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21st Century University feasibility study

This feasibility study looked at the disruption taking place in the higher education space and sketched an MVP prototype of a radical new 21UNI concept to be tested in Kotka, Finland

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21st Century University feasibility study

  1. 1. Final Report: 21UNI Feasibility Study -project January 2016 For: Cursor Oy Prepared by: Courage Ventures Oy Picture source:
  2. 2. Table of Contents 1.  Project: Overview and organization Project background and purpose Methods Project and extended team 2.  Context: Challenges and drivers 3.  Process: Overview of findings & co-creative process 4.  Concept: MVP – Minimum Viable Product Overview of concept Approach and foundation Operating plan for pilot in 2016 Future recommendations 5.  Future Recommendations & Conclusion Annexes Annex 1: Presentation with initial research on novel education concepts Annex 2: Workshop 26.10. wrapup Annex 3: Operating Budget (excel)
  3. 3. Section 1: Project Overview and Process
  4. 4. 21UNI: PROJECT BACKGROUND Cursor Oy commissioned Courage Ventures Oy to explore a disruptive educational concept based in the Kotka region with global reach during fall 2015-winter 2016. The project is named ‘’21UNI’’. This opportunity assessment (feasibility study) took place during Oct-Dec 2015 and final deliverables will be delivered to Cursor by 15.1.2016. The Feasibility Study was co-created with a project team, consisting of members from Cursor, Google, Kyamk, PatteriES and City of Kotka. The project team participated actively in workshops and the creation of the concept. In addition, a series of interviews and benchmarking of existing concepts were conducted. This document sums up and synthetizes the learnings from the co-creative process and presents an MVP (minimum viable product), ie a first draft of a concept, with an operational plan to test it during summer 2016. Section 1: Project Overview
  5. 5. OBJECTIVES  1. Define and clarify the project vision and frame the opportunity 2. Create an initial concept that Cursor can pitch to potential partners 3. Define a roadmap: with next steps and working plan for 3-5 years 4. Support a go / no-go decision, by providing empirical information on the concept’s key parameters 21UNI: Initial objectives and deliverables DELIVERABLES 1. A 30-50 page slide deck in English, including detailed description on following areas . Concept . Partners . Physical infrastructure . Financial parameters . Roadmap: next steps and milestones   2. An executive summary of the concept in the format of a 2-3 page word document (English and Finnish) Section 1: Project Overview
  6. 6. Key phases of the project Oct’15 ~15.1.2016 Section 1: Project Overview PROJECT KICKOFF   EXPLORE VISION 1ST CONCEPT OUTLINE DONE ITERATE CONCEPT ITERATE CONCEPT & MVP DELIVER MVP Key methods used 3 WORKSHOPS 24 INTERVIEWS BENCHMARKING of global concepts Nov’15 Dec’15
  7. 7. The development of the 21UNI concept is considered analogical to that of creation of a new innovative venture: a creation of a novel concept for a nascent market need.  Therefore the delivered concept is treated as a minimum viable product (MVP) ie. a prototype, or first creation of a form for the idea. Regarding the concept development, the feasibility study at hand focuses for the most part on phases 1 and 2, after which the material (MVP) is handed over to Cursor, which further tests it on the potential partners by interviewing them and further developing the concept (phases 3 and 4) during 2016 and after. • Experiment •  Test the concept •  Gather feedback • Evaluate •  What works? •  What has to be changed? •  Elaborate •  Synthe9ze the collected informa9on and data •  Develop the concept together with project team •  Produce a MVP • Explore •  Informed idea9on on the opportunity and iden9fica9on of early hypothesis of concept aGributes •  Data gathering through benchmarking alterna9ve educa9on concepts and interviews with stakeholders 1 2 3 4 Explorative process to create an MVP Section 1: Project Overview
  8. 8. BMC as a tool to develop the concept Since the concept development of the 21st Century Digital University has been seen analogical to that of creation of a new innovative venture, the tool called Business Model Canvas (BMC) was chosen and used as the main approach to testing and validating the initial hypothesis for the concept. BMC is currently the leading tool in new venture creation, used by most of the startups globally as well as increasingly being adopted by the larger corporates and public organizations. The tool includes 9 most important segments each new venture has to solve. This study focused primarily on the highlighted segments, as they were most relevant to the context at an early phase of concept development. Cost Structure Key Partners Key Activities Value Propositions Customer Relationsihps Customer Segments Key Resources Channels Revenue Streams Section 1: Project Overview Source:
  9. 9. 21UNI: Project & extended team Section 1: Project Overview The following individuals participated actively in the development process giving their valuable input in the development of the concept, and on one or more workshops / project meetings Cursor Oy: Jouni Eho, Petri Tolmunen, Jan Storgårds, Teemu Saarelainen, Heidi Sjöberg, Sami Ristiniemi Kyamk: Petteri Ikonen, Ari Lindeman, Antti Viitanen (PatteriES) Google: Hermann Arsaelsson City of Kotka: Terhi Lindholm, Markku Hannonen, Antti Karjalainen Cranfield, UK: Dr. Shailendra Vyakarnam Brains DK: Erik Kristiansen Courage Ventures Oy: Ambassador Bruce Oreck (ret.), Will Cardwell, Laura Carnicelli, Fabian Sepulveda, Povilas Valiauga
  10. 10. 21UNI: Panel of experts & students In addition to the project & extended team, a large group of experts were involved in the process. The interviewees represent a broad range of educational influencers, leaders, educators and students of novel programs from Finland and abroad. •  Aurimas Ražanauskas, Kaos Pilot (LT, DK) •  Dr. Shailendra Vyakarnam, Cranfield University (UK) •  Norris Krueger, Entrepreneurship NorthWest (USA) •  Theresa Berg, Samuel Hailemariam, Educational entrepreneurs (Finland) •  Alf Rehn, Abo Academy, Copenhagen Business School (Finland, DK) •  Ruth Graham, MIT (USA) •  Herve Lebret, Innogrants •  Tina Seelig, Stanford University (UK) •  8 students from Lauttasaaren Yhteiskoulu International Program (Finland) •  2 University students attending Finnish universities (Finland) •  Mikko Hakala, TAT & LYK (Finland) •  Mikko Koria, Aalto IDBM, Loughborough University London (Finland, UK) •  Mia-Stiina Heikkala, Lauttasaaren Yhteiskoulu (Finland) •  Kari and Veikko Jääskeläinen, Founders of Helsinki Business School (Finland) The purpose of the discussions was to form a holistic view on the theme, and how Kotka region can integrate these trends and/or find opportunity spaces with the help of this insight of a larger context. Section 1: Project Overview
  11. 11. Section 2: Context Challenges and Drivers © Courage Ventures
  12. 12. 21UNI: The opportunity During the past years, Cursor Oy has taken an active role in creating growth entrepreneurship activities and boosting the economic renewal in the Kotka-Hamina region, in collaboration with the local educational institutions (such as Kyamk) as well as international universities (Cambridge and Cranfield from the UK) and corporations with strong local presence (e.g. Google). Section 2: Context In the summer 2015, an idea of a novel educational concept emerged. This idea has been taken forward by the project to conduct a feasibility study. 3.1.2016 Kymen sanomat
  13. 13. Source: 3.1.2016 Kymen sanomat
  14. 14. Why are new edu concepts emerging? Section 2: Context Todays education system is broken, thus a number of disruptions are emerging globally. The global spend on edtech in classrooms was $13 billion in 2013 and is on the rise, fueling a market that is projected to reach $19 billion by 2018 [Futuresource Consulting, 2014] The leading disruptors include: Annex 1 offers an overview of the background, as well as examples of novel concepts catering to this opportunity.
  15. 15. “We’re not losing students to Stanford or Harvard, our competition is places like Thiel or YCombinator.” -Bill Aulet, MD, Martin Trust Center for MIT Entrepreneurship
  16. 16. “Compensation and power for the researchers will not be driven by publishing lots of low- impact papers or speaking at lots of conferences —that whole system seems broken. Instead, we will focus on the quality of the output.” -Sam Altman, YCombinator Research Initiative
  17. 17. The UNESCO pillars of learning, which highlight: “learning to know” “learning to do” “learning to live together” “learning to be” should be kept as the key driving guidelines when developing a curriculum for modern education (Zhou Nan-Zhao, 2013). These four elements are integrated in the values and concept of 21UNI. These realities and trends combined with the current global challenges (changing immigration policies, global refugee crisis, unemployment), that also have a large scale effect on Finland, open new opportunity spaces for the creation of novel education concepts. Section 2: Context Creating a holistic learning concept
  18. 18. In addition, the opportunity for 21UNI is aligned with the orientation focus of Kymenlaakso University of Applied Sciences (Kyamk), highlighting the creativity, open- access multicultural and multi-disciplinary learning process. Understanding Milling the focus Crea9vity Open Access Learning process Context Mul9cultural Mul9-discipline Habit of thinking and knowing Meaning Experience PlaUorms for different values – value-based network Individuals Ins9tu9ons Accelerator Studies - Ideas to make new horizon for new solu9on and learning Section 2: Context Leveraging Kyamk approach Source: Petteri Ikonen / Kyamk
  19. 19. MVP – Minimum Viable Product 21UNI – name for this project, the original working name was ‘’21st Century Digital University’’ Higher education – in this project, we mean the post-highschool education Business Model Canvas, BMC – a framework tool that explains how an organization creates, captures and delivers value Section 2: Context Glossary of key concepts
  20. 20. Section 3: Analysis of Findings & Co-creation process
  21. 21. This section offers a short overview of the initial assumptions that were made based on 1.  Benchmarking global concepts and 2.  The project team’s workshops These assumptions were translated to an interview script and questions. The objective of the interviews was to 1.  Validate / invalidate our assumptions and 2.  Gather new insights to be incorporated in the 21UNI concept creation The objective of the process was thus to collect preliminary evidence that there is need and desire for the 21UNI concept, as well as develop the concept further, in order to visualize the final MVP. The following slides present the findings in short, as a prelude to the MVP visualized in the next section. For a detailed overview of the findings, please refer to the Annexes or the project team. Section 3: Analysis of Findings Collecting evidence to validate assumptions
  22. 22. Overview of novel education concepts Section 3: Analysis of Findings We researched existing educational programs with a similar objective and summarized our findings in the next slide. As can be seen, they tend to have strong focus on entrepreneurial education, innovation and technology. Most of them have a very exclusive selection process and a highly targeted audience, and some have a high cost of attendance. “Innovators can be any age, come from any background, with any level of education. What they share in common isn’t a prestigious degree but a passion for innovation, a great idea, and the strength of purpose and business savvy to make people listen.” -Gary Shapiro Guest piece on Forbes. President & CEO of the Consumer Electronics Association (CEA)® , Author of the New York Times best-selling books, Ninja Innovation Annex 1 offers a detailed overview of a collection of global education concepts.
  23. 23. © Courage Ventures Oy 2015© Courage Ventures Oy 2015 23 Organiza5on Key Focus Why (Value proposi5on) Program Audience Singularity University Exponen9al Technology, Entrepreneurship Solve global challenges via exponen9al technologies 10wk onsite + online + others (IPP) Batches of 80, highly compe99ve selec9on process Draper University Entrepreneurship World class entrepreneurship programs for people who want to change the world 7wk onsite + online (at your own pace) + execu9ve package Limited to ages 18-28 + execs Watson University Entrepreneurship “1st Degree-Bearing Incubator for the World’s most promising next genera9on changemakers and social entrepreneurs” 4 full semesters onsite + 3 summer semesters online, 2.5 years total Bacherlor’s level students. YC Research Open source R&D Create research that maGers without current limita9ons Full-9me research for as long as it takes Researchers with experience Virgin Unite Entrepreneurship Solve global issues in health, environment, etc. via entrepreneurship Ad hoc support + 6-9 day courses Entrepreneurs, business owners MIT – IDIN (D- Lab) E&I, Innova9ons for development Engineering, innova9ons for global and human development in poor countries 4-weeks on the field; Global hubs (long term) Selec9ve applica9on process, global students Berghs Communica5on Communica9on, crea9vity Kickstart new careers, and advance exis9ng ones 1-2 year full-9me, onsite Bachelor level with industry experience Kaos Pilot Hybrid business and design school, a mul9- sided educa9on in leadership and entrepreneurship To turn crea9ve minds into crea9ve leaders Experiment + explora9on + experience + enterprise Selec9ve applica9on process, global students
  24. 24. Through the benchmarking of similar programs globally (see Annex 1 for details) and project team workshop (on October 26, 2015 – see Annex 2: Workshop wrapup, for details) with Kotka region stakeholders, the following aspects were identified as potential avenues for further exploration when creating the 21UNI concept creation: •  Engagement of younger generations •  Addressing markets other than “top elite” – or in a different way •  Global campus: Digital + Physical offering •  Integration of creativity, innovation, entrepreneurship and impact –  Focus on creativity, creativity processes, etc. not only technology –  Resilience; Storytelling; Networking… •  Personalization – focusing on student’s passions & strengths •  Focusing on big global problems •  Product-oriented learning: learning to scale the solution (created by students) to global audience –  Students as Global Entrepreneurs Section 3: Analysis of Findings Informed ideation & creating assumptions
  25. 25. BMC as a tool to develop the concept In the data gathering, we focused on validating / invalidating assumptions on the core areas of the BMC: Customer Segments – this was conducted through the selection of pioneers of education as our interviewees. Value Propositions – we tested our hypotheses and how well they resonated with the pioneers Channels – all respondents gave their insight to our assumptions regarding channels The interview insight was taken further to a 2nd project team work session, to give shape to the final MVP. Cost Structure Key Partners Key Activities Value Propositions Customer Relationsihps Customer Segments Key Resources Channels Revenue Streams Source: Section 3: Analysis of Findings
  26. 26. 24 interviewees, 22 interviews: Ø  Aurimas Ražanauskas, Kaos Pilot Ø  Shai Vyakarnam, Cranfield University Ø  Norris Krueger, Entrepreneurship NorthWest Ø  Theresa Berg, Samuel Hailemariam, Edu entrepreneurs Ø  Alf Rehn, Abo Academy, Copenhagen Business School Ø  Ruth Graham, MIT Ø  Herve Lebret, Innogrants Ø  Tina Seelig, Stanford University Ø  8 students from Lauttasaaren Yhteiskoulu Ø  2 University students Ø  Mikko Hakala, TAT Ø  Mikko Koria, Aalto IDBM, Loughborough University London Ø  Mia-Stiina Heikkala, Lauttasaaren Yhteiskoulu Ø  Kari and Veikko Jääskeläinen, CEO and Chairman/founder of Helsinki Business School •  The project team’s hypotheses were validated through a series of extensive interviews. Altogether 22 semi-structured elaborate live interviews with key stakeholders in education were conducted. •  Interviews focused on three pioneering groups: –  Thought-leaders in education –  Current high-school & university students in novel programs –  Educators in novel and pioneering programs •  The interviews focused on alternative learning experiences, problem-solving process, future skills needed for the young person, values as well as means for content delivery in education •  The MVP (presented in following chapter) was built based on the insights gathered in these interviews, as well as the learnings from benchmarking & the project team workshops. Validating the assumptions: Interviews Detailed notes from interviews have been delivered to Cursor project management. Due to some sensitive information and personal opinions of the interviewees, the detailed interview notes are not made available for a larger audience. For this same reason, the names of under 18-year old interviewees are not disclosed. Section 3: Analysis of Findings
  27. 27. Focus on integrators (vs. specialists) Solve big societal problemsConnection & experience with real-life Global campus & varying learning environments Degree / certificate is important Self-awareness tools Explore many fields, choose where to dive in Insights from USER interviews Projects vs. subject classes Section 3: Analysis of Findings Insight from educator and student interviews
