Enhance your curriculum by addressing the QAA Guidance on skills for your subject, and incorporating the QAA (2018) Guidance on Enterprise and Entrepreneurship.

QAA Benchmark Statement

  • Draw upon appropriate knowledge and skills in order to make professional judgements, recognising the limits of their practice
  • Communicate effectively
  • Prioritise workload and manage time effectively
  • Logical and systematic thinking
  • An ability to draw reasoned conclusions and sustainable judgements
  • An ability to work with intuition and imagination
  • Demonstrate effective skills in communicating information

Embedding Enterprise

The following ETC tools can help you to deliver these skills in the curriculum

How To Guides

These guides have been selected to build QAA (2018) enterprise skills in your teaching.


Developing Feedback Skills (Physical) (QAA 5,7)

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

Objective:

  • To explore the need for feedback and support within the learning process
  • To understand the elements that support skill development and build confidence in execution

Overview:

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

  • Research
  • Partnering or mentoring
  • Questioning/ scoping
  • Guidance
  • Practice
  • Advice
  • Expertise

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).

Skill Development:

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.

Resources:

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

 

  1. Should you think you should have your eyes open or closed? Do you want a blindfold?
  2. Is it better to move quickly or slowly?
  3. Should you start quickly to get the task over with or start slow and risk running out of time?
  4. Would working with a partner (or partners) make you feel more secure, or distract you?
  5. Which bit of your body are you concentrating on?
  6. Would music help?
  7. Which leg should you use?
  8. What surface do you want to stand on?
  9. Are those the right shoes for this task?
  10. What will you do with your arms?
  11. Will you do your own timing?
  12. What muscles are you contracting?
  13. Would it help if you were getting feedback about how it looks during the task?
  14. Would you like to receive comment at the end?
  15. What research could you do before you tackle this task?
  16. Have you ever done this before? (where? When? How did it go? What did you learn?)
  17. Would it help to see it performed again?
  18. What are you thinking about whilst you do this?
  19. Do you want a practice run?
  20. Do you want to watch someone else learn to do this?
  21. Do you know about your vestibular system? This is a mechanism in your inner ear that tells you when you start wobbling, and how much and in which direction, and is your main tool in balancing. Becoming more sensitive to it will improve your balance greatly
  22. Are you using your core muscles?
  23. What are you looking at whilst you do this?
  24. Are you in the correct mental state for this timed challenge?
  25. Why is this task important to you? Why are you undertaking it?

 

Guidance: 3 stage approach

INTIAL ACTIONS

 

  1. Ask your partner to hold the watch and stand close by to catch you in case you start to fall.
  2. Decide which foot to lift (left foot if you're right-handed, right foot if you're left-handed)
  3. Place an object approx 1m in front of you on the floor (a candle; book;)

 

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.

About the Author
This guide was produced by ARP.

Workshop: How to Speak in Public (QAA 5,7)

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

Objective:

  • To provide students with an understanding of the techniques behind effective public speaking, presentation and communication.
  • To provide students with practical opportunities to develop their public speaking and communication skills.
  • To provide students with a greater understanding of the importance of public speaking and communication skills to their own lives and careers.
  • To provide students with opportunities to reflect on how to employ communication strategies, in a variety of contexts.

Overview:

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. 

Activity:

Slide Show Title Page

(See resources / references for materials to accompany the delivery of this activity).

Preparation

  • For the learners, preparation for this activity is not essential, but you might want to recommend prior research into presentation skills, or time the activity to correspond with an upcoming presentation the students are due to deliver. For teachers, using the materials provided here, preparation time is minimal, other than familiarising yourself with the presentation content, ensuring all media accompanying the presentation are working correctly, and that the learning environment has the appropriate AV equipment.

Activity Part 1: Introduction

  • Introduce class to the theme of the session, and the elements to be covered.
  • Discuss with students why these skills are important, and where they are likely to be used in the future.

Activity Part 2: Structure

  • The importance of a well-structured presentation is discussed, inclusive of; knowing your objective when communicating; managing audience expectations; ensuring adequate knowledge of your subject and identifying an appropriate narrative.
  • At this stage, students are presented with a variety of public speaking scenarios, and for different scenarios have to discuss and identify both the objective of the communication, and the most appropriate narratives to employ to meet that objective. There is opportunity for debate here, regarding the conclusions drawn.

Activity Part 2: Tools

  • Tools and resources that can bolster a presentation are discussed at this stage. Various examples are offered to the group, and the audience are invited to offer further examples of their own.
  • When to integrate tools into delivery, and when to avoid it is discussed.
  • At this stage, the examples from part 2 are re-introduced to the group, and the appropriate tools to support the narratives and objectives identified are discussed.
  • (If desired, you may wish to perform a demonstration at this stage, to demonstrate the efficacy of tools when used well. For example, in past deliveries of this presentation, non-science students have been introduced to the mathematical relationship between force, pressure and area, first descriptively, then formulaically, and finally with a volunteer being invited to the front of the class to sit on a chair of nails!)

Activity Part 3: Delivery 

  • The techniques behind effectively delivery when speaking in public are discussed at this stage, inclusive of; speaking with passion and enthusiasm, controlling the speed of speech, using the appropriate language and tone, and using body language to best effect.
  • Examples are offered and discussed on each of the points noted above.
  • At this stage, student practice these skills with several activities. To practice controlling the speed of speech, students are given a transcript which they time one another reading aloud. They then watch a film of the transcript being read aloud (at a clear and steady pace) and repeat the activity aiming to amend their pace appropriately. To consider the importance of using the right language in communication, students are asked to consider how they would describe their programme of study to; a) a five year old, b) an academic, c) a grandparent. Students to this in groups, and the reasons for their decisions are discussed and debated.

Activity Part 4: Nerves

  • The reasons why nerves may arise are discussed amongst the group.
  • Measures and coping strategies to control nerves are suggested and discussed (including practice, preparation, release of nervous energy etc.).
  • (You may wish to use your own presentation as an example of how such strategies allow you to present, without being impeded by nerves).

Activity Part 5: Questions

  • Fielding questions is discussed. The group are asked to reflect on what a questioner wants, when asking their question, and strategies for various scenarios are suggested. 
  • If and how the presentation skills covered in the session can be applied to a Q and A session are also discussed.

Activity Part 6: Conclusion

  • The key themes covered by the session are re-capped.
  • If desired, you may wish to field any questions from the audience at this point.

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;

  1. How would you define public speaking?
  2. How many different public speaking environments will you encounter as a student?
  3. Can you find examples of both good and bad public speeches, the impacts of which have changed the course of history; for individuals, for organisations and for nations?
  4. Who are the teachers, speakers and presenters that have made a positive impact on you? What common traits do they possess?
  5. What are the benefits of a structure / narrative to a presentation?
  6. How will enhanced skills in public speaking benefit you in your future life and career?
  7. Is the ability to speak in public more or less important today than it was in the past?

Equally, you may wish to set such questions prior to the session, and debate them after the session. 

Skill Development:

  • Following this session students should have a much greater understanding of the importance of skills in public speaking, presentation and communication, their relevance to their own studies and careers, and a greater understanding of how to develop and nurture those skills in themselves.
  • For these skills to be consolidated, the session must be supported by opportunities to further discuss, explore, and importantly, practice these techniques, by presenting in a wide variety on environments and contexts.

Resources:

  • Lesson plans and PowerPoint presentations to accompany this activity can be downloaded via > https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11 or copies of slides can be downloaded here > How To Speak In Public [PDF]
  • A film of this session being delivered to an audience of art, media and design students at the Creative Futures Conference, March 2015 can be viewed via > https://www.youtube.com/watch?v=xMnh02odBNA
  • An extension of activity connected to this workshop can be found in the How To Guide 'One Topic Three Audiences.'
  • For Case Examples of the workshop in action, see 'Communication, Media, Film and Cultural Studies', and 'Engineering.'

