The Adult Enterprise project created an innovative curriculum for entrepreneurship training that was shared among many colleges and organizations, reducing costs. Key partners collaborated to develop a new qualifications framework and curriculum materials for adults seeking entrepreneurship skills. This included short units covering topics like social media, online stores, and street markets. The shared curriculum model allowed over 30 institutions to access and deliver the new content for a low membership fee, addressing an important need to develop entrepreneurial skills and support economic regeneration.
10th HRSD SUMMIT, General Santos City, July 20-22, 2011
Birth of A Permanent Mechanism: The MinDA Act of 2010 (RA 9996)
MINDANAO DEVELOPMENT AUTHORITY
4F SSS Building, Bajada, Davao City
Tel. No.: (082) 221-1345 and Telefax: (082) 221-8108
Email: info@minda.gov.ph
Youngilab is analyzing creating a smartphone application called CustomPhone to address the problem of customers not being able to easily provide feedback to businesses. The app would allow customers to express their feelings about a service with just 3 clicks on their phone and influence changes without confrontation. This would provide value to both customers, by giving them a voice, and businesses, by gaining important customer feedback and data to improve services. Market research shows the total available market for customer data solutions is $446 million globally with an estimated 20% annual growth rate, and the target market segment in Czech Republic and Slovakia is $5 million.
Abdm4223 lecture week 4 part 1 business model 280513Stephen Ong
The document discusses business models and strategic planning. It begins by defining key elements of an effective mission statement for a social enterprise. It then provides examples of mission statements from various organizations. The document goes on to explain the importance of developing a clear business model to support the mission statement. It discusses elements of a business model such as customer segments, value propositions, channels, key activities, resources, partners and revenue streams. The document emphasizes that analyzing a company's business model is crucial for understanding how the company operates and for identifying potential weaknesses or opportunities for improvement.
The document discusses business models and their importance for entrepreneurs. It describes two categories of business models - standard and disruptive. Standard models include franchising, freemium, and subscription models. Disruptive models introduced new approaches like direct-to-consumer computer sales and ridesharing apps. The document also presents the Barringer/Ireland Business Model Template that breaks a model into core strategy, resources, financials, and operations to help entrepreneurs develop their own model.
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
Unit 2: Excellent revision aid..a must for all studentsmattbentley34
This document provides a summary of the key topics covered on the Edexcel Unit 2a Managing the Business specification, mapped to resources on the tutor2u Business Studies blog. It outlines the main content students need to know for each topic, including marketing objectives and strategy, identifying the marketing mix, managing the provision process, productivity and efficiency, capacity utilization, stock control, lean management, quality management techniques, and consumer protection legislation. Teacher guidance is also provided to help instructors explain each topic. The summary is intended to help teachers and students navigate the content and resources for this unit on managing a business.
At Imperial Innovation, the decision regarding the business model is taken by the technology transfer officers. The reason is that researchers often lack market knowledge and commercial skills and are therefore not always able to see the full potential of a certain technology. To enhance the commercial skills of researchers, Imperial College London has set up the Innovation, Entrepreneurship and Design program. The program gives students and researchers the opportunity to follow an entrepreneurial journey that provide them with insights into the challenge of introducing novel products and services to market.
www.FITT-for-Innovation.eu
Virtual business incubation nov2011 shortNienke Stam
Virtual business incubation provides incubation services remotely using online tools and virtual communication methods. This allows incubators to expand their geographical reach and increase cost-effectiveness. However, virtual incubation requires different skills than traditional incubation and costs may be similar or higher due to maintenance requirements. There are three main types of virtual incubators: hand-holders that focus on business development services, network boosters that facilitate networking, and seed capital providers that focus on financing. Successful virtual incubation depends on clearly defining services, understanding client needs, selecting appropriate virtual tools, developing new staff skills, and building an incubator brand online.
10th HRSD SUMMIT, General Santos City, July 20-22, 2011
Birth of A Permanent Mechanism: The MinDA Act of 2010 (RA 9996)
MINDANAO DEVELOPMENT AUTHORITY
4F SSS Building, Bajada, Davao City
Tel. No.: (082) 221-1345 and Telefax: (082) 221-8108
Email: info@minda.gov.ph
Youngilab is analyzing creating a smartphone application called CustomPhone to address the problem of customers not being able to easily provide feedback to businesses. The app would allow customers to express their feelings about a service with just 3 clicks on their phone and influence changes without confrontation. This would provide value to both customers, by giving them a voice, and businesses, by gaining important customer feedback and data to improve services. Market research shows the total available market for customer data solutions is $446 million globally with an estimated 20% annual growth rate, and the target market segment in Czech Republic and Slovakia is $5 million.
Abdm4223 lecture week 4 part 1 business model 280513Stephen Ong
The document discusses business models and strategic planning. It begins by defining key elements of an effective mission statement for a social enterprise. It then provides examples of mission statements from various organizations. The document goes on to explain the importance of developing a clear business model to support the mission statement. It discusses elements of a business model such as customer segments, value propositions, channels, key activities, resources, partners and revenue streams. The document emphasizes that analyzing a company's business model is crucial for understanding how the company operates and for identifying potential weaknesses or opportunities for improvement.
The document discusses business models and their importance for entrepreneurs. It describes two categories of business models - standard and disruptive. Standard models include franchising, freemium, and subscription models. Disruptive models introduced new approaches like direct-to-consumer computer sales and ridesharing apps. The document also presents the Barringer/Ireland Business Model Template that breaks a model into core strategy, resources, financials, and operations to help entrepreneurs develop their own model.
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
Unit 2: Excellent revision aid..a must for all studentsmattbentley34
This document provides a summary of the key topics covered on the Edexcel Unit 2a Managing the Business specification, mapped to resources on the tutor2u Business Studies blog. It outlines the main content students need to know for each topic, including marketing objectives and strategy, identifying the marketing mix, managing the provision process, productivity and efficiency, capacity utilization, stock control, lean management, quality management techniques, and consumer protection legislation. Teacher guidance is also provided to help instructors explain each topic. The summary is intended to help teachers and students navigate the content and resources for this unit on managing a business.
At Imperial Innovation, the decision regarding the business model is taken by the technology transfer officers. The reason is that researchers often lack market knowledge and commercial skills and are therefore not always able to see the full potential of a certain technology. To enhance the commercial skills of researchers, Imperial College London has set up the Innovation, Entrepreneurship and Design program. The program gives students and researchers the opportunity to follow an entrepreneurial journey that provide them with insights into the challenge of introducing novel products and services to market.
www.FITT-for-Innovation.eu
Virtual business incubation nov2011 shortNienke Stam
Virtual business incubation provides incubation services remotely using online tools and virtual communication methods. This allows incubators to expand their geographical reach and increase cost-effectiveness. However, virtual incubation requires different skills than traditional incubation and costs may be similar or higher due to maintenance requirements. There are three main types of virtual incubators: hand-holders that focus on business development services, network boosters that facilitate networking, and seed capital providers that focus on financing. Successful virtual incubation depends on clearly defining services, understanding client needs, selecting appropriate virtual tools, developing new staff skills, and building an incubator brand online.
The document discusses several projects undertaken by UK colleges to utilize cloud computing applications to support employer engagement and work-based learning.
Bolton College provided work-based assessors with Chromebooks and Google Apps to access resources like e-portfolios and track learner progress remotely. Barking and Dagenham College used Google Apps for enterprise learners and customized administrative functions. Telford College set up a website and "app store" for local businesses to access open-source software hosted in their private cloud.
The projects aimed to provide flexible access to information for remote learners and engage employers. While connectivity issues arose, overall the colleges found benefits like increased flexibility, cost savings, and improved services for learners, staff
Yeovil College is planning for the new Study Programmes being introduced in 2013/14. The college aims to ensure students' rounded development is retained through non-qualification activities like volunteering and sports. Additional time has been allocated in student timetables for these activities. The college will use an electronic tracking system called eTracker to record students' progress across qualification and non-qualification activities, including directed study, work experience, employability skills, sports enrichment, and volunteering. This approach will enable all of a student's personal development to be credited equally alongside their academic achievements.
The document discusses shared curriculums, which are curriculums that are centrally created and updated but delivered locally using technology. Shared curriculums are driven by financial constraints on education, technological changes, and the need to improve success rates. They allow for the role of teachers to change from knowledge givers to facilitators and the development of blended learning models with shared online platforms and resources. Case studies show how co-created qualifications frameworks and courses in a box with online components can extend the reach of education.
The SISSC project established a shared back-office system across eight colleges to process finance, HR, payroll and recruitment transactions. Over 582,000 transactions were processed annually across the colleges with significant potential cost savings from further reducing per transaction costs. An in-depth process mapping led to a new integrated software platform and procedures. Two colleges have implemented the new system successfully with three more implementing over the next six months. The managing director believes the project found a 'third way' to do business through collaboration and innovation, and that other college groups could achieve similar cost savings through a shared services model.
City College Southampton has developed two innovative approaches to work experience as part of their Study Programmes for 16-19 year old students. First, they created an electronic "Work Experience +" logbook to better monitor and record students' work engagement activities. By Easter 2014, 78% of full-time students were using the system. Second, their Marine Skills Centre partnered with local marine employers to provide work experience opportunities, benefiting both students and employers. This "work study programme" improved apprentice attendance and gave students and employers a trial period. It has become so popular that demand now exceeds available placements.
This document summarizes several case studies of colleges moving their virtual learning environments (VLEs) like Moodle to the cloud. Key drivers for moving to the cloud included limited server capacity, constraints on teaching approaches, and needing to share resources between colleges. Projects involved colleges collaborating and hosting their VLE through cloud providers to gain benefits like improved accessibility, functionality, and reduced maintenance costs. Early impacts included increased access for learners and staff. Challenges involved supplier selection, data security, change management, and ensuring effective communication between partner colleges.
The document summarizes projects using cloud computing applications to improve access to learning tools for further education colleges. It discusses projects that used Google Apps, SharePoint, virtual desktops, and video platforms to provide learners access to software from any device both on and off campus. The projects aimed to increase engagement and support access for those with disabilities. Delivery methods varied but commonly provided single sign-on access to applications across different locations through public or private clouds.
Chesterfield College implemented Study Programs across the college to improve learner success and satisfaction. The college conducted an audit to ensure all programs met the new requirements, including a substantive qualification and minimum hours. Programs are now planned earlier using a new software system to allow for individualization while maintaining efficiency. Staff were trained on the new requirements and provide input during an interactive planning process. This "feed-up" approach allows for issues to be addressed early and the plan to be completed sooner than previous years.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
Course Entrepreneurship. McGraw hill & Columbia Business School Paco Muñoz
Os hago llegar quizás uno de los mejores cursos de emprendimiento del Mundo con una colaboración de McGraw Hill y la Columbia Business School.
Al finalizar el curso te ofrecen un diploma de Columbia Business School de Nueva York.
I am sending you perhaps one of the best entrepreneurship courses in the world with a collaboration from McGraw Hill and the Columbia Business School.
At the end of the course they offer you a diploma from Columbia Business School in New York.
The document discusses a capstone project completed by Columbia University students for Fifth Third Bank to benchmark the bank's knowledge management practices, develop guidance for knowledge analytics, improve content management, and establish a community of practice. The project involved assessing Fifth Third Bank's current KM processes and maturity, conducting research and stakeholder interviews, and providing recommendations to enhance the bank's KM strategy, systems, and practices. The collaboration between Fifth Third Bank and Columbia University students provided benefits to both parties through bridging academic theory with practical organizational needs.
Globalization creates many opportunities but also challenges for businesses today.
While some challenges may be particular to a country or sector, there are many challenges that SMEs around the world have in common.
Numerous barriers exist, so in order for SMEs to not only survive and grow, they must be armed with the correct tools and strategies to overcome these challenges and thrive.
While there are some that the individual business cannot control (at least for now) that does not mean they should sit back and do nothing.
A business that decides to understand the challenges and develop a program for finding solutions is a business that puts itself in a position to achieve success.
Developing regional innovation, Australian trial programColin Graham
Overview of Centre for Rural Innovation trial program in Wide Bay Burnett region of Australia. Aiming to grow both startup and established innovative businesses.
Business Model is the basis of en antrepreneurial success. With this training or consulting support, you will be able to visualize the key components of your business model ans build your strategy.
The document outlines Vishal Gupta's business model masterclass presentation. It discusses the evolution of coworking spaces, from early struggles faced by Regus to recent growth led by WeWork. It also examines emerging models that combine incubators, accelerators, coworking spaces, and investment funds into hybrid ecosystems. Several case studies are presented of corporates partnering with accelerators to foster innovation.
A look at Investment in hybrid coworking and real estate development projectsSocialWorkplacesCom
This document summarizes Vishal Gupta's investment and acceleration masterclass. It outlines Gupta's background and journey in investment banking, corporate business, and becoming a full-time entrepreneur and investor. The document then discusses the evolution of coworking spaces, using examples like WeWork and Regus to show how the models have changed and expanded. It also explores emerging models that combine incubation, acceleration, investment, and coworking into hybrid ecosystems located in single campuses.
Smart Chart Entrepreneurs Services:
Through a dedicated team of Consultants, Smart chart offers entrepreneurial solutions to those
in charge of programs and initiatives of entrepreneurship ,entrepreneurs as well as owners of
small and medium enterprises through a package of programs and customized services targeting
at the following segments:-
• Young and budding entrepreneurs and Start Ups
• Struggling enterprises
• Civil society organizations and those supporting and sponsoring entrepreneurial initiatives
• Government and business incubators
• Franchisee
Smart Chart Entrepreneurs Services :
Through a dedicated team of Consultants, Smart chart offers entrepreneurial solutions to those
in charge of programs and initiatives of entrepreneurship ,entrepreneurs as well as owners of
small and medium enterprises through a package of programs and customized services targeting
at the following segments:-
• Young and budding entrepreneurs and Start Ups
• Struggling enterprises
• Civil society organizations and those supporting and sponsoring entrepreneurial initiatives
• Government and business incubators
• Franchisee
The document discusses applying Lean Startup principles in a large financial services company. It describes how the company formed an innovation team to prototype new solutions to address declining market share. The team used an innovation canvas to plan testing a robo-advisor MVP. While initial tests of the robo-advisor resulted in a pivot, persevering with a data warehouse to target customers proved more successful.
This document discusses innovative leadership and innovation. It provides learning objectives around identifying the importance of innovative leadership, types of innovation, and approaches to leading innovation within an organization. It also discusses concepts like incremental vs radical innovation, open vs closed innovation, sources of novel initiatives, thinking skills for innovation, and characteristics of innovative leadership. Key drivers of innovation are identified as improving customer experience, reducing costs, and competitive positioning.
Here are the key methods I used for research during my internship:
- Secondary research: I conducted extensive research using GlobalData's internal databases and reports to understand the industries, companies, and trends. This helped provide background and context.
- Primary research: I reached out to various clients and prospects through phone calls, emails, and LinkedIn to gather first-hand information about their needs, pain points, and how GlobalData could help.
- Competitive analysis: I analyzed GlobalData's offerings compared to competitors to identify strengths and weaknesses. This helped identify opportunities to better position our services.
- Data analysis: I analyzed various metrics like website traffic, lead generation, sales pipelines to understand what is working and
The document discusses several projects undertaken by UK colleges to utilize cloud computing applications to support employer engagement and work-based learning.
Bolton College provided work-based assessors with Chromebooks and Google Apps to access resources like e-portfolios and track learner progress remotely. Barking and Dagenham College used Google Apps for enterprise learners and customized administrative functions. Telford College set up a website and "app store" for local businesses to access open-source software hosted in their private cloud.
The projects aimed to provide flexible access to information for remote learners and engage employers. While connectivity issues arose, overall the colleges found benefits like increased flexibility, cost savings, and improved services for learners, staff
Yeovil College is planning for the new Study Programmes being introduced in 2013/14. The college aims to ensure students' rounded development is retained through non-qualification activities like volunteering and sports. Additional time has been allocated in student timetables for these activities. The college will use an electronic tracking system called eTracker to record students' progress across qualification and non-qualification activities, including directed study, work experience, employability skills, sports enrichment, and volunteering. This approach will enable all of a student's personal development to be credited equally alongside their academic achievements.
The document discusses shared curriculums, which are curriculums that are centrally created and updated but delivered locally using technology. Shared curriculums are driven by financial constraints on education, technological changes, and the need to improve success rates. They allow for the role of teachers to change from knowledge givers to facilitators and the development of blended learning models with shared online platforms and resources. Case studies show how co-created qualifications frameworks and courses in a box with online components can extend the reach of education.
The SISSC project established a shared back-office system across eight colleges to process finance, HR, payroll and recruitment transactions. Over 582,000 transactions were processed annually across the colleges with significant potential cost savings from further reducing per transaction costs. An in-depth process mapping led to a new integrated software platform and procedures. Two colleges have implemented the new system successfully with three more implementing over the next six months. The managing director believes the project found a 'third way' to do business through collaboration and innovation, and that other college groups could achieve similar cost savings through a shared services model.
City College Southampton has developed two innovative approaches to work experience as part of their Study Programmes for 16-19 year old students. First, they created an electronic "Work Experience +" logbook to better monitor and record students' work engagement activities. By Easter 2014, 78% of full-time students were using the system. Second, their Marine Skills Centre partnered with local marine employers to provide work experience opportunities, benefiting both students and employers. This "work study programme" improved apprentice attendance and gave students and employers a trial period. It has become so popular that demand now exceeds available placements.
This document summarizes several case studies of colleges moving their virtual learning environments (VLEs) like Moodle to the cloud. Key drivers for moving to the cloud included limited server capacity, constraints on teaching approaches, and needing to share resources between colleges. Projects involved colleges collaborating and hosting their VLE through cloud providers to gain benefits like improved accessibility, functionality, and reduced maintenance costs. Early impacts included increased access for learners and staff. Challenges involved supplier selection, data security, change management, and ensuring effective communication between partner colleges.
The document summarizes projects using cloud computing applications to improve access to learning tools for further education colleges. It discusses projects that used Google Apps, SharePoint, virtual desktops, and video platforms to provide learners access to software from any device both on and off campus. The projects aimed to increase engagement and support access for those with disabilities. Delivery methods varied but commonly provided single sign-on access to applications across different locations through public or private clouds.
Chesterfield College implemented Study Programs across the college to improve learner success and satisfaction. The college conducted an audit to ensure all programs met the new requirements, including a substantive qualification and minimum hours. Programs are now planned earlier using a new software system to allow for individualization while maintaining efficiency. Staff were trained on the new requirements and provide input during an interactive planning process. This "feed-up" approach allows for issues to be addressed early and the plan to be completed sooner than previous years.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
Course Entrepreneurship. McGraw hill & Columbia Business School Paco Muñoz
Os hago llegar quizás uno de los mejores cursos de emprendimiento del Mundo con una colaboración de McGraw Hill y la Columbia Business School.
Al finalizar el curso te ofrecen un diploma de Columbia Business School de Nueva York.
I am sending you perhaps one of the best entrepreneurship courses in the world with a collaboration from McGraw Hill and the Columbia Business School.
At the end of the course they offer you a diploma from Columbia Business School in New York.
