Enhance your curriculum by addressing the QAA Guidance on skills for your subject, and incorporating the QAA (2018) Guidance on Enterprise and Entrepreneurship.
The following ETC tools can help you to deliver these skills in the curriculum
These guides have been selected to build QAA (2018) enterprise skills in your teaching.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
3Decision making supported by critical analysis and judgement
Based on the 80's TV classic format "Runaround" this highly interactive task energises and tests the learner's ability to recall or synthesis information within a short time frame (15-30 seconds). This is an active "on-your-feet" activity, designed to get the whole group "running around" between potential answers for subject based quiz questions. It does require preparation (of quiz questions and answer "zone" markers such as A, B, C, D as well a consideration of the space/safety issues when working with a given number of students.
Activity
PREPARATION: As a tutor you will need to prepare a set of (subject based) multi-choice questions to ask the group as a whole. These can be factual or can draw upon their skills of synthesis and instinctive decision-making as you challenge students to apply knowledge and learning to new areas in order to answer the questions presented to them.
In addition you need to create 3 or 4 (depending upon the number of options of your multiple choice questions) letters (A-D) for the students to move towards. These can be chalked on the floor, but ideally are large letters stuck to the wall (rather than the floor to avoid slipping).
In addition a large visible timer can drama to each question, but you can use a watch or phone as a timer, or adjust time scales relating to the difficulty of the questions asked by just declaring "time up" as you judge the room to have "settled".
Task: as the tutor you will gather all the students into the middle of a large learning space and then invite them to move to the areas (A-D) in order to show their answer to the questions you are 'shouting out'* to them.
*Depending upon the room, and the learning support needs of the students it can be beneficial to have these questions and their answer-options on PowerPoint.
As the questions are asked, there is a short time for the individuals to decide which answer they support and move to the letter that represents their answer (so the students are "running around" to stand by the answer they feel is right). It is best conducted with 1 right option and the others being false, if close, answers.
Students must go to the area that they think is the correct answer – undertaking "the runaround". They are then given the chance to change their position if desired, in a further "runaround". The answer is then revealed with a full explanation. This active form of learning means that students are fully engaged in the learning process and increase what they remember due to the jeopardy and risk associated with this game. Emphasis is placed on engagement, not on “winning” and active revision takes place. A handout of the slides can be provided at the end of the session to promote further engagement and continue the learning, by promoting discussion and reflection after the task is completed.
By creating questions that might split the group or by releasing further information as they move, you build student confidence in their decision making (as they are allowed to move during the "decision time") and reducing the stress associated with risk of failure. It is also a way to support those who less confidence or understanding as they are not isolated within the group, but able to see the consensus of views and chose to follow the majority if they wish. It also allows those who appear to be' failing' to change their answer by moving to a different letter, if they see that the group members have selected a different answer.
FINAL NOTE: Of course the safety of students is paramount and this should only be done if it can be carried out safely with the number of students and if all students are in a position to actively engage or can be supported to do so.
A key pedagogic note is that students feel quite happy about taking part because they get the chance to change their minds, without embarrassment whilst less confident students gain a sense of confidence in their own ability.
Confidence can be built by awarding team points rather than individual points as this encourages the group to invite those it fears as having the wrong answer to join them, within the time limit. However it is worth noting that individual marking option makes this particularly useful technique for revision or 'last class before the exam'.
Whilst this game is fast and furious it is designed to limit failing and support those who may expose a lack of understanding, as the majority response to the questions is always visible. It is therefore important to reflect upon this at the end of the task to ensure that the difficult (subject) questions are reviewed (especially those that the group got wrong) but also that the confidence in each other as knowing and supporting each other as team members.
Preparation of multiple choice quiz questions
Large "answer zone" signs (A, B, C, D)
Optional: handout of questions and answers for post-activity individual reflection
Inspiration: Runaround TV Show: http://en.wikipedia.org/wiki/Runaround_(UK_game_show)
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
Effective engagement of Alumni seeks to support the students to become:
With the pre-arranged (and prolonged) support of alumni (now professionals) this approach of continued access to external professionals (ideally programme/course Alumni) is designed to prepare students to be able to engage with real clients and better enable them to respond proactively to change.
Externals are invited to engage with the current student group as they undertake a task, using social media (facebook; twitter etc) an/or Skype. This creates either incremental weekly instruction that builds into an overall assignment or regular support or feedback on course work from externals.
This approach needs pre-agreement and commitment of externals (ideally Programme/course Alumni) who commit to short, but regular interaction through social media or Skype.
