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
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
Outside
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
This exercise is a fantastic way to get people working together as they tackle up to 10 tasks in a given time frame. With limited information (on each other and the tasks presented) the group must navigate through the challenges in order to be the most successful group (back within the time frame; most tasks achieved; most accurate delivery of the tasks). Depending on the tasks selected, specific industry or sector knowledge can be tested as widerskills of background knowledge, research and creative thinking are required. Insist upon evidence of the achievements (photos on flip or camera phones) as well as delivery of objectives.
Activity : This activity needs a long session (such as 120 minutes) to complete, reflection and analysis takes place at the end of the session.
The groups of up to 6 people are sent out to complete > 10 tasks (usually 3 cryptic, 3 researched and 4 fun)
Examples of these could include:
These tasks should be developed beforehand to suit the environment where the day is taking place. Ensure there are fun tasks involved and that everyone has a chance to engage by creating a range of challenges that involve the physical, mental, social aspects of your learners.
To manage this challenge effectively, if it important that you:
Practically it can also be helpful to give them a puzzle to solve before they can leave and a further one when they return. This means they are leaving at different times and they return to a final challenge, so that you can record time and award points.
Depending upon the challenges you create, there is a wide range of transferable skills and knowledge base that you can test during this challenge. You can create tasks that draw upon their:
It is important that you review the challenges and how the groups tackled the tasks in order to draw out the subject learning and these wider skills, before reviewing the wider team experience by exploring:
Drawing out the team dynamics will allow the students to identify the lessons that they can take forward that will improve their future group work and learning experiences.
Ask if they started by sharing their knowledge and skill set or just started on the tasks (the most typical response) and whether they would do that again. Ask when, or if they ever start a task by reviewing when they have collectively or individually undertaken something similar and what was learnt that they could take forward.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
This task focuses a group of people to organise themselves to set up a production line to exactly replicate an existing product as many times as possible in set amount of time. They are giveqaan the opportunity to reflect on and improve their approach twice to increase efficiency, quality and productivity. This gives participants and others the opportunity to see how their own and other behaviour, ideas, approach affects the development and outcome of the task and how by working together and reflecting and analysing a situation it can be adapted and improved going forward.
This activity could take from 30 minutes to a couple of hours depending on how much review, reflection and analysis takes place at the end of the session.
Group gathers around a table with all the resources on it. There is a sample product : a booklet with 13 squares of paper 10cm x 10cm, secured with 2 staples in a x shape in the top left hand corner of the booklet.
The group is asked to put together a production line replicating this booklet. They will have 2 minutes to discuss how they think they could best do thisand to allocate roles. Then 3 minutes to put this into practice and produce as many booklets as possible. When the time is up the facilitator then countsand inspects the finished products, looking for quality and accuracy ie:
The group then gets 2 minutes to discuss and review their methods, systems and procedures and come up with improvements or a different approach. They then get another 3 minutes on the production line to best their last score.
The above process is then repeated for a third time.
This could be done with any size group as long as there are sufficient facilitators to split into smaller groups. The optimum numbers in each group wouldbe between 6 and 10, however multiple groups could be working at the same time. They would have to work at the same time so as not to hear the discussion of other groups.
Skill Development:
As has been described this task involves many different skills and objectives on all different levels and can be assessed and analysed either briefly or in great depth across some or all of the objectives. For example, if this is an exercise for managers or recruiters to assess staff skills and abilities it can be finished there at the end of the last count. However it can be extended further, so each team then breaks off with a facilitator to analyse what happened at each stage and why.
For example : the focus could just be on the outcomes, ie the quality and quantity of the finished products. Often the first time, people are rushing and slapdash and may do quite a few but get a lot rejected, so need to slow down. Or get them all passed but do a small number, so need to speed up. So it's finding that balance between speed and quality/accuracy.
Or the focus can be on the review and reflection, how the method was changed or improved each time to give better results.
Or the focus can be on the team dynamics how they evolved through each stage, or on the leadership and management of the task and how that changed and fluctuated at each stage, how the balance of power shifted as the task went along.
Or it could very much focus on the individual, the role they played, how this evolved, how they felt, how they were affected by the different characters,how they affected other members in the group, positively or negatively what they would do differently next time.