  28. 28. All respondents highlighted the importance of soft-skills Learnings from interviews: Value proposition Section 3: Analysis of Findings •  Facilitating an environment for participants to try different fields and discover own passions before making a choice •  Work on real life, real world problems •  Project based learning which integrates diverse skillsets and personal qualities •  Self-discovery and awareness of capabilities (nature & wellbeing as an important value) •  Diploma is important (counter to the initial assumptions) •  Innovation & entrepreneurship skills were inseparable •  Similar learning experiences are offered by different education organizations around the world. However, most focus on specific target areas (i.e. startups) •  21UNI can stand out by offering a more open program that offers greater balance/ flexibility to choose your own path
  29. 29. The initial assumption was that: •  Physical was best but we could heavily capitalize on digital technologies including online, virtual reality, video, etc. During the interviews, we learned that •  Human to human contact is irreplaceable •  MOOCs and similar the attractive element is all about who is delivering, and MOOCs were not attractive to all teaching staff •  Virtual reality and other “radical” technologies not game changers - it could help but it is not compelling on its own Learnings from interviews: Channels Section 3: Analysis of Findings All respondents highlighted the importance of having a balance between technologies and physical presence
  30. 30. The next chapter presents the MVP that was developed on the basis of the analysis of the findings and workshops with project team Section 3: Analysis of Findings
  31. 31. Section 4: MVP and Recommendations
  32. 32. Overview of the MVP This section gives a detailed description of the jointly developed concept vs.1, the MVP. The following areas will be presented. Customer Segments – the ‘’first adopters / lead users’’ Value Propositions – what value the program brings Channels & Key activities – what the program consists of & how it is delivered Key resources & Cost structure – resources (spatial, human and financial) needed to make it happen Key partners – key organizations and people involved in the delivery; under discussion Cost Structure Key Partners Key Activities Value Propositions Customer Relationships Customer Segments Key Resources Channels Revenue Streams Source: Section 4: MVP and Recommendations
  33. 33. In the next slides we answer the key questions: Minimum Viable Product – the MVP WHAT does it consist of?WHO are our student and faculty? WHERE is it delivered? HOW to make it reality? WHY does the program exist? Section 4: MVP and Recommendations
  34. 34. Focus on Real world problems Photo source: Laura Carnicelli
  35. 35. As the basis of the program, we’ve defined real global problems that have local relevancy •  Look at China, buying bottled air from Canada or Beijing closing factories for poor city air quality during autumn 2015 •  Water quality related problems on a global scale are huge, and threaten us all: ocean pollution, hygiene and water borne illnesses, polluted fish… •  Finland is still clean and we have an abundance of clean fresh water and air, unlike most global locations à Thus we believe there is interest for international students to attend programs helping them create better and cleaner living environments Real problems for real people Section 4: MVP and Recommendations
  36. 36. Theme: Clean Water Photo source:
  37. 37. We suggest running the test program over summer 2016 with the theme of ‘’Clean Water’’ and continue with it, if and when it resonates well. •  The theme is locally relevant. Kotka is by the water, a maritime city that hosts maritime and sailing related events. Thus the theme fits its profile. •  We have access to competence in this field, through our partners: Water Science Institute and Bruce Oreck’s competence in the cleantech area •  There are Finnish expertise and technologies available. •  Baltic Sea is one of the most polluted seas. NB: Desired primary impact of the program is in people, not in ready solutions. Our aim is to transform the person, not (necessarily) create a feasible solution in the 3 weeks (although this can happen, too, especially as a long-term effect through their later endeavors). Why Clean Water? Section 4: MVP and Recommendations
  38. 38. For whom? Pathfinders & Change agents Photo source: Laura Carnicelli
  39. 39. Analysing the findings from interviews, workshops and other data gathering, the following groups were identified as ‘’first adopters’’. We propose targeting these groups when testing the MVP. Primary: Pathfinders Finnish and international students in the “gap year” , particularly during or after highschool, who want to discover their strengths and passions, in order to make educated decisions regarding their further educational paths. Secondary: Change Agents Local and international change-agents who are a) in search for meaningful, integrated learning experiences to develop their certain skills b) who wish to create positive change in their communities Segmenting users: Pathfinders & Change agents Section 4: MVP and Recommendations
  40. 40. How do we get this done?
