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Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch and Kelly BéruBé

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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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Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch and Kelly BéruBé

  1. 1. A scenario based framework for implementing innovation and commercialisation oriented curricula embedded learning Mr. Stuart Abbott, Dr. Zoë Prytherch & Dr. Kelly BéruBé Bioscience Dragons with TetraTek – winners of 2013 Bioscience Dragon’s Den
  2. 2. Generic module framework • Adaptable and scalable generic framework designed to be tailored to the needs of specific disciplinary or multidisciplinary delivery. • 12 weeks – loosely grouped into the following (commercialisation process) topic areas: opportunity recognition and product generation; intellectual property; financial considerations; business strategy; marketing. • Content underpinned and aligned with scenario developments, decision making, assessment components and external speakers. • Adaptable framework assessment tasks include: Feasibility report; Presentation / Pitch; Research tasks and presentations; Reflective logs and report.
  3. 3. Intended transitions Case studies Emerging situations Abstract problems Innovation Passive learning Active learning Objective analysis Subjective experience Neutrality Personal perspective Formal activities Authentic activities Fearing failure Learning from failure Dependency Self-reliance & resilience Work related Work based For discussion of transitions see: QAA. (September 2012). Enterprise and entrepreneurship educations guidance for UK higher education providers.
  4. 4. School of Bioscience • Scenario – 3 company teams ‘invent’ a marketable biotech product solution which addressed various global issues. • Pseudo science allowed – emphasis on value/benefits of product and its commercialisation process. • ‘Ownership’ instilled via generation of own product / solution e.g. cooperation, competition, industrial secrecy.
  5. 5. Pedagogies Experiential and active learning • Group based collaborative learning • Personal responsibility encouraging independent and autonomous learning Scenario based learning • Discipline relevant enterprise learning context • Authentic, immersive, engaging and rich learning content Problem based learning • Real world problems, challenges, issues and decisions making • Extend the scenario – prompt moments of clarity (stakeholder analysis) Reflective practice • Learner awareness of the processes involved in developing both the skills and their understanding of them
  6. 6. Kelly’s experience • Lack of business expertise did not hinder delivery of content due to generic framework. • Small chunked content to provide context followed by facilitation of practical activities designed to develop applied skills. • External speakers provide the critical discipline relevant content. • Weekly learning plans and prompts guide staff and students – tied in to the scenario development culminating in feasibility report and company pitch. • Task specific marking criteria and prompts + e-submission & feedback allowed for efficient turn around of coursework. • Now creating final year BIOSI business course which consolidates this learning. • Transitioning to other disciplines will be easy!
  7. 7. School of Bioscience BI2256 Biotechnology and Business • 2nd year students as part of 4 yr. Biotechnology degree programme. • Mandatory prior to students entering PTY at a biotech company. • Two sessions week (1hr company meeting, 2hr presentations/speaker). • Cohort of 13 students (2012/13) 1st year; rose to 19 in 2nd Year. • Portfolio (100% coursework) evidences commercial awareness. • High module evaluations, class averages 71% and 65% (2013/14). • Module feedback demonstrated strong recognition of the intent, value and innovative methodology involved in the module delivery and assessment. • Assessed reflective reports demonstrated clear learning progression. • Integrated skills and knowledge – Pre & post skills audit showed improvement.
  8. 8. Contribution to Student Employability • Weekly research tasks/presentation – “peer-to-peer learning” of content to develop “independent” and teamwork skills”. • Students developed understanding of own “professional identities” . • Company meetings – practical activities to “engendered skills” (analytical discussion and decision-making, posters, games, self-directed learning). • Portfolios (feasibility study, reflective reports, research tasks) – evidence of understanding “commercial awareness” related to biotechnology industry • Dragon’s Den – Teams “pitching for investment” from returning speakers • External speakers – Experts within Bioscience industry (Cardiff alumni) – students identified with and valued enterprise process from “UGs to successful Entrepreneurs” • Online submission and feedback – Learning Central key resource (e.g. reading, multi-media) embedded “IT multi-tasking skills”
  9. 9. Contact details Mr. Stuart Abbott – sabbott@cardiffmet.ac.uk Dr. Zoë Prytherch – prytherchzc@cf.ac.uk Dr. Kelly Bérubé – berube@cardiff.ac.uk Thank you for listening

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