References:

  • BBC - The Speaker - Improve your public speaking. 2015. [ONLINE] Available at: http://www.bbc.co.uk/speaker/improve/ . [Accessed 28 July 2015].
  • Corcoran, Mike. How to Speak in Public - YouTube. 2015. [ONLINE] Available at: https://www.youtube.com/watch?v=xMnh02odBNA. [Accessed 29 July 2015].
  • McCarthy, Patsy, 2002. Presentation Skills: The Essential Guide for Students (Study Skills). Edition. SAGE Publications Ltd (pp70-106 & 219-236).
  • Shephard, Kerry, 2005. Presenting at Conferences, Seminars and Meetings. 1 Edition. SAGE Publications Ltd (pp1-18 & 138-148).
  • Van Emden, Joan, 2010. Presentation Skills for Students (Palgrave Study Skills). 2 Edition. Palgrave Macmillan (pp1-61).
  • Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11. [Accessed 28 July 2015].

Author:

  • Originally produced at Glyndwr University, as an Entrepreneurial Effectiveness (EE) Session, for the Enterprise Support Programme (ESP), funded by the Higher Education Funding Council for Wales.

Associated Case Studies

About the Author
This guide was produced by Mike Corcoran (www.macorcoran.com). If you would like to contact the author, please use this email address:- m.a.corcoran@outlook.com.

Public Speaking Through Audience Identification (QAA 5,7)

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

Objective:

  • To develop students communication skills.
  • To encourage students to understand context when communicating.
  • To encourage students to consider the real-world context for their subject area, and the skills they are developing.

Overview:

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.

Activity:

  • Provide students with a piece of information which they are required to communicate. This could be something general (for example, what they do at University), or something relevant to the prevailing context and subject matter (for example, the plot of Hamlet, how a car engine works, or how the European Union was formed).
  • Next, provide students with three hypothetical audiences which they must present this information to. The three audiences should be distinct from one another (for example, a 5 year old, a friend and a grandparent; a website developer, a graphic designer and a plumber; a British client, an American client and an Australian client).
  • Instruct students that they should prepare a mini-presentation (30 seconds – 1 minute) to communicate their piece of information to each of these hypothetical audiences. They can do this alone or in small groups, and make any notes if desired.
  • In completing this activity, the students are required to think about the language and reference points which will be familiar to each of their audiences, and how the key information can be communicated without anything becoming lost in translation.
  • Students can then present their mini-presentations to the group for feedback and discussion.

The activity can easily be extended in a number of ways;

  • The topic and / or audience can be kept a mystery from the audience, who have to guess what they are as the individual / group presents.
  • The students can select three audiences themselves, reflecting on likely audiences for the information being communicated.
  • The task can be used to consolidate key information students require, as a revision tool.
  • The students can produce full presentations for their hypothetic audiences (for example, a web designer's sales pitch to a customer, or an economist’s evaluation of the economy to a public radio audience). These can be presented, recorded, or even tested in a real-world environment.

Skill Development:

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.

Resources:

  • This activity forms part of the workshop outlined in How to Guide 'Workshop: How To Speak In Public'

References:

  • BBC - The Speaker - Improve your public speaking. 2015. [ONLINE] Available at: http://www.bbc.co.uk/speaker/improve/ . [Accessed 28 July 2015].
  • Corcoran, Mike. How to Speak in Public - YouTube. 2015. [ONLINE] Available at: https://www.youtube.com/watch?v=xMnh02odBNA. [Accessed 29 July 2015].
  • McCarthy, Patsy, 2002. Presentation Skills: The Essential Guide for Students (Study Skills). Edition. SAGE Publications Ltd (pp70-106 & 219-236).
  • Shephard, Kerry, 2005. Presenting at Conferences, Seminars and Meetings. 1 Edition. SAGE Publications Ltd (pp1-18 & 138-148). 
  • Van Emden, Joan, 2010. Presentation Skills for Students (Palgrave Study Skills). 2 Edition. Palgrave Macmillan (pp1-61).
  • Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11. [Accessed 28 July 2015].