This activity can either be driven by a live brief or challenge identified by the external (higher level of engagement) or as comment and support to those undertaking the programme, through sharing expertise and current work experiences. If the students are working on a live brief or task given by the external, this high level of interactivity can mean that summative deadlines can changedand information updated, and the newsworthy or other high profile influences can be included throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional).
This engagement can be “managed” by the tutor – to pre-plan some ambiguity or pre-agreed change of brief/scope with the Alumni contact, or left open to allow access to externals as an organic relationship, where advice may be sought by the students or experience/daily practice shared by the Professional as they see fit.
In addition, any presentation /show case or final assignment submission can be shared with the external and their input made part of the summative or formative feedback (assessment strategy).
Note that the choice of social media will impact on the type of engagement between alumni and students, but ideally something that the Alumni member uses regularly will ensure more regular engagement. Even small inputs (as typically seen in social media such as Twitter) can guide student approach and ensure that they are able to ask private questions, and that other students can also learn from the mentor/alumni generic comments or insights.
Depending upon the level and type of engagement, students can benefit from insights from a ‘typical day/week’ of a professional working in their area, or be pushed to develop their tolerance to ambiguity (through changing deadlines, or unexpected changes to the brief or additional information). This can build resilience in the students but there needs to be clear expectations of this relationship, as well as additional tutor support.
Students typically respond well to changes and additional insights from professional Alumni and can develop their understanding and judgement, in their chosen field, whilst gaining further insight regarding professional practice.
Students should be bought together to share their experience of virtually engaging with their Alumni contact and explore their emotional responses to the changing briefs or additional information. They need to explore, and develop strategies, for coping with ‘real world’ brief/challenges and exploringthis together, and sharing how they dealt with it, and could deal with it in the future, builds their confidence and resilience to change. Using reflective practice to consider the learning across the group can draw out a range of key lessons for preparing for future challenges.
Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project or to commit to regular updating/comment for a pre-agreed period of time.
Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar).
Scott, J., Penaluna, A., Thompson, J & Brooksbank, D. Experiential entrepreneurship education: Effectiveness and learning outcomes. International Journal of Entrepreneurial Behaviour and Research (Forthcoming)
Jones, C., Penaluna, A., Matlay, H., Penaluna, K. Discovering the Soul of Enterprise Education. Education +Training, Emerald Publishing (Forthcoming)
Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) ‘When did you last predict a good idea?: Exploring the case of assessing creativity through learning outcomes’, Industry and Higher Education, Vol.8, No.6, December 2014: 399 - 410
Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis. Education + Training, Emerald Publishing, Volume 52, Issue 8/9, pp. 660 - 678
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
5Reflection and Action
(small paragraph/ 2 -3 sentence)
The focus of this task is group reflection, understanding and learning from experience when faced with challenges.
As a tutor you will need to prepare in advance to deliver this activity.
PREPERATION:
Depending on class size the activity timings is 2 hrs when working with 4-5 groups of learners. The exercise can be assessed or used as a reflection exercise within a group assignment. You will need to make sure the room is suitable with moving space and tables which can accommodate seating of each group. To deliver the session you will have a box of materials (listed in resources) prepared including laminated titles from 5 sections discussed below.
This activity is divided into 5 sections: -
Each section is introduced in a timed sequence of 10 minutes per section/ 50 minutes. The group are tasked with creating a “time line” using materials and space provided. The timeline will be created based on group discussion and reflection after each of the sections. Each group will share their timeline, ideally one learner per topic.
short – focus on reflection; review; feedback; learning
Opportunity to focus and reflect on group working, learning through reflection with chance to put this understanding into practice as the group work for assignment continues.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
5Reflection and Action
This reflective activity is based upon 'open questioning' to encourage students to explore their own behaviour in a group. As this activity focuses upon the individual it can be run effectively in any learning space and with any group size, however there are modifications available if the group has worked together before.
Students are asked to work alone to complete the following sentences in relation to yourself when working in teams:
My greatest skill in teams is
A skill in teams which I could handle better is
My quality which team members respond to best is
I respond best to team members who
If there is one thing I do too much of, it is
If there is one thing I could do more of, it is
Team members find my manner predominantly
Students are asked to attempt this task individually (3-5 minutes) making notes for their own use.
Then they are invited to turn to the person next to them and ask them 'How did you get on?'.
This question is worded that way in case anyone does not want to talk about the specifics of what they have put down but still talk about how difficult or otherwise they found the exercise.
