Optical Council emphasises the need for optometry business registrants to operate in an informed, professional and ethical manner for the benefit of both patient and practitioner. The guidelines offered by the GOC incorporate elements of commercial and enterprise awareness as they are applied within a corporate optometry setting.
The session began with class discussion as to what commercial awareness is and how it can be of value to optometrists. As you would expect discussion tended towards ideas of founding or working for a private optometry practice and consideration of how key corporate or ‘chain’ businesses / employers operate within the field. Providing opportunity for students to themselves identify the relevance of commercial awareness to future professional ambitionserved to provide context and investment in the group exercise which followed.
Following the discussion students were provided with a brief scene setting scenario which challenged them to generate business strategy and plans for founding and developing a new private optometry practice. In groups of eight to twelve and using XING packs, learners were required to collaboratively generate ideas, plan, problem solve, decision make and negotiate in order to create a considered business strategy that addressed relevant business start-up goals, processes and challenges they might expect to encounter along the way. Cardiff University Enterprise staff facilitated the exercise by guiding students through the various component activities and providing appropriate business advice and clarification as needed in order for learners to complete the task.
The XING exercise concluded with presentations complemented by class question and answer sessions focussing on each group’s completed business strategies, the decisions made and their justifications. This was followed by a general round up and class based discussion reflecting on what had been learnt and the value such learning may have for a newly qualified optometrist about to become a professional practitioner.
Xing provides a practical and visual form of business planning which introduces different elements of a business plan such as key roles, processes and stages. Introducing learners to technical terminology and business English (particularly useful for overseas and non-business students), it supports enterprise skills development, for example presentation, creativity, meeting and group management, collaborative problem solving, project planning. It provides an active and involving means of introducing business learning whilst relating it to disciplinary learning via the authoring of an appropriate scenario. Through the group based activity students gain experience of working in teams, establishing goals, mediating decisions whilst providing
opportunities to reflect on these types of activity and evaluate outcomes.
XING offers a range of benefits for participants: Students quickly learn to take ownership through challenging, engaging and competitive tasks; It encourages learners to consider enterprise oriented employment be it by the application of their own business ideas through self-employment or via enterprising roles within organisations; XING can also aid students in their preparation for work related learning or placements.
The intervention achieved its intended goals of introducing and raising awareness of the value of commercial awareness to optometrists soon to enter professional practice. Anecdotal student feedback was extremely positive.
During the concluding class discussion a number of student comments highlighted the value and apposite timing of the session in the context of their degree programme. It was mentioned that a lot was learnt in a short space of time through the XING exercise. The exercise was generally felt to have provided an enjoyable and interesting route into a subject that could potentially have been quite abstract and terse. The opportunity to actively engaging in commercial thinking was viewed as a positive and useful by participants.
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
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
•To provide creative industries students with a real-world context in which to apply their skills.
•To provide students with real-world opportunities for creative problem solving.
•To provide students with experience of operating within a high pressure environment.
•To provide students with experience of managing risk, uncertainty, and being responsive to changing parameters.
•To provide students with experience of delivering a project according to strict time and budgetary constraints.
•To provide students with experience of managing a project, from inception to completion.
•To provide opportunities for students to develop their interpersonal skills through working with a variety of stakeholders.
‘HOME’ saw two students studying towards an MA in design practice gain invaluable industry experience, develop their professional skills and networks in a challenging and changeable environment, and put their academic theories into practice in a real world context. It saw numerous art and design students gain experience of working in, exhibiting and selling art, many for the very first time, and it saw a North Wales charity receive a huge boost from the creativity, energy and expertise of students.
This project was initiated as a collaboration between various departments at Glyndwr University (namely, the Students’ Guild, Student Services, and the School of Art, Media and Design), when an opportunity arose to offer a fantastic opportunity to students to develop their enterprise and entrepreneurial skills and awareness, and to support a valuable local charity in the process.
Student Services had been in discussion with NE Wales based charity 'Save the Family’. The charity’s shop (based approximately 12 miles from the main University campus in Mold, NE Wales) was struggling to turn a profit, threatened with immanent closure, and the charity hoped that the expertise of students from the University may be able to help.
Through discussions between Student Services, the Students’ Guild, and School of Art, Media and Design, it was decided that students studying towards an MA in Design Practice would be good candidates for the collaboration, and furthermore, it was known that students from this programme were actively seeking real-world projects to engage with.
With such a large proportion of art, media and design students going on to work in a freelance capacity upon graduation, skills in enterprise and entrepreneurship are essential to their future success, and so all are encouraged to engage in enterprising projects in a variety of ways. This project had the potential to offer students a holistic real-world context in which to apply their academically developed skills, and fit within the existing structure of their Masters programme through the optional modules available (students on this programme are obliged to engage in real-world practice of some shape or form, on which they are assessed).
The project was initiated by way of an informal meeting between the students and key University staff, and all subsequent activity was developed thereafter.
•To provide opportunities for students to develop their communication skills.
•To support the University’s community obligations through giving support to a local charity.
The activity associated with the project extended over a 14 week period. Key elements throughout that period were as follows;
1.Initial Introductions
Through discussions between the charity and University, it was established that MA Design Practice students would be well suited to meet the brief, and two students from that programme were identified who were looking for a project to engage with at that time. A meeting was arranged with these students to discuss the brief (which appealed to them), and to sketch out a broad plan of action going forward. A staff member from Student Services acted as a project contact for students, but the students themselves were given decision making powers with regards the forward direction of the project.
2.Research and Planning (6 weeks approximately)
In this phase, the students visited the charity shop space, met with its volunteers and managers, and conducted their own research, before presenting their conclusions as to why the shop was struggling to remain solvent. They then took these conclusions, and supported by further discussions and research, proposed measures which could be taken to transform the charities fortunes. Namely, they proposed to ‘curate’ the shop, up-cycling goods and giving the shop a ‘boutique’ feel, whilst integrating designated spaces for small workshops, performances and discussions. In line with the charities own objectives and ideals, ‘home’ was taken to be the shops theme. This proposal had to be sold to the shops managers, and amendments and changes agreed upon before the project could be carried forward.
Throughout this period, the University supported the students in a tutoring and mentoring capacity, financially by way of nominal travel and subsistence expenses, and attended meetings with the students and charity representatives on the students’ request, whilst ensuring the students maintained project management control.
3.Installation (2 weeks approximately)
During this period, the shop was closed to the public, and completely redesigned. Students were required to work with the materials provided, and within the budgets set by the charity for this work, with additional materials being offered in kind by the University. Fellow art, media and design students (from various programmes and levels of study) were invited to support this process, by volunteering time, and by offering their own works to either exhibit or sell (all coordinated by the students themselves). Marketing materials for re-launch were produced and disseminated at this time too.
Figure 1. Project PR (Flintshire Chronicle press cutting)
4.Launch
A launch event was held, with invited VIPs, press, charity and University representatives. This presented an opportunity for the students to receive feedback and recognition on their progress to date.
5.Trading (6 weeks approximately)
For the following 6 weeks, the shop was staffed by volunteers and open for businesses. The students made regular visits to the premises, met periodically with the shops managers, and monitored its performance, being responsive to circumstances and implementing changes wherever necessary. Throughout this period, the students continued to blog, market via social, print and digital media, and organise small events within the shop.
6.Final Report
At the end of their 6 week tenure, the students reflected on the success of their project, documenting their findings for academic assessment, and presenting them to the charity’s team, and other interested third parties.
Figure 2. Left - project marketing material, Centre - shop image before, Right, shop image after.
Impact:
The project had a significant impact on all students and stakeholders involved.
Film 1. A video documenting the project (produced by www.filmage.co.uk )
For the two MA students coordinating, the project endowed them with a wealth of invaluable real-world experience, a network of arts, media and third sector contacts, greater confidence and self-belief in their abilities, and an understanding of the wide ranging applications of their own skill sets.
For students participating through volunteering, exhibiting and selling work within the space, the project presented an opportunity to gain professional experience, be part of a team, and to network with colleagues from other degree programmes, other levels of study, and professionals working within their sector.
For the charity the impact was a significant increase (over 100%) in the shops profits, far greater media coverage for the charity and it’s initiatives, and a repositioning of the charities branding and marketing going forward, with an emphasis on positivity (See figure 3 – the charity’s post project re-brand)
Figure 3. Re-brand: Top - charity's logo pre-project. Bottom – charity’s logo post-project.
For the two learners primarily involved in leading the project, it was a challenging, but rewarding experience.
It was the first time the students had to bring together such a wide range of skills into one, cohesive project. Ultimate decision making authority, the need to stick to strict time and budgetary constraints, and the fact that there were real stakes riding on every decision added an additional element of pressure, one that would not be easily replicable in a simulation setting.
The students reported that their most significant difficulties were overcoming points of contention regarding their plans with the charities own managers, and negotiating compromises where necessary, effectively managing their time with a workload of many disparate tasks, and maintaining a strong working relationship with one another, in what could sometimes be a stressful environment.
In overcoming each of these obstacles amongst many others, seeing the impact of their work, and establishing networks with a wide range of people, the overall project experience was a very positive one for the students, both of whom secured professional opportunities as a direct result of their participation.
•A team of key individuals within the institution, who can support the various aspects of project management (academic tuition / risk assessment etc.).
• A partnership with an external charity / business / community group who can benefit from student creativity and expertise.
•A nominal budget to cover any travel, subsistence and essential material costs incurred by students in project delivery.
•A project diary kept by participating student, Heather Wilson > http://missheather.co.uk/blog/tag/save-the-family
•The students’ Wordpress blog, documenting the project > https://savethefamilyshop.wordpress.com/
•A video showcase of the project, produced by www.filmage.co.uk > https://vimeo.com/66924191
•A news article on the project from www.thisproject.co.uk > http://thisproject.co.uk/articles/save-the-family-shop-home/
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
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
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, 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.
(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.
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.
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:
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
For students of BA Broadcasting, Journalism, and Media Communications at Glyndwr University, skills in public speaking, presenting and communication are absolutely essential. Throughout their academic life students will be required to present work in a wide variety of ways, and in their professional life they will encounter many environments were public speaking is unavoidable. To that end, students studying towards this degree programme are given as many opportunities as possible to develop these skills, in a mixture of real-world and simulated environments.
A two hour session was run for a small group of second year students on the above programme, on the theme of ‘How to Speak in Public.’ The group were of mixed ability and experience, with some working in media jobs (entailing regular presentation and communication) as alongside their study, and other with who’s only experience had come from school, college and University presentations.
The session was delivered by the University’s ZONE Enterprise Hub Manager, on the invitation of the course tutor.
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 dialogue initiated the session, where students discussed how they felt the subject was relevant to them, their studies and their careers. As the group size was small, it was possible to ask each individual about their own experience, feelings toward public speaking, and careers ambitions at this stage. This entailed that the session was tailored directly to the needs of the individuals there after.
At each stage in the workshop, examples were chosen which were appropriate to the audience in hand, and as the session extended over two hours, it was possible to go into a greater degree of depth at each of the practical activity and discussion opportunities. For example, in discussing the use of appropriate language, each member of the group wrote a short paragraph, communicating the same piece of information for three separate audiences, and then the group each presented these mini-presentations to one another. An in discussing the appropriate use of tone, we used a real world example from one of the audience, who broadcasts her own show on a community radio station.
Again taking advantage of the small group size, the session was informal and conversational in nature, and questions were answered, points of contention debated, and tangents explored wherever appropriate as we progressed.
At the end of the one session, the key themes covered were re-capped, and students were offered the opportunity to ask additional questions, and directed to further support, links and reading if they wished to explore the issues further.
The session had a strong, positive impact on the individuals who participated. For those in the group with some prior experience of presenting, they were able to consolidate what they knew, focus on the finer details of the content, and offer valuable feedback and contributions to the group conversation. For those with limited or no previous experience, it served as a solid foundation to the topic on which to build going forward.
Indeed, following the session, the group sought further support from the enterprise service at the University, in organising and hosting their own contemporary science debate evening, putting many of the skills covered into practice.
Learners reported that the session left them with greater confidence and understanding, and all were keen to put the skills discussed into practice going forward. Feedback from participating students included;
“Really supportive and helpful! Made it interesting.”
”Good dynamic talk with great points and useful information.”
“Enthusiastic presentation which was clear and understandable. Very good!”
“Very good presentation – clear, informative and interesting.”
“Good talk containing a lot of useful and relevant information.”
“Excellent presentation. Really useful.”
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
Due to the nature of their industry, many students of FdSc Equestrian Psychology will find themselves self-employed upon graduation: in a freelance capacity, as a contractor to another organisation, or setting up their own businesses. Though all who study on the programme have an obvious love of animals, many lack an awareness of the business opportunities open to them, or confidence in their own enterprising capabilities.
ZONE, Glyndwr University's student enterprise service, partnered the FdSc Equine Psychology programme, to deliver a workshop on identifying market opportunities within the sector.
The workshop was delivered to a small cohort of only 8 students, in a one hour session, with no preliminary work set.
The session was delivered as an informal seminar, with Judith Alexander (ZONE Manager) facilitating and guiding discussion.
Framing the Market
Branding:
Revenue Streams
Business Support
Enterprise Catalyst
The session concluded with a recap of key points, and final Q and A.
A number of the students went on to utilise the further business support available to them at the University, as a result of the intervention.
Learner feedback included;
The 'Enterprise Catalyst' assessment tool, featured in this activity, can be found here >https://www.enterprisecatalyst.co.uk/
Course: Zone Enterprise Hub. 2015. Course: Zone Enterprise Hub. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37%2522%2520target%253D%2522_blank%2522. [Accessed 12 August 2015].
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
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
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
6Interpersonal Skills
This surprisingly easy and fun classroom activity simulates an innovation marketplace. Students generate a topic-specific innovation and participate in amarketplace of ideas. The results demonstrate how and why the best innovations are not guaranteed market entry or success, emphasizing the human and social nature of entrepreneurial action. This fast paced marketplace activity works with large numbers of students, in open work spaces and can takes 10-20 minutes.
Starting the activity:
The instructor should ask students to generate an innovation within a short time frame (2-5 minutes maximum). It is recommended that all students generate an innovation related to a familiar topic to facilitate comparison. A useful question, which may also provide valuable feedback to the instructor or the institution generally, is: "How could your student experience [in this class / at this university] be improved?" Additional guidance is suggested:
Market Place Rules:
The instructor should explicitly initiate the activity, for example by saying "Go!" As the activity starts, the instructor may choose to prompt recalcitrant students to participate. In rare cases, students might attempt to share all their ideas by broadcasting them one at a time. It's best not to intervene, as these usually degrade to individual or small group conversations, but if it appears that true organization is emerging (e.g. sequential pitches and voting) the instructor might choose to break up organised activity by reminding them of the time limit or splitting the group in half.
Stopping the marketplace: The instructor should use good judgment to determine when to end the marketplace. Some small groups converge to a limited set of ideas quickly; large groups are unlikely to converge to only a few ideas within a reasonable time. The instructor should gain the attention of the students and ask them to stand where they are. Remind them that if student A has joined student B's team, then student A should give her notecard to student B. So some students should be holding numerous cards, some students should have their own card, and some students should not have a card.
The instructor should ask students without a card to sit down wherever is convenient. It generally improves student engagement to list some or all of the "winning" ideas. The instructor may choose to whittle down the set of "winning" ideas depending on the size of the class. For example, in a class with 100 students, there may be 50 students holding cards. The instructor might ask students to sit down if they have less than 2 cards, less than 3 cards, etc. until few enough remain to read out and record. The instructor should ask the remaining "winning" ideas to read out their ideas, and may choose to record them on a board/flipchart. For larger groups, it may be interesting to note how many supporters the top ideas had accrued.
All students may then be asked to sit down as convenient.
The instructor may choose to comment on the winning ideas, especially if some are impossible, unusually inventive, or otherwise noteworthy. The instructor should then ask: "Are we guaranteed that the best idea won?" In many cases, students may note the lack of ideation time. The instructor may choose to address this or not as an unresolvable challenge, since it is not possible to know whether more time would lead to better ideas.
Below are some of the potentially useful lessons from the exercise. Sophisticated student groups may develop some or all of the lessons with limited prompting. Suggested prompts are provided. It may be useful to discuss one general concept, identify its "academic" label, and then move on to the next. The discussion should, obviously, be tailored to the type and number of students (undergrad vs. graduate, technical vs. business
Concluding the activity: The instructor may remind students:
The instructor may choose to collect all of the notecards, especially if the initiating question presents the potential for useful feedback. Instructors are encouraged to make the full set of ideas available to students after the activity for their own edification.
