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While the viewpoint of the key stakeholders may differ, assessment is a vital component of any educational programme. For students, assessment shapes and determines the focus of their learning. Lecturers view assessment as an important part of learning, but will also focus on other aspects such as module content. Assessment provides a lecturer with feedback on the effectiveness of their instruction. The policy maker views assessment as a tool to measure the success of instruction in achieving learning outcomes. Assessment can also trigger warning signals for programme teams within the online distance education context. Due to the lack of contact between students and the programme team, early indicators can alert administrators to ‘at risk’ students.
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This paper examines the process involved in: the creation of the guide; identifying the appropriate assessment types for the achievement of the learning outcomes; the development of the assessment matrix and; the ongoing development of an online course and training workshops. The paper also details the lessons learned from the project thus far and outlines the future plans that have emerged following the implementation of the assessment matrix.
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Laura Sanders, Assistant Dean, Student Success, College of Engineering
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CreBiz - Review on Best Practices in New Venture Development
1. CREBIZ
Review on Best Practices in New Venture
Development
EXECUTIVE SUMMARY
20. May 2014
2. THE BEST PRACTICE ANALYSIS
Analysis is divided into three theme areas:
• general new venture development training programmes,
• business development training programmes specifically for
creative industries
• innovation and entrepreneurship training programmes
The basic research will include a list of best training programmes
related to each above mentioned theme area including general,
descriptive information of the training programmes.
Sixty cases were collected into a database. This presentation
includes demographics regarding case distribution and general
features.
3. DESCRIPTION OF THE DATA
• Number of cases 60
• University-level
• Western Europe, Scandinavia (incl. Finland), US, Canada,
Australia and Latin America
• Courses and programs
• Categories:
• General info
• Programme features
• Relevant networks and practices with the industry
• Pedagogy
4. GENERAL INFORMATION
• Programme (The official name of the programme)
• University (organisation)
• Focus/Theme (e.g. certain discipline or industry)
• Target group (junior executives, senior executives etc.)
• Contact details
5. GENERAL PROGRAMME FEATURES
• Scope of studies (ECTS)
• Number of study modules/courses
• Duration of the programme
• Annual intake of students
• Admission requirements
• Programme fee
• Quality assurance (Accreditations)
• Language(s)
• How many years the program has been running
6. NETWORKS
• Partner organizations; (List of organizations with whom the main
provider of the training is organizing the programme including
industry partners.)
• Forms of co-operation with partner organizations; (e.g. visits,
guest lectures, mentors, sponsoring etc.)
• Alumni activities
7. PEDAGOGY AT PROGRAMME LEVEL
• Forms of study / teaching strategy (lectures, written assignments,
readings, field studies, labs, internship periods etc.)
• Distant learning possibilities
• Other information (Other possible special characteristics of the
programme,)
8. KEY WORDS AND SCOPE OF STUDIES
13%
20%
18%
27%
11%
11%
0-10 ECTS
10-60 ECTS
60-120 ECTS
Non EXTS-credits
No credits
Data not available
40
35
6
5
8
Enterpreneurship
Innovation
Creativity
Management
New Venture
Creation
9. DURATION AND DISTRIBUTION
27%
18%
35%
2%
18%
0-6 months
>6 months-1
year
>1-2 years
>2-4 years
No time
limit/data
ARG, 1
P, 3
DK, 2
NOR, 2
BRA, 1
CAN, 1
MEX, 1
SE, 10
USA, 14
I, 4FI, 2
E, 4
UK, 12
AUS, 3
