Gwellwch eich cwricwlwm drwy roi sylw i'r Canllawiau QAA ar sgiliau ar gyfer eich pwnc, ac ymgorffori'r Canllawiau QAA ar Menter ac Entrepreneuriaeth.
Gall yr offer ETC canlynol eich helpu i gyflwyno'r sgiliau hyn yn y cwricwlwm.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
7Communication and Strategy
This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication. The activity can be used at any time during the session, however it is highly effective as and ice breaker. It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.
You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount. You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed. This can be actioned by anyone and will not result in any penalties.
To run the task, gather the group outside the room and:
It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.
Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).
This task requires listening and communication skills and also helps builds trust and connections across the pairings. However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future. It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges. These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
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
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
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
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
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
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Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
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
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
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
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.
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We have produced a guidance sheet which will assist you in completing the How to Guide.
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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
Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk
Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.
Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni
yn llyfryn Academi Addysg Uwch (2014) Gwella Cyflogadwyedd trwy Astudiaethau Achos Menter Addysgac mae'n cynnwys enghraifft o Ysgol y Dyniaethau a Gwyddorau Cymdeithasol Prifysgol John Moores Lerpwl.
Mae BOSS yn sefyll am y Gwasanaeth Cymorth Busnes Ar-lein, a ddarperir gan Busnes Cymru. Mae'r gwasanaeth hwn yn darparu cyrsiau dysgu ar-lein i helpu pobl sy'n meddwl am, neu mewn gwirionedd, ddechrau busnes, sydd eisoes yn rhedeg busnes neu'n chwilio i dyfu eu busnes.
Syniadau Mawr Cymru Mae’r ymgyrch Syniadau Mawr Cymru yn rhan o wasanaeth Busnes Cymru, a gynlluniwyd i gefnogi'r genhedlaeth nesaf o entrepreneuriaid ifanc yng Nghymru.
Pecyn Cymorth Menter Greadigol Nesta
Mae ein pecyn cymorth adnoddau menter yn cynnwys dulliau a roddwyd ar brawf a dulliau a brofwyd ar gyfer addysgu sgiliau menter i unigolion creadigol sy'n meddwl am sefydlu busnes. Ar gael i'w brynu - gyda mynediad at adnoddau yma http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf
