Midwifery

Objective:

The learner seek to recognise the skills inherent within a team or are needed for a group to achieve a goal/complete a task.

To recognise difference and how contributes to overall success.

Overview:

An exercise to understand the different skills needed by different individuals working within an organisation and how each person is integral to the overall mission.

Activity:

By presenting a group challenge (which could be an assessment or in-class group activity) ask the students in groups to identify the roles needed to achieve and deliver this task.

The task could be a research study, a group project or a live case from an employer. They can be actual/live or "typical" to your sector and industry or could be created from tender/proposals or research opportunities that you are aware of. This activity can assist a group if they are starting a long term project or assessment together or can be a stand-alone activity which helps them think through roles and responsibilities and underpins future group work.

Firstly ask them to identity the number and type of roles required to deliver the proposal, project, tender or group challenge. Typically they will focus on the project deliverables, but ensure that they also think of the skills needed within the project, such as communication; team leader; organised; patient; good listener. 

Using flip chart paper, they can start to shape these responsibilities into roles or jobs.

Some of their skills may link directly to roles, others may be standalone elements that they wish to see in the team and these can be identified on post its.

Provide outline images of people or a new piece of flip chart and ask them to present the roles required to deliver the job/meet the challenge. This can be presented to the group, or a poster-showcase can be created which includes the brief/project and their proposed solutions (job roles and skills).

Skill Development:

In order to review the skills developed in this task it is important to review the process with the group as well the outcome. They will have had to make judgements and rely on expertise and leadership from within the group and it can be powerful to explore their group dynamics against those they have created in their "dream team". Reflection questions can include:

• Who demonstrated leadership?
• Who analysed the task most effectively?
• How did you overcome any barriers – or "stops" in your work?
• What resources did you rely on? What networking skills supported this task

Ask the group to reflect upon the skills analysis they have undertaken and their ability to meet the challenge/task. What do they need within their team to be the "dream team" and what qualities would they need? What steps do they need to take (personally and professionally) in order to develop their skills to become a team player for this challenge?

Resources:

Scenarios or group challenges for the groups to tackle (can be different or the same) created from a proposal or tender, or the group assessment.

Flip chart, pens

(optional: outline of a person to create their "job description" with)

Objective:

• Use and explain the critical interdisciplinary definitions related to organizational culture and entrepreneurship.
• Describe the relationship between organizational culture, structure, and leadership.
• Evaluate personal approaches to a professional work-life.
• Design and assess an emerging organizational culture.
• Critically evaluate the approaches to the intentional creation of organizational culture.

Overview:

By the time most enterprise founders start thinking about ensuring a healthy culture in their business, it is usually too late. The culture has already emerged and is not always the most conducive to the health of the founder and employees, or even the enterprise itself. The culture of the enterprise emerges from the mind, values, and practices of the founder(s) while the business is being created, a time when the founder generally places more priority on the creation of economic value than the creation of culture. This exercise is based on a combination of organization and entrepreneurship theory and uses an off-the- shelf computer game, The Sims: Open for Business™, to investigate the core values, assumptions, interpretations, and approaches that combine to define the culture of a new venture. The students are assigned to play the game for a minimum of two hours outside of class, with no introduction given around the concept of culture. The heart of the exercise is the in-class debrief (including viewing the game), which reveals the culture that was created, what it means for all stakeholders, and what actions could be taken to adjust that culture.

Usage Suggestions

This content of the exercise works for all audiences, undergraduate, graduate, executive, or practitioner. The delivery requires that the students have access to the game and are able to play it before the discussion. The exercise lends itself well to online courses, as the debrief and illustration can also be done online, preferably in a synchronous mode, although asynchronous will work too. The exercise works best when each student is able to log on to his orher game for the debrief. This exercise is positioned in the course when emphasis is on resources. Culture is presented as a resource that can either add to or detract from the value of the company.

Activity:

Pre-Work Required by Students

• Play The Sims: Open for Business™ for a minimum of two hours.