Associated Case Studies

About the Author
This guide was produced by Mike Corcoran (www.macorcoran.com). If you would like to contact the author, please use this email address:- m.a.corcoran@outlook.com.

Communication & Emotional Intelligence (QAA 7)

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:

  • Understand the importance of how to listen effectively 
  • How our feeling and emotions can impact on our ability to listen effectively 
  • What methods to use and when would you use them? 
  • How our listening can affect our overall communication 

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.

About the Author
This guide was produced by Alison Price.

Developing Self-Awareness in Teams (QAA 5)

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

Objective:

  • To enhance self-awareness in team work through reflective practice
  • To reflect upon individual behaviour and practice
  • To explore individual approaches to team work
  • To develop approaches to improved future team working

Overview 

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. 

Activity

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:

  1. you have to be curious about yourself: many have never really thought about their behaviour or attitude in teams;
  2. you have to willing and able to seek information (feedback) about yourself from others;
  3. you have be prepared to consider and process all feedback; many are concerned about how they will handle the information (inclined to filter out the 'good' news or the 'bad' news)

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:

  • What I like most about my performance is ..
  • I have most difficulty when I ..
  • The bit I look forward to most is ..
  • If I could change one thing about my approach it would be ..

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 ..

Skill Development

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. 

Resources:

None

References:

Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge
Paperback www.alanmortiboys.co.uk

About the Author
This guide was produced by Alan Mortiboys (Higher Education Consultant (Emotional Intelligence)).

Workshop: Selling Art Online (QAA 1,2,5)

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

Objective:

  • To provide art and design students with an understanding of the importance of online marketing and e-commerce.
  • To provide art and design students with opportunities to reflect on their own sales and marketing strategies.
  • To provide art and design students with opportunities to identify opportunities to support their own endeavours.
  • To develop art and design students’ knowledge and understanding of how to market and sell work online.

Overview:

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.’

Activity:

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:

  • Prior to the workshop, the facilitator may wish to ensure the PowerPoint presentation is working correctly, and if desired, update the presentation to include up-to-date examples relevant to the cohort.

Introduction:

  • Welcome students to the workshop, and introduce them to the running order which is to follow.

Why Bother?

  • Discuss with students why online sales and marketing are so important.
  • Present to students facts and figures about the size and value of the online market.
  • Invite students to suggest benefits of selling on line, and include your own suggestions, displayed via the presentation.

What Does Selling Online Mean?

  • Students are introduced to various ways in which work can be sold online (An artists’ own e-commerce site, a third party e-commerce site, though promoting offline sales etc.).
  • Examples of various ways of selling are shown to students, and students are invited to add additional suggestions of their own.

Making a Plan

  • Students are introduced to the starting point when making a marketing plan.
  • Students are asked to reflect on a number of questions (What are the products and services you offer? Who are the customers for these? How many of them are there? Where are they? What are your customers’ wider interests? How are these customers likely to look for your work? Where can you go so that these customers will be likely to find you?)
  • A volunteer from the audience can be invited to answer these questions, with group input, with respect to their own business.

Finding the Right Place to Sell

  • Students are presented with various platforms for selling and promoting work online.
  • For each platform, a real life example is demonstrated, and the merits and demerits of each platform are discussed and debated by the group.

How others have done it

  • Case studies are shown to the group, featuring artists (ideally those who are peers of the audience).
  • How they utilise a variety of online promotion and selling opportunities (alongside offline promotion and selling) is discussed by the group.

Conclusion

  • The key themes of the session are recapped, and the group thanked.

Skill Development:

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.

Resources:

  • See references for links to lessons plan and PowerPoint presentation supporting this workshop.

References:

Associated Case Studies

About the Author
This guide was produced by Mike Corcoran (with thanks to ZONE Enterprise Hub - Glyndwr University) (www.macorcoran.com). If you would like to contact the author, please use this email address:- m.a.corcoran@outlook.com.

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Case Examples

Developing Enterprise Awareness (QAA 1,6)

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

Objective:

To develop awareness and capability for enterprise amongst second year business undergraduate students.

