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Enterprise in your degree - Neil Coles

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This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh

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Enterprise in your degree - Neil Coles

  1. 1. Neil Coles colesn@cardiff.ac.uk Senior Enterprise Learning Officer National Enterprise Educator 2013
  2. 2. Wilson,T. (2012) A Review of Business–University Collaboration. - “The contextualisation of subjects provides particular opportunities for skills development”. Cardiff UniversityTheWay Forward (Education and Students) aims to; - “embed skill development within and across the curriculum so that students at all levels appreciate the skills needed for employability’. Cardiff University Innovation System has the underlying principle of; - ‘embedding enterprise within the culture, ethos and curricula of the University’ and aims to pursue a ‘learning culture of creativity, ideas development and problem solving’. It could be argued…
  3. 3. Enterprise education is defined as the process of equipping students (or graduates) with an enhanced … capacity to generate ideas and the skills to make them happen…. Entrepreneurship education equips students with the additional knowledge, attributes and capabilities required to … apply these abilities in the context of setting up a new venture or business… …moves beyond skills development to a sense of practical action. enterprise capability QAA (2012) Enterprise and entrepreneurship education: Guidance for UK higher education providers …the ability to develop ideas & identify opportunities. …to be a problem solver and be a critical thinker. …it is about taking the initiative & making a difference.
  4. 4. Embedding - the strategy Discipline contextualisation meetings: Programme or module level discussion on the themes being taught and through the structuring of new pedagogic interventions, assessment methods and clear lesson planning. Publications and case examples maybe used to facilitate discussion. Analysis of employability requirements within QAA subject based guidelines: Outline employability related outcomes with QAA benchmark statements. Discuss with programme leaders to look for opportunities to support. Review of Enterprise in Curricula: Detailed educational objectives for enterprise can be used to review a module and aid reflection on the development of graduate attributes. The level of opportunity for enterprise related development can be expressly outlined against QAA (Sept, 2012). Group based curriculum innovation: Tailored group development opportunities could be delivered using practical examples and exercises that allow for reflection on curriculum development opportunities through enterprise/employability related pedagogic advancement.
  5. 5. Embedded Enterprise & Employability Exchange: An open peer sharing forum for the discussion of discipline led advancements in pedagogy and assessment. The Exchange may contain internal or external examples outlined by students or staff, prevocational discussion groups, development exercises and informal networking. Transfer of existing enterprise module structures between Schools: Cardiff University Enterprise has lead on the development of numerous interventions and three full module structures, namely‘Commercialising Innovation’,‘Bioscience and Business’ and‘Total Immersion’. There is an opportunity to transfer a subject contextualised structure between Schools. There is an opportunity to establish further contextualised modules in partnership with Schools. Student feedback: With the aim of future development, student focus groups and a review of reflective work for enterprise and employability education should be supported.
  6. 6. Domain Knowledge Intellectual property Environmental Marketing / sales Social / cultural Business structures Policy & planning Economic growth Skills Problem solving Real-life problems Communicate ideas Transformation strategies Critically evaluate Interpret information Innovative Attributes / behaviours / values Self confident Clarify & communicate Evaluate issues Consequence of action Perseverance, resilience & determination Transformational changes Creative solutions
  7. 7. “From Archaeology to Zoology; an A-Z of enterprise in the curriculum” Best practice workshop at the International Entrepreneurship Educators Conference 2013. University of Sheffield. A Art / Advertising / Architecture B Bioscience / Business Intelligence C Chemistry D Design E English / Exercise Science / Engineering F Fine Art / Filming / Feminism G German / Geography H History I Information Technology J Journalism K No UCAS entry – Kinesiology? L Linguistics / Law M Maths / Medicine / Music N Nursing / Nuclear Energy O Occupational Therapy P Physics / Pharmacy / Psychology Q Quantum Physics (No UCAS main subject entry) R Renewable Energy S Science & Engineering T 3D Design / Technology Entrepreneurship U Urban Policy (No UCAS main subject entry) V Veterinary Science / Volunteering / Venture Creation W Welsh X No UCAS entry – X-ray (radiotherapy)? Y No UCAS entry Z Zoology
  8. 8. “From Archaeology to Zoology; an A-Z of enterprise in the curriculum” Best practice workshop at the International Entrepreneurship Educators Conference 2013. University of Sheffield. A B Bioscience C Chemistry D E Engineering F G H History I J K L M Maths / Medicine N O P Physics / Pharmacy Q R S T U V W Welsh X Y Z
  9. 9. Engineering & Physics/Astronomy Level 6 Student driven business ideas engage learners in a simulated commercial project. External speakers, academics’ with commercial experience provide a narrative and case studies detailing aspects of the commercialisation process. 11/12 Electrical Engineering students 12/13: Mechanical 13/14: Physics and Astronomy College of Physical Sciences and Engineering Mathematics Level 4 A flipped classroom framework encourages students to develop core knowledge of mathematical based coding skills. Once a developed knowledge can be demonstrated students are asked to apply it to the development of their own business idea. Students’ are expected to be able to discuss the benefit of their product/ service to their chosen customer (outlining SWOT).
  10. 10. Welsh Level 6 Professionally orientated ‘company teams’ are assigned real translation projects where students are expected to work together to liaise with an external customer in delivery of the project. Throughout the process academic feedback is provided to ensure the standing and context of the translation. College of Arts, Humanities and Social Sciences History, Archaeology and Religion Level 5 Students work on real projects that interface with society to gain an appreciation of how heritage can affect public perception. They consider the value of building materials that are relevant to the public so that the broader benefits of their academic learnings are well communicated within society. Through the module students gain an awareness of how an idea or concept can be translated for relevance to a new audience.
  11. 11. Pharmacy and Pharmaceutical Sciences Level 7 Engaging a range of active learning pedagogies, the module is centred on a simulated drug development and its commercialisation. Students are given a specific pathology and a lead medicinal chemical compound and asked to develop a new drug that addresses key aspects of the lab to market process (eg identifying a target market) College of Biomedical and Life Sciences Medicine full undergraduate curriculum ...case based learning - learners are supported in small groups. Each unit of study will consist of a series of patient cases (each case - 2 weeks). ...setting learning in the context of patient scenarios will allow for exploration in context the wider determinants of health, population health and the improvement of health and healthcare. ... develop and practise your clinical skills in a simulated environment before putting these into practice during clinical placements in hospital and community settings throughout Wales.
  12. 12. Recognise that language can be a barrier. Engineering “business; start-up; entrepreneurship; commercialisation; innovation” Chemistry/Bioscience “commercialisation; innovation; entrepreneurialism; intellectual property” Maths “enterprise; contextualised skills; impact on society” Medicine/Healthcare “quality improvement; improving practice; making a difference; innovation” 1000 lives+ Humanities/Social Science “critical thinking; creativity; outlining an argument; being intuitive; making things happen; social impact”
  13. 13. Enabling students for [……] Context is everything / the subject is the number one priory: “The contextualisation of subjects provides particular opportunities for skills development.” Wilson, T. (2012) A Review of Business–University Collaboration Recognise that language can be a barrier to adding context. The academic must lead on any intervention. Alternative - bolt on, therefore not offering cultural change and will be dropped. Use research to add context. Research led teaching is compatible. Use modern pedagogic approach. Enables deeper learning. - students to ‘experience something’. - for critical evaluation, problem solving, presentations, discussion, debate, meeting or interviewing externals (or yourself)… Context offers domain knowledge. Approach offers skills and attitudes.
  14. 14. Neil Coles colesn@cardiff.ac.uk Senior Enterprise Learning Officer National Enterprise Educator 2013

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