Geography

Objective:

• To design a research strategy for a summer laboratory studentship project
• To investigate the research background, experimental methods and timescales to achieve a set of aims
• To understand the research process and appreciate the contingencies required for real world research
• To engage in decision making and problem solving
• To evidence the power of group work as students peer learn and present together

Overview

The focus within this task is to stimulate team building and decision making through the research process.
Within this task, students will work together to explain their findings to group peers as they understand them and progress the plan as a group. (Some students may later undertake a summer studentship so they have been prepared for the situation as a result of this authentic assessment).

Activity

This task was based in Microbiology but would be accessible to any discipline where a research strategy and resources are required.
By placing the students into groups, issue the aims and introduction from a real research studentship (available from HEIs or via colleagues) and issue the task to design the activities required for the eight week research summer project.

This challenge is complex for the groups to address and requires them to utilise peer learning to understand what is required. Your role as tutor can beadjusted, depending upon the needs of the group, but it is suggested that you present yourself as a ‘resource’ to their learning, rather than ‘the guide to’ their learning.

You may wish to include regular contact time which could involve:

• an ice-breaker session (short tasks to develop analytical reasoning, team-decision making and reflection)
• a process of research session, looking at examples previously encountered and how these were approached,
• optional drop-in sessions (x2) to validate their ideas (which can be tutor-led or working groups that create peer review and comment).

Students prepare a one page summary on their approach and what part of the project they researched. They also present their group studentship plan as a short group presentation (10 mins). Questions and comments from other groups should be welcomed, with the aim of enhancing their approach and improving their work through this final opportunity for peer-review and tutor comment.

Skill Development:

This task helps the students develop the mind-set of a researcher; questioning why and how for each experiment, and evaluating feasibility with respect to cost and time. Usually students would not develop these skills until postgraduate studies level so this encourages students to develop key skills early (so they may be utilised or referred to in an employability context).

Key skills include

• Research and interpretation skills
• Decision making
• Resources
• Communication – formative with peers and summative through assessment
• Budgeting and time management
• Delegation and leadership skills

However it is important that you draw out this learning within their presentation or within a final group discussion. It might also be helpful to review the ‘changed’ role of you as tutor, in directing the journey of their learning, and providing opportunities for review and enhancements, rather than immediately resolving their problems.

You can also explore with the groups how the decisions were made and resources accessed, exploring social networks as well as traditional academic resources (Guides; texts etc). Those that contacted senior researchers or their subject club/society may have drawn on expertise and experience and thisproject encourages them to access support as widely as needed. It also gives the opportunity to review and evaluate sources, and comment upon the validity of different materials. 

Resources:

Flat floor teaching space with tables so students can engage in teamwork activities
Quick teambuilding games: re-ordering a sequence of events, contingency planning, structuring research, and decision making

References:

Enterprise for Life Scientists; Developing Innovation and Entrepreneurship in the Biosciences. Adams. D.J, and Sparrow. J. (2008). Scion
Research scholarships information page (2015) www.ncl.ac.uk/students/wellbeing/finance/funding/ukstudents/vacation/

Objective:

• The learner will discover that they have entrepreneurial abilities and potential
• The learner will get an insight into the world of 'everyday' entrepreneurship
• The learner will become more alert to opportunity recognition
• This is a useful session for the reluctant entrepreneur – those who might think it's not for them, particularly arts students.

Overview:

Activity:

This is a two hour session and it will begin abruptly by creating a case study with the student group.

The idea is to pick on a student and announce in 5 years' time "Jane"(or John) will run a successful arts consultancy. This will raise some surprised gasps and giggles which will immediately engage students' attention. The narrative that unfolds will demonstrate: how Jane started out in one direction but discovered, and followed, opportunities elsewhere, how she took a few risks, showed resilience in the face of setbacks and how she turned to her networks (other students in the room who come into the story) to help her fill skills gaps and capacity problems.

The case study is pre prepared and can be tailored to the cohort. It should be approximately 10 mins long and the story should be plausible – not extraordinary – a case of everyday entrepreneurship. It will be fun as it draws the students into a fictional story.