Introduction:

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.

Activity:

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.

Impact:

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.

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:

For a How To Guide on utilising external presenters, see 'Guest Lecture Guidance.'

References:

About the Author
This guide was produced by Neil Coles (Senior Enterprise Learning Officer, Cardiff University). If you would like to contact the author, please use this email address:- enterprise@cardiff.ac.uk.

Creative Futures Conference 2015 (QAA 2,6)

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

Objective:

  • To provide students with opportunities to develop subject relevant knowledge, understanding and expertise, to equip them for their future professional development.
  • To provide students with opportunities to develop their interpersonal skills, develop professional networks, and create opportunities for collaboration, employment and self-employment.
  • To bring students into contact with a wide range of leading creative industries professionals.
  • To encourage students to reflect on their own professional development and career ambitions, to identify positive actions and opportunities, and to gain the belief and confidence to employ these changes going forward.
  • To inspire students to strive towards a successful career within the creative industries.

Introduction:

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.

Activity:

The main activity associated with the planning and delivery of Creative Futures 2015 was as follows;

Planning and Promotion (16 weeks)

  • A steering committee was established to oversee the planning of the event. This was chaired by Neil Pritchard, from the University’s Careers Service, with representatives from marketing, student recruitment, enterprise and art, media and design.
  • Though a successful application to the Arts Council of Wales, funding was sourced to support the conference delivery.
  • Sub groups were established to manage specific elements of delivery (for example, website development, promotion to schools, room bookings etc.).
  • All members of the committee shared contacts from their professional networks, as candidates to lead conference sessions.
  • Monthly meetings with held by the steering committee, with regular updates and discussion via email, and regular meetings of individual sub groups.
  • Where possible, students were involved in planning (for example, graphic design students producing posters and marketing materials).
  • The event was promoted to students via their tutors, to schools via the University’s existing networks (through the student recruitment team), and to creative professionals and the interested public through web, social media and printed press marketing (through the marketing team).
  • ‘Delegate Packs’ were created for students and all other visitors, inclusive of a timetable, information about contributors and business start-up information.
  • The event ran from 2 – 5 March 2015.

Event – Lectures / Seminars / Workshops

  • Approximately 50 lectures, seminars and workshops were held over the 4 days.
  • Each day followed a similar format, with a key note address to every delegate, followed by a series of smaller sessions running in parallel.
  • The timetable was designed to offer a valuable session in every timeslot, irrespective of a students’ area of practice.
  • Speakers ranged from animators and film makers, to painters and journalists, school teachers and entrepreneurs. 
  • Students were provided with reflection forms, and reflected on how the learning points in each session they attended could be applied to their own practice and development.
  • Members of the public were able to book free tickets to these events, using the online platform EventBrite.

Event – Fringe Programme and Networking

  • Supporting the day-time programme of sessions, arts events, hosted by creative partners in the locality of the University, were promoted to all delegates, on each evening of the conference.
  • These included live music performances, fine art exhibitions, and interactive poetry workshops.
  • The purpose of this fringe programme was to encourage students to network with fellow creatives in an informal environment, to network outside of the University walls, and for the University, to strengthen its relationship with local arts organisations.
  • Networking was also fostered during the day. ‘Network Cafes’ were held in between conference sessions, in various communal areas around the University campus, where delegates and speakers were encouraged to meet informally, discuss the content of sessions, and exchange ideas. These cafes were facilitated by student volunteers.
  • Many conference contributors encouraged students to engage with them via social media, and this too provided valuable opportunities for students to establish relationships before, during and after the event.

Event – School Engagement

  • School students were offered their own bespoke conference programme.
  • Each school were offered a free, single day visit to the conference, sharing the key note presentation with all other delegates, followed by a campus tour, and a workshop delivered especially to cater to their own abilities and interests.
  • Each attending school student also received a conference delegate pack.
  • This offer was promoted to students of further education within Glyndwr University’s catchment area.
  • Student volunteers supported the school groups during their visits.