The document discusses a capstone project completed by Columbia University students for Fifth Third Bank to benchmark the bank's knowledge management practices, develop guidance for knowledge analytics, improve content management, and establish a community of practice. The project involved assessing Fifth Third Bank's current KM processes and maturity, conducting research and stakeholder interviews, and providing recommendations to enhance the bank's KM strategy, systems, and practices. The collaboration between Fifth Third Bank and Columbia University students provided benefits to both parties through bridging academic theory with practical organizational needs.
Globalization creates many opportunities but also challenges for businesses today.
While some challenges may be particular to a country or sector, there are many challenges that SMEs around the world have in common.
Numerous barriers exist, so in order for SMEs to not only survive and grow, they must be armed with the correct tools and strategies to overcome these challenges and thrive.
While there are some that the individual business cannot control (at least for now) that does not mean they should sit back and do nothing.
A business that decides to understand the challenges and develop a program for finding solutions is a business that puts itself in a position to achieve success.
Developing regional innovation, Australian trial programColin Graham
Overview of Centre for Rural Innovation trial program in Wide Bay Burnett region of Australia. Aiming to grow both startup and established innovative businesses.
Business Model is the basis of en antrepreneurial success. With this training or consulting support, you will be able to visualize the key components of your business model ans build your strategy.
The document outlines Vishal Gupta's business model masterclass presentation. It discusses the evolution of coworking spaces, from early struggles faced by Regus to recent growth led by WeWork. It also examines emerging models that combine incubators, accelerators, coworking spaces, and investment funds into hybrid ecosystems. Several case studies are presented of corporates partnering with accelerators to foster innovation.
A look at Investment in hybrid coworking and real estate development projectsSocialWorkplacesCom
This document summarizes Vishal Gupta's investment and acceleration masterclass. It outlines Gupta's background and journey in investment banking, corporate business, and becoming a full-time entrepreneur and investor. The document then discusses the evolution of coworking spaces, using examples like WeWork and Regus to show how the models have changed and expanded. It also explores emerging models that combine incubation, acceleration, investment, and coworking into hybrid ecosystems located in single campuses.
Smart Chart Entrepreneurs Services:
Through a dedicated team of Consultants, Smart chart offers entrepreneurial solutions to those
in charge of programs and initiatives of entrepreneurship ,entrepreneurs as well as owners of
small and medium enterprises through a package of programs and customized services targeting
at the following segments:-
• Young and budding entrepreneurs and Start Ups
• Struggling enterprises
• Civil society organizations and those supporting and sponsoring entrepreneurial initiatives
• Government and business incubators
• Franchisee
Smart Chart Entrepreneurs Services :
Through a dedicated team of Consultants, Smart chart offers entrepreneurial solutions to those
in charge of programs and initiatives of entrepreneurship ,entrepreneurs as well as owners of
small and medium enterprises through a package of programs and customized services targeting
at the following segments:-
• Young and budding entrepreneurs and Start Ups
• Struggling enterprises
• Civil society organizations and those supporting and sponsoring entrepreneurial initiatives
• Government and business incubators
• Franchisee
The document discusses applying Lean Startup principles in a large financial services company. It describes how the company formed an innovation team to prototype new solutions to address declining market share. The team used an innovation canvas to plan testing a robo-advisor MVP. While initial tests of the robo-advisor resulted in a pivot, persevering with a data warehouse to target customers proved more successful.
This document discusses innovative leadership and innovation. It provides learning objectives around identifying the importance of innovative leadership, types of innovation, and approaches to leading innovation within an organization. It also discusses concepts like incremental vs radical innovation, open vs closed innovation, sources of novel initiatives, thinking skills for innovation, and characteristics of innovative leadership. Key drivers of innovation are identified as improving customer experience, reducing costs, and competitive positioning.
Here are the key methods I used for research during my internship:
- Secondary research: I conducted extensive research using GlobalData's internal databases and reports to understand the industries, companies, and trends. This helped provide background and context.
- Primary research: I reached out to various clients and prospects through phone calls, emails, and LinkedIn to gather first-hand information about their needs, pain points, and how GlobalData could help.
- Competitive analysis: I analyzed GlobalData's offerings compared to competitors to identify strengths and weaknesses. This helped identify opportunities to better position our services.
- Data analysis: I analyzed various metrics like website traffic, lead generation, sales pipelines to understand what is working and
This document summarizes a presentation about reflection, revalidation, and appraisal for continuing professional development. It discusses keeping records of learning and development over time in a portfolio to demonstrate growth. The goals are to reflect on experience, evaluate outcomes, and consider how future practice may change. Thank you is expressed at the end.
This document summarizes an entrepreneurship course that:
- Develops an entrepreneurial mindset and teaches business skills like planning, negotiation, finance, and problem-solving.
- Contains 7 modules that include activities and quizzes and can be self-paced or taught in a classroom.
- Is available in English, Arabic, and Spanish and takes approximately 10-15 hours to complete.
This document provides information about professional development programmes for artists and creative entrepreneurs offered by CidaCo, The Creativity and Innovation Company. It includes summaries of six modules in their "The Work of Art" programme for aspirant and new creative practitioners. The modules cover topics like mission/vision/values, marketing, finance, legal/IP issues, project development, and proposals/networking. It also briefly outlines CidaCo's mission and two other multi-day programmes for more experienced creatives covering attributes of success, marketing, legal issues, finance, and leadership. The document establishes CidaCo as an expert provider of training to help creatives succeed as entrepreneurs.
This presentation is an overview of Texavi's Social Business Maturity Model. It touches upon the goals, phases, maturity levels, key focus areas and metrics in building the social business.
The document outlines the vision and activities of the Entrepreneurship Club at HBTI Kanpur. The club aims to provide a platform for students with startup ideas to access resources and investors. It hopes to develop entrepreneurial skills in students to help them compete nationally and internationally. The club plans to organize business plan competitions, group discussions, presentations and other activities to promote entrepreneurship. It highlights two successful alumni entrepreneurs who started prominent Indian companies. The club seeks to encourage social entrepreneurship and hopes its efforts will boost the local entrepreneurial ecosystem.
The document summarizes the development of a new entrepreneurship education framework called Adult Enterprise. It was created through a partnership between various colleges and organizations led by Christina Conroy, CEO of Adult Enterprise Ltd. The framework includes new blended learning qualifications, curriculum, and resources to support entrepreneurship education for adults. The partnership aims to increase access to entrepreneurship education for adults and generate cost savings through shared resources and services. Early outcomes include the framework being adopted by 34 colleges across the UK and estimated potential savings of up to £12 million compared to individual college efforts.