Whilst some learners can be reluctant to engage initially, typically this is a highly engaging activity that builds confidence in decision making and evaluation. It works with large numbers and therefore can be a great exercise for students from different programmes to experience together.
This student reflection is shared by Alanna Ford, University of Edinburgh
I participated in the Innovation Marketplace a Green Entrepreneurship course in Spring 2013. There were about 25 other MBA and MSc students in the class. After being asked to generate concrete ideas for ways to improve University of Edinburgh's Business School, we were then prompted to spend 10 minutes to convince our fellow classmates to back our idea – and in turn abandon theirs. After writing our ideas on post-its, the classroom became abuzz with activity as students energetically spoke about their ideas, working to win over other people as quickly as possible.
While the exercise was playing out, several small clusters started forming. My idea for innovation was more client projects to root learning to the real world. My idea required quite a bit of background explanation, especially to students from Asia and Europe where universities emphasize more theory. Other students' ideas were simple and immediately relatable to anyone in the room. For instance, one student suggested that the school should provide free tea and coffee to all Business School students. I'll admit that it was hard for me to compete with such a straightforward and attractive idea. It didn't matter where you were from, you could understand in less than 15 seconds why that idea would benefit you.
Of course there were additional factors at play that determined which ideas got adopted. Some students were louder and more outgoing than others, making them more comfortable convincing their peers. For some of the more shy or quiet students, the process of having to instantly convince their peers in real time seem to make them uncomfortable (again, this could have been a cultural issue since we had people from Germany, South Africa, China, the US, etc represented in the room). For me personally, I liked sharing my idea with others because it was something I had been thinking about and discussing with some of my peers for months. As an outgoing American, I wasn't shy in trying to bring people on board and advocate for more applied learning in our curricula.
I found that the simulation was incredibly insightful for several reasons. First, providing a movement-based activity accommodated different learning styles and a definite break from the typical university learning environment where students often spend a lot of time sitting and listening rather than doing. Because I'd been personally involved in both promoting my own idea and having to listen to other people promote theirs, I could clearly relate to the challenges of getting consensus around an innovation. Secondly, the simulation became a tangible illustration for insights that apply to not only the classroom environment and the specific lesson at hand, but also to multiple areas of 'real' life. From the importance of effective communicationand initial context, to understanding network effects and opportunity recognition, I have continued to return to these ideas in the year since completingthe class. For instance, when launching a new business after graduating, I understood the importance of speaking with the right people in effective ways in order to gain new clients. I also knew that I needed to be in the optimum context for my industry, prompting me to move from Edinburgh to London where I could meet more like-minded and leading thinkers. I remembered these lessons watching an Edinburgh-based fashion app startup geared toward the American market fail; the founders were in the wrong place, with the wrong product, and the wrong time.
I think this activity could also serve career services departments of universities because many of the insights can be applied to a general job search.
The activity may be conducted with no materials or setup; the use of post-its or notecards, a flipchart, chalkboard, or A/V setup are recommended. Post-its or notecards offer a record of the full set of innovations which may be of separate value.
Instructors should distribute one post-it note or notecard to each student and ensure that writing instruments are available. Similarly, instructors may prefer a learning space that facilitates ease of student movement, though key lessons may be gained in a space that restricts movement by some or many students. (In addition background on drivers of innovation adoption may be provided at the instructors discretion and pedagogical preference).
Bocks Market Place Resource Sheet – link
https://sites.google.com/site/adamjbockentrep/
http://launchideas.org/wp-content/uploads/2014/12/EEEJ-Issue-1.pdf
University of Edinburgh Business School 29 Buccleuch Place, Edinburgh EH8 9JS
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 develop attributes in, and offer experience of, the following to students;
Module Title: BMS 246 Introduction to Human Anatomy
This module is a core unit run over two semesters for second year students studying Biomedical Science at the University of Sheffield. Students are introduced to the basic structure and functions of the human body, through a mixture of lectures and practical sessions.
The 'enterprise' aspect of this module currently counts for 5% of the module assessment; students have to prepare and pitch an organ donation campaign, based on their anatomical knowledge, targeted to a particular audience. The first round of pitches is judged by the module tutor, after which a shortlist of the best campaigns (judged on both innovation and accuracy of anatomical knowledge) is constructed. The second round of pitches takes place in front of the whole cohort, plus external partners such as NHS specialist organ donation nurses. Clickers are used to vote for the final winners.
Students are given an 'authentic' challenge – to design an organ donation campaign for a target audience. Students have the opportunity to meet and present their ideas to a specialist organ donation nurse from the NHS – making them aware of the audiences that most need to be targeted, and the profile of those audiences. The students are free to construct the campaign 'for real' if they want, and previous cohorts on the module have produced Facebook campaigns, apps, and pitched their ideas directly to the NHS.
Students are challenged to design a unique campaign which utilises their anatomical knowledge. Students are not limited to any particular format, and previous campaigns have ranged from Spotify adverts to apps and even a song! They are supported in their campaign development by guest lectures from Diva Creative, a local marketing agency specialising in health campaigns, and from other local charity campaigners.
Because this element of the module forms a relatively small part of the final assessment, students are free to try something different and perhaps 'have a go' at a new skill – e.g. coding a basic app.
Students work in self-directed groups. As instructions are minimal, the onus is very much on the students to take action and make a personal decision to engage with the task.
Students have to communicate their detailed knowledge of anatomy to a non-specialist audience. They have to work effectively in teams with a tight deadline and pitch their campaigns professionally to a target audience which includes external partners.
Student feedback included;
"I'm not sure organ donation was something that our year group had really thought about before being set the enterprise task. Although it was a non-assessed piece of work, everyone seemed to be driven to produce something both sympathetic and effective that did organ donation justice. This task has been particularly useful to refer to in both CVs and personal statements for further employment or study. It addressed many skills that employers look for in candidates such as teamwork, communication skills and leadership. Presenting to a member of the Yorkshire division of the NHS Blood and Transplant service as well as lecturers and peers was also a great way to practice our presentation skills in a professional environment. I liked that we were given little instruction as it didn't limit our creativity and differed from the standard poster task many courses are set. It also combines both marketing skills and science which hasn't been done before in the Biomedical Science course. I thoroughly enjoyed the opportunity to do something new and creative in a team environment and hope it is kept for the anatomy module next year."
References:
With thanks to The University of Sheffield Enterprise Academy (USEA) - http://www.sheffield.ac.uk/enterprise-education
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
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
6Interpersonal Skills
The website www.allaboutlinguistics.com has two aims:
The website www.allaboutlinguistics.com is built as an assessment by first year students in the School of English at the University of Sheffield as part of core module entitled 'Introduction to Linguistics'.
There isn't an A-Level in Linguistics available in the UK. This means that when students apply to study linguistics, Universities rely on their personalstatements to indicate an interest in linguistics and an understanding of what studying it will involve. AllAboutLinguistics.com aims to enthuse studentsabout linguistics and the possibility of studying it at degree level, through our students sharing the insight that they have gained as beginning linguistics students themselves.
The development of this website is enterprising in many ways. The students have to ensure it met the many needs of its target audience (or 'customer'); they have to consider the appearance, identity and 'brand' of the site as well as its content.
In 2012 the site was recognised as Overall Winner in a Google / Association for Learning Technology competition for innovative uses of Google Apps in Education.
Through building the site, students have deepened their understanding of linguistics whilst also gaining valuable transferrable skills in project management, team working, use of web-based systems, and communication and collaboration tools. They have gone on to use these skills in other areas of their learning, and beyond in extracurricular work and employment.
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.
Access to and understanding of Google Sites, or an equivalent platform.
With thanks to Mr Gary Wood, School of English, The University of Sheffield g.c.wood@sheffield.a.cuk
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
Lecture Theatre, 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
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:
The Business and Biotechnology module was developed with two core aims in mind: firstly to introduce and develop core enterprise skills as defined by the Quality Assurance Agency for Higher Education (2012) alongside the development of a biotechnology specific commercial awareness which draws upon relevant disciplinary learning; secondly to enable students to begin the on-going process of constructing (or at least considering) notions of professional identity, interests and ambitions prior to pending work placements.
Key points;
Introduction:
From mid-2012 until course completion and handover in mid-2013, Cardiff University Enterprise worked closely with Dr. Kelly BéruBé and Prof. Jim Murray of the Cardiff School of Bioscience in supporting the development and first roll out of a 10 credit module entitled Biotechnology and Business. The module was delivered to a cohort of 13 students and was situated in Year 2 of the 4 year Biotechnology programme. It sort to develop a preparatory commercial awareness among participants prior to placement in industry in Year 3 and a second commercialisation oriented module in Year 4.
The Business and Biotechnology module was developed with two core aims in mind: firstly to introduce and develop core enterprise skills as defined by the Quality Assurance Agency for Higher Education (2012) alongside the development of a biotechnology specific commercial awareness which draws upon relevant disciplinary learning; secondly to enable students to begin the on-going process of constructing (or at least considering) notions of professional identity, interests and ambitions prior to pending work placements.
The need for commercially and entrepreneurially capable biotechnology students is well documented. Driving forces stem from within both industry and education sources. Examples include:
Activity:
Whilst varied, the pedagogical approaches taken to achieve these aims were very much rooted in the constructivist tradition of teaching and learning and thus sought to stimulate a deep level learning via actively, creatively and socially structured knowledge acquisition.
As such learners were encouraged to construct their own understanding of the commercial process as it relates to Biotechnology as an academic discipline and industry, through team based active learning approaches. This was primarily accomplished via a scenario based simulated commercialisation process which saw ‘company teams’ of learners collaboratively generate a (fictional) technology or product and test its business feasibility over the course of the module in response to identified real-world Biotechnology problems or market needs.
Learning was also developed through the teams’ engagement with one another, with module leaders (who all have some form of commercial experience of their own) and with a range of external speakers from within relevant industries (who were nearly all Cardiff University alumni). Finally, via inquiry and problem based learning approaches contextualised within the commercialisation scenario, students were given the opportunity to creatively test and discover solutions to core challenges and considerations involved in the process of innovation commercialisation.
Participants received 3 hours contact time a week over 12 weeks of learning further supported by directed and self-directed research and reading. Content was delivered via module leaders, external speakers, peer to peer learning and class based discussion. This was in turn consolidated via directed and self-directed class based activities which provided opportunity to discuss and apply relevant learning within the context of the commercialisation scenario.
Formative feedback was given and was available to students throughout the duration of the module. Students were summatively assessed via a number of means defined primarily by a 50/50 split between group work (feasibility reports, peer to peer group presentations and end of module dragon’s den presentations) and individual work (reflective practice and module portfolio). The use of group assessed projects sought to approximate the types of teamwork and collaboration required in professional project settings, requiring students to take responsibility for the sharing and delegation of work.
Figure 1: The2013 Biotechnology Dragon’s Den winning team TetraTek with the judging panel dragons. The dragons were all from within the local Biotechnology industry who delivered lecture seminars during the course and kindly gave up their time to come back and judge the end of course student business pitches. On the far left is Stuart Plant of Fusion IP, in the middle is Phil Barnes of Cardiff University’s Research, Innovation and Enterprise Services and on the far right is Lee Samuel of Symbiosis IP.
Impact:
The intervention was a success in a number of ways. The level of student engagement, participation and contribution was extremely high throughout the course. End of module evaluative feedback given by students quantitatively rated the module very highly in all areas whilst qualitative feedback communicated a clear appreciation of both the relevance of course content and the innovative approach to learning delivery.
Module assessment both formative and summative evidences the points made above. Peer to peer teaching tasks carried out through short weekly research and presentation exercises were exceptionally valuable for all participants both in terms of progressing subject and assessment relevant knowledge whilst also developing research, presentation and team-working skills. The standard of group feasibility reports was of a high level demonstrating among students a developed overview understanding of commercial awareness as it relates to the Biotechnology industry. A survey of student reflective logs and reports offers insight into the learning challenges faced and overcome during the course of the module, often highlighting the challenging yet rewarding nature of the concepts and skills addressed and also put into practice via the company team learning simulation.
The use of scenario based learning approaches proved to be successful in creating an immersive means of bridging the gap between disciplinary learning and related professional practice. It was highly effective in generating learner investment in the learning processes whilst offering suitable context for diversifying student research into differing sectors of the Biotechnology industry before feeding their findings back to the group as a whole. By providing opportunity for students to actively participate in commercial processes in a simulated manner, learners were able to gain practical insight into a broad range of cultures, roles and activities engaged in in order to commercially exploit Biotechnology research whilst beginning to develop understanding of their own potential professional identities and key enterprise / employability skills.
Having supported the development of the module with Cardiff School of Bioscience staff members, Cardiff University Enterprise now take less of a role in module delivery, although remaining available to consult on pedagogical matters. As such the module will run again in 2013/14 in a slightly iterated form with minor changes made to address the order in which aspects of the commercialisation process covered. Following the success of this Year 2 module it is anticipated that Cardiff University Enterprise will play a role in supporting Biotechnology programme staff in the development of a new Year 4 module which will seek to consolidate enterprise learning gained via the Biotechnology and Business module and through Year 3 work placements.
Academic feedback
“For students the intervention has provided opportunity for interaction with the real-world of industry, offering demonstrable benefits. The module utilised local and wider UK expertise to deliver real-life opportunities to practise enterprise, innovation and engagement from a biotechnology and business perspective. Local and UK professionals delivered tangible content to the students and inspired them to consider other possible careers in enterprise for scientists, aside from the usual lab bench jobs!” Dr. Kelly BéruBé – Module leader
Professional feedback
"The earlier students as well as older scientists are exposed to this the better. What you guys have created, is I think probably the most useful/practical way of doing this I have seen in the UK. Every year I do both the BBRSC YES and Biocity’s Boot camp events, all of which are in my opinion too short to have a lasting impact. Taking the time, as you have been doing, ensures a more thorough learning outcome relative to these rather brief annual events." Frank Rinaldi – Director and Owner, Evolution Bioscience Ltd.
Learner outcome:
Examples of student reflection;
“Within my science education I understood that I had to learn certain concepts and then learn to apply them, unless I was involved in further research this is where my learning stopped, my experience in business has taught me skills that I put into practice every day. Additionally the skills I have learnt put me at an advantage over other prospective students who I may be in competition with for a job and more importantly to me; I am a more developed learner and thinker than I ever was before.”
“The module has allowed me to appreciate both the scientific and business aspects of my degree and resulted in a drastic improvement in my ability to present, work as part of a team and exhibit initiative and leadership qualities. The course has also dealt with real-life business examples allowing me to gain hands on, practical experience of problems within the bio-business sector. In addition the module has broadened my career opportunities and highlighted prospective career pathways that I was previously unaware of.”
“My way of thinking, and therefore the way I now tackle problems, has been developed considerably during the course. One of my weaknesses during brainstorming, was that I would rush the problem, trying to find a quick solution, which would yield an end product, but wasn’t of the highest quality. I no longer take such a head-on approach to problems, I now prefer to generate an overview of the problem itself, and I create a solution from there.”
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
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
4Implementation of ideas through leadership and management
5Reflection and Action
7Communication and Strategy
This 4 day programme took a self-led journey of discovery in the great outdoors, with the design of the course giving time to reflect between tasks and activities. This dynamic concept was transformational complimenting the standard (Kolb) cycle of learning (see references).
The programme had a focus on leadership, communication, problem solving skills and teamwork: all higher education driven employability skills. It supported a mixed group of students and service users of an addiction rehabilitation service, working together to support their own development and build skills.
It was a collaboration between Glyndwr University Careers, ARCH Initiatives and Active Adventure. The project group included service users and HE students working collaboratively, alongside support staff from all of the 3 partner organisations.
Experiencing the outdoors can be a powerful stimulus for learning. Being deep in a forest, feeling alone on a hillside or just sharing a cup of tea around a fire can set us off on a path that changes the way we think about ourselves, our relationships and way we live our lives.
Being outdoors unlocks a rich collection of stories and concepts to explore.
Through this project individuals were able to reflect and make changes – often over a long period of time. Some participants were helped by others to make sense of something and appreciate it.
The project looked at being outdoors as an educational experience, exploring questions including;
Day 1: Mountain Biking and a Raft build (Teamwork-Leadership-Communication) based on the Marine Lake at Rhyl in North Wales.