Time Plan (90 minutes)

This 90- minute exercise can be adapted to fit various time schedules, including an entire class. Prior to the exercise the students would have been told to play the game for two hours. No other instructions are given. In this way, playing the game provides a shared experience and serves as the live case for the discussion.

Step 1 (Introduction) 0:00–0:10 (10 minutes)

Ask the students to open their laptops and log on to their games. Each game should open at the point at which the student left the game. The opening or warm- up questions should be about just playing the game:

• How many of you had played some version of The Sims before? Anyone played this particular expansion version?
• How was it? Did you enjoy it? If so, why? If not, why?
• Were there any particular challenges?
• Where there any particular surprises?
• How long did you actually play? (Probe for who played the longest and why.)

Step 2 0:10–0:40 (30 minutes)

Divide students into groups of five to six and give them the following directions: “Please select a scribe and a reporter to first capture the themes of your work and then be ready to report out to the full class on your work. First, individually, each write down the answer to this question: What is the culture of the business you created – and how can you tell? You have five minutes for this individual work. After five minutes, and I’ll tell you when the time is up, we’ll switch to working with your team. 

1. First, each student please share with your group the business you created.
2. Second, as a group create your list of criteria that create an organizational culture.
3. Third, please describe the impact of how people will carry out work given the culture you have created.

Step 3 (First report out and discussion) 0:40–1:10 (30 minutes)

Start with the first table and have the reporter share their top two criteria, along with an explanation and illustration of each. Then ask each table to add two criteria to the ones already listed. If desired, you can take a hand count at the end to establish what was considered as most important, and so on. The board map should match the theoretical criteria of your choice. For the purposes of this teaching note the primary source is Schein (1983) and focuses on the basic underlying assumptions around which cultural paradigms form. Examples include:

• The organization’s relationship to its environment: Is recycling important?
• The nature of reality and truth: How important is time?
• The nature of human nature: how employees (insiders) are treated and how customers (outsiders) are treated.
• The nature of human activity: the physical design of the employee break room.
• The nature of human relationships: Is the focus on competition or cooperation?

Summary and Close 1:10–1:30 (20 minutes)

Ask the students to again work individually and list the three things they would keep about their culture and the three things they would change, along with how they would implement that change. Lead the closing discussion in such a way that the students discover:

1. What types of cultural approaches are common across most businesses?
2. What is the role of fit between the founder, the company, and the environment in creating culture?
3. How does culture become a positive resource for your business?

Teaching Tips

The game generally has to be ordered online, so you need to allow students time to order and receive it. The ideal experience is for the classroom to have wireless internet access and for each student to have a laptop. However, if teaching students with no access to computers or ability to buy the game, the instructor can lead the class in playing the game as a group, with one computer and the screen projected on the wall.

Skill Development:

Key Takeaways

• The importance of intentionally creating organizational culture during firm emergence.
• Organizational culture can be a positive or negative firm resource.
• Organizational culture needs to be a fit between the founder, the firm, and the environment.

Resources: 

Materials List

• Video game: The Sims and the expansion packet The Sims: Open for Business™.

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

References:

This exercise is taken from;

• Heidi M. Neck, Patricia G. Greene and Candida G. Brush, 2014. Teaching Entrepreneurship: A Practice-Based Approach (pp.110 – 113). Edition. Edward Elgar Pub.

Suggested assigned reading:

• Schein, Edgar H. 2010. Organizational Culture and Leadership, Vol. 2, Chapters 1 and 11. Wiley.com.

Theoretical Foundations

• Barney, J.B. 1986. Organizational culture: Can it be a source of sustainable competitive advantage? Academy of Management Review, 11, 656–65.
• Brush, C.G., Greene, P.G., and Hart, M.M. 2001. From initial idea to unique advantage: The entrepreneurial challenge of constructing a resource base. Academy of Management Executive, 15(1), 64–78.
• Cameron, K.S., and Quinn, R.R. 1999. Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework, Chapters 2 and 3 only. Reading, MA: Addison- Wesley.
• Schein, E. 1983. The role of the founder in the creation of organizational culture.
• Stinchcombe, A.L. 1965. Social structure and organizations. In J.G. March (ed.), Handbook of Organizations (pp. 142–93). Chicago: Rand- McNally.