Depending on whether the focus is on 1 or 2 of the objectives and skills or all of them, all of these and more angles can be identified and explored after the task.
Large sheets of paper (A3 or larger, could use old newspapers) minimum of 60 sheets per team, pens, pencils, markers, rulers, scissors, staplers.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
4Implementation of ideas through leadership and management
5Reflection and Action
7Communication and Strategy
This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication. The activity can be used at any time during the session, however it is highly effective as and ice breaker. It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.
You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount. You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed. This can be actioned by anyone and will not result in any penalties.
To run the task, gather the group outside the room and:
It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.
Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).
This task requires listening and communication skills and also helps builds trust and connections across the pairings. However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future. It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges. These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
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 task provides an opportunity to reflect on the learning gained during particular tasks for activities (ideally should be of “medium” length, such as intense induction programmes, week long activities or longer learning ‘events’ (modules or years of study). This can be particularly effective in terms of drawing out “change” or learning gain as identified by the learner themselves.
This approach provides an opportunity to reflect upon a wide range of individual development (including emotional development and confidence levels) as well as recognising improvement in the development of skills.
Traditionally physical diaries were issued to encourage students to write regularly and informally, however the wide range of multi-media (through smart phones and tablets) also allows students to select their own format (s) or trial the use of a new media tool for this purpose (ideally agreed in advance with tutor to avoid IT issues in viewing). A learning diary is therefore a tool of reflection which can take a variety of forms.
Key considerations for the tutor include:
NB: Consideration of how to create “value” is key in determining the role/purpose of this approach within an assessment strategy or within a programme. Typically students value activities that the tutor places a value on, and their currency is marks/assessment. However as diary is, by definition, a subjective view, and should reflect what the student has heard, learnt and reviewed, it is the student’s own analysis and insights that count, and clear marking parameters and guidance need to be provided to ensure clarity.
Issuing this task should be done at the start of the activity that you wish the learners to reflect upon. Ideally you encourage (or set) answering a range of open-ended questions, delighted to understand their initial position as they approach this learning/task. This may include expanding upon their prior understanding or life experience, as relevant to this work.
Once the activities are being undertaken, reflective models can be issued or sourced by the students to support their thinking. However you may wish to provide a set of reflective questions at regular intervals as prompts to their developing thinking.
This activity can be highly prescriptive, with set timescales at which you expect stages of reflection to be completed (as relating to the task being undertaken) however it is also possible to make this an open task, where the approach and learning is with the student to design and undertake. This allows the learner to explore, source and select their own model for reflection and test its effectiveness as a tool for their development during the process. This additional skills of research, evaluation and comparative analysis but risks diluting the quality of the reflection if the students place the emphasis upon critiquing models rather than the task itself and their personal learning. It is therefore important that you reflect the emphasis you wish to seek within your assessment schedule.
To increase the synthesis, and the ability for personal and confidential reflection, you may wish to create a format in which the students regularly capture thoughts and feelings, but keep this as a personal document (diary, blog or video diary) from which the submission is created. This synthesised version of their learning and reflections build an understanding of their personal development over time and allows for honest and uncensored self-reporting and reflection. Again the structure/control of the format/questions can be loose and open (providing only sources and reference to guide) or highly prescriptive (working within a template or with specific tools/questions) to ensure that the key elements of learning (including emotional elements and confidence) are a required feature of the submission.
Personal reflection is a tremendous skill, but is often difficult for students to develop, particularly during a period of study, with little or no external reference points or practical application. It is therefore recommended that this is an assessed piece, so that the value of reflection is made clear.
It is therefore important that you, as the tutor, place importance upon the development of this skill and take class-time to consider what is meant by reflection practice and how to ensure that reflection leads to learning, what is meant by reflective practice and how to ensure that reflection leads to learning.
It is also important to consider the formative as well summative assessment within this process, as reflective skills are improved through regular practice, and this form part of your regular teaching. It is important that you ‘model’ a reflective approach with the students by including reflective questions onto your regular contact with them, and making reflection an explicit aspect of your activity/classroom debrief. Making this explicit within your teaching will reinforce the student’s understanding of reflection as an activity to be repeated and practiced, as well as help them see how reflective questioning or models can deepen their understanding and build confidence in their abilities.