Day 2: Quality Mountain Day with a team task (Teamwork-Leadership-Communication) located within the mountains of North Wales.
Day 3-4: Team Development Course (Residential) – The final exercise, within bunk house accommodation, concluding with a final presentation which involved participants delivering their own learning log to the rest of the group, reflecting on the physical and mental journey they had taken over the duration of the course.
Figure 1: The group enjoying their activities
The impact was significant as outdoor learning brings people into a direct relationship with the ‘elements’ – earth, air, water and fire and strips away many of the means we have developed to ‘protect’ ourselves from their impact. Making do with what’s around and having an experience that’s not catered, comfy and plain sailing, with things that are not planned (but safe!) helps/forces us to try something that’s scary: for example, night games in dark fields with no torches!
As such outdoor learning throws people back on their own resources, and allows them to connect with the world in a different way. It often entails challenging situations where the unexpected can happen and where different responses are demanded.
People find incredible strength, confidence and self-determination through operating in the outdoors, pushing the boundaries both physically and culturally. Clients have been encouraged to gain the Mountain Leader’s Award, and are able to take others climbing with confidence and transfer positivity onto other young people.
Outdoor learning is often demanding in terms of our bodies: we have to learn new skills and carry on when we would rather stop. In my experience it pushes people to the edge of their comfort zone, throwing them in the deep-end to deepen their learning.
This project is maintaining a long term perspective as changes often take time to surface or to become embedded. People need space to talk and think about their experiences and opportunities to try things out with consistent support over time.
That is why we are using the MTQ48 measure so we can map outcomes over a period of time (see references).
Learner outcomes have been measured by using the MTQ48 resilience measure at the beginning of the 4 day programme and again at the end of the project.
A distance travelled report is generated and trained counsellors support participants to reflect upon the findings and develop action plans to move forward.
Each participant also completes an Employability Skill Audit which allows the participants to reflect upon achievement made and new skills gathered whilst exploring further development required where gaps are identified.
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
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
For students of media and communications, skills in enterprise and entrepreneurship are essential to success. Many will progress to self-employment or development portfolio careers with a number of employers and clients. All will be exposed to fast-paced, high pressure environments. All will have to have exemplary communication and interpersonal skills and all with have to be adept at seeking out new opportunities, finding creative solutions to a wide variety of problems. As such, exposure to real-world projects where such skills can be developed and honed, are a crucial part of their education.
In this particular context, approximately 20 students in their second year of study on the BA in Broadcasting, Journalism and Media Communications at Glyndwr University engaged in a live client project that spanned, for some of them, across their final two years of study – and provided them with a portfolio of genuine work experience, demonstrating capabilities within a ‘freelance mode’ of expert consultancy.
The students were supported in this by their course lecturer, graduate start-up companies Minimal Media and Creative Catalysts - and with two main contacts for support at The Woodland Trust.
The project ran for the duration of the students’ second and third years; beginning at level 5 in The Commissioning Process: Pitching and Selling Ideas (HUM550) module, and taking commissioned ideas forward into their Media Project and Portfolio (HUM677) and Applied Broadcasting Project (HUM609) modules.
The relationship with the client continues and will continue into the academic year, at the time of writing, with the second year cohort of 2015/16 and beyond.
Introduction
Research and Development
Commissioning
Production
Feedback
Project Completion
Evaluation and Reflection
The project had a positive impact for all of those involved.
For the client, The Woodland Trust (and Big Lottery Fund), the content now exists as a microsite receiving unique visitors and offering information to woodland visitors at Plas Power Woods.
At the time of writing, the graduate start-up companies continue to go from strength to strength and have secured other work on the strength of the project and through new contacts made during the process.
For the students, the project required them to combine a wide variety of skills, to communicate and collaborate in delivering creative concepts in an unfamiliar scenario, with a brief set and funded by a real client, inclusive of the real world responsibility and pressure associated with it. This proved challenging yet enjoyable for all, and developed the skill set in the group in a way that would not have been possible in a simulated environment.
Creative Catalysts. 2015. Online Marketing Wrexham and Chester by Creative Catalysts. [ONLINE] Available at: http://www.creativecatalysts.co.uk/ . [Accessed 04 August 2015].
Minimal Media. 2015. [ONLINE] Available at: http://www.minimalmedia.co.uk/. [Accessed 04 August 2015].
Plas Power Woods | Explore woods | The Woodland Trust. 2015. [ONLINE] Available at: https://www.woodlandtrust.org.uk/visiting-woods/wood/4314/plas-power-woods/. [Accessed 04 August 2015].
The Woodland Trust. 2015. The Woodland Trust. [ONLINE] Available at: https://www.woodlandtrust.org.uk/. [Accessed 04 August 2015].
Sally Harrison
Email: s.harrison@glyndwr.ac.uk
Mike Corcoran
Email: m.a.corcoran@outlook.com (www.macorcoran.com)
With thanks to The Woodland Trust, Minimal Media and Creative Catalysts, and a team of very dedicated students.
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
Outside, Special
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To enable learners to:
Undergraduate BA (Hons) Education and Linked Named Award (LNA) programmes (Welsh/English medium) year 2 students for their Professional Learning and Practice 2 module are given the opportunity to engage with local community groups for live project work. Research findings suggested that the student experience on the BA (Hons) Education programme were closely linked to the quality of the experience within the placement setting. The live projects encourage new methods of delivery and assessment criteria within the education programme which allow students to engage in an innovative learning opportunity, simulating the workplace experience. These new settings provide placement opportunities on a voluntary basis where there is a variation in the student experience.
The purpose of the activity using a blend of academic learning and practical experience is to develop learners networking, confidence, team working and problem solving skills whilst engaging with real companies and not for profit organisations within the local community.
Groups of students work with an organisation to create resources, education packs, or organise events for schoolchildren, young people or teachers (to introduce as part of the curriculum) to help encourage more interest in the aims and objectives of the company or not for profit organisation. All groups have to actively engage with their organisation and the community to; fulfil the brief; research, plan and carry out the task; pitch ideas and present to peers and representatives on their experiences; and feedback on the project.
The Education Resource Manager and Arts Development Officer at a local theatre and arts centre were approached with regards to setting a live project brief for learners. Different project ideas were offered to a group of thirty five learners from a BA Early Years Education and Practice programme, for example; encouraging access to the building, promoting art works, engaging the local community including target groups, promotion of arts courses/classes.
Learners were split into groups, had to brainstorm ideas and then pitch the idea back to the theatre and arts centre staff determining whether their project would be arts or education focussed.
Once accepted groups spent 16 weeks; developing the proposal, delivering the project and presenting their feedback in a formal dissemination session with the theatre and arts centre staff. Personal and continual reflection were encouraged throughout the project.
Students also presented experiences reflecting on the benefits and skills gained throughout the project. Huge learning areas highlighted included project management, financial management, marketing, exponential growth in skills and learning from the experience.
Six BA (Hons) Inclusive Education students hosted a national premiere of the film ‘The Pig Picture: Rethinking Dyslexia’ and a networking event at the theatre and arts centre. The film provided personal and uplifting accounts of living with dyslexia from a variety of individuals including school children and iconic leaders, addressing common misconceptions and painting a picture of hope for all those who struggle coping with the condition.
The students worked with the theatre and arts centre staff and a local charity offering support and tuition for children with dyslexia. The students decided to increase revenue through alternate income streams by; selling popcorn and holding a raffle. They also utilised strategies for attracting different market (Students, OAP’s) to raise income from ticket sales though price differentiation.
The impact was significant, as:
Learners were able to:
Specifically learners developed:
Student Reaction:
Laura Davey, Laura Harvey, Charlotte Hodge, Charlotte Portman, Jessica Porter and Martha Dickinson who took part in the live project work and hosted ‘The Pig Picture: Rethinking Dyslexia’ event stated the best thing about the activity was:
In addition: Scott Quinell, former rugby international and campaigner on Dyslexia praised the students saying “The ability to actually put this together, get the film and the wonderful venue, sell the tickets and get people through the door is brilliant. Seeing the film highlighting awareness of dyslexia and helping people is superb”.
Dr Rhiannon Packer, course leader said “Working with the theatre has provided the students with an opportunity to work on a real life venture, not only has it refined their professional skills and confidence but has also given them an opportunity to play a part in the local community. The benefits of the live project were invaluable as the students commence working careers following completion of their degree. I am very proud of their success.”
Jane Newby, Academic Subject leader for Education and LNA said “The students have thoroughly enjoyed taking part in these projects and have found them an extremely worthwhile element of their studies. This venture has been so successful I plan to include this type of partnership work in the syllabus for next academic year”.
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
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
The Music Business Module has the following aims:
Katie Wray, Newcastle University
‘We want to continue the work of our CETL (Centre for Excellence in Teaching and Learning) and continue to ensure that students from all backgrounds and with all musical interests are able to take their own ideas forward; we do this through the Music Business Module, and by having support for enterprise embedded in our School of Arts and Cultures.’
The first semester consists of lectures and seminars, some delivered by visiting speakers which normally include the following:
The second semester is spent working in teams to plan and carry out an event, supported by lectures on practical aspects such as marketing and finance, and mentoring on a team basis
Final events have included a drumming workshop in Schools, which the Schools have paid for, funded by charging the parents and carers to come and watch the final end of day performance....very enterprising all round!
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.
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
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
Students should gain an understanding of music’s role within the community including the nature of teaching and learning in music, the benefits and challenges of musical participation, and the range of contexts in which music creates and defines communities. The course will develop students’ research and group work skills through an extensive project based in the community.
This 20-credit undergraduate module at the University of Sheffield has brought civic/community engagement and enterprise to the music curriculum in exciting new ways: students were commissioned by two external partners to produce feasibility studies for community music projects to support mental health service users and refugees and asylum seekers. The external partners came to the first lecture of the module to brief the students, who then worked in groups of 6-8 to develop a strategy for fulfilling the given brief.
In order to fulfil the brief, the teams of students had to engage in activities which were a form of market research and customer validation. One group devised plans for the development of a community choir, which has involved liaising with other singing groups in the city to find out what already exists, and what might work well with these clients. Two groups worked with a music therapist at an NHS Trust in Sheffield to observe existing musical activities and suggest new possibilities, with one team developing plans for a drumming group and another a singing group. The groups presented their feasibility studies to the external partners at a culmination event at the end of the semester.
Teaching comprised 10 weekly sessions, with a mixture of mixture of formal lectures, presentations by guest speakers, and mentored small group work, with supporting materials on group roles to help the students work effectively on a sustained and complex task.
The students have certainly learnt cultural agility and demonstrated respect for diversity, and we have all acquired a greater understanding of the place of “university music‟ in the wider arts world of Sheffield, and the potential for our students’ and graduates’ skills and energy to make a contribution to enriching the city and its diverse population.
We aspire for the feasibility studies to be developed into working projects, either by the external partners, or through the continued involvement of our students and graduates with further support from University of Sheffield Enterprise.
The students found the projects challenging. Their reflective diaries reveal issues of communication and problem solving in group work, and in working with external partners. They also illuminate moments of insight and discovery as they experienced their client groups in action and understood the adjustments needed to apply their musical and academic skills in new contexts.
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.
For further examples of embedded enterprise within music, see ‘Music – Music Business Module’, and ‘Music - Developing Music Industry Knowledge Through Expert Panels.’
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
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
Objective:
Introduction:
For students of media and communications, skills in enterprise and entrepreneurship are essential to success. Many will progress to self-employment or development portfolio careers with a number of employers and clients. All will be exposed to fast-paced, high pressure environments. All will have to have exemplary communication and interpersonal skills and all with have to be adept at seeking out new opportunities, finding creative solutions to a wide variety of problems. As such, exposure to real-world projects where such skills can be developed and honed, are a crucial part of their education.
Approximately 20 students in the final year of BA Broadcasting, Journalism and Media Communications at Glyndwr University, engaged in a ‘Numeracy Film Project’ in collaboration with professional client, science discovery centre Techniquest Glyndwr (TQG). TQG were seeking the production of a series of short films (approximately 5 minutes in duration), showcasing the importance of numeracy skills to the work of a variety of regional employers. These films were to form part of a larger body of work, as part of TQG’s Welsh Government funded Numeracy Employer Engagement programme.
Students were invited to project manage the creation of 5 such films, subject to their adherence to an agreed brief, and an agreed deadline and budget for delivery.
The students were supported in this by their course lecturer, by a designated contact with the University’s student experience department, and with a main contact for support within TQG. The project ran for the duration of the students’ second semester, contributing to their Media Project and Portfolio (HUM677) Module.
Activity:
Introduction
Research and Development
Filming
Editing
Feedback
Project Completion
Evaluation and Reflection
Impact:
The project had a positive impact for all of those involved.
For the client, TQG, the films were disseminated via their social media platforms, and integrated into the AV presentations accompanying their numeracy themed outreach workshops. This ensured that the students work was viewed by many thousands of individuals. For the employers, all expressed thanks at being invited to participate, were happy with the products produced, and were able to share the media for their own purposed.
Employer feedback included, “[The] collaboration has proven to be a very positive one. We strongly believe that the festival should benefit everyone in the region, especially young people in the community, and this opportunity has been of great support to our educational aims.”
For the students, the project required them to combine a wide variety of skills, in an unfamiliar scenario, with a brief set and funded by a real client, inclusive of the real world responsibility and pressure associated with it. This proved challenging yet enjoyable for all, and developed the skill set in the group in a way that would not have been possible in a simulated environment.
“Giving students the opportunity to collaborate with professional clients, especially within their degree, gives them skills that can’t necessarily taught; experience such as this is essential for students progression upon graduating, and entering into the world of work.” (Staff Member, Glyndwr University Student Services)
Learner outcome:
Student feedback included;
“The brief was challenging and exciting. I've never had experience in broadcasting before and it gave me an insight into just how complicated the industry can be and how much needs to be thought about. I especially liked the theme of numeracy in the workplace”
All students reported finding the project a challenge. Though all had confidence in the individual skills the project required of them (budgeting, liaising with external clients, time management etc.), combining all of these, in a pressurised, real world environment was a new experience. Many found that team working within this environment also presented new challenges which had to be overcome.
However students reported that they found the whole experience to be enjoyable and worthwhile and the work the contribution the project work made to the students’ professional portfolios supported a number of them in finding their first media employments upon graduating.
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
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
Student clubs and societies can be a great means for students from any level or programme of study to gain invaluable enterprise skills. Through taking responsibility for a club a society, students are required to demonstrate effective team working, excellent management skills, excellent administrative skills and financial literacy, communication and marketing skills, and must have the ability to successfully devise, plan and deliver projects and activities to keep their members engaged.
Clubs and societies can be for students from any programme of study, run exclusively for students from a particular programme, and include students, alumni, staff and members of the general public.
For the small cohort of students studying towards a BSc in Animal Studies at Glyndwr University, forming a departmental society (Zoo Soc) was an ideal way to bring the cohort together, and provide a range of extra-curricular social and learning opportunities.
In Spring 2013, students from the BSc (Hons) Animal Studies programme at Glyndwr University, approached Glyndwr University Students Guild regarding establishing 'Zoo Soc' at the institution.
The society was to cater primarily to students (at all levels of study) from the Animal Studies programme, but open to membership from staff, alumni, andstudents from any course with an interest in animals and zoology.
The students nominated a president, vice president, two secretaries and a treasurer to run the society, and promoted the new society to their peers, gaining enough support in the form of signatures to be constituted as a Students' Guild Society.
There after the students took responsibility for all aspects of Zoo Soc's management and administration. This was inclusive of promoting the society and its events, promoting society membership, conducting meetings of society members and officers, organising activities and events, and raising and managing funds. The Students Guild offered support to the students through all of these processes.
Zoo Soc's first event was a Pub Quiz, held at the University's student bar, and aimed at developing relationships between students from Glyndwr’s main campus, and its rural campus (situated approximately 20 miles away). The event was a success, and the revenue and new membership gained through the event went on to directly support future events, including trips to Zoo’s, Museums and other events.
Figure 1. Promotions poster for Zoo Soc's first event
2 year after the society's establishment, approximately 100 students are engaging with the Zoo Soc and its events, which have continued to be delivered in a professional and financially sustainable way.
For all learners who have engaged with the society, there have been countless opportunities to network, increase their knowledge, and exchange and create ideas.
For those leading the society the outcomes have been far greater, developing a broad range of enterprising skills in the process, whilst directly supporting their academic subject knowledge.