The document discusses various programs that aim to accelerate entrepreneurship and innovation, especially among youth and students. It describes initiatives like branded high schools focused on themes like entrepreneurship, internship programs for students with startup ideas, incubators that provide funding, mentorship and office space to new companies, and graduate programs focused on cultivating future business leaders. The document also outlines partnerships between universities, corporations and other organizations to support research, develop new products, and provide resources for small businesses and entrepreneurs.
Similar to Adult Enterprise Curiculum Innovation (20)
VTCT is a specialist awarding organization that has offered world-class vocational qualifications in the UK service sector since 1962, including in areas like hairdressing, beauty therapy, complementary therapies, sports and active leisure, hospitality and catering, business, and more. VTCT qualifications are regulated across the UK and awarded by over 800 approved training centers and colleges internationally. VTCT takes a specialist approach, providing a comprehensive range of qualifications in each subject area along with customer service, training, and online resources to support learners.
This document provides information about the AoC Beacon Awards for 2014/2015, which recognize excellence in further education. It outlines 14 award categories sponsored by various organizations and the criteria for applications. Colleges are invited to apply for awards between July and October 2014 by submitting information about initiatives that promote exemplary teaching and learning. Winning colleges will be announced in November 2014 and receive monetary grants to further develop their initiatives.
This document is an application form for the Beacon Awards, which recognizes initiatives at colleges that promote exemplary teaching and learning. The form requests information about the applicant, their college, the award for which they are applying, and the initiative being submitted. It specifies that the application must be no more than 3,000 words and address criteria including the initiative's aims, how it meets the sponsor's criteria, management, outcomes for learners, and benefits for other colleges. Applicants must submit one copy of Part 1 and five copies each of Parts 2 and 3, including supporting evidence, by July 2nd.
This document is a prospectus for the 2014/2015 AoC Beacon Awards. It outlines 14 award categories that recognize excellence in teaching, learning, leadership, partnerships, and innovation in further education. Winning colleges receive monetary grants between £3,000-£5,000 to continue developing their initiatives. The awards aim to promote sharing of best practices across the further education sector.
The AoC Beacon Awards Programme recognises and promotes collaboration between further education colleges, businesses, and other organizations. The awards highlight innovative teaching practices, support for learners, commitment to diversity, and other contributions colleges make. Winning colleges receive development grants of £3,000-£5,000 to advance their initiatives and share exemplary practices with the sector. A steering group provides guidance for administering the awards program.
OCR is a not-for-profit organization focused on enhancing education through assessment that has supported the AoC Beacon Awards for 21 years. As a leading UK awarding body, OCR engages over 4 million learners in over 8,000 centers to help them achieve their full potential and is one of the top three providers of vocational qualifications. OCR provides an extensive portfolio of skills qualifications beyond A Levels and GCSEs, including apprenticeships, to promote progression and employability through collaboration with industry and education partners.
The National Association for Managers of Student Services (NAMSS) is a membership organization established in 1987 that represents managers of student services in post-16 education. NAMSS has over 320 college members and 700 individual members across England, Scotland, Wales, and North Ireland. NAMSS works with government departments and other stakeholders to represent its members and champion learners. NAMSS holds an annual conference and other events to provide professional development for its members. The NAMSS Award for Student Support recognizes colleges that demonstrate successful and innovative student support through effective leadership, a range of support services, learner engagement, and partnership working.
AoC Beacon Awards 2014-15 - Microlink, AoC Charitable Trust and Achievement f...Association of Colleges
Microlink is Europe's largest supplier of Assistive Technology and Inclusivity solutions, supporting over 180,000 students and numerous FTSE 100 companies over 20 years. Their education services provide teachers resources to create inclusive classrooms allowing students with different learning styles to develop skills and employability. Microlink sponsors the AoC Beacon Awards to recognize exemplary work by colleges in delivering inclusive learning and supporting progression to employment or higher education.
AoC Beacon Awards 2014-15 - Learning Consortium Award for Improvement in Teac...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
AoC Beacon Awards 2014-15 prospectus - JLT Employee Benefits Award for Health...Association of Colleges
JLT Employee Benefits has been providing healthcare solutions to the education sector since 1981, starting with medical plans for universities and colleges. Their knowledge of the sector's needs combined with products and solutions has grown their reputation. Their healthcare solutions are now integral parts of employee benefits, with most universities and colleges adopting their medical plans. These services go beyond private healthcare to include all aspects of occupational health and employee benefits.
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2. Adult Enterprise: Curriculum
Innovation
This document on Adult Enterprise highlights the important learning points about curriculum innovation and collaborative
sharing which has resonance to a learning and skills sector that is facing continued financial challenges. It highlights that
by thinking and doing things differently innovation can be a solution to significantly reducing costs whilst introducing high
quality new provision to respond to market need. This document provides:
• An overview of the project,
• The key innovation learning points and future opportunities for the sector.
• link to a more detailed Innovation Manual which is available on-line that provides an in-depth analysis
A
of the Project and key learning points at
www.aoc.co.uk/shared-services/shared-curriculum and www.adultenterprise.com
Christina Conroy OBE Lesley Templeman
Chief Executive Senior Project Manager
Adult Enterprise Association of Colleges
3. Adult Enterprise Project
For a small membership fee new partners in 2012/13 could access and deliver a whole new
area of curriculum provision at a fraction of the cost and meet an important social and
economic need to regenerate the economy.
In 2011-12 a diverse group of 9 partner organizations from the
Adult Enterprise Further Education, Adult Learning, Voluntary and Private sector
worked together to create an innovative new qualification framework
Partners and curriculum materials to help adults gain the skills to become
entrepreneurs. This was underpinned by the creative use of learning
Richmond Adult Community technologies, a strong brand identity and a sustainable approach to
College continued sharing of the curriculum content across the sector.
Tower Hamlets College
The Project was entitled ‘Adult Enterprise’ and was funded through
City of Bath College the AoC Collaboration and Shared Services Fund. When the Project
funding ended in 2012 the original Project Steering Group set up a
Morley College
self-funded not-for-profit social enterprise to continue sharing the
Community Links outcomes of Adult Enterprise with more adult and further education
partners. The results of this shared curriculum project caught the
WCL
imagination of the sector and within 6 months thirty four Institutions
Paypal (Europe) (7 Local Authority Adult Learning Services, 1 Voluntary Organization
and 26 Further Education Colleges) from across England had
HOLEX
understood the merits of sharing an entrepreneurship curriculum.