Following this there is a 30 min breakout to discuss in groups of 3 or 4 to analyse Jane / John's journey: how did he do it, the key factors for success, would you have done it differently, could you have done the same journey, have you encountered any similar situations to John, if so what did you do? Students post thoughts on stickies.

The management of feedback here is important because the students, who are reluctant entrepreneurs, should be led to the explanation that this behaviour is entrepreneurial. The session is to not only identify the behaviour as entrepreneurial but to get the students to reflect on their experiences in similar situations and imagine how they would respond. The idea is for the students to see enterprise as tangible, every day (familiar even), as a series of minor steps and small scale risks and about trying things out to see what happens.

The upshot of the feedback session is that the students 'discover' the entrepreneurial mind-set for themselves – they have not listened to an expert talk about it for 50 mins – and that they identify with it as something they can do themselves.

Skill Development:

The session finishes with 10-15 mins reflection where students have to pledge to do something entrepreneurial that week. It could be something they had been thinking about for a while but had made excuses not to do it. Others may need a little help and guidance from peers about what they might do, so reflection and pledge setting should be discussed in groups. The follow up session (if appropriate) will be when more detailed reflections can emerge and when students can get a measure of where they might be regarding their own development in terms of entrepreneurship and the enterprising mind-set.

Resources:

• Post-its or similar sticky pads
• Pens
• Flip chart

Objective:

Effective engagement of Alumni seeks to support the students to become:

• 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 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.

Activity

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.

Skill Development:

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.

Resources:

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.

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 understand team dynamics and how teams come together to achieve a goal
• Understanding the importance of careful research, discussion and planning
• Listening to other members of the team
• Research
• Idea generation
• Sales, persuasion techniques (as needed)

Overview

This exercise is a fantastic way to get people working together as they tackle up to 10 tasks in a given time frame. With limited information (on each other and the tasks presented) the group must navigate through the challenges in order to be the most successful group (back within the time frame; most tasks achieved; most accurate delivery of the tasks). Depending on the tasks selected, specific industry or sector knowledge can be tested as widerskills of background knowledge, research and creative thinking are required. Insist upon evidence of the achievements (photos on flip or camera phones) as well as delivery of objectives.

Activity : This activity needs a long session (such as 120 minutes) to complete, reflection and analysis takes place at the end of the session.

The groups of up to 6 people are sent out to complete > 10 tasks (usually 3 cryptic, 3 researched and 4 fun)

Examples of these could include:

• To find an encryption or statue (or similar engraving) in the University Library
• Two examples of their subject/discipline in practice (photographs or illustrations of)
• Interview a relevant professional in the field
• Find a particular journal article
• How many people can you fit in a phone box
• Share a message on social media as widely as possible

These tasks should be developed beforehand to suit the environment where the day is taking place. Ensure there are fun tasks involved and that everyone has a chance to engage by creating a range of challenges that involve the physical, mental, social aspects of your learners.

To manage this challenge effectively, if it important that you:

• Give strict time frames and penalties for not meeting the time
• Consider the health and safety aspects of all the challenges and adapt to suit your learners (by keeping everyone on campus; in 1 building; or keeping all the tasks within the 1 room etc as necessary).
• Consider whether you wish to keep them all together as a team or are happy for individuals to split off to deliver tasks back to the group.

Practically it can also be helpful to give them a puzzle to solve before they can leave and a further one when they return. This means they are leaving at different times and they return to a final challenge, so that you can record time and award points.