With thanks to Glyndwr University Students Guild.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
6Interpersonal Skills
7Communication and Strategy
Traditionally occupational therapy courses have not focused on the actual business of healthcare, meaning that once in practice, occupational therapists have been ill-equipped to deal with issues such as commissioning and service development requiring buy in from their organisation.
Occupational therapy students on the new PGDip/MSc occupational therapy programme at London South Bank University have to participate in a dragons’ den exercise as part of their module on leadership and service innovation.
The faculty has developed the dragons den as an enjoyable, light-hearted session but also one where everyone could think about what they might need to do to plan and pitch an innovative idea in healthcare. Students are divided into Action Learning Sets of around 6 to 10 individuals who decide on their innovative idea for an occupational therapy service and how to pitch it in 5 minutes to a group of dragons from a range of backgrounds in health and social care.
The task is made more challenging by requiring the students to demonstrate effective leadership skills to develop their ideas within a tight time frame, meaning that they have to divide the tasks between the group and remain in contact via email. The winning team receives a prize, but everyone gets positive feedback and encouragement to help them with “selling” service innovations once they get into practice.
N/A
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.
Insert links to appropriate How To Guides and Case Studies Here
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
PHY 447/347 Physics in an Enterprise Culture is a level 3/4 optional module, where students are asked to develop an innovative product, based on their subject knowledge of Physics and Astronomy. They have to work within a brief, which differs from year to year. In the latest instance of this module, students were asked to investigate the funding competitions and priorities that the UK Government support through Innovate UK (specifically the ‘future Cities’ and ‘Satellite Applications’ themes), and develop a business idea for a technological product that would fulfil their criteria and attract funding.
The students then present their ideas to a panel of judges, with backgrounds in business and the subject area. What makes this module different is the attention given to the process of coming up with ideas, not just at the beginning of the module but throughout.
Key elements are;
Authentic Problem Enquiry and Response
Students are given details of a real business and funding opportunity, as provided by Innovate UK. Students must identify and work within the constraints and opportunities offered by this brief. Considering Physics and Astronomy through the lens of UK government priorities and funding streams helps students to situate their subject knowledge, well developed by this stage of their studies, within a wider context.
Innovation and Creativity
There is a particular focus in this module on guiding students through a process of ‘double diamond’ innovation. Students are first asked to identify as many problems/opportunities as possible, along with as many potential solutions as possible. Students then select one idea and submit this to a feedback panel composed of module staff, USE staff and peers. Students then use this feedback to examine all the possible pitfalls and opportunities associated with their selected idea. They then refine their idea based on this analysis, for the final presentation.
Risk Taking
Students have to choose one idea based on many that they initially generated – they can choose how and whether to implement the phase one feedback provided by staff and peers. This involves risk analysis, and students are supported by both the academic members of staff and guest speakers from industry to understand and fully evaluate risks, and make decisions based on this.
Taking Action
Students work individually in this module, and so work largely in a self-directed manner, choosing their own project and directing its development. Students are made aware that they have access to a vast wealth of knowledge and support from the module tutors, other departmental staff, and University of Sheffield Enterprise, but that it is up to them to take advantage of this opportunity.
True Collaboration
Peer critique and feedback forms an integral part of this module. By participating in this ‘crit’ process, students learn to evaluate their ideas by listening to the fresh perspectives of others. This is a type of collaboration that moves beyond that which students may have experienced in the
past, but which is highly relevant to their future careers. Students are also guided in the process of effectuation, leveraging their social capital to develop ideas with a chance of success. Finally, students have to present their ideas to a non-specialist audience, adapting their ideas accordingly.
N/A
N/A
N/A
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
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
3Decision making supported by critical analysis and judgement
6Interpersonal Skills
7Communication and Strategy
THIS Project is a North Wales based social enterprise, promoting arts and culture through a wide range of services and activities, including exhibitions, concerts, training and events, the management of pop-up and semi-permanent gallery / event spaces, and providing studio spaces for professional artists. Based in Wrexham, it serves North Wales and wider region, and has a close relationship with the region’s key education and arts organisations.
This exercise saw a group of recent graduates of Fine Art (at the North Wales School of Art and Design, Glyndwr University), gain real world experience in a faced-paced, professional gallery environment. 12 student artists volunteered with THIS Project in Galeri 3B, one of its premier exhibiting venues, and over the course of three days went through the process of preparing, curating, installing and managing an exhibition within the gallery, featuring their own work and the works of fellow recent graduates.
Over a three day period in September 2014, students shadowed and supported the THIS Project team, as it went through the process of the clean down, set up and installation of new exhibition works at Galeri 3B.
The graduates worked as a team, and took responsibility for hanging their own works. Though this is something they had experience of from their University exhibitions, the challenge of working to tight time-scales, in a new environment, was one they had to successfully adapt to.
The students then prepared written statements about their works, and displayed these alongside them at the exhibition.
The main purpose of the exercise was for the Graduates to understand the importance of being able to hang their own work, have clear ideas about how they would like it to be displayed, and the ability to communicate these ideas effectively, as well as being able to communicate confidently about their own work with a variety of audiences.
We hope it gave the graduates the confidence to be able to approach other galleries in the future, and experience of how to act in a professional gallery environment.
Figure 1. The students' exhibition poster
For THIS Project as an organisation, working with the graduates was a great opportunity to build networks with emerging artists, and to build connections between art students and graduates, and the general public in North East Wales. The effective display artwork is an important factor in the self-promotion of the artist, and so this was something we were keen to give students opportunities to develop their skills in.
Student Feedback Included:
“Well I was glad for the opportunity to show our work again to the public. I thought you did a good job of assisting us in organising and handling our art work. The space was excellent for obvious reasons. Yeah it was the first time I had art work in a gallery, and you offered me to volunteer at the gallery. Which allowed me to see and be a part of art events of Wrexham, and to see other working artists.”
“I would say it helped in the sense that it gave me some experience as to what it’s like to exhibit your work in an actual gallery as opposed to just in Uni, also it forced me to really think about how I should price my work and compare my decision to what others in my class priced their work and get a vague idea of how much people expect things to cost, it was also helpful and interesting to hear feedback from the general public, as their opinions were different to what some lecturers thought, and I think they tend to be more honest than when asking friends and family.”
Some of the outcomes achieved by the students involved in the project included;
References:
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, 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
Objective:
‘To equip students with an understanding of new business opportunities presented by the internet and how to approach the tasks associated with researching and setting up a high-tech business or social enterprise venture.’
Key points
Introduction:
As part of a 2011 programme wide redevelopment of Computer Science and Informatics postgraduate courses, Natasha Edwards developed the 20 credit Masters level module E-Commerce and Innovation. Seeking to address a need for contemporary approaches to both the how and why of e-commerce and business strategy from the perspective of Computer Science, the module is delivered as core learning to all students taking Computer Science postgraduate courses, thus comprising a cohort of between 40 and 50 learners each year.
Part of the broader Cardiff School of Computer Science and Informatics postgraduate programme accredited by BCS, the Chartered Institute for IT, the learning content and outcomes provided by the E-Commerce and Innovation module are aligned with the codes of good practice and conduct incorporating professional standards and behaviours expected of BCS members: as such students successfully completing the course gain membership to the BCS, a key professional body. The BCS prides itself in tailoring its certifications portfolio and professional development services to the needs of industry and employers, the E-commerce and Innovation module reflects this and is a key means of reaching these standards for postgraduate students of computing at Cardiff University.
Module content and delivery also reflects the recently published QAA subject benchmark statements for Master’s degrees in computing. The document highlights the importance of postgraduate students developing key subject specific skills including entrepreneurial orientation in order to successfully implement technically sound endeavours, including awareness of company start-up and resource management within industry or research. More broadly the document advocates the need for students to further develop a range of technical and transferable skills as well as knowledge of contemporary software solutions through postgraduate courses. E-Commerce and Innovation directly addresses the requirements put forward by the QAA.
Activity:
Aiming to equip students with an understanding of new business opportunities presented by the internet and how to approach the tasks associated with researching and setting up a high-tech business or social enterprise venture, module delivery takes a practical approach to knowledge and skills development.
Delivered over both Autumn and Spring semesters, students attend a series of day long sessions which involve lecture, tutorial and workshop formats. Although presented in a holistic manner in that it places practical and technical skills within the broader context of business strategy, module content is delivered in two halves;
As such the module presents a balance of knowledge and skills which enable understanding of the what, why and how of E-Commerce implementation. In addition to core learning content learners are expected to undertake independent research and take advantage of relevant enterprise activities offered by Cardiff University such as I-Solve, an interdisciplinary commercial feasibility study programme open to Cardiff University postgraduates, SPARK an enterprise ideas and business start-up competition and Ignite an inter-institutional enterprise challenge open to students across South East Wales.
E-Commerce and Innovation is assessed via two pieces of equally weighted coursework, each submitted at the end of the relevant semester.
Impact:
In its first year the module received a positive student response and was deemed a success.
Student feedback highlighted the experiential nature of the learning approaches used as confidence building and useful in terms of being a resource from which to evidence skills and experience in future employment situations. There were also a number of tangible practical outcomes resulting from the first year of module roll out in the form of a number of possible student start-ups stemming from ideas inspired as a result of the module as well as one definitive e-learning oriented commercial project which is being taken forward and was directly developed as a result of the ideas and skills gained via E-Commerce and Innovation.
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.
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
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
6Interpersonal Skills
7Communication and Strategy
In 2014, the enterprise team at northeast Wales based FE Institution Coleg Cambria, collaborated with Everton Football Club in a range of activities aimed at developing the entrepreneurial and personal skills of learners.
Through this collaboration, learners participated in the Premier League Enterprise Challenge , which challenges learners aged 14-19 across the country, with developing possible solutions to real-life challenges that football clubs face.
Two teams of students from the college competed in the challenge (alongside a full day of enterprise activities) held at Goodison park, representing L2 courses in IT and Public Services.
The IT students went on to make it to the regional finals at Liverpool Town Hall, ultimately achieving second place overall.
The Premier League Enterprise Challenge allows young people, many from disadvantaged backgrounds, to work with their local football club in order to develop their confidence, business and enterprise skills. In the past, many of the ideas developed by learners through the challenge have gone on to be taken up by the clubs themselves.
There were three stages to Coleg Cambria’s collaboration with Everton FC;
Firstly, in November, 2014, learners spent the day at Goodison Park, home of Everton FC, with activities including workshops in personal development and entrepreneurial skills, as well as a tour of the stadium. Every session was very hands on, and the students participated with great enthusiasm. They had loads of fun, as well as learning lots in the process!
Figure 1: Learners enjoying a visit to Goodison Park
Secondly, as part of the Premier League Enterprise Challenge, two students teams were asked to come up with their own solution to a challenge encountered by the club, with the following brief;
You work in Everton’s Sales and Marketing Department and have been tasked with increasing the number of families who attend your home matches.
1) Why is it important that Everton attracts families to matches?
2) What do Everton currently do regarding family attendance and community relations?
3) What do other clubs do regarding family attendance and community relations?
4) Come up with different ideas to grow and keep family attendance levels, improve the whole family match day experience and involve families in other Club-related activity.
5) What are the costs for your ideas:
6) How will you market and advertise your ideas? Who will you target with this?
7) How will the Board be able to tell if your ideas have been successful?
8) What money will Everton get back from your ideas;
The students prepared 5 minute presentations of their solutions to this challenge.
Finally, competing against the ideas presented by their peers throughout the region, the team of L2 Computing and IT students went on to make it to the regional finals of the competition, where they pitched in the Council Chambers of Liverpool Town Hall, to a Panel of Judges including the Lady Mayoress.
The judges were impressed with the team’s efforts, and awarded them second place.
Figure 2: Computing and IT students competing in the regional finals, Liverpool.
Coleg Cambria Enterprise Lecturer Barry Hancill;
"This is a very exciting opportunity for us to work with a major club like Everton and for our students to not only enhance their enterprise skills, but to showcase their skills and represent Everton in a respected national competition.
Coleg Cambria Enterprise Lecturer Barry Hancill;
‘’The amount of effort the students have put in has been incredible and this has been reflected by the high standard of the work they have produced.
‘’It has been amazing to witness the transformation in the students as they have undertaken this challenge over a few months. They have thoroughly enjoyed the experience and have clearly developed many new skills.”
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
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To provide students with real-world experience of professional translation.
Dr Jeremy Evas was appointed to create a new module (on themes including language technology, machine translation, computer assisted translation, software localisation, natural language processing etc.) within the School of Welsh at Cardiff University. Dr Evas, was keen for the module to contain real-world experience for students, and so a partnership with a local business was established, with students working real-time, on professional translation projects.
Bristol based company Sponsorcraft LTD, who manage crown funding platform 'Hubbub' (https://hubbub.net) partnered the School of Welsh at Cardiff University, and provided a brief to students.
They desired for their own website to be multi-lingual, and so, using the Google Translator Toolkit (a web application designed to allow translators to edit the translations that Google Translate automatically generates) students worked to produce professional quality translations.
The students worked in groups, operating as if they were a real translation company. Within each group, students were assigned with different roles including, a chief executive, a project leader and a terminologist. These students companies, than competed against each other in real time, to get translations finished to a high standard.
Initially, the quality of translations produced was poor. However, quickly over time, by learning within their groups, and in virtue of the competitive atmosphere, the quality of translations improved, with a very high quality being achieved before the end of the project.
Sponsorcraft LTD reporting being very happy with the quality of work they received as a result of the project.
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.
Dr Jeremy Evas, School of Welsh, Cardiff University
Neil Coles, Senior Enterprise Learning Officer, Cardiff University
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
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Objective:
‘Renewable Energy Enterprise and Management (REEM) is a unique multi-disciplinary course blending appropriate project evaluation techniques and business enterprise with awareness of the potential of renewable energy technologies. The distinctive flexible learning approach blends distance learning with intensive face-to-face weeks on campus.’
(http://www.ncl.ac.uk/postgraduate/courses/degrees/reem-msc-pgdip-pgcert/#profile)
Introduction:
Katie Wray, Lecturer in Enterprise, Newcastle University;
“In Renewable Energy there are 2 MSc options at Newcastle University, MSc Renewable Energy, Enterprise and Management (REEM) and Renewable Energy Flexible Programme (REFLEX). REFLEX is for applicants that have a hard engineering first degree: REEM is open to students from a wide range of technical and non-technical backgrounds.
Activity:
“REEM is structured as a year-long programme made up of block teaching weeks (10 credits = 1 full week of teaching plus a pre- and/or post- school assessment). The programme introduces enterprise and entrepreneurship as shown in red below.
Figure 1
“This gives the foundations at the beginning and end of each semester to ensure that the theme of enterprise and the application of the technical, project and policy modules is reinforced throughout.
“Students undertake practical enterprise training during these modules as well as undertaking an Enterprise Project dissertation, in which they undertake a business plan or feasibility study into a new opportunity for renewable energy.
“By teaching in a block week format, it is possible to simulate a boot-camp style learning experience during an intensive week, and to build good peer relationships which would otherwise not be possible outside the classroom. Some examples of the topics covered in the 2 modules are shown below.
Figure 2: SPG8015: Introduction to Enterprise and Entrepreneurship in Science and Engineering
Figure 3: SPG8016: Business Enterprise in Science and Engineering
Impact:
“The students have independently created an interest group for both REEM and REFLEX (started by someone on REFLEX) for students that are interested in enterprise and entrepreneurship. The group is like an informal society. It is based on opportunities emerging in Renewable Energy or Energy Management.
We see students applying for these programmes do so because they have identified some growth opportunities in the sector.”
Learner outcome:
These 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.
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
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
7Communication and Strategy
Many students of art, media and design at Glyndwr University go on to become self-employed; either as professional artists, as freelancers working for a variety of design firms, or through creating their own businesses. Given the nature of their industry, almost all will be required to work for themselves at some point as they pursue a creative career.
However, on arriving at University, many have limited or no previous knowledge, understanding or experience of enterprise, and many lack confidence and self-belief in their own abilities.
Much work is done throughout the duration of students’ studies at the University to develop these students’ skills and equip them appropriately for their future endeavours.
One part of this approach is through peer to peer learning through film. Students often engage well with information, when relayed by their peers, who share common interests, experiences, and reference points. Working with ZONE, Glyndwr University’s enterprise support service, a series of film were produced, featuring current students and recent graduates of art, media and design programmes, who had achieved success in the development of new enterprises, or in the early stages of their freelance careers.
These films had a target audience of new creative students, and communicated key information, regarding the personal learning journeys of the individuals, their successes and failures, how they had started out, and how they engaged with the support available to them at the University. Their aim was to encourage new students to generate ideas for their own future enterprises, to follow the actions taken by their peers, and to utilise the support available to them at the University.
The films were disseminated widely, and achieved their desired effect. A secondary impact was the benefit of the project to the students and graduates who featured in the films, who developed their own communication skills, were given the opportunity to reflect on their own learning journey, and equipped with a valuable resource for the promotion of their products and services.
Film Planning
Film Production
Figure 1: Filming in Progress
Film Dissemination
Figure 2: Title Shots from the Completed Films
The films have proven an excellent resource. To date, they have received over 1000 view through social media, and through their integration into talks, lectures and workshops, have been seen by many thousands of learners. This level of peer-to-peer engagement would not have been logistically possible without these films.
The direct connection learners have to the individuals featuring in the films makes their messages potent, and the information they communicate regarding starting up in business is invaluable. Following the production of the films featuring students of Art, Media and Design, additional films were made (following the same pattern as outlined above), with students of Business and Computing (and their businesses Creative Catalysts and Giggles and Games), allowing the good practice to be shared between departments.
The individuals who featured in the films were all very pleased with the results, and all went on to use the films for their own promotional purposes.
The graduate business who created the films (Filmage) were able to enhance their own reputation and networks through the project, leading to further work for them and supporting the development of their own business.
The peer to peer learning fostered through the films achieved its desired effect. Prospective students, new students, and even more experienced students heard directly from their peers that self-employment was a viable option, and were told the steps they needed to take to make it happen. Many have subsequently engaged with the enterprise service at the University, and cited these films as a contributory factor.
For the participants who featured in the films, the exercise was a valuable learning experience too, with many reporting the confidence they had gathered as a result, as well as bolstered skills in communication to support their future endeavours.
With thanks to the School of Art, Media and Design, Glyndwr University, Joe Edwards (www.filmage.co.uk) and the students and graduates who featured in the films.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
Objective:
Introduction:
At Glyndwr University, every student and graduate is offered the support of a dedicated mentor to support them in their enterprising endeavours, facilitated through the University’s ZONE Enterprise Hub (this mentoring has been both core funded by the institution, and supported through the pan-Wales HEFCW funded Enterprise Support Programme).
Figure 1: ZONE Enterprise Hub at Glyndwr University
In the period July 2014 – July 2015, 158 such mentoring appointments were conducted, supporting the creation and development of 40 new businesses.
This mentoring takes many forms, and plays a vital role in students’ development in a number of ways. This can range from supporting the development of clear and original ideas, to facilitating effective reflection and evaluation on progress, to providing specific contacts and information to address a problem, or exploit an opportunity.
This mentoring has been delivered one-to-one, and one-to-many, sometimes as a standalone occurrence, and sometimes developing into relationships that persist for a considerable length of time.
Beneficiaries of this mentoring service have come from all programmes and levels of study, with enquiries ranging from looking to launch businesses, to requiring support with enterprising projects related to their academic study, to those looking for broader personal development.
The following is an indicative example of how the mentoring service has been utilised by one such student.
Activity:
Mentee – BSc (Hons) Renewable Energy and Sustainable Technologies Student
A mature student and fresher of the Renewable Energy and Sustainable Technologies Undergraduate Programme at Glyndwr University utilised the mentoring service available through ZONE Enterprise Hub, looking for support for an enterprising extra-curricular project.
The student desired to sell free-range eggs and organic vegetables to students at the University. The student had good contacts with the local community of growers and suppliers, had a small holding of his own, and a vast amount of experience in growing and supplying organic produce.
However, as a fresher, the student had no links or contacts with staff or students at the institution, and no experience of marketing to a student audience.
The mentor, in virtue to ZONE Enterprise Hub’s relationship with staff and students at the University, was able to support the students in addressing these issues. This was inclusive of providing contact information and introductions to key internal stakeholders at the University (for example, the manager required to grant permission to sell produce on campus, the manager responsible for the University’s green policies, the marketing department, the President of the Students Guild etc.), and brainstorming ideas for promoting the sale of produce to the University community (via social media, student / staff newsletters, poster campaigns etc.).
The mentor and student met periodically over a period of several months, to discuss progress, and solutions to specific problems as they arose. The mentor was able to draw on their personal experience of similar project which had run at the University in the past, to advise the student as to the courses of action they may consider taking.
Impact:
The student is now selling free-range eggs and organic vegetables on a weekly basis from the main University campus. Regular news bulletins regarding the sales are posted to staff and students, and changes to the promotional strategy are made on a trial and error basis to ensure continuous improvement in awareness and sales.
Through the connections established by the mentor, the student was able to engage with a number of students with similar interests, able to offer support not only in the promotion and selling of produce, but also in the growing of vegetables for sale.
Resources:
For more examples of mentoring, see case examples in Education Studies and Veterinary Nursing.
References:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
At Glyndwr University, every student and graduate is offered the support of a dedicated mentor to support them in their enterprising endeavours, facilitated through the University's ZONE Enterprise Hub (this mentoring has been both core funded by the institution, and supported through the pan-Wales HEFCW funded Enterprise Support Programme).
Figure 1: ZONE Enterprise Hub at Glyndwr University
In the period July 2014 – July 2015, 158 such mentoring appointments were conducted, supporting the creation and development of 40 new businesses.
This mentoring takes many forms, and plays a vital role in students' development in a number of ways. This can range from supporting the development of clear and original ideas, to facilitating effective reflection and evaluation on progress, to providing specific contacts and information to address aproblem, or exploit an opportunity.
This mentoring has been delivered one-to-one, and one-to-many, sometimes as a standalone occurrence, and sometimes developing into relationships that persist for a considerable length of time.
Beneficiaries of this mentoring service have come from all programmes and levels of study, with enquiries ranging from looking to launch businesses, to requiring support with enterprising projects related to their academic study, to those looking for broader personal development.
The following is an indicative example of how the mentoring service has been utilised by one such student.
Mentee - Animal Studies – Recent Graduate
Figure 1. The ZONE Enterprise Hub at Glyndwr University
A recent graduate from the University's BSc (Hons) Animal Studies Programme used the mentoring service, looking for support in starting up her own businesses, a pet sitting service for exotic animals.
The graduate had excellent subject knowledge, from her academic study and associated work experience, and had developed a business plan, but required support with the formalities of turning the idea into a real business.
Through conversation in the mentoring environment, the specific needs of the graduate were identified, allowing each of these needs to be addressed in turn. This was inclusive of providing web links and written information regarding business registration and tax obligations and introductions to businesssupport and professional advisors available within the area where her new business would be operating. All of these were sourced from ZONE Enterprise Hubs existing networks with various regional and national business support organisations.
Following the initial appointment, it proved impractical for the graduate to engage in further face-to-face appointments, but via social media engagement and email correspondence, additional support and development opportunities were shared and discussed.
The graduate opted not to launch her business in the short term, but to pursue the full time, industry relevant employment she currently held. However, the mentoring intervention left her better equipped with knowledge and understanding of the actions required to start-up when the moment was right for her, and the post-mentoring continued engagement via email and social media platforms ensured that, as a direct result of mentoring, the graduate had numerous opportunities to engage in further personal and business development.
For further examples of mentoring, see Education Studies and Earth Sciences, Environmental Sciences and Environmental Studies.
References:
Zone Enterprise Hub. 2015. [ONLINE] Available at:
With thanks to ZONE Enterprise Hub, Glyndwr University
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
At Glyndwr University, every student and graduate is offered the support of a dedicated mentor to support them in their enterprising endeavours, facilitated through the University's ZONE Enterprise Hub (this mentoring has been both core funded by the institution, and supported through the pan-Wales HEFCW funded Enterprise Support Programme).
Figure 1: ZONE Enterprise Hub at Glyndwr University
In the period July 2014 – July 2015, 158 such mentoring appointments were conducted, supporting the creation and development of 40 new businesses.
This mentoring takes many forms, and plays a vital role in students' development in a number of ways. This can range from supporting the development of clear and original ideas, to facilitating effective reflection and evaluation on progress, to providing specific contacts and information to address aproblem, or exploit an opportunity.
This mentoring has been delivered one-to-one, and one-to-many, sometimes as a standalone occurrence, and sometimes developing into relationships that persist for a considerable length of time.
Beneficiaries of this mentoring service have come from all programmes and levels of study, with enquiries ranging from looking to launch businesses, to requiring support with enterprising projects related to their academic study, to those looking for broader personal development.
The following is an indicative example of how the mentoring service has been utilised by one such student.
Mentee – 2x MA Education Students
Figure 1. The ZONE Enterprise Hub at Glyndwr University
Two students of MA education programmes at Glyndwr University attending mentoring appointments, looking for support in developing a new social enterprise, offering a variety of youth services.
The students had extensive subject knowledge, and good business knowledge, gained from both their education and employment, however, both found the mentoring environment to be beneficial as a sounding board for ideas, as a place to stimulate reflection on progress and to plan and prioritise actions, and as a source of motivation as they progressed.
The mentoring relationship consisted of approximately fortnightly appointments over a period of a several months, interspersed by regular email correspondence, providing the students with regular opportunities to report on their progress, reflect on the actions they were taking, to goal set, and to remain motivated.
Once the students had achieved their primary goal of establishing their social enterprise, the intensity of this mentoring relationship was reduced, but through periodic email correspondence, opportunities for continued personal and professional development were promoted and discussed.
The mentoring intervention allowed the students to make faster progress than would otherwise have been possible, maintaining their focus, not allowing themselves to dwell on arbitrary decisions, reflecting carefully on important decisions, and through discussion with one another and their mentor, finding effective solutions to problems as they arose.
Upon establishing their social enterprise, the students continued to progress their MA studies, whilst exploring various business opportunities.
For further examples of mentoring, see Animal Studies and Earth Sciences, Environmental Sciences and Environmental Studies
Zone Enterprise Hub. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37%2522%2520target%253D%2522_blank%2522. [Accessed 24 August 2015].
With thanks to ZONE Enterprise Hub, Glyndwr University
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
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
5Reflection and Action
7Communication and Strategy
Objective:
Introduction:
For students of Forensic Science, the ability to identify and assess multiple plausible solutions to a given problem is essential as is the ability to separate the objective facts of a problem, from the subjective interpretation of those facts.
For students of Forensic Science at Glyndwr University, these skills are nurtured and developed through the undergraduate programme.
Once such activity challenged students to propose potential timelines, mapping the order in which circumstances unfolded, in a real life case. Students worked in teams to identify every possible sequence of events, considered error to rank the likelihood of potential sequences, and through the format of a debate, presented their findings, arguing either for the guilt or innocence of the suspect, subject to cross-examination from the audience.
The session was delivered to a group of approximately 20 students in the second year of their academic study, as a 2-hour, classroom based session.
Activity:
Pre-Activity
Introduction (0 – 20 minutes)
Figure 1. Slides from presentation
These questions were;
Time-lining (20 – 60 minutes)
Debate (60 – 100 minutes)
Conclusion (100 – 120 minutes)
Post activity
Impact:
The session not only developed skills, knowledge and understanding relevant for a Forensic Science context, but broader enterprising skills, through generating, developing and reflecting upon solutions to problems, and presenting and defending these solutions to an audience. These skills equipped students for all of their future endeavours.
Learner outcome:
Students were well engaged throughout the two-hour session, and all reported enjoying the activity. The practical nature of the activity supported the learners in retaining the key information from the case for their assessment, and the wide variety of learning contained within the session (lecture based / video / group work / debate / group research), ensured the session remained fast-paced and was well suited to all learners.
The exercise helped the students to better understand the danger of over interpreting evidence, how to split the objective from the subjective, and offered experience in identifying and testing numerous potential solutions to a given problem.
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
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
THIS Project is a North Wales based social enterprise, promoting arts and culture through a wide range of services and activities, including exhibitions, concerts, training and events, the management of pop-up and semi-permanent gallery / event spaces, and providing studio spaces for professional artists. Based in Wrexham, it serves North Wales and wider region, and has a close relationship with the region’s key education and arts organisations.
In May 2014, a group of FE Students (from Coleg Cambria in North East Wales) all aged in between 16 and 17, approached THIS Project, keen to understand more about how the organisation promotes and runs the music events conducted from ‘Undegun’, it’s premier Wrexham-based music venue.
With the help and guidance of THIS Project’s staff, the students took responsibly for organising a gig of their own, managing all aspects of its delivery. The project was branded as ‘THIS Gig’.
The experience ultimately inspired and equipped the students to set up their own music promotions company.
Guided by the THIS Project team, through regular meetings, shadowing opportunities, advice and mentoring, the group of students took responsibility for a number of the key elements of delivering their own music event.
There was approximately 5 months in between the students first approaching THIS Project, and the delivery of the event itself. During this period, the students received approximately 100 hours of staff support from the THIS Project team.
The project as a whole, and the music event itself were extremely successful. Key achievements included;
Figure 1: Local Press Coverage of THIS Gig
After the event, the students met with THIS Project staff to de-brief, review the project and event, and identify ways in which the students could look to develop their skills further in the future.
The conclusions to this discussion were;
For THIS Project as an organisation, the motivation for supporting THIS GIG was to give an opportunity towards a group of eager young people that wanted to be more active within their community by providing events by people their age for people their age. To this end it was a huge success.
Following THIS Gig, the students involved were so inspired by their experience, that they formed their own music productions company, and have gone on to develop their new business, running music events a number of venues and organisations.
THIS Gig was a large and ambitious project, with a wide range of outcomes achieved by the learners involved.
Some of the skills developed by learners through the project included;
Essential to the project’s success, was the ability of THIS Project to offer its time, facilities and expertise to the students involved.
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
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
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
7Communication and Strategy
This case study is attractive to Vet nurses and students as explores the real world situation that they wish to practice in and challenges them to consider the operational aspect of practice management.
The case focuses on practical veterinary business issues such as striving for and maintaining excellence in clinical veterinary care, maximising resources, utilising available expertise and marketing efforts to retain client numbers in the face of growing competition.
Provide the students with the case in advance, encouraging them to read and understand the case and the issues within it.
Within the case, the growth and development of Cromlyn's practice is discussed, along with the various challenges the business has faced in its near thirty-year history. The case focuses on practical veterinary business issues such as striving for and maintaining excellence in clinical veterinary care, maximising resources, utilising available expertise and expanding marketing efforts to retain client numbers in the face of growing competition. The casealso covers the make-up of the veterinary team, the need for business skills, the importance of managing the money side of things, the changing veterinary business landscape, including important issues such as the increasingly competitive veterinary marketplace and the feminisation of the profession.
With the students, explore the challenges presented in the case (using the resource sheet to undertake a SWOT analysis)
The challenge presented in the case is that Cromlyn Vets have clearly been quite active in their growth plans and marketing efforts over the years, and have managed – reasonably successfully – to keep local competition at bay. However, the recent entry to the marketplace of the corporate brand Vets4Pets, taking up position in a prime city centre location, has opened the door for further 'big brand' competitors to follow suit, and has made Cromlyn realize that they will need to not only sustain their marketing efforts but very probably expand them. There are a number of options now open to the practice. The challenge for students is to identify the best one for Cromlyn and to suggest a clear way forward.
Set this challenge as a group exercise to
As if working as a team of consultants, supporting the business.
The students can pitch for the tender, outlining their approach and rationale.
The impact was significant as typically the students were used to "chalk and talk" in large lecture theatres. By engaging the students in the discussion of the case (using techniques that work in large groups, such as "think-pair-share") the dynamic of the class was changed and everyone was able to interact and address the problem with the class environment and continue working on this as their assessment.
The learners develop their critical thinking and recognise the potential impact of changing business environment on their professional practice. The presentation element increases their skills as they work as a group and pitch for business. This increases their confidence in problem solving as well as with presenting complex ideas.
Case Study - Veterinary Business and Enterprise - Theoretical Foundations and Practical Cases (2013) by Colette Henry FRSA, FISBE, Norbrook Professor of Business and Enterprise at the Royal Veterinary College (RVC), London, UK. http://coursewareobjects.elsevier.com/objects/companion_sites/enterprisingvet/casestudies/story.html?partNo=2&story=3
http://www.enterprisingvet.com/
http://coursewareobjects.elsevier.com/objects/companion_sites/enterprisingvet/casestudies/
Henry, C (2013) Veterinary Business and Enterprise - Theoretical Foundations and Practical Cases London Elsevier
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
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
4Implementation of ideas through leadership and management
During the summer of 2014 the Cardiff University Enterprise team worked in partnership with Dr Vicki Stevenson of the Welsh School of Architecture and Welsh Energy Sector Training to create an enterprise education intervention for professional architects.