Social Enterprise London They financially contributed to Adult Enterprise as member
organizations to continue working together to deliver an innovative
shared curriculum at significantly lower cost than ‘going it alone’.
Page 3 | www.adultenterprise.com
4. What Was The Project About?
The aim of the Project was to design a new unitised skills qualification framework for adults
who want to be entrepreneurs and devise an innovative shared curriculum development and
delivery strategy that would be more efficient and effective for the sector.
Research with adults over 18 from a variety of vocational areas, educational attainment levels and social and geographical
backgrounds indicate that over 40% of the 30 million UK adults (age 18-65 ) express an interest in running their own
business or being self-employed yet less than 10% actually do take the plunge. The lack of enterprise skills was cited as one
of the greatest barriers to business start-up.
In partnership with an Awarding Organization (Open College Network London Region) the Project sought to meet this
market need by creating a new national qualification framework in England that would provide technical skills at level 2
and 3 for adults who wish to be entrepreneurs. Adults who said that they want to be self-employed or run a business said
they wanted short, focused training in the key enterprise skills to help them generate income to become self-sufficient.
The problem with the existing Enterprise qualifications available on the National Qualification Framework were that these
qualifications were either too large and cumbersome, old fashioned, at too low a level or were designed specifically for
16-18 year olds.
An important design criterion therefore was flexibility so that an individual learner could take whole awards or just units of
learning. Starting and running a business in the 21st century also requires contemporary skills. The new framework featured
a rich mix of short units ( 10-30 Guided Learning Hours) including running a street market, social media and developing an
on-line store that recognised the realities of how individuals create, launch and grow their enterprise.
Page 4 | www.adultenterprise.com
5. New Qualification Framework
Name of the Award Units
OCNLR Level 2 Certificate in First Steps to Enterprise • Generating and Assessing a Business Idea
•
Assessing Your Capacity to Start and Run a Business
Financial Considerations for a New Business
•
Understanding the Benefits and Tax Credit System for a
New Business
•
Understanding the uses of Social Media for Business
• Street Market Trading as a Business Option
• Considering the potential to Run a Business from Home
• Legal Aspects of Trading
• Understanding Social Enterprise
• Understanding how to Sell a Product or Service
OCNLR Level 3 Award in Creating a Business – Concept • Deciding on a Business Model for a Product or Service
and Planning* • Producing a Business Plan
• Finances for a New Business
OCNLR Level 3 Award in Creating a Business – Product • Making a Product of Saleable Quality
and Sales* • Establishing a Service of Saleable Quality
• Showcasing a Product or Service
OCNLR Level 3 Award in Launching a Business – Product • Selling and Branding a Product or Service
and Sales* • Working with Suppliers
OCNLR Level 3 Award in Launching a Business – • Website fundamentals for a Business
Technologies * • Launching an online Business
• Managing an Online Store
OCNLR Level 3 Award in Sustaining and Growing a • Keeping up to date with Current Business Legislation
Business – Business Survival Skills* • Assessing Health and Safety Risks in a Business
•
Self-Development for Business Sustainability and Growth
OCNLR Level 3 Award in Sustaining and Growing a • Sub-Contracting Work
Business – Planning for Growth* • Recruiting Employees
• Giving a Business Presentation
• Project Management for a Business
• Tendering for Work
OCNLR Level 3 Award in Sustaining and Growing a • Trading in Overseas Markets
Business – Business in an International Context*
OCNLR Level 3 Award in Creating, Launching and Growing • Creating a Social Enterprise
a Social Enterprise* •
Social Enterprise for Voluntary Organisations
and Charities
• Developing Social Enterprise for Public Sector Services
NB*From April 2013 all the Level 3 Awards will be recombined and OFQUAL approved into Level 3 Certificates and Diplomas
to meet the new requirements to attract Adult Loans from 2013/14
Page 5 | www.adultenterprise.com
6. Blended Learning
The Project also sought to develop curriculum materials that could be shared with the rest of the learning and skills sector
to enable national roll-out. The aim was to develop a prototype curriculum development and delivery model for a new
curriculum area (Entrepreneurship Studies) and achieve increased innovation and efficiency gains by sharing across diverse
partners and ‘designing in’ flexibility and cost savings in how it could be delivered. This involved using technology to provide
an online experience for learners and classroom materials for teachers.
The pedagogic approach adopted has been termed ‘flipping the classroom’ whereby knowledge acquisition is by on-line
content but understanding, meaning and skills is developed afterwards in the classroom.
This means that learners are provided with high quality streamed content but teachers retain the power to shape a local
experience for their students. Currently teachers use their classroom time for giving knowledge but they would be more
effective in generating learning if they spent more time developing understanding and skills in the classroom rather than
lecturing content.
Page 6 | www.adultenterprise.com
7. Blended Learning
The teaching and learning strategy that Adult Enterprise used is known as ‘a blended learning solution’ on a learning
platform hosted centrally to enable more efficient and effective implementation across the education sector. The blended
learning content was developed by different partners and independent curriculum writers with 50% of the curriculum
materials to be used in the classroom and 50% to be available on an e-learning platform to be used directly by learners.
The curriculum content was ‘elearnified’ (transformed into elearning content) by a team of ILT designers from Worcester
College of Technology. The e-learning content was placed on a customised Moodle 2 platform with embedded Articulate
software, videos, teaching materials and interactive learning activities. The platform was designed to facilitate easy
management and tracking of delivery of over 80 standardised, separate L2 and L3 units to students across a large number
of partner learning providers as well as delivering e-learning products with high user interface and user experience. It
was customised to commercial standards with a web front-end www.adultenterprise.com that was the learner portal for
accessing the content.
The manufacturing process for developing the shared blended learning curriculum for Adult Enterprise was significantly
different from traditional models of curriculum development where the teacher develops the courses and applies to an
awarding body for accreditation, the teacher designs the curriculum content for the course and delivers and assesses
the curriculum. In the model adopted by Adult Enterprise the manufacturing was disconnected from the teacher with
the creation of a new qualification framework by partners in partnership with an Awarding Body (AO), procurement of
curriculum writers to write content and elearning designers to transform the online materials into usable elearning content.
8. Stages In The Manufacturing Process
Stage 1: Market Map Need - The learning points from developing Adult Enterprise was that it is beneficial to
develop a new innovative qualification framework and share its curriculum where the subject area is ‘ubiquitous’
and can be repurposed for a variety of markets by different institutions. This makes sharing more attractive for
more users.