Skill Development:

Depending upon the challenges you create, there is a wide range of transferable skills and knowledge base that you can test during this challenge. You can create tasks that draw upon their:

• Imagination and creativity
• Communication and Strategy
• Problem solving
• Teamwork and organisation
• Route Planning
• Research skills
• Leadership/Persuasion
• Decision making
• Logistics/Systems
• Speed/Precision/Efficiency
• Reflection/Review/Analysis
• Feedback

It is important that you review the challenges and how the groups tackled the tasks in order to draw out the subject learning and these wider skills, before reviewing the wider team experience by exploring:

• How the initial discussions went, did someone take the lead, was it a bit of a shouting match, was it chaos, was there a lack of ideas/too many ideas
• Whose ideas were listened to the most and why
• Who planned the route
• Who was ignored and why
• Whose ideas were taken on board and why, was a consensus achieved
• Who allocated roles
• Who put themselves forward for roles
• How did the actual production go, smooth, chaotic, who took the lead, who organised, how did it progress, how was the mood of the team?
• Was everyone involved? Did everyone need to be involved?
• How did the dynamics between the members of the group change as they went through the different stages
• Were more people involved, less people involved
• How did people participants feel at each stage, did confidence grow or recede
• What skills were employed by the task
• How are these important to a task/team

Drawing out the team dynamics will allow the students to identify the lessons that they can take forward that will improve their future group work and learning experiences.

Ask if they started by sharing their knowledge and skill set or just started on the tasks (the most typical response) and whether they would do that again. Ask when, or if they ever start a task by reviewing when they have collectively or individually undertaken something similar and what was learnt that they could take forward.

Resources:

• Prepared tasks – such as Two indoor puzzles/tasks
• Research the area for tasks to complete
• A flip phone or check if students have their own camera phone
• Flip boards or wall space to show evidence
• A prize
• A timer or watch

Objectives: 

• Ice breaker (which builds a connection between pairs)
• Participants will have to interact and adapt their communication skills to help their team member 
• Participants will reflect and evaluate their performance as a pair
• Improve communication and listening skills and to highlight the importance of trust when working in a team or pair

Overview: 

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.

Activity:

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:

1. Scatter furniture that can be used as obstacles but ensuring that safety is not compromised. 
2. Put team members into pairs and should decide amongst them who is to be blindfolded first. 
3. The sighted and blindfolded member should stand at one end of the room. 
4. Aim of the task is for the sighted individual to guide their partner across the room and giving concise information to avoid the obstacles. 
5. Once each team reaches the other side, the pairs are to swap roles 

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).

Skill Development: 

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.

Resources:

• Blindfolds
• Large room  - large, safe, open space
• Items that can be used as obstacles which will act as safe barriers (not fall over; not hurt if walked into – no sharp edges)

Objectives:

After participating in this exercise, learners should be better-able to:

• Achieve higher assessment literacy
• Formulate and negotiate assessment criteria for a task, and undertake the task with the criteria firmly in mind;
• Think constructively about the weighting of assessment criteria;
• Undertake peer assessment of other teams’ performance;
• Undertake self-assessment by reflecting on their own group’s performance;
• Recognise the benefits of team work (and address some of the problems of working in teams);
• On the basis of a ‘fun’ exercise, take forward useful thinking on assessment design.

Overview

The task is for groups of learners to make a container to hold an egg that is capable of being dropped from a specified height and position in the room without the egg breaking. To do this properly you need about two hours in a large flat room, big enough to enable groups to work independently. This is a practice task to familiarise learners with the concepts of meaningful assessment criteria, weighting and agency of assessment and is particularly useful during the first six weeks of the first semester of the first year. It is presented as serious fun which improves learners’ assessment literacy. It’s also a good staff development exercise to get staff to think hard about assessment issues.

Learners in a class (16-70) are divided into groups of 4-6, at separate tables around the room, and provided with a range of everyday objects as resources, including an unbroken fresh egg. They are briefed to use the resources in a specified time to arrange that the egg can be dropped from a specified height and position in the room to ground level, and remain unbroken by the fall. They are to use the various resources in a creative way to achieve this. But first the groups must come up with around five assessment criteria, which will be used by the other groups to assess each group’s achievement of the exercise, and the whole group of learners must assign weightings to each of the criteria. One criterion is not negotiable: “The egg remains unbroken by the fall”.