Author:

• This exercise is taken from, Heidi M. Neck, Patricia G. Greene and Candida G. Brush, 2014. Teaching Entrepreneurship: A Practice-Based Approach (pp.110 – 113). Edition. Edward Elgar Pub. and is reprinted with the kind permission of the authors.

Objective:

Students should be able to:

• identify, analyse and respond to relevant opportunities
• develop and produce multiple solutions to identified problems, shortfalls and similar challenges
• be flexible and adaptable, seeing alternative perspectives and offering a choice of solutions
• review and evaluate multiple solutions in contexts that anticipate and accommodate change and contain elements of ambiguity, uncertainty and risk.

Overview:

With the support of alumni who engage through social media (facebook; twitter etc) an/or Skype, students are given incremental weekly instruction that builds into an overall assignment. This interactivity means that deadlines can changed and information updated, often in response to newsworthy or other high profile influences and the students need to adapt throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional). The project is designed to precede later work where the students will engage with real clients, so as to better enable them to respond proactively to change.

Activity

This activity is undertaken in semester 1 of a second year course of study (15 weeks – 2.5 hour sessions with anticipated 2.5 hours private study per week) and runs across all Visual Communication and Design courses. Each course's relevance is ensured as the framework can be adapted to specific study areas and alumni inform the actual project – so as to ensure relevance and to maintain student motivation (See: Continuous Conceptual Review Model). The sample offered here is for two cohorts (approximately 50 students) from the film and media production courses and from the Advertising and Brand Management course – who will subsequently engage in an interdisciplinary module.

The following provides an outline of the activity as delivered to these disciplines, and was first introduced in 1995 following alumni feedback on the value of their educational experiences. Other disciplines use their own alumni and realistic contexts.

Week 1

Students expect the lecturer to lead the class, but an unannounced stranger is brought in (alumni - in person or via skype) who asks the group about their career aspirations and challenges their understanding of the world of work. He or she explains their busy lifestyle and asks them to quickly help him or her with a problem they have – how to visualise a brand for a new academy of creativity, but explain that they have to go and leave them to it. Normally 90-95 per cent of responses include a light bulb.

Week 2

Student's have been discussing the individual and although not told, want to question the alumni about their work (curiosity based learning). The alumni,still in a rush, starts to explain that the headmaster for this new school will be Sir Humphrey Davy... then the connection is lost. Quick internet searches reveal that this is a historical project, as Sir Humphry Davy lived in 1778 – 1829 and that his work preceded the invention of the light bulb. Past work is discarded (with occasional moans and groans) and new research starts into historical images that represented creativity - prior to the invention of the light bulb. New / alternative ideas start to emerge.

Towards the end of the session the alumni reconnects / re-enters the room and takes questions about their work as a freelance storyboard writer for major TV companies. Scripts are discussed and student interest gained – a promise to see a script is made by the alumni.

Week 3

An outline of a TV script is presented to students by the alumni. They or another alumni start to explain how camera angles and specialist instructions such as close ups or super close ups need to be incorporated in the storyboards. Examples from well know TV programmes or Films are shown when possible. With support from the alumni, students attempt to develop a storyboard through acting out the script and noting important aspects such as emotional engagement. Identification of the brand is central to the story line.

Week 4

The alumni explains that he or she has just met the producer, who is happy for them to see other scripts for later episodes. Episode two has the main character Davy waking up in the future and looking at a barren landscape, one which is littered with light bulbs - which is now a thing of the past. The alumni explains that their brand has to survive the passage of time and that it has to be recognisable in the year 2020. Research into potential future understanding of creativity commences and students envisage / storyboard a potential future scenario based on the script.

Week 5

The alumni / staff set up an opportunity for the students to pitch their ideas to the alumni. They have an hour to prepare a presentation and are requested to discuss and argue a minimum of three ideas. This was unexpected. After 20 -25 minutes the alumni asks them to limit their presentation to one or two minutes, so that he / she can hear them all. Students are asked at random to present. Time may run out and alumni ask students to make a pdf version to email (via staff).