After they have discussed for 5 minutes or so, the tutor should ask the whole group the question, 'How did you get on?'
Individuals respond by exploring the difficulties they found in answering this and collectively the group seeks to identify three pre-requisites for developing self-awareness.
These are:
Modification: If the group have worked together before you can ask them to undertake this task in pairs. First answering for themselves and secondly answering for their partners.
Then they can discuss/compare perceptions, and hopefully learn about the accuracy of individual self-awareness.
This deepens their skill development as will require effective interpersonal skills.
Modification 2: Completing a list of prescribed incomplete sentences can be a simple but very powerful tool for getting started on the reflective process. You can issue similar open questions after presentations or group work for individuals to reflect on. For example:
Here are some incomplete sentences for use by a student or lecturer in reflecting on a teaching /presentation session:
The part of the session that I found most rewarding was ..
The one part I would do differently if I had the chance would be ..
I was at my most uncertain when ..
I was most relaxed when ..
I felt anxious when ..
I was pleased with ..
I felt awkward when ..
One part of what I said that I could have worded differently was ..
Developing effective reflective skills requires practice and repetition. These open questions, together with the opportunity to share and comment, create the space for students to review their approach and consider the future lessons for their practice/behaviour. The technique of 'open questions' supports reflective practice and can be adapted to review many of the individual and group activities that students are challenged to undertake. Collective debriefing on personal reflection is also incredibly useful in helping the students appreciate wider viewpoints or to deepen their own practice. However it may be helpful to share clear ground rules regarding personal disclosure during these discussions to ensure that individuals only share elements of their reflection that they are comfortable with.
None
Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge
Paperback www.alanmortiboys.co.uk
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
7Communication and Strategy
This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication. The activity can be used at any time during the session, however it is highly effective as and ice breaker. It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.
You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount. You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed. This can be actioned by anyone and will not result in any penalties.
To run the task, gather the group outside the room and:
It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.
Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).
This task requires listening and communication skills and also helps builds trust and connections across the pairings. However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future. It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges. These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.
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.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
To help Nurses understand the relevance of enterprise education to their profession by
This example was delivered in a standard lecture theatre for initial interactive workshop, moving (after forty five minutes six tutorial rooms) used for group task in order to deliver to a class of 300.
Within this half day session, second year nurses were introduced to the concepts of enterprise and its relevance to the nursing profession. They had to debate its relevance within the lecture and work in groups to develop solutions to healthcare problems. They then faced a group challenge over a three hour period, which they ultimately needed to present to be assessed by a panel including a lecturer, nursing practitioner and a nursing entrepreneur (externals).
Initial exploration of the concepts of enterprise and entrepreneurship allows for agreement to be formed over “what are the enterprise skills or competencies” being sought by nurses and within healthcare.
Using interactive and discursive techniques to allow for initial thoughts and fears to be shared in small group, it is possible to explore these personal skills and draw out experiences and expertise from the prior knowledge/background of the student group.
The next stage is to collate these responses to create a formal group response (see skill development through reflective practice HOW TO GUIDE ETC SKILL) and ask them, as a group, to debate their relevance to practical nursing. Once this has been explored as the full cohort, put the students into groups and ask them to identify student health problems (issues of personal health that they and their peers ought to consider) and brain storm how to solve or reduce the impact of this issue. Using resources, knowledge and materials they are invited to be ready to pitch to panel for 10 minutes (there is an option to submit group written report) where they will ideally pitch to a panel of externals.
Another option is to provide each team with investment money (monopoly money or similar) and invite them to “fund” the best idea. Once feedback has been given to the group, invite full group reflection and re-examine enterprise skills and behaviours and their confidence in them.
The impact of this approach was clear, with over fifty unsolicited emails providing positive feedback (in addition to the module review). This was measured annually but with the initial 300 students tracked for ten years with their level of Enterprise competency development measure Comments included “the most relevant, best teaching in my entire Nursing degree” and “I now understand how enterprise relates to nursing and intend to make a difference through being an enterprising nurse”.
The students in particular enjoyed the interactivity, the focus on social enterprise and the use of fun and drama to get all students involved – and overall the module feedback was the highest for any teaching in the nursing degree.
The initial group of 300 filled in an “efactor” (Gibson 2006) competency questionnaire (both before and after the programme) and then two years five years and ten years afterwards. This clearly showed that all enterprise competencies had increased but in particular resilience, creativity and personal branding had shown the most significant increases over a ten year period.