Activity

1. Divide the learners into small teams (groups of about 4-6 work well). This activity can be done with a class size of up to 50, but for smaller classes the minimum group size is 3.
2. Advise the learners of the purpose of the task, emphasising that it is competitive but essentially fun, and that actually the discussion around the task is much more important to their understanding of assessment conventions than the task itself.
3. Issue the materials to the groups, instructing them that no other items may be used, including waste paper bins, people and furniture. Insist no one handles the materials and egg before the start signal. You may need to be very strict about this. You may also wish to ham up the rawness of the egg by chucking them to the learners or ‘accidentally’ dropping one. Get each group to check their egg is not cracked when they receive it.
4. Ask learners to brainstorm up to 5 criteria on which they should be judged (5 mins)
5. Collate the criteria on a flipchart or white board, and telling them that the egg not breaking is the non-negotiable criterion, get them to collectively prioritise their further criteria. Ask them to include both product and process in the criteria. (Typical criteria include effective planning, aesthetic beauty, sustainability (all items could be reused), using all items provided or smallest number of items, team all worked together well, everyone contributed to the task in some way, achieving the task within the set time, and so on). You shouldn’t need to spend more than 10 mins on this but if you get into discussing how you judge aesthetic beauty it could take 15 mins.
6. Explain the concept of weighting of assessment criteria. Tell them that the egg not breaking is worth 40% and ask them to propose weightings for the other four criteria that add up to 100% with the most important things being given the highest weighting. (5 mins).
7. Negotiate agreed weightings for the criteria for the whole group and put on flipchart or white board. (5 mins).
8. Get the whole group to think up who will actually do the assessmenti.e. agency for 5 mins. Forexample, most product items could be assessed by the tutor or the learners acting as peers rating other groups (inter-peer assessment). If they are judging items like how well they worked as a team, this will have to be rated within the group by four peers each rating the fifth, i.e. intra peer assessment. Self assessment might be used for example if a negotiated criteria is something like individuals contributing to the best of their capabilities or enjoyment. Even if you only use a couple of agents, its helpful to discuss the full range and mention that other possibilities on future group work might include employers, placement managers and clients. (10 mins).
9. Get the groups to talk for 5 mins about what they plan to do and insist no one touches the materials until you start the task. 
10. Start the task advising them they have say 8 minutes in which to complete it. You may wish to add to the sense of fun by blowing a whistle, setting a kitchen timer, phone timer or whatever.
11. Watch learners in action, talking no part in the activity but you may wish to record any breach of the rules which you can bring up in your moderation/summing up.
12. Stop the task exactly on time. Blowing your whistle loudly is fun! Notice any learners who choose to carry on regardless and decide whether to penalise them totally by giving no marks at all (this gives you a chance to mention things like plagiarism policies and rules on issues like mitigation) and the risks learners can run by ignoring the detail of assignment brief.
13. Allow each group in turn to come to the ‘dropping point’ and use their equipment to drop their egg from the specified height to the floor, and prove whether or not their egg has been broken, carrying out the assessment using tutors and peers as appropriate. If you have a lot of groups, this can take quite a while. Discuss the assessment of the first six or so in detail, and then tell learners that to do every one in detail would take ages and this is after all a game about assessment (but do drop every egg and check the egg isn’t broken or else learners will feel cheated).
14. It is really important to get the learners back into small groups after the assessment to discuss the assessment issues for at least five minutes (try to stop them having endless discussions about whether their design was actually best or whether they were fairly treated, and so on) and then have 5-10 minutes in plenary with you summing up the learning points.
15. You might then wish to issue to learners the assignment brief for the next actual assessment task that follows in their course or module, and get them to bring along to the next session any queries they have about criteria, weighting, agency or anything else, arising from their reflections on the egg game.

Skill Development:

• Assessment literacy
• Team working.
• Creativity and originality of design.
• Time and task-management.
• Learners formulating and agreeing assessment criteria for the task.
• Learners proposing and agreeing the weighting of the assessment criteria.
• Peer-assessment of other groups’ performances.
• Self-assessment and reflection on what happened in each group. 