Post Event and Legacy

  • A selection of conference sessions were filmed, and made available for students as downloadable audio and video files through the University Virtual Learning Environment (VLE).
  • A selection of speakers were invited to feature in one minute ‘mini-films’ communicating key messages to students, for dissemination via the University’s social media platforms.
  • Where possible, PowerPoints and other resources used in sessions were made available to delegates via the University’s VLE.
  • The steering committee met post-event, and all evaluative data was gathered, collated, and formal reports produced for funders.

Creative Futures Pictures

Impact:

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.

Learner outcome:

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;

  • ‘Inspiring, seeing a life beyond university that we don’t need to wait ‘till we graduate first.’
  • ‘I got to know different artists and see their work which inspired me a lot.’
  • ‘Creative Wrexham talk made me feel part of something interesting here in Wrexham.’
  • ‘The importance of preparation, clarity of vision, focus, planning but then determination and crossing the finish line. Not dreaming, doing!’
  • ‘Immensely valuable series of talks from some very impressive professional speakers.’

Resources:

  • This event was only possible, thanks to the collaboration of a number of academic and operational departments at the University. The integration of the conference into academic assessment for several student cohorts helped to ensure high attendance, and the securing of external funding helped the conference to grow in scope and reach, to engage with schools and the general public.
  • For a How-To Guide on engaging with externals, see ‘Guest Lecture Guidance.’

References:

Author:

www.macorcoran.com

With thanks to Neil Pritchard Student Services Department, Glyndwr University and the School of Art, Media and Design, Glyndwr University.

About the Author
This guide was produced by Mike Corcoran. If you would like to contact the author, please use this email address:- m.a.corcoran@outlook.com.

Your Example Here

If you would like to have your Case Study featured, please download the template and email the completed version to hello@etctoolkit.org.uk.

We have produced a guidance sheet which will assist you in completing the Case Study.

If you have any questions regarding completing the template, please Contact Us.

Embedding Entrepreneurship

If you or your students are interested in developing a business idea, becoming self-employed/freelance or creating a business here are some tools to help and also some links to business start-up support.

How To Guides

These guides have been selected to build QAA (2018) entrepreneurship skills in your teaching.


Design Thinking: From creative thinking to enterprising action (QAA1,2,3,5,6,7)

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

Objective:

  • Know about a range of ideas and concepts about enterprising mind-set and entrepreneurship
  • Reconnecting with your creativity 
  • Introduction to design thinking and exploring a challenge 
  • Apply design thinking to addressing a challenge 
  • Developing a chosen idea (including proto-typing if possible) 
  • Introduction to engaging others in your ideas (moving beyond a ‘Pitch’) 
  • Introduction to crowd funding and funding the idea from within the student and stakeholder audience (external if possible)

Introduction: 

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. 

Activity:

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…

Impact:

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. 

Learner outcome:

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.

Resources: 

  • Team building activities based in context – e.g. Clinical setting/Engineering/Creative/Education. 
  • Usual flip charts and pens etc. 
  • Raw materials for prototyping if possible 
  • Electronic devices to film short presentations 
  • Bespoke Currency for crowd funding session 
  • Prizes 

References:

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  

About the Author
This guide was produced by Carol Langston.

Defining your Customer Base (QAA4,5)

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

Objective:

  • Develop and demonstrate their understanding of their customers, by describing their characteristics and motivations.

Overview: 

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.

Activity: 

Instructions

Invite the entrepreneurs / small business owner to consider their customers and to describe them in terms of each of the following categories:

  • Demographic, who are your customers?  What is their typical profile in terms of age, gender, income, employment status etc.? 
  • Geographic, where are your customers and where do they buy your products / services?
  • Psychographic, what’s important to your customers? What are their values and aspirations; what kind of lifestyle do they have? 
  • Behaviour, how often and when do your customers buy?

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 …..

Skill Development:

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.

About the Author
This guide was produced by Lisa McMullan.