Wider impact was also demonstrated as five student groups per annum received UNLTD funding and one group in year two won the University business pitch competition, competing against students from all disciplines.
By exploring their own creativity within the context of how social enterprises work, all the nursing students were able to explore their enterprise competences and understand the link between enterprise and nursing. Discussions surrounding the changing Health Environment help to separate out an individual’s potential for creativity from perceived increasing corporatisation through privatisation and ensure that the student understand their role in patient care requires enterprising skills and behaviour, working within the NHS framework.
The students all enjoyed the opportunity for creative group work and exploring their profession in a new light.
Further support for the pitching/presentation elements could be have beneficial to some groups, had additional time been available. However the “common currency” of TV Programmes such as “Dragon’s Den” allows pitching to be introduced as a fast and effective communication/presentation method to any student group.
Link to HOW TO ETC GUIDES on Debating Group work Building Reflective Practice by understanding Skill Development
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.
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.
These guides have been selected to build QAA (2018) entrepreneurship skills in your teaching.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session suits larger groups of learners being introduced to the concept of enterprise, creative thinking and solving complex challenges. Working with interdisciplinary groups works best to encourage maximum creativity and adds depth to the chosen solution. An introduction to effective engagement with audiences which moves beyond a pitch is introduced and the session closes with the audience crowd funding the idea using specially designed local currency.
This is best run over a 4-6 hour period and can be split between 2-3 sessions to allow for further research into the challenge. Session starts with some team building activities set firmly within the context of the challenge. This can help students to better appreciate the challenge area and develop empathy with various perspectives/realities in relation to the challenge.
Then follows some creativity exercises with an introduction to design thinking. Teams then apply this process (as time allows) through to completion with ideally prototypes being developed (if not posters/electronic adverts etc).
Then the large group is introduced to the need for effective and authentic engagement of themselves and their ideas (moving beyond the ‘pitch’). Individual or group presentations are developed and practiced. Depending on timing and group size, there can then follow a couple of rounds of presentations with a final selection presenting to the whole group. Ideally this should include at least one external stakeholder/s linked to the challenge context (clinical/engineering/finance etc) able to provide authentic feedback.
It can be fun then to introduce/revisit the concept of crowd funding and provide everyone in the audience with some currency (we have developed some university notes) and get them to fund their favourite proposal. Of course it could be that there will be some real funding available…
This works best with some facilitators to help support the various groups as they progress through each activity and often can make a significantly positive impact where groups from different curriculum areas meet for the first time. Utilising external stakeholders to share their challenges can also help to add real value and excitement for learners. Learners tend to enjoy the active nature of the workshop and the rigours of presenting to an external stakeholder with potential solutions to the challenges set.
Tend to see an increased awareness of wider enterprise and boost in confidence in terms of team working, design thinking, negotiation and engagement with audiences. A useful taster for deeper enterprising learning. Skilled reflection is vital throughout and post session/s through on-going programme. Depending on the nature of the ‘challenge’ this can be extended to a module/programme duration.
Brown, T (2008) Design Thinking, Harvard Business Review, June 2008 (pages 85 – 92)
Dweck, C (2006) Mindset: The New Psychology of Success, By Dweck, Carol S. ( Author ) Dec-26-2007 Paperback
Krueger, N.F.Jr. (2010) 13 Looking Forward, Looking Backward: From entrepreneurial Cognition to Neuroentrepreneurship in Acs, Z.K and Audretsch, D.B. (eds.), 2nd Edition of the Handbook of Entrepreneurship Research, Springer
Westfall, C (2012) The New Elevator Pitch: the definitive guide to persuasive communication in the digital age, Marie Street Press
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group), Special
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
7Communication and Strategy
Rocket pitches or elevator pitches are often the first opportunity for an entrepreneur to convince potential investors that they have an idea that represents a profitable opportunity. These are often only one to five minute presentations, but they can have a significant impact on the entrepreneur’s ability to attract investors as well as other potential stakeholders. This can be particularly true in the early stages of a venture before the entrepreneur has a viable product, and he or she has to quickly convince potential stakeholders of his or her vision and the potential of the idea. Entrepreneurs often think that their idea is the most important aspect of the pitch, but studies have shown that U.S. venture capitalists consider personal characteristics such as the entrepreneur’s ability to articulate his or her venture to be critical in determining whether or not they will reject an entrepreneur’s plan.
In this exercise, students design a paper airplane that must be capable of carrying a predetermined amount of currency in the form of coins. The airplanes will compete in two categories – time that the plane can stay aloft and the distance it can travel. However, students pitch their design to their classmates (the investors) in an effort to convince them their design is the best before the contest takes place.