The intervention aligns with QAA (2010, p14) Architecture Subject benchmark statement that states, “besides a range of practical and academic skills, architecture graduates are expected to display commitment, artistry, personal expression, imagination and creativity”. The overall aim was to consider the relationship between enterprise and architecture, leading towards future developments within the School.
Key Points
The day long workshop was delivered 16th September 2014 by Dr Vicki Stevenson herself to qualified built environment professionals. The concept was to trial material as a taster session for a proposed ‘Continuing Professional Development’ module on Enterprise in a Low Carbon Economy.
Feedback received was positive and opportunities are being considered for further delivery.
(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
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
5Reflection and Action
7Communication and Strategy
The ability to communicate effectively through social media is an essential asset for any business.
The BSc (Hons) Entrepreneurship Degree Programme at Glyndwr University attracts students with a passion for business, and many who have already launched their own enterprises. However, many lack confidence with, and knowledge and understanding of, how to utilise social media to best effect to support their businesses.
Facilitated by programme tutor Sarah Elizabeth Evans, and delivered by Mike Corcoran and the University's enterprise service 'ZONE', the workshop 'Being Heard' was delivered to address these concerns for a small group of 4 students. The workshop followed the format as outlined in How To Guide 'Workshop: Being Heard' (see resources). The workshop was delivered from a computer lab, over a two hour session, and combined the presentation elements of the workshop, with group and one-to-one discussion, and opportunities to work in real-time on the students own social media platforms.
The AV presentation for use in the delivery of the workshop can be downloaded via the link to the 'ZONE Enterprise Hub' web pages 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
With thanks to Sarah Elizabeth Evans, PhD student, Business School, Glyndwr University
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
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
A large proportion of students from Glyndwr University’s Complementary Medicine Degree Programmes pursue self-employment upon graduation. As such, all seek to develop their enterprising and entrepreneurial skills as they study, to best equip them for their future endeavours. Effective identification and implementation of problem solving strategies, alongside adeptness at seeking out new opportunities, is essential to this.
A number of students from various complementary therapies courses attended an extra-curricular workshop on ‘Breaking Problems Down and Putting Solutions Together.’ This session was facilitated by ZONE Enterprise Hub – the University’s student enterprise support service.
The workshop was delivered from a small classroom, and ran for approximately 90 minutes, followed by an extended, informal 30 minute question and answer session. 10 individuals attended the session, inclusive of graduates, and students of various levels of study (including individuals from programmes other than health). The group were of mixed ability, but a number of individuals were already working as complementary medicine practitioners, or had previous experience of running their own enterprises (with a large proportion of the audience being mature students).
The workshop followed the format as outlined in the How To Guide ‘Workshop: Breaking Problems Down and Putting Solutions Together,’ a link to which can be found in the resources section of this document.
The session began with an introduction to the themes which would be covered, followed by an opportunity for each individual in the group (in virtue of its small size) to relay their own experience of enterprise, and future career ambitions. This allowed for the session to be directed specifically to the needs and interests of the group thereafter.
The first half of the workshop focussed on the solutions to problems (and opportunities) that the group already had at their disposal. The audience were asked to identify their own skills, and how each of these skills related to a product or service they were able to supply, before relaying these to the rest of the group. Talking publically about their skills and abilities proved something that a number of the group were unfamiliar with, with some finding the exercise challenging to do. However, the whole group here demonstrated strong peer support, supporting, complementing, and encouraging one another.
Next, the group were offered a problem solving case study. The case of Physicist Richard Feynman’s prize winning development of Quantum Electro Dynamics was shared. This stimulated conversation regarding other instances of problem solving amongst the group.
The second half of the workshop focussed on how problems can be broken down. The group were presented with a particularly challenging problem as an example (a question from a job interview for a position with Google), which collectively, they broke down into a series of smaller problems, before solving each one in turn. They were then asked to reflect on problems they had encountered in their own studies, lives, or professional practice, and do the same. Having done this, the group were then asked to reflect of each of the skills, products and services they had earlier identified, and relate how each could contribute to solving the problems they encountered.
One individual offered a problem she was personally concerned about for group discussion. In her work, she dealt with young people, and vulnerable adults, and had concern regarding what would happen if someone suffered a serious personal injury in her workplace.
As a group, this problem was broken down into a series of smaller problems (including – policies and procedures that need to be in place, first aid training that needs to be undertaken, contact details that need to be available, risks assessments that need to be written etc.). Having done this, we establishedthat the vast majority of the scenario was already well accounted for by the individual, and what presented itself as a major concern, could actually be resolved by addressing only a few minutiae.
The workshop concluded with a re-cap of the key themes which had been covered, followed by an extended question and answer sessions where the group shared ideas and experiences with one another.
The session had a positive impact on all those who attended. It allowed individuals to reflect of the wide range of skills at their disposal, to appreciate the numerous things these skills empower them to do, and appreciate that the problems they would encounter in their future professional practice would not be insurmountable.
It equipped them with strategies to tackling problems and identifying opportunities in the future, and all reported finding the session beneficial to their development.
For many of the learners, the session was their first experience of reflecting exclusively of problems solving strategies and techniques and resultantly, it was the first opportunity for many, to apply these ideas directly to their own work and study.
Several of the group reported speaking publicly and confidently about their skills and abilities to be challenging, something which could hold them back in their studies and their career. The workshop environment provided a safe place to practice this ability, and the supportive nature of the group served to develop the confidence and self-belief of all of the participants.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
Story telling as a tool for learning is well known. Design Council tools like ‘Ideaplay’ were a great tool for the educator. Once you see how groups of students engage (or struggle) with the concept – it is easy to create your own narratives.
I worked with many colleagues at Sheffield Hallam University and we came up with some really amazing narratives. Students liked them because we could ground them in their experiences and contexts. We used them with school children at open days and even on summer schools.
When I started to work in Staff Development I found that there were many repeated issues that nobody could deal with. Fellow academics constantly felt under pressure, administrative staff and professional services staff likewise felt under pressure to deliver, yet unable to affect their academic colleagues.
Student support staff listened repeatedly to students complaining about the same issues year upon year.
So I created some narratives – “A year in the life of an academic” then “A year in the life of a member of “support Staff” and finally three years in the “life of a student”.
I used these in staff development sessions and shared the narratives with mixed groups. Academics felt they could relate to the “fictitious academic” and the support staff related to the “fictitious administrator”. Similarly support staff for students related to the student concerns.
When we looked at these issues objectively the blinkers became dislodged and genuine conversations opened up. I cannot say we solved every problem; but awareness was raised and thorny issues aired. Mutual respect did grow . . . which is not a bad outcome.
If you use the three sets then look at synergies and overlaps. How can the academic work more effectively to assist the support services and the student experience? Etc.
Students liked the “Ideaplay” approach and we always came up with fun discussions. When at Solent University, Louise Drake et al created a Social Enterprise version of the Ideaplay table cloth and I am sure it is still being used.
My staff development sessions were enjoyed whilst I was at Solent (well that is what my team told me at the time!)
I have since used these narratives with other groups of staff and even fellow educators via IEEP.
At the end of the session(s) the participants will be able to;
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
2Opportunity recognition‚ creation and evaluation
For many years Business Plans have been considered as the main tool to encourage students to explore the opportunities for solutions to commercial problems. What has emerged from the work of Saras Sarasvathy, Steve Blank and many others (see references) is that planning comes before the Business Plan. Saras Sarasvathy has introduced the concept and approach to planning; Effectuation.
Practice with The Effectuation Approach makes the user more skilled and confident.
While it might be premature to hail the death of the Business Plan in undergraduate and post graduate curricula, we can certainly claim that its time is getting short. Thanks to the work of Alex Osterwalder and Yves Pigneur, supported by Steve Blank and many others, the Business Model Canvas as a tool for planning has taken over in most curricula.
In addition, the work of Saras Sarasvathy and Colin Jones around how expert entrepreneurs actually behave and operate has led to the conceptual approach of Effectuation. Anna Kirketerp has combined a lot of the research into what makes successful entrepreneurs into her PUSH model (see references) which assists those of us in the teaching and learning space of Business Start-up.
However it is vital that students begin to practice how to use effectuation. This simple activity can get you started.
Using the ‘Saras Sarasvathy - What is Effectuation’ handout as a starter (see resources / references) discuss the key concepts and make sure that the group is clear on the principles. You can introduce the Saras Sarasvathy findings from successful entrepreneurs, or explore the Colin Jones “Resource Profile”.
The Resource Profile consists of three overlapping domains for each student/entrepreneur;
Students in small groups should compile their individual and then collective “Resource Profiles”. These will be unique complex and unexpected bundles of individuals, knowledge and information.
The task is for each small team to look to act as consultants to solve a unique problem.
The challenge is to come up with a proposal (as consultants) to a group of businesses who have decided that they want to create a new joint venture that they can exploit and grow their own existing businesses.
The facilitator/tutor then invites the group to select the three businesses that will join together to establish this new JV. This is achieved by the facilitator/tutor using an old fashioned Yellow Pages or Thompsons Local directory. Simply ask for three numbers between the first page and last page. (You can ask for three times (locations on a clock – to help locate more clearly on the directory page the chosen ventures/businesses). The three page numbers and locations on these pages will allow the facilitator / tutor to identify three businesses.
The facilitator/tutor then shares these business names with the group and invites the group to use “Effectuation” and their “Resource Profiles” to develop a Joint Venture for the businesses and to present their thoughts to the rest of the group at the end of the session.
I have used this activity with numerous groups of nascent entrepreneurs over the past few years. The idea is to force the students to realise that they bring more to the problem and potential solutions than their “Degree” and possibly “energy”. Serial entrepreneurs maximise the networks and contacts they have developed. Effectuation is the only way to create a new venture. Established businesses can use the theories taught on MBAs, Start-ups need to be fleet of foot and employ the principles of Effectuation if they are to survive.
At the end of the session the leaner will;
Appreciate that they are more than a single dimensioned individual – through the creation of their Resource Profile
Appreciate the power of Effectuation and its impact in business start-ups
Understand how to draw on the power of the team and each individual’s unique Resource Profile when working on shared problems.
Key authors: Saras Sarasvathy, Steve Blank, Alex Osterwalder
Further Reading;
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
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
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
6Interpersonal Skills
‘Inside the Creative Industries’ is an annual University of Chester event organised by Careers and Employability, the media department and a team of students from a variety of courses, including journalism, graphic design, PR, marketing, TV and English literature. Students put their questions to creative industry professionals to get advice, tips, industry views and the chance to network informally with employers.
In addition to curriculum work, other degree courses, for example digital photography, asked student volunteers to work on briefs outside the curriculum to create portfolio content for assessment, and other volunteers took on roles such as 'events assistant' and 'marketing/social media' assistant. In total, 16 students worked on every aspect of the event including branding and publicity, artwork, studio set-up and management, sound and music composition, animation, TV production/filming, social media and photography.
Traditionally, the event was extracurricular in nature. However, for 2012 Careers and Employability and staff from the media and art and design departments worked together to integrate the event into the curriculum by setting practical assignments based around the event, or using client briefs to work on aspects of the event.
For example, Careers and Employability presented a creative brief to TV students requiring them to produce clips from the event that were less corporate in nature than those produced by university staff last year. Students developed written pitches containing suggestions about how the event format and resulting video clips could be made more student-friendly.
Careers and Employability selected the three strongest pitches (giving feedback to all students who had submitted pitches) and short-listed students for a producer / floor manager role. The successful student then coordinated all TV-related aspects of the event in liaison with Careers and Employability (the client), including managing a TV crew of fellow students who filmed the day’s events, coordinating studio set up and editing footage.
The TV students also scheduled, conducted and filmed guest interviews.
Impact & Learner Outcomes:
(See references for AGCAS article)
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
In the Year 2 core module (Darshana, Dharma and Dao: Philosophy in the Indian and Chinese Traditions) students undertake an ‘Applied Project’ assessment – demonstrating how they can apply their philosophical knowledge and understanding to ‘real-world’ settings, whilst developing many credible and practical skills.
Students must choose from one of the following project briefs (or negotiate a different project brief with the module coordinator if they have an alternative idea):
They are given detailed guidance for each project brief, including headings, structure and some suggested resources.
A separate seminar run by the linked Careers Consultant is timed in advance of the assessment deadline, to help students engage with the project by enhance their understanding of how academia can ‘connect’ to the outside world and to help them recognise the value of completing these projects in preparation for future employability. The session uses real-life job adverts/descriptions from a range of specific careers sectors / organisations / roles that align closely to these projects (e.g. academic, research, think tanks, charities, local authorities, teaching, journalism, publishing, media, marketing), but also helps students to develop but also helps students develop the techniques for recognising the skills gained in a wider ‘transferable’ sense, and how to articulate these via written and verbal means.
The added benefit is that students begin to get a sense of the complexity of graduate job descriptions / job titles and the element of ‘decoding’ that needs to take place – in comparison to what they have likely experienced so far for part-time / casual work this is often a shock to the system, so the earlier this can be introduced the better.
The ‘translation’ of the curriculum in this way has resulted in some fantastic pieces of work and effectively brings together the inside world of academia with the outside world of work.
Feedback from two students who took the option to write a journalistic piece;
"The Applied Philosophical Project conducted within our course, Religions, Philosophies and Ethics, was a fantastic opportunity to apply religious and philosophical knowledge and research to a real life scenario. I chose to create an article in the house style of a popular newspaper's colour supplement. It was a new and challenging experience which tested my ability to construct a relevant and fascinating article, which could also be easily understood by the readership. This project allowed us all to be creative and, most importantly, transfer skills outside of university, which will be hugely beneficial for the future."
"I really enjoyed the variety provided by the Applied Philosophical Project, the opportunity to use humour to put my views across and at the same time test my ability to write in a journalistic style was a welcome innovation. The interesting choices of medium gave me a real insight into my personal preferences, something that could prove very useful in making future career decisions."
Graduate feedback;
"I very much enjoyed studying Philosophy and Ethics at Bath Spa
University. The modules I studied encourage all students to develop
their critical thinking skills and display open-mindedness. As someone
interested in pursuing a career within the education sector, I found
the Applied Project particularly valuable. As part of the task, I
prepared a paper proposing the introduction of Philosophy in the
primary curriculum."
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
The English Department at Bath Spa University needed an alternative to the generic “one size fits all” graduate development module as attendance, engagement, and feedback was generally very poor.
Embedding an employability thread within the 2nd year core module has connected better to students by including an element of choice and by linking to assessment - giving them a bona fide reason to engage and resulting in much better feedback. Consistent and supportive staff rhetoric has also played a significant part.
The inaugural lecture entitled ‘Surviving Year 2’ is an introduction to the academic expectations and structure of the module, where justification for the employability aspects are positioned against the previous alternative; allowing current students to hear things from a ‘you said, we did’ perspective. The first assessment (a targeted professional CV) is supported by linked Careers Consultant, and submitted as a formative, and then summative assignment after getting feedback. The assessment criteria itself has evolved into a comprehensive marking grid that ensures clear guidance for students, and clarifies the expectations for a graduate level CV.
Following this, there is a two week period where the regular timetable is suspended, and students must choose to attend at least one workshop (with many opting to attend more) from a selection of 16 different career development themes, specifically designed with the client group in mind. These workshops ‘feed into’ the second assessment (the personal development plan: 1000-2000 words of reflective writing, focused on career goals and how to achieve them).
An ‘Alumni Roundtable’ lecture is designed to introduce the forthcoming workshops by using the student voice to carry the message, and to provide an inspirational and motivational, yet realistic, context.
Learner outcomes:
Evaluation is gathered at the end of every workshop and consistently scores very highly. In addition, the end of module evaluation also provides evidence of impact and effectiveness:
“I have really found the employment section of this module really helpful, coming to the end of year 2 is a scary time and it has certainly made things a lot more reassuring - the workshops really helped me understand how to figure out what I want to do.”
“I liked the fact that a CV was part of the assessment because it made sure that we had the best CVs possible. I also liked the workshops that were put on for the PDP; again they were very useful with gaining information about later career choices.”
“The employability element of the module was useful and I think it is better integrated into the module instead of a separate module.”