Week 6

The alumni explains the future direction of the time travelling Davy, and introduces the idea that he may meet aliens in his travels. Some students have already discovered Davy claimed this through their research. The task now is to create a pitch as to why aliens would find the brand design that they are developing to be credible.

Weeks 7–9

Students develop their storyboards and at least 3 brand ideas in the sessions. More in depth research is undertaken and initial concepts re-evaluated anditeratively developed. Arguments for the solutions are mapped and explained as reflective mind maps – so as to illustrate the thinking journey.

Week 10

With 2 or more alumni present or available via Skype, students are asked to consider how this kind of work could be best assessed and who should assess it? Using a pro forma, students suggest how their could be meaningfully evaluated. Through discussion, research, and assisted by appropriate lines of questioning by the educator and alumni, the idea of flexibility, adaptability and the requirement for multiple solutions emerge. Students come to realisethat their response to change is a key factor and that when faced with incomplete data (QAA, 23 states "students can be required to work with incomplete information or information that is incrementally offered after a review of their initial findings"). As multiple and responsive outcomes are the most important aspect, the theory of divergent production is introduced, i.e. more solution developing capabilities, many alternative solutions that respond to change, plus the value of distinctiveness of ideas (similar solutions being less creative than distinctly different ones).

Week 11–13

Students develop their ideas further, in the knowledge that the alumni will be commenting and advising the educator, and that they will be assessed on the distinctiveness of a range of ideas that relate to the assignment given to them by the alumni. These will be evidenced by charts that illustrate the critical elements of their research and how the research informed their solutions. In simple terms, the more divergent the thinking the more complex the charts, hence students can easily recognize the range of solution development that has taken place in a clear and transparent manner.

Week 14–15

Pitches take place and the alumni adds their thoughts and comments. Assessment is based on the range of alternative ideas, the divergence of alternative ideas and their ability to be used flexibly in the scenarios described in the scripts supplied by the alumni.

Note: later, in the next semester's module, the process continues and approximately 5 weeks into the projects each class will be provided with a theory session on brain functionality and how these kinds of activities enhance 'aha' moments of creative discovery (See: Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar). Thus practice informs personal theory development and theory follows practice, "reflective practice enables students to 'join the dots' of past experiences and perceptions" (QAA, 14).

Skill Development:

The assignment is constructively aligned (Biggs, 2003) as it enables students to demonstrate their skills and responses in meaningful and relevant (to their studies) scenarios that engage true to life experiences of alumni – who are partners in the process / most of whom have now experienced it for themselves in their own education and are familiar with the concepts.

Of interest is that the assessment strategy is often new conceptually and structurally, but through debate and discussion (week 10) the students feel engaged and very aware of the goals – which are not as they first perceived.

The assignment also leads into later QAA areas, for example they learn to "robustly justify their decision making processes" (QAA, 17) and includes "pitches to peers and expert advisors" (QAA, 23) that involves "feedback from different viewpoints" (QAA, 26).

Moreover, aspects of decision making supported by critical analysis and judgement (QAA, 19) can be evidenced in this and later assignments based on the same approach. Specifically, the assignment discussed here adopts the following QAA (19) guidance on delivery approaches:

• recognise or create multiple opportunities through actively making connections
• make connections as a result of problem solving, evaluating and assessing ideas, and iterative development strategies involving critique and enactment
• develop relevant subject expertise, as well as awareness of contemporary issues, both of which should feature strongly in any strategies for recognising opportunity

Resources:

Open plan and flexible working environments suited to enactments and pitching – ideally simulated professional design studio with access to online resources

Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project

Pens and software utilised in storyboard development and brand evolution.

References:

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

Objective:

• To reflect upon learning journey 
• To acknowledge individual or team “learning gain” experienced over time (process; project; task; or period of learning/study)
• To articulate skill development (soft skills) and personal insights (in team dynamics, personal progression or learning)
• Option to support future development:
  to provide the opportunity to identify gaps in learning or development and create a personal action plan for personal development and future learning.