  41. 41. The MVP in short •  Timing: 3-week program before *SHIP event in June / July –  Final presentations at *SHIP– open to the public •  Theme: ”Clean Water” –  Students work in project teams & cases around the theme •  Participants: 26 high-school and early university students –  For the pilot, 20 local/Finnish, 6 international. Aim for 50/50 ratio in Finnish and internationals for the future. –  Handpicked participants for the Summer 2016 program, as we want active, good quality feedback on the program. Normally through application process. –  Participants reimbursed for flights, room and board in exchange of constant feedback and program design support. •  Organization: Pilot in Summer 2016 run as a Cursor project –  During 2016-2017 an entity e.g. a social enterprise or association to be formed that takes ownership of producing the program For discussion and finalizingSection 4: MVP and Recommendations
  42. 42. Content: A project-based 3 week program Photo source: Laura Carnicelli
  43. 43. Key objective: Transform the individual Foundation of Learning: •  Learning is designed to highlight a balanced/flexible lifestyle •  Nature & wellbeing as core values •  Students can take charge of designing their own learning path •  Instructors act as Guides or Mentors, helping students to –  Discover and explore options and topics, before making final choices –  Identify their strengths and passions –  Design their own learning path –  Understand the real-life applications of different topic areas –  Succeed in their project work during the program • Study in diverse environments and/or abroad (not in pilot) through partner institutions • Follow up with participants in 12 months and ask them to mentor following year’s batch Section 4: MVP and Recommendations Foundation of learning
  44. 44. Learning is organized in projects, where students work in teams. The following skills emerged in discussions with interviewees as well as in the workshops and data gathering. We have organized them in two complementary core areas, that support the growth of capabilities and skills of the participants. Skills (me & my team) Mindfulness & self-reflection Communication & presentation skills Resilience Creativity & imagination Teamwork & leadership Capabilities (methods and tools) Entrepreneurship Systems thinking Design thinking Product & service design tools Section 4: MVP and Recommendations Holistic approach: Learning hard and soft skills This approach supports the philosophy of the Unesco Pillars of learning: Learning to know, to do, to live together and to be.
  45. 45. The vision for future is to offer a hybrid program, where participants create their own learning path: They pick & choose for content modules from a range of choices selected by the faculty and do the core skills modules together with peers in Kotka Vision: A self-tailored program for each student’s needs – they can explore a field further as they progress, or change fields if they notice it wasn’t the right choice coursera edX MOOCs MIT Local offerings (e.g. game programming) Partner offerings (eg. Cambridge online, Cranfield studies) Core methods and skills during project work Learning ”verticals” Section 4: MVP and Recommendations A self-tailored program
  46. 46. •  Program duration: 3 weeks •  Content workshops: ½ day, morning to lunch, daily –  Core curriculum –  Predefined paths available: E.g. an online “health” pack of water pollution with a physical “math” pack for water pollution •  Experience module: ½ day, afternoon to dinner, daily –  Free choice of topic (within range selection) –  Work with coaches/mentors: Advisors (guides) could be those delivering the physical programs that can support the participants’ independent learning of the online “packs” –  Work with teams and bring the learning to them •  Last week spent heavily on development •  Culminates in demo day (*SHIP) •  Follow-on online modules •  Alumni network building Structure of learning Section 4: MVP and Recommendations
  47. 47. Venue: Maritime Center Vellamo or Kyamk Photo source: PatteriES facebook page
  48. 48. Kotka has some available real estate. During the co-creative process we identified that summer offers us even more possibilities, as most of the educational spaces (Kyamk, Ekami) are unused or underused. The project group also held a workshop in Vellamo, which thematically and location-wise would be great for the purpose. The current dialogue with City of Kotka indicates that the venue for summer 2016 test round could be one of these locations, depending on the final requirements. Thus the project group has come to the conclusion to start the concept testing in already existing venues, rather than proposing building (or renovating) new ones. Short term – Doesn’t require hefty investments, just paying for use (lecture hall and equipment rentals) Long term – As the concept continues evolving and developing with the users (students), this decision allows us to be flexible. In future, we could offer the learning in multiple locations or make other suitable decisions as moving forward. Venue: Vellamo and/or Kyamk Section 4: MVP and Recommendations
  49. 49. Run First Program *SHIP (July) Fund program Partners Organizing Implement learnings from 1st round Design 2nd Program with Alumni Explore int’l partner options Run 2nd Program Secure founding partners, Establish entity Roadmap for 24 months: Test & Launch Key Objectives in 2016-2017 1.  Implement insights from MVP 2.  Explore international exchange options & program expansion opps 3.  Secure global network of mentors Section 4: MVP and Recommendations
  50. 50. Secure funding Secure key partners Recruit participants Design program Prepare communi- cations Organize participant tickets, visas etc Design program Practicalities: Venue, materials, accommodation, program coordination First Program Final Event at *SHIP Test the MVP in July 2016 Section 4: MVP and Recommendations
  51. 51. MVP: Resourcing I – Funding Section 5: MVP and Recommendations An estimate for the operating budget is provided in the excel sheet attached (Annex 3: Operating budget), delivered to Cursor. The main budget items are: -Salary cost of organizing team and facilitators -Fees and travel cost of faculty -Travel cost & lodging of invited students -Marketing, materials and IT -Rentals of venue, equipment and material
  52. 52. MVP: Resourcing II – Human resources Section 4: MVP and Recommendations To ensure a smooth pilot, we recommend the following structure on running the MVP. Note that same people can run different roles. 1. Program office: Producer: Individual with overall project ownership, coordinates all activities between players, leads all program design and implementation, ”glue between all the separate pieces” Program management: Financial and fundraising responsibility, recruits partners, participates in program design, node between other team members. Communications. Program design and delivery: Able to design learning programs, delivers content and great experiences. Recruits students. The node for the learning program. Program coordination: Organizes practicalities, such as student communication and recruitment, ticket and venue bookings for students and staff, support during delivery. 2. Faculty: Program Dean: A ’godfather’ of the program, with relevant influence and networks. Global gurus and facilitators on specific subjects. 3. Mentors and Key stakeholders: These organizations can offer mentors, facilitators, or collaborate in other forms Local: Cursor, Google, Kyamk, City of Kotka, PatteriES, local companies Global: Cranfield, Cambridge
  53. 53. MVP: Recruiting participants Section 4: MVP and Recommendations We propose using a selective application process normally. However, we suggest handpicking / inviting the participants to the summer 2016 program through our contacts, to ensure active and good quality feedback. Courage Ventures proposes approaching following organizations for recruiting. 1.  Kotka-based institutions: 8-10 participants from local schools. A mix of Finnish and foreign students –  Eg. From local highschool, or Ekami, Kyamk and their contacts –  2-3 students from immigrants / refugee background 2.  Lauttasaaren yhteiskoulu LYK (international business track): 5-6 students –  A novel highschool program where pupils applied to when 15 years old. –  CV team has good contacts to the teaching staff –  Pupils have participated in Slush trainings and volunteering, as well as the interviews for this project 3.  Other Finnish highschools: 5-6 students –  Approach selected highschools through Kotka highschool teaching staff 4.  Global students: 5-6 students (2 Asia, 2 Africa, 2 Latam) –  CV team has good networks to active communities (such as IDIN network) that have 1000-2000 members from mainly developing countries.