Three stem questions (Borton T1970) were further developed by John Driscoll (1994, 2000, 2007)
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
6Interpersonal Skills
7Communication and Strategy
To let the participants champion themselves and each other, as well as getting to know each other better.
It is used to introduce participants to each other in a positive, upbeat way that emphasises each participant's value to the group.
Champions will help a team to acknowledge and recognise the strengths of themselves and those around them. It is great for the start of a sessions as induces positivity to a meeting or discussion.
For example... "This is Lucy. She's been a student for only a short time. She brings a different perspective, yes. But more importantly, she's very good at helping people work together. She helps find bridges and commonalities among differing opinions, and she can do this without making anyone feel as if he or she 'won' or 'lost.'"
It is important to make sure participants understand that the goal is not just to introduce their partner. The goal is to champion their partner, to show the rest of the group what a great asset their partner is to the meeting, team, or work group.
The focus is to show the group that they have now broken the ice and that they know each other a little better than they did before, and they have figured out where there strengths lie. It's important for the facilitator to engage and make sure that there is time in the activity for reflection on what they have 'championed'.
Key skills of public speaking and presentation are clearly apparent here and it can be useful to reflect with the group why it might be easier to showcase someone else, rather than themselves. It is also possible to explore the styles of presentation used to "sell" or champion someone else to explore what forms an effective method to hook the audience. Presentation styles can be scored across the group (or voted on by the group) to reinforce what was most appropriate and what appealed to the audience most, and from that key learning can be drawn out.
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
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space, 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
5Reflection and Action
Objective:
‘To equip students with an understanding of new business opportunities presented by the internet and how to approach the tasks associated with researching and setting up a high-tech business or social enterprise venture.’
Key points
Introduction:
As part of a 2011 programme wide redevelopment of Computer Science and Informatics postgraduate courses, Natasha Edwards developed the 20 credit Masters level module E-Commerce and Innovation. Seeking to address a need for contemporary approaches to both the how and why of e-commerce and business strategy from the perspective of Computer Science, the module is delivered as core learning to all students taking Computer Science postgraduate courses, thus comprising a cohort of between 40 and 50 learners each year.
Part of the broader Cardiff School of Computer Science and Informatics postgraduate programme accredited by BCS, the Chartered Institute for IT, the learning content and outcomes provided by the E-Commerce and Innovation module are aligned with the codes of good practice and conduct incorporating professional standards and behaviours expected of BCS members: as such students successfully completing the course gain membership to the BCS, a key professional body. The BCS prides itself in tailoring its certifications portfolio and professional development services to the needs of industry and employers, the E-commerce and Innovation module reflects this and is a key means of reaching these standards for postgraduate students of computing at Cardiff University.
Module content and delivery also reflects the recently published QAA subject benchmark statements for Master’s degrees in computing. The document highlights the importance of postgraduate students developing key subject specific skills including entrepreneurial orientation in order to successfully implement technically sound endeavours, including awareness of company start-up and resource management within industry or research. More broadly the document advocates the need for students to further develop a range of technical and transferable skills as well as knowledge of contemporary software solutions through postgraduate courses. E-Commerce and Innovation directly addresses the requirements put forward by the QAA.
Activity:
Aiming to equip students with an understanding of new business opportunities presented by the internet and how to approach the tasks associated with researching and setting up a high-tech business or social enterprise venture, module delivery takes a practical approach to knowledge and skills development.
Delivered over both Autumn and Spring semesters, students attend a series of day long sessions which involve lecture, tutorial and workshop formats. Although presented in a holistic manner in that it places practical and technical skills within the broader context of business strategy, module content is delivered in two halves;
As such the module presents a balance of knowledge and skills which enable understanding of the what, why and how of E-Commerce implementation. In addition to core learning content learners are expected to undertake independent research and take advantage of relevant enterprise activities offered by Cardiff University such as I-Solve, an interdisciplinary commercial feasibility study programme open to Cardiff University postgraduates, SPARK an enterprise ideas and business start-up competition and Ignite an inter-institutional enterprise challenge open to students across South East Wales.
E-Commerce and Innovation is assessed via two pieces of equally weighted coursework, each submitted at the end of the relevant semester.
Impact:
In its first year the module received a positive student response and was deemed a success.