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
The course’s final year is industry focused and based on students work at the supported professional practice centre Artswork Media - a digital media incubation and training business owned by the University which is currently based at the Paintworks business park in Bristol. This facility is staffed by University appointed practitioners and selected mentors working as freelancers.
Within the Year 3 project modules students participate in live briefs, often as part of a team, for a range of clients, and work with industry mentors and the University careers service to plan their futures – be it progression to further study or seeking opportunities in the workplace.
Students are also encouraged and supported in undertaking paid freelance work as part of their final year and have a thorough understanding of the opportunities associated with freelance work and the process of establishing your own business.
What the external examiner says:
‘The course embeds employability superbly through the Artswork initiative. This is a sector leading initiative which, to the credit of the University and the course team, has had significant investment. The breadth and scope of the work produced is super and professionally valuable.’ - Creative Media Practice External Examiner’s comments, 2012
What students say:
‘Overall my experience at Artswork has given me more, I believe, than almost any other degree can offer. Every project, essay or meeting has been conducted in a professional, real life office environment. We dealt with real people who wanted a real product, some were even willing to pay for the privilege. At the end of such an action acked year I feel that as a group we went into Artswork Media as students but we are walking away from the office as young professionals.’ - Ed Whicher, Creative Media Practice graduate 2012
‘The third year of Creative Media Practice is amazing. We get to work with real clients and prepare ourselves for the professional world of work. It provides us with extremely valuable experience.’ - Creative Media Practice student, National Student Survey 2013
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
Since 2005 over 400 final year students have undertaken this creative enterprise module.
Students are challenged to develop a creative project over the course of the year which has some commercial element – it might be a product, a service, an event, or a series of performances – but there are some key elements to note; students actually have to DO something, not just write about it, and they have to enter it into the university’s enterprise competition (historically the Business Plan Competition, now the Create it and Plan it elements of Bath Sparks).
Students organise themselves into small teams, write a business plan for their chosen music-related project and then work on creating this project throughout the year: this involves them in raising and making money, and engaging in new and existing markets.
Students are encouraged to think imaginatively about potential commercial ideas, manage risk and reward, and develop future business ideas. Their journey is often illustrative.
They learn the advantages of networking as well as delivering and managing their material. They are subject to peer-group review as well as tutor and business support.
The planning, execution, and reflection on trying to make their ideas happen is massively valuable learning and drives not only the development of employable competencies but provides evidence that students routinely use to gain future employment should their enterprises not work out. It is ultimately a safe space to trial their ideas and learn the hard way.
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
1Creativity and Innovation
5Reflection and Action
7Communication and Strategy
The workshop is based around the ‘Scottish Institute for Enterprise (SIE) Ideas Lab’™ in which students are set a real-life challenge rooted in a real social and community problem.
In this case, the challenge is to explore how society can deal with the growing number of dementia sufferers and how they can play a more active part in everyday life. Using some of the key processes of design thinking, students are asked to identify the true extent of the problems faced by dementia sufferers, and to put themselves in their shoes and in the shoes of their carers.
Working in small groups, students develop a solution to one of the problems they have identified within this scenario and develop their idea into a possible pitch.
The workshop finishes with a period of reflection which encourages students to think about how they approached the problem and how they communicated and worked within their small groups. It aims to support students at an early stage in their degree programme to start developing core behaviours for enterprise through bespoke learning activities.
This approach enhances students’ employability as it helps them to understand how they are learning and improves their general skills for study and career management. After an Ideas Lab™, some students have also approached staff for assistance with the development of a business idea.
(For learner outcomes see references for ‘Culturing Enterprise Skills in Life Science Students’, in ‘HEA - Enhancing employability through enterprise education: Examples of good practice in higher education).
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
6Interpersonal Skills
7Communication and Strategy
I guess every class begins with an ice breaker. The cohort comes in anxious and uncertain and we typically want them to work collaboratively and in groups or teams. But how do we get the group into a learning zone and build the trust levels to ensure meaningful communication?
There will be as many ice breaking activities as there are tutors . . . so why am I adding this one?
I have used this with a variety of cohorts and built it into a wider activity – that of encouraging meaningful communication and learning. I link the simple game to a theory of communication and use the session to press home the key principles of communication.
Having demonstrated how we communicate instinctively, it is then easier to get the group to appreciate that how they communicate and how the level of their communication will determine how their collaborative work will benefit from a greater understanding of the level of communication within the group.
Hand out the “Human Bingo” sheet and invite the group to mingle and explore the group’s hidden talents.
Encourage rapid completion and reward lines, diagonals etc. with sweets (these always motivate – and Poundland do a brilliant range – though other retailers are also available!)
When you have had as much fun as you can cope with – invite the group to share what they have learnt about each other. While this wasn’t an initial objective – find out how much people listened to each other and who remembers interesting anecdotes. Listening and remembering is a key skill in communication!
Having been amazed by the brilliance of the group I typically move on to discuss the theory of communication and share the diagram from the “Leadership Trust”.
This simple model of communication is easily reinforced by examples and the group can be invited to share their experiences of the levels of communication.
The aim is to invite the group to identify how their emotions and the level of communication are linked. Can they recall examples of successful collaborative activities and identify the communication level the group were operating at to achieve the successful outcome?
If time permits, you can then move on to explore the level of a team’s development and how simple self-diagnostics can be used to establish the stages and what is required to move the group/team on (if that is what the team/group desire).
I started using this when teaching a Level 5 module that required the students to work on a difficult open ended problem. The task required high levels of trust and collaboration. It amazed me to see teams of “friends” who lived together and “drank” together – yet their level of communication was no greater than “ritual and cliché”. I decided that from then on I would begin every team building and programme requiring team work, with a session on communication.
I now use this with all the groups I work with – from under graduates to post graduates and experienced academics.
Understanding how we communicate and to have a language to describe it helps teams appreciate where they are and how to develop.
At the end of the session the participants will be able to;
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) 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
4Implementation of ideas through leadership and management
At every level of education we use words like employability, enterprise or entrepreneurship and assume we all have a shared understanding of what such terms actually mean.
Whether this be Government, Policy makers, University Senior Managers, Faculty Leaders, Programme Directors, Module Leaders, Teachers and facilitators, Students and finally Employers, we all use words and assume that we all interpret them in similar ways.
Having worked for many years in this domain; I can assure you we all have distinct different interpretations that can create confusion and uncertainty in the beneficiaries of employability activities, programmes and modules.
Before you begin to plan any learning it is helpful to establish common understandings and interpretations.
The activity employs a set of statements on the topic under investigation and these are presented as small cards. The group should be split into small sub groups of around 4-6. Each group is given a set of cards and asked to sort into those statements they strongly agree with; those they agree with; those they are ambivalent about, those they disagree with and finally those they strongly disagree with.
The facilitator/tutor should allow the group time to consider each card as and how they feel best for them. Some will spread cards across a table and collectively study each statement and gradually shuffle the cards under the headings above. Others will go through each statement on the card deck – one-by-one and discuss each statement as a table group. What is important is for the group to come up with a way that they are happy with for considering the statements and in each group only placing a card under a heading; when they have reached consensus – and not before. They should discuss and argue in order to uncover those areas of shared understanding and those where understandings differ. Too often we assume we all interpret terms and words in the same way; in fact we all have different understandings and in many teaching situations we require shared understandings in order that the learning is maximised.
Having allowed as much time as is possible, the facilitator should invite each table to share their decisions with the rest of the group. It is here that the facilitator can observe where the group has shared understandings across the whole group, and where there are different levels of understanding and interpretation.
It is then invariably interesting to quickly agree on those phrases, terms and statements that everybody agrees upon and to spend time on the cards with statements that have elicited quite different interpretations. Here because each sub group has achieved consensus; yet across the whole group differences have emerged; why have these emerged? Wider discussions can really encourage high levels of debate and discussion.
I have used the employability card sort in a variety of contexts;
Having created a set of cards it is relatively easy to rework to drill into understandings of other commonly used (and abused) E words, like enterprise or entrepreneurship.
At the end of the session(s);
(NB. Do not try this in a tiered lecture theatre)
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
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
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session starts with a short introduction and then allows groups of students to discuss and decide where in the cross sector diagram popular health service companies should be placed, based on publically available data. It's a great way to introduce social enterprise and the business models used to create social good through an interactive session and group working.
Introduction: Social enterprises use a wide variety of legal forms and these forms normally depend on the business model being employed by the enterprise. As these enterprises change and the mix of their business interests change we can see that a full spectrum of companies exist for most industry sectors. This session uses the UK health sector and popular organizations to understand how these alternate between being more mission focused (social) to more market focused (surplus generating). In this task we shall look at the UK Health Sector and key players within the industry:
Sheets are provided with details of these companies (See resources below).
The session is split into six parts:
Criteria for Group Discussion and Selection
For each company we shall use only a limited set of information (to bring out key points during the session), and therefore we shall limit selection using
The group place the name of the company on the Cross Sector Venn diagram depending on their business models being employed:
The majority of the enterprises used in the session have multiple business models and as such overlap on the Venn diagram which generates discussion and debate within the group. This realisation that the social enterprise sector has to develop a highly profitable income stream and also a mission focused social business is at first controversial, especially in the Health sector, yet when applied to other sectors is easier to accept.
This task requires listening and communication skills and also helps builds trust and connections across the pairings.
Prezi Presentation https://prezi.com/s2tpjmnayxh6/social-enterprise-cross-sector-theory/
Handout & Slides https://www.dropbox.com/s/qnclusq03oqvqli/Social%20Enterprise%20Cross%20Sector%20Theory.pptx?dl=0
Social Enterprise Definition: See DTI (2002) A Strategy for Social Enterprise, London: HM Treasury, p7.
Cross Sector Theory: Hybridisation (Nyssens, 2006:318) Leadbeater's Model (1997)
Social Enterprise Websites:
Health Sector Websites (Data used in Handouts)
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
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
Introduction:
The module is based around students working in groups to form ‘company teams’ which collaboratively generated a (fictional, use of pseudo-science allowed) biotechnology product (e.g. medical device, new therapeutic etc). The product should answer a real-world biotechnology problem and/or market need, they then tested its business feasibility. Students receive 3 hours contact time per week, over 12 weeks; learning was further supported by directed and self-directed research and tasks. In order to form the companies students undertook a Belbin role audit and were ranked for their suitability for each role; from this, module leaders chose ‘company leaders’ (Highest Co-ordinator scores). Each company leader received their Belbin role audit back and selected their team members based on the ‘skills’/roles they felt were most needed in their company.
The module contains numerous small tasks throughout (formative/summative, written/presentation and individual/group work) and culminates in a group Dragons’ Den style pitch for investment and a group Feasibility Report for their product.
The creation of the companies is done within the first week and when each student is selected for a company they have to give an elevator pitch on who they are, what are their strengths and what can they bring to the company. We also do some icebreaker games with the class to break down any barriers between the students both within a company and within the class. Once the companies are formed it is up to them to decide what real-world and/or market-need they will meet with their product. The three main fields of biotech are medical devices, pharmaceuticals and agribiotech, we guide the students (if required) to ensure that each of these fields are represented (as long as we have 3 companies).
The weekly sessions are designed to guide the students through the process of creating the feasibility report and are broken down into a 1-hour session early in the week and a 2-hour session later in the week. The 1hr sessions generally involve some content delivery (short lecture) by a lecturer and the rest of the time is a company development workshop based on the lecture content (for example, market analysis, IP, finance). The 2-hour sessions will contain a talk by an external speaker (someone who works either for a biotech company or in a related industry e.g. patent lawyer) and student presentations or company development workshops. Throughout the module students will come across barriers to their product (e.g. a saturated market or key patents held by other companies) and they have to problem solve and navigate these in order to keep their product viable.
Students will give a total of 6 presentations throughout the module (not counting the Dragons’ Den Pitch), half will be formative and the rest summative, they are also broken down so that the students start with a group presentation then do a pair presentation, then an individual presentation before returning to a group presentation – allowing them to get sufficient practice at presenting and build up to an individual presentation. The student presentations are all based around a common theme (e.g. Biotech Ethical Issues) but the companies are asked to make their presentations relevant to their company. This way a student who is involved with a pharmaceutical based company can still learn about the subtle differences that would apply to the other biotechnology companies’ fields (i.e. Peer-learning). All elements of group work are subject to self- and peer-assessment. Apart from the individual presentation (summative) individuals also have a chance to display their own proficiency through weekly reflective logs (7 formative and 3 summative) and a final reflective log (summative).
The Dragons’ Den panel is made up from some of the expert external speakers as well as two members of the module team (including the module leader). The students pitch is 20minutes long and they are asked questions at the end by the panel. The presence of the external speakers provide a critical real-world eye on the actual business feasibility side of the product both in terms of questions to the company and feedback on the pitch to the staff when considering the marks. We actually make an event of this part of the assessment asking students to dress smart for the occasion and have a small reception (with the Dragons) afterwards. The feasibility report is quite a substantial piece of work that they have been slowly creating throughout the module and is usually in the region of 40-60 pages in length.
Students gain a great deal from this 100% coursework based module. The module is very student-centred with minimal content given by the lecturer/s and the external speakers, developing great independence in the students. Having to work in a group for a whole module (12 weeks) poses a lot of challenges for the students, but also enables them to learn how to work effectively in a group (as opposed to being in a group for a couple of weeks to undertake one assignment) and how to communicate well. Giving the students repeated opportunities to give presentations in class is an excellent way to enable them to develop good presentation and communication skills. In fact after the first presentation I also inform them that from this point on they are no longer allowed to use notes during their presentations – this is met with horror initially but this simple act has an enormous impact on increasing the quality of the presentations. Students also appreciate the opportunity to ‘work up to’ an individual presentation, which otherwise they may not get the opportunity to do until their placement year or even their final year dissertation presentation. Throughout the module the students get the opportunity to be creative and innovative, as well as spot opportunities, critically analyse, problem solve and make decisions as they develop their product and their company (including name, logo and product design).
Here are some comments from past students about the module:
“During this module self-assessment has been import and I have learnt about myself through reflection in order to improve my skills & learning processes more efficiently.”
“I feel like this course has taught me valuable lessons in how to not only work well in a team, but how to best resolve a conflict situation”
“The skill of presenting & speaking has helped me throughout the term whilst taking part in assessment days for companies, where the final activity for both involved having to present to the interviewers. I believe this [module] provided me with a strong advantage over the other candidates and this purely was due to this course.”
“Constant practice of public speaking & presenting also allowed me to work on my skills and see the improvements I was making first hand.”
“Working in a team is clearly an important skill for nearly any future job and in normal life, as it is the skills needed for effective interaction with others and for being productive and not disruptive when working with others.”
“The teaching process whereby we moved from doing whole group presentations to individual presentations, helped me build up my confidence at presenting and my general presentations skills.”
“This [module] was far more effective for long-term understanding and information storage than hour lectures and cramming for exams as for nearly all my other modules.”
“This module is more useful for preparing me for an actual career.”
“I especially enjoyed applying some of the developed skills during the course.”
“Having applied the entrepreneurial skills throughout this module, I now feel that I can easily identify opportunities within the field of biosciences and making informed decisions regarding the applicability of such opportunities.”
“I feel I have learned to approach problems by immediately developing a strategy to tackle them.”
“I found the whole process of developing these [enterprise] skills, attributes and behaviours extremely rewarding as I was actively improving myself in terms of professional and personal development.”
“The reflective writing we had to do proved to be extremely useful and has helped me develop both professionally and personally.”
“It is ok not to always be perfect or the best, even as a group leader. On occasion, it can be useful as a leader to show your team that everyone can make mistakes and then use them to learn from and act sensibly to this failure”.
External Speakers
References:
Adams & Sparrow (2008). Enterprise for Life Scientists: Developing Innovation and Entrepreneurship in the Biosciences. Scion Publishing Ltd. Bloxham, UK.
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
2Opportunity recognition‚ creation and evaluation
7Communication and Strategy
Ned Snogard (Dragon’s Den in reverse) tasks business experts to pitch fictitious business ideas to students. The session aims to help students to understand the art of pitching and securing funding for new business ideas. This has been delivered with HND Business and Enterprise Year 2 but would work with any group working on entrepreneurship and could use themed (subject-related examples).
Time required 1:30 – 2 hours.
Pre-session: Entrepreneurs are invited to take part in the event and are given the chance to pick from a list of fictitious business scenarios or come up with one of their own. Their task is to prepare a 5 minute funding pitch to an audience of students and then be questioned by the students for an additional 5 minutes.