Resources:

Flipchart of white board to display agreed assessment criteria.
Supermarket carrier bag, per group, in which you place:

• a pair of scissors
• a small roll of sellotape
• a selection of about 4 items from the following: a newspaper, a plastic cup, paper plate, tissue paper (or a tissue), length of string (about 2 metres seems to work well), cocktail sticks, wooden or plastic clothes peg, square of bubble wrap (if you want to make it really easy for them) or whatever is available.
• one uncooked egg in shell.

It is important that each bag contains more-or-less identical kit, otherwise appeals of ‘unfairness of assessment’ may arise (though of course you might wish this to be one of the matters which will arise, in which case allow some differences in the kit).

References:

• Brown, S. (2015) Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan.
• http://sally-brown.net

Author's Website:

http://sally-brown.net

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Objective:

• To get students engaged in networking
• To get students to understand what networking is
• To get students to see the value of networking
• To get students to acquire networking skills and techniques

Introduction

It goes without saying that networking is a really important activity. Yet students are often reluctant to engage in relationships beyond their immediatecircle. They have powerful aversions to networking partly based upon fears and misconceptions about what it is: selling (it’s all about selling yourself and pitching), that it is about being an extrovert (sociable and bubbly), that they as students have nothing to offer (‘who would want to talk to me?’), that it seems pointless (students will have stories about going to events collecting business cards and nothing ever happening). They will have a multitude of good reasons why they can’t and shouldn’t do it. The challenge is to turn round these misconceptions and show students that networking is valuable, doable and indeed enjoyable.

Activity

This activity has been delivered with 3rd year Design and Visual Arts student, 2nd year Photography students and MA Contemporary Art students at Coventry University.

The first task is to get the misconception and fears about networking out into the open and to introduce different versions of what networking might be. This can’t be done by asking students about their fears and why they don’t currently engage in networking: this is sensitive and students may feel embarrassed talking about it.

The session begins with the value of networks and networking. This should be interactive, talking to students about their networks, how they found opportunities, but also using statistics about how many jobs are filled via networks rather than open advertising. This part of the session functions as a warm up and should get students feeling positive about networking.
The second activity is to get them into groups and ask them to draw a ‘good’ networker. This will bring out some of the negative misconceptions about it:students will draw someone who is extroverted, experienced, knowledgeable, valuable, confident, good at pitching – all the things they may not be good at. This is your opportunity to demonstrate that a good networker is someone who is good at listening, (not talking), it is someone who is genuine and open (rather than focussed on their own agenda) and that it is about building trust and rapport leading to a lasting relationship. It’s an opportunity todiscuss their value as students – which they are very anxious about as they have little work experience. Here a discussion about their value in terms of innovation, fresh thinking, new ways of doing things is important.

The third activity is a group brainstorm around how to create rapport with someone: suggestions will include, smiling, shaking hands, complementing people, being helpful, listening to what people have to say. This section could include a listening activity, for example where individuals have to listen to partners and paraphrase.

The final session involves practical activity. The students will network amongst themselves. It’s important that they shake hands here: this is partly about creating the rapport, discussed earlier, but also about adopting a more professional outlook and attitude. The students will find this both fun and challenging and some students will become anxious about it so it is worth doing a bit of role play to try it out: i.e. demonstrations of how to shake hands and introduce yourself. The result is that students will feel more professional

The assignment is:
Find a person, introduce yourself: impress upon them your integrity and openness
Reflect on what you did and report: One positive technique; One negative technique

The feedback will draw out feelings about handshaking, observations about body language, about personalising conversations by using the other person’s name.

Impact:

Students’ misconceptions about networking are reversed.
They feel more comfortable with the idea of networking – they thought it was all about sales and the pitch but find it is actually something they could do. Some students struggle with the handshake, they find it very unusual but with a bit of practice and shift in attitude, do get it.
A group of students who know one another is not as good as a mixed group where they might be introducing themselves to strangers. However, the practical element can be modified by asking students to find out something new about their colleagues, or to find out a shared interest they didn’t know they had with a colleague which will help build rapport.

Learner outcome:

Students understand the networking is a skill that they can practice and develop. They learn the importance of networks and collaboration. They learn that networking and professionalism is a ‘performance’ which they can adopt when necessary – in this context it can be useful to talk about wearing different hats as they often think of themselves as ‘students’ which can carry a lot of negative connotations.