The exercise has worked well for illustrating the importance of a good pitch and helps students to better understand what constitutes a good pitch from an investor’s perspective.
Usage Suggestions
This exercise works with both undergraduate and graduate students. It is appropriate for new venture creation courses, entrepreneurship boot-camps, or workshops. The session is best positioned after students have identified a venture concept, project, or family or corporate initiative to pursue and are preparing for an elevator speech or rocket pitch type presentation. Technology entrepreneurship or innovation classes are also appropriate.
Pre- Work Required by Students
Students are to be given the following instructions in the class period prior to running the exercise: “You are to design and create a new paper airplane capable of keeping one U.S. dollar of coins aloft for as long (time) as possible while simultaneously transporting the coins as far (distance) as possible. The assignment is as follows:
You will be required to pitch your design to your classmates. You will have two minutes to convince your classmates that your design will perform the best. Performance on the exercise will be based on a combination of actual performance of your airplane and the number of votes your design gets from your classmates in each category (time and distance).”
Time Plan (80 minutes)
Because each team will pitch their idea, the time required for the exercise will vary with class and team size. The timing outlined here is based on a class size of 30 students and ten teams.
Step 1 0:00–0:02 (2 minutes)
Begin the exercise by explaining the voting rules to the students. Students are allowed to vote for only one team (excluding their own) in each of the two categories (distance and time). They are not required to vote for the same design in each category. It helps to provide a sheet for each of the students to record their votes, or, if your students have computers and internet access, you can use an online voting system (this will require you to set it up before the class).
Step 2 0:02–0:27 (25 minutes)
Next, have each team pitch their idea to their classmates. Teams should be strictly limited to two minutes each.
Step 3 0:27–0:32 (5 minutes)
Have the students record their votes for the design they think will perform best in each category. Remind them that they cannot vote for their own design.
Step 4 0:32–0:52 (20 minutes)
Take the class to an open area in which to conduct the actual flights. An indoor area such as a gymnasium works best, but you can run it outdoors as well (which can introduce additional uncertainty into the performance for the students). Each team gets one throw. You should have a line that they cannot cross for throwing, and you should record the time that their plane stays aloft. After the plane has landed, measure and record the distance. It helps if you assign this task to one or more of the students.
Step 5 0:52–1:00 (8 minutes)
Return to the classroom. Record the votes and the actual performance for each team on the board.
Step 6 (exercise debrief) 1:00–1:20 (20 minutes)
If time allows, you can have a short discussion about their process with regard to creating their design. This can help to illustrate how an entrepreneur can take a constraint and turn it into an opportunity. Additionally, this can highlight the importance of prototyping and learning from failure, and many of the teams that perform well often trial several different designs. Some possible questions include:
Next, discuss the aspect of effective pitching. The idea here is to get them to appreciate the importance of the entrepreneur and his or her pitch to investors. Owing to the uncertainty inherent in many early- stage entrepreneurial ventures, investors will typically put more emphasis on the entrepreneur and his or her ability to “sell” the idea, as well as their confidence in the entrepreneur’s ability to execute on his or her pitch – one has to be careful not to oversell the concept.
Wrap the discussion up with a summary of the importance of clearly articulating your idea and convincing the audience of your ability to execute on your idea.
Post- Work
Have the students read the following articles (this can be done beforehand if you prefer):
Teaching Tips
Students will often try to game the system (depending on how much freedom you give them). For example, they may choose to use different weights of paper or design a flying disc as opposed to a traditional airplane. You can decide how vague you want to be. If you want to have more discussion on the creative process and pushing the boundaries, then being more vague in the instructions can lead to a good discussion on how entrepreneurs try to push the rules and boundaries. Some students will feel “cheated,” but this can still provide a good learning point.
Key Takeaways
Materials List
Provide students with paper for their airplanes in order to maintain a standard paper type and weight. Alternatively, you can leave this open to interpretation as a means of encouraging greater creativity among the teams. You will need a tape measure and a stopwatch for the actual competition.
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
MacMillan, I.C., Siegel, R., and Subba Narisimha, P.N. 1985. Criteria used by venture capitalists to evaluate new venture proposals. Journal of Business Venturing, 1, 119–28.
Ries, E. 2011. The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses. New York: Crown Publishing.
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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
can be found in Higher Education Academy booklet (2014) Enhancing Employability through Enterprise Education Case Studies