In this case study the ideas included iBooze, an iPhone app which turns a phone into a breathalyser, To Dye For, a clothes up-cycling business, and Silky Road Tyres, a new composite tyre formula using traditional rubber combined with recycled materials to produce a tyre which reduces road noise and fuel consumption.
The winning pitch can be decided through a show of hands, cheering the loudest for the preferred pitch or if time/space permits allowing the students to decide as a group and a nominated student feeding back the pros and cons of each pitch and why the winning pitch was chosen as the one they would be most likely to invest in.
The entrepreneurs are given time to confer which they felt was the most relevant and insightful question of the session. The winning student is presented with a gift voucher or other small prize.
Finally it is revealed to the students during the round up session that the business ideas are fictitious – which so far has been a complete surprise to the students, further embedding the importance of confidence.
Paul Peachey: “We initially trialled Ned Snogard as an extra-curricular activity, it will now run annually as part of the undergraduate degree programme. The students were stunned at the event when it was revealed that none of the ideas were real – demonstrating the polished pitching skills of the entrepreneurs.
Emma Forouzan, Enterprise Start-up manager at the University, said: “This is the second Ned Snogard event we have run at USW and it provides a fantastic learning opportunity for our students to take the seats of the Dragons and learn from the pitches of real entrepreneurs. We were all impressed by the quality and range of the questions from the students – they didn’t hold back in asking tough questions.”
http://www.southwales.ac.uk/news/2015/ned-snogard-turns-tables-dragons/
Key authors: Idea originated by Stuart Miller of Bybox
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
To enable ‘educators’ to:
• explore the different contexts and definitions of enterprise and entrepreneurship
• ascertain the relevance to stakeholders in an education context specifically the; government, educational organisation, educator, learner
• appraise how different ‘..olgogies’ can be utilised to facilitate entrepreneurial learning
• develop, deliver and evaluate appropriate teaching and learning resources
• reflect on the importance to the educator in relation to the needs of the 21st Century learner.
The interventions aim to provide educators with an overview of the knowledge, skills and competencies required to equip learners with entrepreneurial skills and attitudes to raise aspirations, so learners can fulfil their potential whatever they chose to do.
The interventions have a three stage approach:
• Engaging: Awareness raising – promoting the value of entrepreneurship to create opportunities and develop learners
• Empowering: Providing experiential learning opportunities – developing skills and attitudes through practical experiences (example: Entrepreneurship in Education Live Briefs)
• Equipping: Helping to support learners to create and grow businesses.
Engaging: Icebreaker 10 minutes:
What do the terms enterprise and entrepreneurship mean to you?
Invite individuals to draw an image associated with the terms, then in turn explain their image to peer group. As facilitator, you can to write down key words from each participant explanations to build a cohesive view.
Introduction: Objectives overview
What is enterprise and entrepreneurship in an educational context?
• Provide a definition of enterprise and entrepreneurship education (E.g. QAA, Welsh Government, European Commission) - development of skills and application of skills in a practical context.
• Facilitator to link words from icebreaker activity to definitions but to emphasise that entrepreneurship is about developing a positive and proactive approach to whatever you do in life, whether it is setting up a business, working for someone else or doing something in the community.
• Provide an overview of local, regional, national or international strategies, policy documents, plans or recommendations that may be of value which provide a structure and focus for entrepreneurship education e.g. Welsh Government YES Strategy, Lord Young’s report Enterprise for All, European Commission Rethinking Education.
Why is it important?
• Quick quiz based on current political, economic, sociocultural, technological and legal facts/figures/statements.
• Facilitator to provide an overview of the enterprise and entrepreneurship agenda for primary, secondary, FE or HE and link back to quiz. Emphasise that Entrepreneurship education has four key audiences; learners, education, business and the community who all have a vital part to play.
Where does Enterprise and Entrepreneurship education fit?
• Facilitator to link Employability and Enterprise/Entrepreneurship agenda to the organisation, wider community, learners, curricular (whichever is most appropriate) in particular the development of skills.
• Applies at different levels and in different contexts, for example:
o At a personal level - being entrepreneurial or enterprising
o In the community – as a social entrepreneur/setting up a social enterprise
o As an employee - the practice of Intrapreneurship
o Providing information - infopreneurs (specifically through social media).
o Working as part of a team - intrapreneurial
o Setting up a business and becoming self-employed
o As an employer – running your own enterprise
o As an educator – the teacherpreneur/edupreneur
• Participants can complete the Enterprise Catalyst, GET2 Test, ACRO questionnaire.
Empowering
How to deliver?
• Introduce pedagogies, androgogy, heurogogy. Participants to take part in and reflect on practical activities to develop entrepreneurial skills (See Pass the Polo / live projects example).
• Participants to develop, deliver and evaluate a teaching and learning session utilising enterprise and /or entrepreneurship education
• Discuss teaching philosophies and reflective practice.
Equipping
Who can provide additional support?
• Facilitator to provide an overview of local and regional support agencies, government organisations, programmes and provisions. E.g. NESTA, NCEE, EEUK, Shell livewire, banks and building societies, Business Wales, Big Ideas Wales.
• Role model sessions to engage learners
• Mentoring – signposting and guidance.
• CPD available – YES CPD HUB - IEEP, IEEC, EULP, EEUK
To develop educator skills and behaviours to meet the diverse needs of learners, business and the community.
• Attitude – the ability to understand yourself, your motivations and how to achieve your goals, including; self knowledge, belief and confidence, motivation, aspiration, determination and competitiveness.
• Creativity - the ability to generate fresh ideas, solve problems and spot new opportunities, including; problem solving, lateral thinking / ideas generation, spotting and creating opportunities and innovation.
• Relationships - the ability to communicate effectively, expressing your own views and ideas, appreciating others’ viewpoint and working co-operatively, including; working with others, managing difficult situations, negotiation, persuasion and influence, presentation and communication.
• Organisation – the ability to make informed decisions and fulfil objectives by planning and managing situations, resources and risk, including; planning, managing resources, decision making, research and understanding the environment, managing risk and vision and goal setting.
The Edupreneur (educational entrepreneur) - Jon Bacal (2013)
An edupreneur, also known as an agent of change, they combine the concepts of education and entrepreneur and brings in new ideas and concepts from the business world into public education. Thus, you can also call an edupreneur, the educational entrepreneur. They bring passion, imagination, grit and a sense of urgency in their zealous drive to create and constantly refine optimal learning for young people, organization-wide and for every learner.
• Post-its or similar sticky pads
• Pens
• Powerpoints
• IT/Internet
• Flip chart paper
Key authors
Biggs, J. B. and Tang, C. (2007), Teaching for Quality Learning at University, 3rd Edition, Maidenhead: Open University Press/McGraw Hill.
European Commission. Entrepreneurship and Social Economy Unit (2012) ‘Rethinking Education: Investing in skills for better socio-economic outcomes’. [Online]. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52012DC0669
European Commission (2013) Report to the European Commission on improving the Quality of teaching and learning in Europe’s higher education institutions [Online] Available at: http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf
Gibb, A. A. (2007) ‘Entrepreneurship: Unique Solutions for Unique Environments. Is it possible to achieve this with the Existing Paradigm?’, International Journal of Entrepreneurship Education. 5: pp. 93-142. Senate Hall Academic Publishing.
Hannon, P. (2006) ‘Teaching Pigeons to Dance: Sense and Meaning in Entrepreneurship Education’. [Online] Available at: http://www.ncee.org.uk
Kirby, D. (2002), Entrepreneurship, Maidenhead: McGraw-Hill Higher Education.
Mortiboys, A. (2005), Teaching with Emotional Intelligence: A step by step guide for higher and further education professionals, Oxon: Routledge
NESTA (2009) ‘Creative Enterprise Toolkit’. (Online) Available at: http://www.nesta.org.uk/sites/default/files/cet_books_1-4.pdf
OECD (2012) Teaching Practices and Pedagogical Innovations: Evidence from TALIS
Quality Assurance Agency for Higher Education (2012) ‘Enterprise and Entrepreneurship Education – Guidance for UK Higher Education Providers’. Gloucester: QAA
Rae, D. (2008), Entrepreneurship: from opportunity to action, 2nd Edition, Basingstoke: Palgrave Macmillan.
Welsh Assembly Government (2010) ‘Youth Entrepreneurship Strategy an Action Plan for Wales 2010-15.’ Cardiff: Welsh Assembly Government.
Young, D. (2014) ‘Enterprise for all: The relevance of Enterprise in Education’. [Online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338749/EnterpriseforAll-lowres-200614.pdf
Websites:
Big Ideas Wales – www.bigideaswales.com
Business Wales - www.business.wales.gov.uk
Enterprise Catalyst – www.enterprisecatalyst.co.uk
Educational support and resources - YES National CPD Hub, EEUK, NCEE, ISBE, Kauffman, NESTA, STEM,
Enterprise Support agencies – Princes Trust, Wales Coop, Unltd, Shell livewire, NCEE
Other organisations – Banks and building societies, Councils
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
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
This case study describes a speed networking event that enables 1st years Computing and Business students to engage with Level 6 students in ‘live’ projects.
Level 4 student teams compete for business opportunities by attending a networking fair and engagement with level 6 students. The task is supported by in-class activities, but the emphasis is on learning by doing. Students are encouraged to reflect on the experience as part of the assessment strategy.
Participation at the event forms part of both year group’s module assessment. At the beginning of the academic year, final year student teams identify a year long project opportunity. They meet the client and develop a project to deliver to them. In the 2nd semester, Level 4 student teams are introduced to key concepts of business development and prepare to engage with Level 6 students at the speed networking event. In preparation for the event, Level 6 groups prepare project briefs. These briefs create a ‘mini’ market place for Level 4 groups to segment and target based on their own team goals. Typically, the students work in teams of four. After the Speed Networking event the teams from level 4 and 6 work together to complete their part of the project.
Specifically, students at level 4 prepare by developing an understanding of the start up business cycle. Such as team formation, start up strategy and product/ service development. Students are given prior knowledge of potential projects, which helps them target their pitch and brand. They learn to create rudimentary business artefacts such as a brand name; business cards and a sales pitch (see photo attachment). Students were also guided on networking skills, such as body language and professionalism.
Students at Level 6 prepare by developing a project plan with their project client. During the delivery phase of the project. They identify an outsourcing opportunity and produce a project brief, roughly 1 month in advance of the event. A pro-forma is provided to create a consistent look and feel to each teams brief, so that level 4 students can easily assess the merits of each potential project brief (see attachment). Around 20 projects are created by the cohort, which roughly matches the number of teams at level 4. The supply of projects can be increased by Level 6 students creating more than 1 outsourcing project. Projects range from simple tasks, such as logo design to more complex projects, such as research, web development, and media production.
The project clients are typically from external organisations, such as charities and local businesses, but can be internal clients, such as, as tutors. Project size for level 6 students should be complex enough too ensure that the challenge provides adequate work for each team member. The sub task project for Level 4 can be relatively simple. It is more essential to engender confidence and good team work at Level 4.
The competitive nature of the event means that teams are not guaranteed to get what they want. Success is often determined by the quality of planning carried out in advance of the fair, or by the professionalism of the team on the day.
The event is very popular and student engagement in the event is close to 100%, with around 150 participants. While conducting the task, students have very little time to become distracted, which means that they receive the full benefit of the session.
Student feedback comments are also very positive:
Verbal and scored Feedback
National Student Survey feedback comments single out the modules as a key benefit from the course.
“I really enjoy this course, as it's stimulating and pushes my boundaries. I have noticed vast improvements in my abilities, in terms of communication, presenting and teamwork. All staff are very helpful in terms of problem solving and it's nice to know that the support is there when needed. I enjoy the course content and how interactive the course is.” NSS 2015
“The course really targets employability and it really appeals to employers that we gain hands-on business skills.” NSS 2015
Students learn the benefit of planning and preparation. They also understand that it is difficult to communicate in a time pressured environment. An interesting side effect of the event, is that students in level 4 can benefit from a peer mentoring experience; learn about the course and how to be successful at gaining a placement. The event is also a novel learning experience and adds a new dimension to the university experience. Final year students benefit from the reflection of ‘how they used to be’, which adds to their confidence.
Contact details: Dr Andrew Hirst, Teaching Fellow in Work Based Learning, Sheffield Hallam University https://www.linkedin.com/in/drandrewhirst
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
Presentation Space, 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
This ‘revamp’ of pre-existing module has been highly successful in broadening the students approach and experience of the ‘real world’ application, without requiring revalidation of the module objectives. The traditional approach of weekly lab-practicals was typically delivered with a method sheet and work plan for the students to follow in order to refresh their practical lab skills. Additional information relating to the application of these techniques within local small businesses or as global opportunities for new markets, has refreshed the programme and created opportunities for idea creation and evaluation.
This final year module was traditionally offered to refresh lab techniques and reinforce key methods. In order to deepen the skill development, it was possible to find a ‘real-world’ application of each technique and provide a small vignette about each company using this approach. Details were provided regarding the potential market, income stream and how this process added value, together with the traditional lab/method outline. During their practical work student groups were encouraged to consider.
And invited to research the company and approach during the week, for discussion at the next practical. This allowed for additional market research to be included in their proposed approach and their understanding of the market-use of their skills be deepened.
The impact was significant as this ‘revision’ model was enlivened by the real-world examples and discussions that then naturally occurred between the teams and across the group. Quick research (from smart phones and tablets) within the groups allowed for ideas to be developed or dismissed and extensions of thinking develop from undertaking the process.
The impact was beneficial in terms of the commercial understanding of the students, but also improved their interest and retention of this module.
The outcomes for the students saw the revision of their practical skills firmly anchored in the ‘real-world’. For final year students, this learning supported the transition out of the University and into first jobs and felt very relevant. All the students responded well to the new information and absorbed the additional task within the traditional time allowed.
Lab practical – undertaken in lab with pre-drafted method and notes – supported by the creation of individual vignettes relating to the commercial or practical use of each technique.
This are created through research (desk) as well as through contacts with business and industry (local companies using the approaches and techniques).
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
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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
The focus within this task is to help Business/Enterprise students to engage with an environment i.e. external to the University and develop inquisitive and presentation skills. Remember, “When questioning stops, progress of knowledge ceases”, the task intends to help students develop the ability to ask the right questions and develop curiosity by helping them learn through a ‘sense of discovery’. The satisfaction of discovering information independently is a effective learning tool. The task asserts that one of the key ways for a student to understand Business or Enterprise is to engage with people who enterprise themselves by the method of an informal or semi-structured interview and use the findings to analyse and reflect on the ‘content’ i.e. available to them through the module at University.
Stage 1) Fix an appointment with an Entrepreneur of your choice.
Stage 2) Record a video interview. Do not have a question oriented approach, this will curb the inquiry process. Ask the Entrepreneur instead to ‘tell a story’ which may include the following aspects:
a) How thy came about doing business?
b) Who helped them in the process of start-up? (For example in funding the business- family/friends)?
c) What were the challenges they encountered in the process?
d) Did they have a formal Business plan, if not, how did they go about setting up the venture?
e) How is it that they keep up with changing consumer behaviours, changing technology etc.?
Stage 3) Reflect on the Entrepreneurs’ narrative and then relate the findings with the content of a subject you study (for example Business Planning etc.).
Stage 4) Prepare a presentation of your reflection emerging out of stage 3.
Stage 5) Play the recorded interview in the classroom for all your peers to see and hear.
Stage 6) Now present your reflection as per your understanding and allow the students to ask questions and encourage them to share their reflection.
The task will allow the student to develop an inquisitive mind-set, it’s a practice of asking the right questions in order to uncover the right answers. It will also help increase the confidence of the student to communicate with Entrepreneurs and develop their network with key people in the industry. The best ways for students to learn Business or Enterprise as per me is to have a triangular approach which involves learning (at University), researching/doing (with the Entrepreneur interview) and reflecting (by yourself) and along with your peers.
This approach helps students to engage with interesting businesses and Entrepreneurs who share their Effectual/Informal knowledge of Enterprise and Business. This knowledge in unique and helpful in its own right as not everything written in text books applies in the real world. This is a chance for students to experience how things ‘really happen out there’.
The students tend to learn through a variety of different business case studies and experience the knowledge of diverse entrepreneurs.
The task enables student learning through doing and reflecting. The element of discovering the facts themselves is a very effective learning tool. The students feel in charge of the task, right from choosing the Entrepreneur/Business to setting the questions and presenting their reflection/findings.