Resources:

Classroom and tables

References:

Key authors

Books

Links

www.

www.

www.

Objective:

‘Renewable Energy Enterprise and Management (REEM) is a unique multi-disciplinary course blending appropriate project evaluation techniques and business enterprise with awareness of the potential of renewable energy technologies. The distinctive flexible learning approach blends distance learning with intensive face-to-face weeks on campus.’

(http://www.ncl.ac.uk/postgraduate/courses/degrees/reem-msc-pgdip-pgcert/#profile)

Introduction:

Katie Wray, Lecturer in Enterprise, Newcastle University;

“In Renewable Energy there are 2 MSc options at Newcastle University, MSc Renewable Energy, Enterprise and Management (REEM) and Renewable Energy Flexible Programme (REFLEX). REFLEX is for applicants that have a hard engineering first degree: REEM is open to students from a wide range of technical and non-technical backgrounds.

Activity:

“REEM is structured as a year-long programme made up of block teaching weeks (10 credits = 1 full week of teaching plus a pre- and/or post- school assessment). The programme introduces enterprise and entrepreneurship as shown in red below.

Figure 1

“This gives the foundations at the beginning and end of each semester to ensure that the theme of enterprise and the application of the technical, project and policy modules is reinforced throughout.

“Students undertake practical enterprise training during these modules as well as undertaking an Enterprise Project dissertation, in which they undertake a business plan or feasibility study into a new opportunity for renewable energy.

“By teaching in a block week format, it is possible to simulate a boot-camp style learning experience during an intensive week, and to build good peer relationships which would otherwise not be possible outside the classroom. Some examples of the topics covered in the 2 modules are shown below.

Figure 2: SPG8015: Introduction to Enterprise and Entrepreneurship in Science and Engineering

Figure 3: SPG8016: Business Enterprise in Science and Engineering

Impact:

“The students have independently created an interest group for both REEM and REFLEX (started by someone on REFLEX) for students that are interested in enterprise and entrepreneurship. The group is like an informal society. It is based on opportunities emerging in Renewable Energy or Energy Management.

We see students applying for these programmes do so because they have identified some growth opportunities in the sector.”

Learner outcome:

These examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.

References:

• Cardiff University Enterprise | Be Enterprising | Make Things Happen. 2015. [ONLINE] Available at: http://sites.cardiff.ac.uk/cuenterprise/. [Accessed 06 August 2015].
• Renewable Energy, Enterprise and Management (REEM) - Postgraduate - Newcastle University. 2015. [ONLINE] Available at: http://www.ncl.ac.uk/postgraduate/courses/degrees/reem-msc-pgdip-pgcert/#profile. [Accessed 19 August 2015].

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Objective:

• To stimulate entrepreneurial effectiveness (QAA 2012) cross campus
• To demonstrate entrepreneurial practice across the region
• To promote creative thinking, problem solving and wider entrepreneurial skills

Introduction: 

Each year an institution and region wide Business Idea Competition is run as a broad tool to stimulate and support entrepreneurship in the Highlands and Islands of Scotland. The competition promotes creative thinking and problem solving for learners at all stages of the learning journey including upon graduation. Our institution comprises a network of tertiary colleges and research centres, spread across the Highlands and Islands of Scotland. The competition was devised and is organised by Create, an Enterprise and Innovation Learning centre based within Inverness College UHI and delivered across the university and all partner institutions including the surrounding Highlands and Islands community (subject to T&Cs).

Activity: 

The competition is supported across campus to significantly raise ‘Enterprise Awareness’ (via induction, workshops, talks, e-comms), develop ‘Entrepreneurial Mindset’ (through intensive engagement and support to submit entries to the competition with learners from all faculties) and for some students (who progress in the competition and beyond) to start to develop their ‘Entrepreneurial Capabilities’. We have examples of this being delivered as an extra curricula workshop/activity and within the curriculum as a tool to aid experiential learning.