  54. 54. We suggest exploring growing brands that work in the same sphere and could potentially be expanded to include the 21UNI concept. Expanding an existing brand (rather than creating a name & brand from scratch) gives a leap forward in the creation process, and is valuable to both partners. The following two offer a potentially good fit for branding the concept: Opportunity 1: Slush Youth (2-day learning program for high schoolers) • Slush brand is well known internationally • Slush Youth targets similar needs as 21UNI • Concept could be leveraged (from 1 day to 3-week program) à Organizer is open for discussion Opportunity 2: *SHIP (entrepreneurship event in Kotka) • Existing, local event and brand; partly same delivery team and organizations • Concept easily broadened from event to a study program à Already linked to *SHIP event, brand could easily be leveraged to cover the program Communications: Brand & Name Section 4: MVP and Recommendations
  55. 55. Future Recommendations
  56. 56. We suggest contacting the following institutions when developing the program. These organizations work with the same problem space and can offer valuable insight to support launching the 21UNI concept. Benchmark 1: Danish Højskolen • Same identified problem/need, with decades of expertise: To help youth figure out a path for their future • Normally a 4-10 month program in a ’boarding school’ with study visits abroad à We propose contacting / visit 1-2 Hojskolen institutions in Denmark to explore their concept further Benchmark 2: Minerva • Global campus: A 4-year long program, each semester in a different campus, across continents • Focus: ‘’Higher education for 21st century’’ (incl. a degree) à An elite program with hefty cost, worth studying closer or contacting at a later stage Spring 2016: Explore success cases Section 5: Future Recommendations & Conclusion
  57. 57. Cursor and Kyamk already possess strong relationships with especially UK based institutions, such as Cambridge and Cranfield. These offer great opportunities for forming formal partnerships in the future. 1.  The interviews throughout highlighted the importance of gaining a diploma or certificate at the end of the program. Opportunities for a UK diploma or a dual diploma from a Finnish & UK based university should be explored. 2.  Cursor is in close discussions with Prof. Shai Vyakarnam and his team from Cranfield, and will visit his team in early Feb 2016. Prof. Vyakarnam is mapping out possibilities to include some of their faculty in delivering the program in Finland. 3.  We propose making decisions regarding partners and the operating mode after testing the MVP in summer 2016 with the currently active stakeholders. 2016-2017: Establish formal partnerships Section 5: Future Recommendations & Conclusion
  58. 58. Concluding remarks The higher education system as we know it is broken. An increasing amount of evidence demonstrates that traditional higher education is overpriced, out of touch, and outdated. This challenge presents a substantial opportunity to create a disruptive education concept. As a first step in that direction, the 21UNI project team took this challenge on by exploring a first-implementation of such a concept. Led by the Courage Ventures team, our extended team of educational experts, entrepreneurs, students, teachers, and other relevant experts evaluated the feasibility of a disruptive learning program based in Kotka with global reach. Based on first-hand experiences of interviews, workshops, and discussions, the team co- created a unified vision that yielded the first version of this program—a Minimum Viable Product (MVP). The MVP will bring a batch of approximately 25 participants, Finnish & international, to Kotka to go through a disruptive educational experience centered on the theme of "Clean Water". The project team proposes implementation of the MVP in July 2016 on the back of the successful *SHIP event.  Section 5: Future Recommendations & Conclusion
  59. 59. For more information, please contact: Jouni Eho Director, Business Services Cursor Oy Tel.+358 40 190 2527 Will Cardwell Partner, Chairman of the Board Courage Ventures Oy Tel. +358 40 514 1325