Stage 2: Development of a Qualification Framework - This needs the involvement of an Awarding Body that is
skilled in designing qualifications, has a good understanding of the assessment and also how a new qualification
fits alongside existing qualifications.
Stage 3a): Content Creation - curriculum content needs to be designed and written by subject experts who
work within a pedagogic framework that provides both on-line and off-line content. The copyright needs to be
owned by the Sharing Entity rather than individual writers.
Stage 3b): Editing - This needs to be edited to ensure that separate content writers’ approach is consistent
and coherent. This involves designing a pedagogic model for a scheme of work that reflects the blended learning
approach to curriculum development. The scheme of work and the content selected needs to be clearly laid out so
that the desired learning process can be clearly articulated.
Stage 4: E-learnification - the content needs to be put on to a learning platform and ‘elearnified’ which means
that particular software needs to be used to enable the content to enable learning to take place online and offline.
This requires technical software skills but also the ability to understand the learning process as set down by the
content writers and editor.
Stage 5: Creation and hosting on a Learning platform - there is a multiplicity of platforms available but Moodle
represents the best value for education as it is written using open source software. However it requires a degree of
programming and design customisation to make it attractive and accessible for teachers and learners. The content
and learning platform needs to be written in such a way so that it can be streamed on to a variety of devices.
Page 8 | www.adultenterprise.com
9. Shared Marketing
Name
Organisation
In addition to a shared curriculum a shared marketing model was developed where Adult Enterprise could be branded
alongside an individual College/Institution’s brand. A set of shared marketing materials were developed with a shared
website. All the art work has been designed centrally which could then be repurposed locally. The marketing pack included
a Prospectus, Promotional leaflets, Display stands, poster designs, conference packs, learner badges, standardised hand-
outs and power points. The designs chimed with the user look and feel on the learning platform and offered providers a
fully integrated professional proposition for local markets at a fraction of the cost of designing it in-house.
“A key maxim was designed and hosted centrally
but delivered locally”
Feedback on Adult Enterprise
“Excellent Professional materials” “Relevant content to suit
the needs of adult target markets”
“Meets a large market demand
from different adult target markets” “Openness to ideas
from sector colleges”
“Professional high quality appearance”
“Support for refreshing
“Excellent Range of Units and updating materials”
and attractive qualification framework”
“Quality of on-line platform”
“Blended Learning Approach”
“Collaborative approach”
“Cohesive Marketing
and Branding materials” “Pre-Prepared for teachers”
“Flexibility for Delivery” “Opportunity to deliver bite size elements”
“Flexibility for Learners” “Reduction of Delivery costs”
Page 9 | www.adultenterprise.com
10. Sustainable Sharing
Although the Project was funded ‘by the sector for the sector’ the reality was that it had to be self-financing if it was to
continue in 2012/13 as the AoC project funding ceased in its entirety by 31st October 2012. The overall conclusion from the
Evaluation Forms from the Dissemination Events was that there was a clear consensus that there would be value in the Adult
Enterprise initiative continuing in a sustainable form.
By January 2013 34 Colleges/Providers (this includes 4 Founder Provider members) joined as partners and have paid
£5,000 membership fees to continue the work of Adult Enterprise and to continue to share the curriculum and marketing
materials. In return they have got unlimited use of the materials, reduced OCNLR fees, shared marketing materials, train the
trainer events, central website, shared learning platform ,helpdesk and centrally provided learner MIS on destinations and
success. There is a good geographic spread across England with good representation in the North, Midlands and London
and the South East.
Co-creating Innovation
This document highlights that co-creating innovation through partnership is an energising way to solve a business problem.
Pavlovich and Doyle (2006) 1 argue that this type of co-creation should be termed co-entrepreneurship whereby partners
contribute to value creation through their ability to transcend differences and ‘negotiate space’ in order to ‘learn how to
learn’ for knowledge creation. Diverse partners provide different perspectives that enrich the creativity of the whole group.
The diversity of partners, from charities in East London dealing with disadvantaged adults to global multinationals, provided
a rich range of perspectives in viewing the framework required for adult learners wanting to become entrepreneurs.
The challenge is to keep diverse partners working together for a common cause as tensions can emerge because of
different world views. A central theme is that diversity enriches but diverse partners need to all have a shared vision and
values. This is the bedrock of co-creation through partnership.
Page 10 | www.adultenterprise.com
11. It requires a new style of leadership which is not just about individuals working hierarchically “but it is about ‘leadership
constellations’ which consist of a team, a partnership group or other stakeholders who can work in a whole systems way.”
Hartley and Bennington (2009) 2
TRADITIONAL PARTNERSHIP
Pavlovich and Doyle (2006) identify that the partnership needs to take cognisance of the structural, cognitive and relational
dimensions to generate new innovative social capital.
LEADERSHIP THEMES BENEFITS
STRUCTURE A clear partnership structure helps initiate partnerships,
gain access to important markets and build capabilities
within the partnerships
COGNITIVE The cognitive dimension involves partners unfreezing the
sense-making frames of their existing organization and
co-constructing a new interpretive framework, specific to
the partnership.
RELATIONAL The aspects of trust through professional competency,
open communication and personal integrity are critical for
close relationships to be formed in order that ideas could
be integrated and developed.
All of the partners shared a common vision and were committed to solving the business problem and developed a strong
trust framework for action. The Steering Group and Curriculum Groups met regularly and worked together to co-create
the new qualification framework, the curriculum materials, the shared delivery strategy and new social enterprise. This
generated on-going team development and a shared purpose. Each of the partners was very engaged and proud of their
involvement and keen to encourage other providers to join in the Project as part of a national movement.
Page 11 | www.adultenterprise.com
12. Learning points for future curriculum innovation
through co-creation with partners
1 Develop a high level understanding of the curriculum innovation problem that you are trying to solve e.g. the desire to
be an entrepreneur cuts across vocational areas, cuts across different localities, different sectors and adults from
different backgrounds - Can one institution innovate alone in a complex situation?