Student feedback highlighted the experiential nature of the learning approaches used as confidence building and useful in terms of being a resource from which to evidence skills and experience in future employment situations. There were also a number of tangible practical outcomes resulting from the first year of module roll out in the form of a number of possible student start-ups stemming from ideas inspired as a result of the module as well as one definitive e-learning oriented commercial project which is being taken forward and was directly developed as a result of the ideas and skills gained via E-Commerce and Innovation.
Learner outcome:
The examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.
Resources:
References:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
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
Objective:
Students are required to be professional, reliable (work is undertaken as a full day, every week across 2 semesters and all group members are expected to treat it like employment), engage with clients and resolve issues (technical and managerially).
Introduction:
Students of computing and IT, at the University of Cumbria run group projects that require continual involvement between students and clients to develop solutions to specific business problems.
Activity:
Charles Dobson, Senior Lecturer in Computing, University of Cumbria;
“The projects begin the academic year (week 1, semester 1) with presentations of the problem from the clients, followed by pitching by the student groups to work on particular projects.
“Once projects are matched (clients to groups) then the projects are scoped with the client and then work is planned to enable the requirements to be met.
“The groups report progress at several stages via formal presentations to the client (and other groups) with a final presentation of the hopefully complete system towards the end of semester 2.
“Through these projects, students are exposed to many enterprising opportunities, some clients go on to recruit graduates from their group (or even from other groups they have observed in the process), some projects come back for further work and some ideas could be taken forward as businesses in their own right (yet to happen but not short on opportunities).
Impact:
“The scheme has proven to be very effective and we are rolling out across the wider business school, encouraging cross-discipline teams to be formed to tackle larger, more complex business issues.”
Learner outcome:
The examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.
Resources:
References:
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
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
2Opportunity recognition‚ creation and evaluation
6Interpersonal Skills
7Communication and Strategy
In 2014, the enterprise team at northeast Wales based FE Institution Coleg Cambria, collaborated with Everton Football Club in a range of activities aimed at developing the entrepreneurial and personal skills of learners.
Through this collaboration, learners participated in the Premier League Enterprise Challenge , which challenges learners aged 14-19 across the country, with developing possible solutions to real-life challenges that football clubs face.
Two teams of students from the college competed in the challenge (alongside a full day of enterprise activities) held at Goodison park, representing L2 courses in IT and Public Services.
The IT students went on to make it to the regional finals at Liverpool Town Hall, ultimately achieving second place overall.
The Premier League Enterprise Challenge allows young people, many from disadvantaged backgrounds, to work with their local football club in order to develop their confidence, business and enterprise skills. In the past, many of the ideas developed by learners through the challenge have gone on to be taken up by the clubs themselves.
There were three stages to Coleg Cambria’s collaboration with Everton FC;
Firstly, in November, 2014, learners spent the day at Goodison Park, home of Everton FC, with activities including workshops in personal development and entrepreneurial skills, as well as a tour of the stadium. Every session was very hands on, and the students participated with great enthusiasm. They had loads of fun, as well as learning lots in the process!
Figure 1: Learners enjoying a visit to Goodison Park
Secondly, as part of the Premier League Enterprise Challenge, two students teams were asked to come up with their own solution to a challenge encountered by the club, with the following brief;
You work in Everton’s Sales and Marketing Department and have been tasked with increasing the number of families who attend your home matches.
1) Why is it important that Everton attracts families to matches?
2) What do Everton currently do regarding family attendance and community relations?
3) What do other clubs do regarding family attendance and community relations?
4) Come up with different ideas to grow and keep family attendance levels, improve the whole family match day experience and involve families in other Club-related activity.
5) What are the costs for your ideas:
6) How will you market and advertise your ideas? Who will you target with this?
7) How will the Board be able to tell if your ideas have been successful?
8) What money will Everton get back from your ideas;
The students prepared 5 minute presentations of their solutions to this challenge.
Finally, competing against the ideas presented by their peers throughout the region, the team of L2 Computing and IT students went on to make it to the regional finals of the competition, where they pitched in the Council Chambers of Liverpool Town Hall, to a Panel of Judges including the Lady Mayoress.
The judges were impressed with the team’s efforts, and awarded them second place.
Figure 2: Computing and IT students competing in the regional finals, Liverpool.
Coleg Cambria Enterprise Lecturer Barry Hancill;
"This is a very exciting opportunity for us to work with a major club like Everton and for our students to not only enhance their enterprise skills, but to showcase their skills and represent Everton in a respected national competition.
Coleg Cambria Enterprise Lecturer Barry Hancill;
‘’The amount of effort the students have put in has been incredible and this has been reflected by the high standard of the work they have produced.
‘’It has been amazing to witness the transformation in the students as they have undertaken this challenge over a few months. They have thoroughly enjoyed the experience and have clearly developed many new skills.”
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
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
7Communication and Strategy
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!)
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.
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.
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.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
A well-structured, well-research and well-written business plan is an invaluable asset to any new enterprise. Yet many students considering starting up report difficulty in developing business plans and in particular, plans which actively work for them and their business.
Business Planning is a workshop serving as an introduction to the subject, inclusive of opportunities to reflect on skills and generate ideas, and information regarding how to build a strong and cohesive plan around those ideas, and advice regarding using that plan, to turn those ideas into successful businesses.
The activity is designed to fit within a typical one hour lecture session, but inclusive of ample opportunities for extension, through practical activity, group discussion or independent research, and could easily form the basis of a more comprehensive scheme of work on the subject. It is designed to be appropriate for students of any level or programme of study. It was originally developed through the HEFCW funded pan-Wales Enterprise Support Programme.
Lesson plans and AV presentations for use in the delivery of the workshop can be downloaded via the link to the ‘ZONE Enterprise Hub’ webpages listed in ‘References’ and ‘Resources.’
The activity follows the structure outlined in the ‘Business Planning’ PowerPoint presentation, inclusive of all links and examples.
Figure 1. PowerPoint presentation which accompanies this activity.
Pre-Activity
Students are not required to prepare anything in advance of this workshop. For workshop leaders, preparation is minimal, other than ensuring supporting AV resources are displaying correctly.
Introduction
Why Bother?
What to think about?
What to write down?
Help and support
Students are provided with links and information regarding the support, advice and assistance available to them as they develop their business plans.
Conclusion
The key themes covered in the workshop are re-capped, and students are invited to ask any outstanding questions which they may have.
Post-Activity
This workshop is intended only as an introduction to the subject of Business Planning. Following the activity, students may utilise the information provided to research and develop their plans independently, or each element of the workshop may be revisited and explored in more depth by the group.
Students will leave the workshop with greater confidence in their ability, with a better understanding of their skills, and how these skills will support the development of their endeavours. They will have a better knowledge and understanding of business plans and how to develop them, and a greater awareness of how to use business plans to effectively support them in their endeavours.
Resources:
PowerPoint Slides accompanying this activity can be downloaded here > Business Planning [PDF]
Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11 . [Accessed 05 August 2015].
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
Construct and deliver a focused and precise summary of their business proposal, that is attractive and engaging to a potential financer.
Prepare the entrepreneur for opportunities to present their business proposal, formally and informally, in a short space of time.
An ‘Elevator Pitch’ is a succinct summary of business opportunity for example, 1 minute or in no more than 300 words. The term is typically used in the context of an entrepreneur pitching an idea to a potential investor. This task invites the student to prepare for a minute pitch.
Invite the entrepreneur/small business owner to prepare a 3 minute pitch for their business The challenge for many entrepreneurs is how to describe their proposal in such a short space of time and what aspects of their business model and plan to focus on. A useful approach is to use Sahlman’s recommended four critical factors.
The People
Who’s involved?
What are their mission and aspirations?
What skills, know-how and experience do they have?
The Opportunity
What will the business sell?
Who are its customers?
What problem is it solving?
Why is it better than existing solutions (competition)?
The Context
What’s the bigger picture?
What trends e.g. economic, social, technological, political affect the business?
Risk and Rewards
What are the main risks?
How can they be mitigated?
What are the potential financial, and other, rewards?
Entrepreneurs/small business owners should be given time to prepare their pitch, either working independently at home or within a training programme. In a group situation this should take no more than 20 mins.
Entrepreneurs should then be invited to pitch their business with a strict time limit. This can be done in a number of ways depending on the environment, for example,
This activity helps the entrepreneur to focus how they think about their business and provides a safe environment in which to develop their communication and presentation skills, whilst refining their business pitch.
It can help the entrepreneur /small business owner effectively present their business proposal in both informal and unexpected situations and confidently to a potential financier. Repetition of this type of exercise builds confidence and expertise.
To provide formative experiences of pitching, before any assessment, you can create sub-groups within which the students pitch to each other, giving and receiving constructive criticism, before conducting the final presentation.
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
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
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
This case study describes a speed networking event that enables 1st years Computing and Business students to engage with Level 6 students in ‘live’ projects.
Level 4 student teams compete for business opportunities by attending a networking fair and engagement with level 6 students. The task is supported by in-class activities, but the emphasis is on learning by doing. Students are encouraged to reflect on the experience as part of the assessment strategy.
Participation at the event forms part of both year group’s module assessment. At the beginning of the academic year, final year student teams identify a year long project opportunity. They meet the client and develop a project to deliver to them. In the 2nd semester, Level 4 student teams are introduced to key concepts of business development and prepare to engage with Level 6 students at the speed networking event. In preparation for the event, Level 6 groups prepare project briefs. These briefs create a ‘mini’ market place for Level 4 groups to segment and target based on their own team goals. Typically, the students work in teams of four. After the Speed Networking event the teams from level 4 and 6 work together to complete their part of the project.
Specifically, students at level 4 prepare by developing an understanding of the start up business cycle. Such as team formation, start up strategy and product/ service development. Students are given prior knowledge of potential projects, which helps them target their pitch and brand. They learn to create rudimentary business artefacts such as a brand name; business cards and a sales pitch (see photo attachment). Students were also guided on networking skills, such as body language and professionalism.
Students at Level 6 prepare by developing a project plan with their project client. During the delivery phase of the project. They identify an outsourcing opportunity and produce a project brief, roughly 1 month in advance of the event. A pro-forma is provided to create a consistent look and feel to each teams brief, so that level 4 students can easily assess the merits of each potential project brief (see attachment). Around 20 projects are created by the cohort, which roughly matches the number of teams at level 4. The supply of projects can be increased by Level 6 students creating more than 1 outsourcing project. Projects range from simple tasks, such as logo design to more complex projects, such as research, web development, and media production.
The project clients are typically from external organisations, such as charities and local businesses, but can be internal clients, such as, as tutors. Project size for level 6 students should be complex enough too ensure that the challenge provides adequate work for each team member. The sub task project for Level 4 can be relatively simple. It is more essential to engender confidence and good team work at Level 4.
The competitive nature of the event means that teams are not guaranteed to get what they want. Success is often determined by the quality of planning carried out in advance of the fair, or by the professionalism of the team on the day.
The event is very popular and student engagement in the event is close to 100%, with around 150 participants. While conducting the task, students have very little time to become distracted, which means that they receive the full benefit of the session.
Student feedback comments are also very positive:
Verbal and scored Feedback
National Student Survey feedback comments single out the modules as a key benefit from the course.
“I really enjoy this course, as it's stimulating and pushes my boundaries. I have noticed vast improvements in my abilities, in terms of communication, presenting and teamwork. All staff are very helpful in terms of problem solving and it's nice to know that the support is there when needed. I enjoy the course content and how interactive the course is.” NSS 2015
“The course really targets employability and it really appeals to employers that we gain hands-on business skills.” NSS 2015
Students learn the benefit of planning and preparation. They also understand that it is difficult to communicate in a time pressured environment. An interesting side effect of the event, is that students in level 4 can benefit from a peer mentoring experience; learn about the course and how to be successful at gaining a placement. The event is also a novel learning experience and adds a new dimension to the university experience. Final year students benefit from the reflection of ‘how they used to be’, which adds to their confidence.
Contact details: Dr Andrew Hirst, Teaching Fellow in Work Based Learning, Sheffield Hallam University https://www.linkedin.com/in/drandrewhirst
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.
Cases Studies of Good Practice can be found in Higher Education Academy booklet (2014) Enhancing Employability through Enterprise Education Case Studies and includes an example from the School of Computing and Engineering at University of Huddersfield.
Enterprise Educators UK (EEUK) regularly share members practice, including:
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