The competition opens in August each year and is promoted widely across the university, all colleges and research centres and in the local community.  Lecture ‘shouts’ and workshops have proven to be the most effective technique to engage the broadest range of staff and learners.  Short films are included on our website to give tips on entering. 

Online entries seek information on an idea, inspiration, resources, next steps rather than a business plan. It was inspired by the culturally popular ‘Dragons Den’ but was dubbed the friendly ‘Highland Dragons Den’. Plenty of support is provided for developing application, pitching and presenting.  Independent and experienced judges are engaged each year and relevant follow-up support and advice is offered to all entrants. For winning entrants, start-up support is offered in addition to cash prizes.

Impact: 

CREATE has worked closely with regional partners and the business community to ensure the competition reaches the maximum potential budding entrepreneurs across the Highlands and Islands of Scotland.  The competition was launched in 2006 with 27 entrants and has grown significantly to 150 entrants in 2014 representing all industry sectors and parts of the region.  Subsequent business start-ups in both the commercial and social sector have proved to be a recognised economic benefit to the region.  

In addition to business start-up, it is considered that the competition also has two key impacts: it significantly enhances ‘Enterprise Awareness’ across curricula areas (both academic/careers staff and students); and helps to encourage stronger working relationships with local business and enterprise support organisations.

Learner outcome: 

This activity shows how education ‘for’ enterprise can successfully engage a wide range of students, staff and members of the community both within and outside the curriculum. Over the years, more teaching and career staff are building in this opportunity as an awareness raising and experiential tool for learners at all levels. Those who participate, are extremely positive about the experience and can articulate evidence of creative thinking, opportunity spotting, and business awareness and, for those who proceed in the competition, they are able to develop their presentation, commercial awareness and network building skills. They talk of an increase in confidence and greater awareness of ‘know who’ and ‘be known’. Through CPD sessions, more academic staff now have the confidence to introduce these concepts and encourage learners to try this opportunity ‘to make something happen’ which adds to a student’s experience of how it ‘feels’ to be enterprising, which is very much in tune with the philosophy of enterprise education.

For 2015/6, we are extending the competition to early stage start-ups as we find many entrepreneurs start to test their idea earlier each year and still benefit from this type of engagement and encouragement.

Resources: 

Partnership: A critical success factor for this type of region wide initiative is partnership working.  Within the institution, we engage with Deans, Faculty and Subject Leaders as well as Careers and Student Services areas. 

Externally, this initiative has helped to build strong working partnerships which have grown year on year with local enterprise support organisations (Business Gateway, Prince’s Trust Youth Business Scotland, HISEZ, FirstPort and SIE) together with an extensive range of regional businesses (large corporates and SMEs) who wish to be associated with helping to build a vibrant entrepreneurial culture.

Funding: The activity has been substantially funded by institutional funding with support in the early years from the local enterprise agency, latterly EU funding sources and local council funds. All prizes (£8,000 in 2015) are sourced via sponsorship from local business and enterprise support organisations which CREATE attracts each year.

References:

http://www.createhighland.com/

Objective:

• Practice pitching new concepts.
• Critique pitches for new concepts.
• Understand the importance of pitch versus idea. 
• Simulate prototype development and feasibility testing.

Overview:

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.

Activity:

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:

1. You may work individually or in a group of up to four students; the only group-related implication is that your airplane design must use the same number of standard size sheets as the number of people in the group (for example, a group of four must create an airplane that uses four sheets of paper in its design). 
2. Your plane must be designed to transport one U.S. dollar of coinage (or other local currency). You may choose the number and denominations of coins used; your only constraint is that their total value be exactly one dollar. 
3. You may not simply crumple the paper into a ball, as this would constitute a projectile rather than an aerodynamically sensitive aircraft- based design.

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:

• How did they view the issue of the coins? 
• Did they see it as a negative constraint? Why? 
• Did they see it as an opportunity to incorporate it into the design and improve its performance? 
• How did they try to differentiate their design? 
• Did they try to optimize for time or distance or try both? 
• Did they prototype and test designs?

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.