2
Work with Enablers such as Skills Funding Agency and agree the use of an Innovation code and get their buy in
to the Project
3
Identify partners who can help from different sectors, different localities, different vocational areas and serving different
adults and will work effectively on co-creation
4
Find resources to invest in co-creation as it takes time to generate effective solutions e.g. The Shared Services and
Collaboration bid to resource the project through AoC/Skills Funding Agency provided valuable resources to move the
project forward but with clear milestones and effective evaluation
5
Identify the importance of diversity in the partnership and how it can be led and managed
6
Develop a shared vision and an absolute shared commitment to project goals. Build trust and the inclusive sharing
of information. Shared goals are more important than individual goals
7
Get the structure right this involves ensuring that there are clear roles and responsibilities at three levels Strategic-
Project Director and Steering Group Leaders, Operational and Task Management- Project Manager and Curriculum
Developers/Practitioners and staying in touch with Learners
8
Ensure Steering Group cohesion and try and involve leaders in their sector so that they can be ambassadors to other
Providers whilst staying in touch with Curriculum Developers working on Project Task and Engaging with Learners
9
Find committed suppliers who want to join in and add to co-creation effort
10 elebrate and disseminate to different sectors to ensure sustainability
C
Page 12 | www.adultenterprise.com
13. Success factors for shared services projects
to be sustainable
The Adult Enterprise Project has captured the imagination of the sector and it is now self-funded and supported by 34
institutions across the country by Year 2. The key learning points from this project is that if shared curriculum is to become
sustainable you need to consider the following points:
1 Offer a white label product or service Have a product and service that is not owned by one institution. The Adult Enterprise
is a white label brand that can be used by each College of Adult Learning Institution as ‘their own’. There is no territoriality as it
is owned by everyone with the brand and content looked after by a sector led not-for-profit social enterprise.
2 Saves money It saves each institution a significant amount of time and money in curriculum development and delivery
and provides a cost-effective solution for providing adult learning.
3 High quality Adult Enterprise is high quality with time and resources invested in seeking the best method for developing
and hosting blended learning.
4 Strong sector profile and reputation The role of the 4 Principals and the HOLEX Chief Executive on the Steering Group
gave the Project credibility in the sector. This was reinforced by AoC who valued the Project and promoted it within their
conferences and events. This gave confidence with Principals who were interested in developing their entrepreneurship
curriculum.
5 Topical and current The area of Entrepreneurship was topical and current given the economic recession. In addition the
development of curriculum materials for adults complemented rather than competed with existing work in the sector such
as the Gazelle Group of Colleges.
6 Solved a development problem the Adult Enterprise area was a new qualification and therefore there were no teachers
losing teaching hours as a result of a college adopting the Adult Enterprise model. It was therefore welcomed as an example
of a successful strategy for blended learning that could be used to help change professional practice in college providers.
7 Low cost membership Because of economies of scale and pump-priming through the AoC Collaboration and Shared
Services Fund, Adult Enterprise was able to share the benefits of the project for an affordable membership fee (£5k) that
enabled the development to continue in Year 2. The cost of membership contrasts well with other schemes in the sector.
8 Train the trainer programme Once new Colleges and Adult Learning providers were signed up a programme of training
was provided for College staff to use the materials and blended learning system. This provided connectivity to the creators
and helped teachers feel part of a virtual team.
9 Non-competitive Users of Adult Enterprise are not competing institutions and therefore learning points are shared across
institutions as the new members join the virtual team.
10 Innovative The methodology adopted for the delivery of learning is different and innovatively creates and shares content
using new technologies. It also seeks to develop new models of teaching and learning and also explores the different roles of
a traditional teacher.
For more information you can read our online Innovation Manual that provides 9 sections that sets out in more detail
aspects of the Project that will be of interest to curriculum managers, project leaders and ILT staff in the sector.
Page 13 | www.adultenterprise.com
14. Read the Online Innovation Manual
at www.adultenterprise.com or www.aoc.co.uk/shared-services/shared-curriculum
Section Topic Summary
1 Adult Enterprise Project Case Study A contextual overview of the Project.
2 New Models of Leadership for Project This provides a conceptual framework and guide to
Innovation using Co-creation through enable sector leaders to effectively lead innovation
Partnership Model for Curriculum and direct projects to successful implementation. It
Development will identify the essential elements that are required
to generate new ideas through co-creation and an
overview of the key management principles to be
followed
3 Using the Innovation Code to create New This covers the ‘how to’ of creating new qualifications
Qualifications to meet the needs of industry or new and emerging
markets. It covers a methodology for qualification and
assessment design with a toolkit to follow
4 Creating a Blended Learning Solution This provides an analysis of the manufacturing process
for creating blended learning materials within a
pedagogic framework and a toolkit for subject writers
for developing blended learning and e-learning
products
5 ELearnification This section provides an overview and evaluation of
software available for online education and training
with pros and cons. It also provides quidelines on how
to ‘elearnify’ subject writers curriculum content
6 Developing a Shared Learning Platform This section provides guidance on how to adapt
moodle and integrate education and training software
to create a strong user interface and user experience
(UIUX) for online learning with a guide to managing
learners, providing online helpdesk support and
collecting data for benchmarking
7 Managing a Virtual Team This covers the methods and processes for managing a
virtual team of curriculum writers, curriculum editors,
assessment specialists, awarding body staff and
elearning designers to create a shared team
8 Brand Development in a Shared This section explores the marketing principles to create
Environment a white label design and marketing proposition that
can be shared
9 Models for Network Generation for Sharing A toolkit for selling shared services and creating a
and Sustainability sustainable vehicle for sharing.
Page 14 | www.adultenterprise.com
15. References
1. “ nowledge creation through co-entrepreneurship” Kathryn Pavlovich and Patricia Doyle Corner, International Journal of
K
Knowledge Management, Volume 1, Number 1-2/2006
2. “ hole systems go. Improving leadership across the whole public service,” The National School for Government August,
W
Hartley and Bennington 2009
Appendix
Adult Enterprise Centres 2012/13
North South South West
Accrington and Rossendale College Kent Adult Education and KEY Training
Doncaster College Highbury College
The Sheffield College City of Bath College
Newcastle Adult Learning Service North Hertfordshire College
Grimsby Institute of Further and Higher Education West Suffolk College
Furness College Southend Adult Community College
West Herts College
London Colchester Institute
London Borough of Hammersmith and Fulham Sparsholt College
Redbridge Institute South Essex College
Westminster Adult Education Service Totton College
Stanmore College Central Bedfordshire College
Uxbridge College
Community Links
Morley College
Tower Hamlets College
The Adult College of Barking and Dagenham
Midlands
Burton and South Derbyshire College
Warwickshire College
New College Nottingham
Solihull College
Oxford and Cherwell Valley College
(including Reading College)
Birmingham Adult Learning Service
Worcester College of Technology
Page 15 | www.adultenterprise.com
16. Stedham Place, London WC1A 1HU
Tel: 020 7034 9900 Fax: 020 7034 9950
Email: sharedservices@aoc.co.uk
Website: www.aoc.co.uk
Twitter: @info_AoC
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