Overview:

This task provides an opportunity to reflect on the learning gained during particular tasks for activities (ideally should be of “medium” length, such as intense induction programmes, week long activities or longer learning ‘events’ (modules or years of study). This can be particularly effective in terms of drawing out “change” or learning gain as identified by the learner themselves. 

This approach provides an opportunity to reflect upon a wide range of individual development (including emotional development and confidence levels) as well as recognising improvement in the development of skills.  

Traditionally physical diaries were issued to encourage students to write regularly and informally, however the wide range of multi-media (through smart phones and tablets) also allows students to select their own format (s) or trial the use of a new media tool for this purpose (ideally agreed in advance with tutor to avoid IT issues in viewing).  A learning diary is therefore a tool of reflection which can take a variety of forms.  

Key considerations for the tutor include:

• media (format options include: written essay or report; video diary; podcast; voice memos; photos/collage; or a combination of approaches) 
• structure (open; templates; prompts or based on prescribed reflective models and frameworks, or those sourced by the student)
• formalised base line (questionnaire or status review at the start, to review at the end)
• inclusive of theory and wider reading (whilst some learning diaries are entirely “personal” and seek to draw out the development of softer skills and personal ‘learning gain’ others seek the inclusion of wider reading and theory development to evidence change and thought)
• assessment (% within modules vary though typically it is used as part of an assessment strategy, though can stand alone when used to capture and review a full programme year or team task activity.)  

NB: Consideration of how to create “value” is key in determining the role/purpose of this approach within an assessment strategy or within a programme. Typically students value activities that the tutor places a value on, and their currency is marks/assessment.  However as diary is, by definition, a subjective view, and should reflect what the student has heard, learnt and reviewed, it is the student’s own analysis and insights that count, and clear marking parameters and guidance need to be provided to ensure clarity.

Activity:

Issuing this task should be done at the start of the activity that you wish the learners to reflect upon.  Ideally you encourage (or set) answering a range of open-ended questions, delighted to understand their initial position as they approach this learning/task.  This may include expanding upon their prior understanding or life experience, as relevant to this work.
Once the activities are being undertaken, reflective models can be issued or sourced by the students to support their thinking.  However you may wish to provide a set of reflective questions at regular intervals as prompts to their developing thinking.  

This activity can be highly prescriptive, with set timescales at which you expect stages of reflection to be completed (as relating to the task being undertaken) however it is also possible to make this an open task, where the approach and learning is with the student to design and undertake. This allows the learner to explore, source and select their own model for reflection and test its effectiveness as a tool for their development during the process.  This additional skills of research, evaluation and comparative analysis but risks diluting the quality of the reflection if the students place the emphasis upon critiquing models rather than the task itself and their personal learning.  It is therefore important that you reflect the emphasis you wish to seek within your assessment schedule.

To increase the synthesis, and the ability for personal and confidential reflection, you may wish to create a format in which the students regularly capture thoughts and feelings, but keep this as a personal document (diary, blog or video diary) from which the submission is created.  This synthesised version of their learning and reflections build an understanding of their personal development over time and allows for honest and uncensored self-reporting and reflection.  Again the structure/control of the format/questions can be loose and open (providing only sources and reference to guide) or highly prescriptive (working within a template or with specific tools/questions) to ensure that the key elements of learning (including emotional elements and confidence) are a required feature of the submission.

Skill Development:

Personal reflection is a tremendous skill, but is often difficult for students to develop, particularly during a period of study, with little or no external reference points or practical application.  It is therefore recommended that this is an assessed piece, so that the value of reflection is made clear.

It is therefore important that you, as the tutor, place importance upon the development of this skill and take class-time to consider what is meant by reflection practice and how to ensure that reflection leads to learning, what is meant by reflective practice and how to ensure that reflection leads to learning. 