Defining your Customer (QAA 2,3,7)

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

Objectives:

  • To build a profile of (future) customer as a person
  • To develop the business offer through a broader understanding of the customer needs
  • To  support critical thinking and evaluation of ideas 

Overview: 

This exercise enables students to demonstrate their understanding of their potential customer and deepen that understanding to create a robust offer.

Activity: 

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: 

  • Where do they live, work, spend time outside of work and home
  • How much do they earn
  • Where else might they access products/services like yours
  • How do they think, feel
  • What experience do they expect 
  • What concerns do they have
  • What life to do they lead

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.

Skill Development: 

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.

Resources: 

Paper, pens, flipchart (outline of a person)

About the Author
This guide was produced by Alison Price.

Workshop: Business Planning (QAA 1,2,5)

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

Objective:

  • To provide students with an opportunity to identify and reflect on their own skills.
  • To provide students with an opportunity to generate business ideas, and identify opportunities.
  • To provide students with knowledge and understanding of how to write and structure a business plan.
  • To provide students with an understanding of how to use a business plan effectively.
  • To provide students with an awareness of the advice, resources and support available to them.

Overview:

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.’

Activity:

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

  • Students are welcomed and introduced to the themes that will be covered during the workshop.
  • The group may be invited to share their own business experience or business ideas.

Why Bother?

  • Students are asked to discuss and share where they see their ideas and business endeavours 10 years from now.
  • Students are provided with a basic definition of a business plan.
  • Students discuss the purpose of a business plan. Points are suggested and debated.

What to think about?

  • Students are asked to reflect on the skills which they possess.
  • Students are asked to explore and identify the products and services they can offer, supported by their skill set.
  • Students explore how, by reflecting on a particular product or service, they can consider pricing, branding, marketing and sales.
  • An indicative example is offered within the PowerPoint presentation to illustrate this. If desired, you may wish to reinforce this by working through a real example offered by a member of the audience.
  • (An activity allowing students to identify their skills, and explore opportunities in a greater degree of depth can be found in How To Guide ‘Workshop: Breaking Problems Down and Putting Solutions Together.’)

What to write down?

  • The key elements of a basic business plan are covered step by step, with class discussion of the key points at each stage. Namely, the elements covered are; The Executive Summary, The Business Vision, Marketing, Running the Business, Finance.
  • Students are introduced to SWOT analysis. If desired, a member of the audience may be invited to offer their own business idea as an example, which a SWOT analysis can be worked through for collectively.
  • Students are introduced to cash flow forecast. Again if desired, an indicative example may be offered to demonstrate how the forecast works.

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.

Skill Development:

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]

References:

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].

About the Author
This guide was produced by Mike Corcoran .

Your How To Guide Here

If you would like to have your How to Guide featured, please download the template and email the completed version to hello@etctoolkit.org.uk.

We have produced a guidance sheet which will assist you in completing the How to Guide.

If you have any questions regarding completing the template, please Contact Us.

Case Examples

Your Example Here

If you would like to have your Case Study featured, please download the template and email the completed version to hello@etctoolkit.org.uk.

We have produced a guidance sheet which will assist you in completing the Case Study.

If you have any questions regarding completing the template, please Contact Us.

Additional Resources

Cases Studies of Good Practice

can be found in Higher Education Academy booklet (2014) Enhancing Employability through Enterprise Education Case Studies

Enterprise Educators UK (EEUK) regularly share members practice, including examples such Sheffield Hallam's innovative approach to providing students with opportunities to address real-life challenges, getting work experience in a safe and secure environment - the Venture Matrix and Sheffield University's Make Ideas Happen.

Business Start-Up Resources

BOSS stands for the Business Online Support Service, provided by Business Wales. This service provides online learning courses to help people who are thinking about, or actually, starting a business, already running a business or looking to grow their business.

Big Ideas Wales The Big Ideas Wales campaign is part of the Business Wales service, designed to support the next generation of young entrepreneurs in Wales.

Nesta Creative Enterprise Toolkit
Our enterprise resource toolkit contains tried and tested methods for teaching enterprise skills to creative individuals who are thinking about setting up a business. Available for purchase - with access to resources here http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf