Embedding Enterprise at York - Tony

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Embedding Enterprise at York - Tony

  1. 1. Embedding Enterprise at YorkCentre for Excellence in Teaching and Learning in Enterprise<br />Tony Ward, Director CETLE<br />Department of Electronics<br />European Association for Education in Electrical and Information Engineering<br />www.york.ac.uk/enterprise<br />
  2. 2. Enterprise at York<br /><ul><li>1999 – 2005 WRCE, UK Science Enterprise Challenge
  3. 3. 5 year funded project
  4. 4. Enterprise in STEM
  5. 5. >200 Teaching resources created
  6. 6. Strong brand developed
  7. 7. It had its problems
  8. 8. 2005 – 2010 WRCTLE, HEFCE Centre for Excellence
  9. 9. 5 year funded project
  10. 10. Enterprise in SSAH & STEM
  11. 11. 2010 – Enterprise at York
  12. 12. Relocated to the Ron Cooke Hub on new Heslington East Campus</li></ul>Slide 2 of 164<br />
  13. 13. Mission and Objectives<br /><ul><li>Effect a durable change in culture
  14. 14. Embed enterprise in all disciplines
  15. 15. Provide a physical focus
  16. 16. The Enterprise Zone
  17. 17. Support student enterprise activities
  18. 18. Discipline focus
  19. 19. Social Sciences, Arts & Humanities
  20. 20. Science, Engineering & Technology
  21. 21. Reward demonstrated excellence by staff
  22. 22. Disseminate outcomes</li></li></ul><li>The Enterprise Zone<br /><ul><li>Bright and fresh facility
  23. 23. Teaching room
  24. 24. Microincubator
  25. 25. Resource room
  26. 26. Flexible group working space
  27. 27. Video conferenced
  28. 28. IT Support
  29. 29. Freely accessible
  30. 30. Student interns</li></li></ul><li>Student & Staff activities<br /><ul><li>Home of student businesses in CETLE Incubator
  31. 31. Student ‘proof of concept’ fund
  32. 32. >1,400 students in ‘York Entrepreneurs’
  33. 33. Programme of events and activities
  34. 34. Curriculum development projects</li></ul>Broader activities<br /><ul><li>Member of European Foundation for Entrepreneurship Research
  35. 35. Member of the EAEEIE ELLEIEC Thematic Network Project
  36. 36. NCGE / Kauffman Scholarships
  37. 37. Nanjing York Joint Centre for Enterprise & Employability
  38. 38. World University Network Enterprise Strand
  39. 39. Centre for Intrapreneurship Research</li></li></ul><li>Curriculum Development Projects<br /><ul><li>Embedding enterprise into academic modules
  40. 40. NOT Business School led
  41. 41. Distributed teaching
  42. 42. Bottom up
  43. 43. Funded through a curriculum development budget
  44. 44. Departmental enterprise champions
  45. 45. Ensures sustainability
  46. 46. All developed teaching materials go into the pool
  47. 47. STEM subjects - 8 (WRCE) + 3
  48. 48. Health Sciences - 1
  49. 49. Arts and Humanities - 10
  50. 50. York Award - 3
  51. 51. Careers / Life Long Learning - 1
  52. 52. Professional Organisational Development - 1
  53. 53. Continuing Education - 2
  54. 54. Colleges – 1
  55. 55. Postgraduate training – 1 course</li></li></ul><li>Confusing concepts<br />Enterprise – having an idea, and taking advantage of the opportunities to make things happen<br />Entrepreneurship – an activity which leads to the creation and management of a new organisation designed to pursue a unique, innovative opportunity (Hindle & Rushworth, 2000)<br />Intrapreneurship- "dreamers who do," those who take hands-on responsibility for creating innovation of any kind within an organization’. (Pinchot 1999)<br />University view:<br />It’s not about starting a business<br />It’s about developing a student who is ‘enterprising’ in whatever walk of life they choose to follow.<br />Enterprise skills depend on the discipline.<br />The adopted definition depends on the discipline.<br />Our interpretation is flexible!<br />
  56. 56. Enterprise in Electronics<br /><ul><li>Department of Electronics, York – Entrepreneurial model
  57. 57. Stage 1: One intervention
  58. 58. First year group project
  59. 59. Development of transferable skills
  60. 60. Rag-bag ‘catch-all’ module
  61. 61. Transformed to strong enterprise introduction module
  62. 62. Improved flow and cohesion</li></li></ul><li>Year 1 Project<br /><ul><li>Year 1 ‘technical’ project
  63. 63. Supervision groups
  64. 64. 4 – 5 students
  65. 65. Never met before
  66. 66. Cultural adjustment from school
  67. 67. Multicultural mix</li></li></ul><li>Year 1 Project<br /><ul><li>Year 1 ‘technical’ project
  68. 68. Supervision groups
  69. 69. 4 – 5 students
  70. 70. Never met before
  71. 71. Cultural adjustment from school
  72. 72. Multicultural mix</li></li></ul><li>Year 1 Project<br />
  73. 73. Year 1 Project<br /><ul><li>JIT Teaching model
  74. 74. Experimental
  75. 75. ‘Fun’ activity
  76. 76. Motivational
  77. 77. Team Building
  78. 78. Work ethic
  79. 79. Behavioural development
  80. 80. Foundation to build theory upon</li></li></ul><li>Enterprise in Electronics<br /><ul><li>Department of Electronics, York
  81. 81. Stage 1: One intervention
  82. 82. First year group project
  83. 83. Development of transferable skills
  84. 84. Rag-bag ‘catch-all’ module
  85. 85. Transformed to strong enterprise introduction module
  86. 86. Improved flow and cohesion
  87. 87. Stage 2: More than one module
  88. 88. Year 4 Enterprise module</li></li></ul><li>Year 4 Enterprise<br />http://www.prod-dev.com/stage-gate.shtm<br /><ul><li>Project Centered Learning Module
  89. 89. Investigation into a real product or technology
  90. 90. Real ‘Owner’
  91. 91. Team activity
  92. 92. Self-study
  93. 93. Extensive web-based support resource
  94. 94. Weekly tutorials (process)
  95. 95. Ad hoc meetings with ‘Owner’
  96. 96. Strong emphasis on reality</li></li></ul><li>Enterprise in Electronics<br /><ul><li>Department of Electronics, York
  97. 97. Stage 1: One intervention
  98. 98. First year group project
  99. 99. Development of transferable skills
  100. 100. Rag-bag ‘catch-all’ module
  101. 101. Transformed to strong enterprise introduction module
  102. 102. Improved flow and cohesion
  103. 103. Stage 2: More than one module
  104. 104. Year 4 Enterprise module
  105. 105. Stage 3: Full Integration</li></li></ul><li>Enterprise in Electronics<br />Strategic Management<br />Enterprise<br />Year 4<br />Marketing<br />Accounting and Finance<br />Project Management<br />People & Quality<br />Year 3<br />People in Technology Based Organisations<br />Year 2<br />Introduction to Business Management in Electronic Engineering<br />Year 1<br />
  106. 106. Are we successful? How do we assess?<br />What are the measures of success for enterprise related modules?<br />Domain ‘technical’ knowledge<br />assessment by conventional knowledge and application (appropriate cognitive level)<br />+<br />Enterprepreneurial ‘technical’ knowledge<br />Equipped student<br />Enterprising skill – a complex metacompetence / meta-behaviour<br />Entrepreneurship – not a competence but a process requiring competences and behaviours – What is entrepreneurship?<br />Enterprepreneurialbehaviours<br />Transferable skills – through demonstration of the skill<br />
  107. 107. Integrated model of X’trapreneurship<br />Act of ‘x’preneurship<br />Behavioural skills<br />Communications<br />Judgement<br />Negotiation<br />Intrapreneurship<br />Process innovation<br />management<br />Product innovation<br />management<br />Behavioural skills<br />Motivation<br />Problem solving<br />Negotiation<br />Team working<br />Uncertainty in market place<br />Opportunity in market place<br />Control over resources & facilities in local environment<br />Change in market place<br />Imagine entrepreneurship opportunity<br />Disposition to act<br />Decision to act<br />Creative ability<br />Access to finance<br />Available resources & facilities in local environment<br />Technical skills<br />Small business forms<br />IPR<br />Marketing<br />Finance<br />Business planning<br />Legal issues<br />Logistics management<br />Entrepreneurship<br />Establish the enterprise<br />Manage the enterprise<br />Technical skills<br />Change management<br />IPR, Marketing<br />HRM, Finance<br />Business planning<br />Legal issues<br />Logistics management <br />Strategic planning<br />Production management<br />Quality management<br />Behavioural skills<br />Communications<br />Negotiation<br />Judgement<br />Motivation<br />Problem solving<br />Negotiation<br />Team working<br />Technical skills<br />Marketing<br />Finance<br />Strategic planning<br />HRM<br />Production management<br />Logistics management<br />Quality management<br />Return to entrepreneur<br />
  108. 108. Are we successful?<br /><ul><li>What are the measures of success for enterprise related modules?
  109. 109. Enterprise ‘Technical’ modules – assessment by conventional knowledge and application (appropriate cognitive level)
  110. 110. Transferable skills – through demonstration of the skill
  111. 111. Enterprising skill – a complex metacompetence
  112. 112. Entrepreneurship – not a competence but a process requiring competences and behaviours
  113. 113. Possibly through:
  114. 114. Entrepreneurial Intent (EI) &
  115. 115. Venturing Self-Efficacy (VSE)</li></li></ul><li>Enterprise Research<br /><ul><li>Study of Entrepreneurial Intent and Venturing Self-Efficacy
  116. 116. Statistically reliable measures of VSE & EI
  117. 117. Longitudinal study of Engineering Students
  118. 118. Regional Entrepreneurial Intentions Survey
  119. 119. Effectiveness of Industrial Placements
  120. 120. Pan European ‘Tuning’ perception analysis (Students/Staff/Employers)
  121. 121. EU Project - Virtual Centre for Entrepreneurial Learning
  122. 122. Bite-sized learning + Language mentoring – Quick plug for this later
  123. 123. Effectiveness of teaching modules (Accounting)
  124. 124. Measure for accounting and finance self-efficacy
  125. 125. Comparative study of MBA v taught Masters v Undergrad methods
  126. 126. Multi-institutional study</li></li></ul><li>Are we successful?<br /><ul><li>What are the measures of success for enterprise related modules?
  127. 127. Enterprise ‘Technical’ modules – assessment by conventional knowledge and application (appropriate cognitive level)
  128. 128. Transferable skills – through demonstration of the skill
  129. 129. Enterprising skill – a complex metacompetence
  130. 130. Entrepreneurship – not a competence but a process requiring competences and behaviours
  131. 131. Entrepreneurial Intent (EI) & Venturing Self-Efficacy (VSE)
  132. 132. Questionnaire with reliable metrics
  133. 133. Enterprising/Entrepreneurship:
  134. 134. Outcome measure – The ability to start a business (if I want to)?</li></li></ul><li>Other random embeds<br />Palliative Care Module- Health Sciences<br />History of Art – College Art Gallery<br />Personal Professional Practitioner<br />
  135. 135. Your Module Challenge<br />Where / What do you want to put into your curriculum<br />Is the embedded model best for you?<br />What are the challenges you face?<br />What resources do you have/need?<br />What are your learning objectives?<br />Where can you develop these and how?<br />What might be appropriate assessment techniques?<br />Discuss in groups and report back<br />
  136. 136. Enterprise skills<br />SOFT<br />Working in teams, Creativity, Innovation,<br /> Project planning and management,<br /> Presentation skills, Managing meetings<br />Problem solving<br />HARD<br />Business research, Nature of business, <br /> Business plan, Marketing, Product design,<br /> Accounting and Finance, Legal issues<br /> Human Resource Management<br /> Production, Quality & Logistics<br />
  137. 137. Wrap Up & Advertisement<br />Thank you for your participation - Any questions<br />EU funded ELLEIEC project<br />Virtual Centre for Enterprise<br />Learning in 1ECU chunks<br />Currently under development<br />But – if anyone is interested in looking at it, please contact me.<br />tony.ward@york.ac.uk<br />
  138. 138. Strategic options<br />Embedded model<br />+ Taught by familiar staff<br />+ Contextualised to subject<br />+ Enthuses staff + students?<br />+ Real culture change<br />+ Pedagogy locally set<br /><ul><li>Teaching staff not experts
  139. 139. Long term sustainability
  140. 140. Needs departmental champions</li></ul>Service teaching model<br />+ Teaching economy of scale<br />+ Taught by an ‘expert’<br /><ul><li>Timetabling complexities
  141. 141. Teaching subject based
  142. 142. Pedagogy set by expert (but to ‘customer’ spec?)
  143. 143. Mass ‘Sheep dipping’ ?</li></li></ul><li>York’s Enterprise connections<br />Enterprise &<br />Innovation Office<br />Industry<br />Enterprise<br />T & L<br />Resources<br />York Award<br />Millennium Volunteers<br />Active York, STEP, BUSY<br />Social<br />&<br />‘For-profit’<br />Enterprise<br />Experience<br />Innovations<br />Enterprise Zone<br />Pre-University<br />Feeder system<br />Industry<br />(Intrapreneurship)<br />Enterprise<br />(Entrepreneurship)<br />Staff development, TLDC, FELT , VLE, Careers, Research agenda<br />External bodies<br />(DTI, HEFCE, HEA, LSC, NCGE)<br />(Yorkshire Forward, Higher York, Science City York)<br />Enterprise at York<br />Education Process<br />

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