• How did it feel to try to “sell” your classmates on your design?
• What were the biggest challenges? 
• How did you decide to invest? 
• How important was the way in which they presented the concept? 
• Confidence? 
• What was compelling about the pitch or the entrepreneur? 
• Why do you think people did or did not vote for your design?
• What would you do to improve your pitch?

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):

• Elsbach, K.D. 2003. How to pitch a brilliant idea. Harvard Business Review, 81(9), 117–23. 
• Santinelli, A., and Brush, C. 2013. Designing and Delivering the Perfect Pitch. Wellesley, MA: Babson College Case Collection.

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.

Skill Development: 

Key Takeaways

• Ability to quickly and clearly articulate an idea is often more important than the idea itself. 
• Investors often focus on their belief in the entrepreneur’s ability to execute on the idea rather than the idea itself – particularly under conditions of uncertainty. 
• Prototyping can be an effective way to deal with an unknown environment and develop your product or service.

Resources: 

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 

References:

This exercise is taken from;

• Heidi M. Neck, Patricia G. Greene and Candida G. Brush, 2014. Teaching Entrepreneurship: A Practice-Based Approach (pp.131 – 135). Edition. Edward Elgar Pub.

Attribution

• Reginald A. Litz, Dell McStay, Sergio Janczak, and Carolyn Birmingham, “Kitty hawk in the classroom: A simulation exercise for facilitating creative and entrepreneurial behavior,” United States Association for Small Business and Entrepreneurship (USASBE) 2011 conference – Entrepreneurship: Changing the Present, Creating the Future, South Carolina, United States, January 2011.

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.

Objective:

• The learner will understand the importance of entrepreneurship and entrepreneurial behaviour in the context of their subject area
• Will engage with subjects outside their discipline to pitch for and explore ideas and concepts
• To reflect and draw personal conclusions about their capacities and capabilities for entrepreneurial behaviour
• To research and persuade others of the feasibility and viability of their ideas
• To conclude with a ‘live’ opportunity which they can research and develop further through a research project/dissertation, employment or a new business venture

Overview: 

This type of module is appropriate on applied courses, or courses ‘with enterprise’. It is especially valuable where students from a range of disciplines are taught together, invited to ‘bring their discipline and interests with them’ (of course, discipline and interests are not always/often synonymous, and this approach helps with that!)

Activity: 

Students engage in a shared first lecture, setting the context for the module, discussing, and responding to individual learner expectations, and an introduction to innovation, delivered by an inventor, which asks the students to invest in one of a series of inventions, based on a case study of each in practice. They are encouraged to reflect on their choice, and in particular the reasons why they feel that their chosen option represents most value.

In week 2 students return to their own discipline (or choose an area of interest based on the available disciplines) and a session is led by academics and industry guests/entrepreneurs focussing on ‘the current and future trends in the XYZ industry’. This tends to be ‘products for users in Science and Engineering’ subjects (e.g. pets and children), and ‘approaches’ in other subjects (e.g. social and online media). 

Week 3 is a facilitated session in which students join interdisciplinary groups (formulated with as wide a variety of disciplines as possible (e.g. 1xcomputing science, 1xbiology, 1xmarketing and management) and share their findings from the previous week to identify areas of shared interest and the skills each member can contribute.

The remainder of the sessions are built around convincing the module assessors, and industry/entrepreneurs that your emerging idea is worth spending more time, money and effort on developing, and that individual students have the appropriate skills and motivations to deliver on the opportunity. The design of the remaining sessions is aimed at students achieving this objective. Remaining module content and tools can be designed together with the students, using flipped classroom, online resources, and update meetings alongside taught lecture material.

Skill Development: 

The confidence gained by the students is seen as they engage with each other and with externals (industry experts).  They are exposed to entrepreneurship through opportunity spotting and evaluation, and through building their reflective and persuasive/selling skills.  By working in teams they are building collaborative approaches to problem solving and task completion.

Resources: 

Planned engagement – including engagement of academics, entrepreneurs and industry partners in each discipline where a student originates.

Time to coach groups individually, access to mentors or online interaction.

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.

• Case Study Template
• Template Guidance

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