It is also important to consider the formative as well summative assessment within this process, as reflective skills are improved through regular practice, and this form part of your regular teaching.  It is important that you ‘model’ a reflective approach with the students by including reflective questions onto your regular contact with them, and making reflection an explicit aspect of your activity/classroom debrief.  Making this explicit within your teaching will reinforce the student’s understanding of reflection as an activity to be repeated and practiced, as well as help them see how reflective questioning or models can deepen their understanding and build confidence in their abilities.

Resources:

Three stem questions (Borton T1970) were further developed by John Driscoll (1994, 2000, 2007)

• What?
• So what?
• Now what?

• Driscoll Reflective Questions (2000) Downloadable
• Task template for individual: ETCSkillsQAA5ReflectiveLearningDiaryTaskIndividualTemplate adapted from downloadable template: http://www.sagepub.com/burnsandsinfield3e/study/Chapter%2023/Reflective%20learning%20diary%20template.pdf
• Reflective Learning Diary Template sourced from Burns, T and Sinfield, S (2012) “Essential Study Skills” Third Edition SAGE (photocopiable; printable)
• Gibbs’s reflective Cycle: Downloadable PDF
• Atkins, S. and Murphy, K. (1994) Downloadable PDF

References:

• Burns, T and Sinfield, S (2012) “Essential Study Skills” Third Edition SAGE 
• Gibb’s reflective cycle: from Gibbs, G (1988) “Learning by doing: A guide to teaching and learning methods” 
• Atkins and Murphy Model from Atkins, S. and Murphy, K. (1994) Reflective Practice. Nursing Standard 8(39) 49-56
• Driscoll, J (2000) Practising Clinical Supervision Edinburgh BailliereTindall

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Objective

The purpose of the session was to support students to:

•        Explore innovation in midwifery practice and what it means to the students;
•        Provide a Framework to understand their enterprising competencies in order to be change leaders and innovators in the health sector;
•        Support students to self-analyse their competencies and existing skills;​
•        Allow time to reflect their experiences of midwifery practices and share thoughts
  

Introduction 

The conference is an all-day event with external speakers on change and leadership in the NHS and health sector.

The EntreComp Framework session was held during the middle of the conference and pulled together the change and leadership themes. It provided an opportunity for students to focus on themselves to reflect and consider the entrepreneurial skills and competence they may need to develop as leaders. 

Activity 

Students completed a series of activities individually and in groups. These were:

 -        rating their comfort levels for suggesting/making change in their current setting/workplace;

-        discussing in small groups one change that they would like to make in their current setting before sharing with the wider group;  

-        completing EntreComp Table 1 individually and providing examples for each competence; 

-        returning to their groups and referring back to the changes that they would like to make and choosing one to focus on from the group. They then identified the competencies from the EntreComp Framework that they might need as leaders to deliver the change; 

-        each group sharing with the wider group the change that they chose to focus on and the EntreComp competencies that they would need to deliver the change; 

-        rating their comfort levels again having explored their own competencies against competencies that they might need to deliver change; 

-        setting themselves 2 actions that they could take going forward that would help them with developing their competence. 

Personal Activity Sheets were designed for the group to use during the session. The Activity Sheets were accompanied by Table 1 of the EntreComp Framework which are the descriptors for each competence. 

Impact

• Students welcomed the opportunity to reflect and have discussions with their peers during the conference programme
• EntreComp supported discussions about practices that they would like to change within their own setting/workplace and enabled them to make a personal connection to the concept of innovation in midwifery practice
• Students remained engaged with the theme and activities through-out the session

• Grasped EntreComp quickly and could map their experiences to it
• Using EntreComp enabled them to identify leadership competencies that may be required to be innovators within maternity services
• Activity Sheets left students with a reflective guide on their experiences to date; the competencies that they have developed and skills gaps that they could work on fulfilling in preparation for future careers. 

Resources  

•        Pens, Highlighters
•        Powerpoint slides
•        EntreComp Table 1 Descriptors (version adapted for LSBU students)
•        Personal Activity Sheets  

References

Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016) EntreComp: The Entrepreneurship Competence Framework, Publication Office of the European Union; https://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf 

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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.

• How to Guide Template
• Template Guidance

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

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

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

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