Early-stage educational steps are needed to create more effective R&D drivers. The document outlines problems in middle school education including a lack of entrepreneurial attitude and knowledge. It discusses mental problems and recommends celebrating failures. Solutions that worked elsewhere included concentration on leadership, internships, and innovation programs. The document recommends changing how existing curriculums are taught by engaging seniors, alumni, and third parties. New program ideas focused on barrier crossing and entrepreneurship courses.

1. Early-stage educational steps
needed to create more effective
R&D drivers
Dorota Bociąga, Damian Derlukiewicz, Sebastian Koziołek, Maciej Nikodem, Piotr
Szymański, Marcin Wrzosek, Ewelina Zabost, Bartosz Zajączkowski, Paweł Żebrowski

2. Contents
Problems What works Our
Recommendations

3. problems :(

4. lack of
entrepreneurial attitude

5. lack of
entrepreneurial knowledge

6. lack of
entrepreneurial atmosphere

7. lack of
entrepreneurial environment

8. attitude knowledge
atmosphere environment

9. problems
start middleschool
young

10. Problems in middle school
Private lessons are usually the only
method of effective learning

11. Problems in middle school
Students do not get the
entrepreneurial spirit in school

12. Problems in middle school
Insufficient cooperation between third
parties and schools

13. Problems in middle school
Students do not believe in themselves

14. Problems in middle school
There is no correlation between
grades and student’s knowledge

15. Problems in middle school
Inefficient teaching evaluation
(students do not evaluate teachers)

16. problems
don’t universities
die
young

17. it
is
all mentality
in
your
mind

18. Mental problems in educational reality
Celebrating failures

19. Mental problems in educational reality
Bias towards teaching only the
knowledge

20. Mental problems in educational reality
Few businesses ran by intelligent
people

21. Mental problems in educational reality
Few businesses doing something
worth teaching/cooperating

22. There must be
something that world
works?

23. What worked elsewhere
Concentration on leadership,
teamwork, decision making

24. What worked elsewhere
Studying as a privilige, courses
entered via competition.

25. What worked elsewhere
Teaching via project-based work in
small groups

26. What worked elsewhere
Working with third party mentors
who bring relevant experience

27. What worked elsewhere
Internships & summer schools

28. What worked elsewhere
Innovation programs in university
frameworks

29. What worked elsewhere
Creating self-efficate leaders

30. What worked elsewhere
Students evaluating teachers

31. What worked elsewhere
External sponsorship

32. What worked elsewhere
Activities that contain elements of
projects from investors and
companies

33. What worked elsewhere
Interdisciplinary classes

34. Empirical
evidence
suggests Let’s get
excessive
complaining constructive
does not fix
things

35. Change the way you
Making it teach the existing
happen
curriculum

36. Change the way
you teach the co-teaching
existing
curriculum

37. Co-teaching
Invite a co-teacher from outside your field
who knows a use of the topics you are
teaching and try to co-teach

38. Co-teaching
Together provide problems that are from
another field, but solving them requires
the use of what you are teaching

39. Co-teaching
Split the lecture to provide a broader
understanding.
Let the co-teacher use 1/3 of time to
present the problem. Use the remaining
2/3 to teach the skills needed to solve it.

40. Co-teaching
Work things out together. Look at what
you are teaching. Find problems in reality
that those skills are needed for.

41. Change the way knowledge is
you teach the
existing social
curriculum

42. Knowledge is social
Post problems that are socially viable. That
feel important and useful to solve.

43. Knowledge is social
Post problems students can boast about
solving. Tell them how to do it. Help them
be proud of their work.

44. Knowledge is social
Teach how to visualize solutions, make it
easy to share their work.

45. Knowledge is social
Make the problem solving experience
interpersonal

46. Knowledge is social
Not all problems require groups, but all
problems are more educating when solved
in pairs.

47. Knowledge is social
Make your students work in pairs. Monitor
their work. Mentor them how to work
together effectively.

48. Change the way
you teach the engage
existing
curriculum

49. Engage seniors
Ask older students who already completed
the course to grade the results of their
younger colleagues

50. Engage seniors
Meet them together to explain grades and
make comments

51. Engage alumni
Let alumni teach things they know better
than you do. Start small, ask friends from
your studies.

52. Engage alumni
Don’t rely on university administration to
follow alumni. Maintain relations with your
students after they leave.

53. Engage alumni
Don’t rely on university administration to
follow alumni. Maintain relations with your
students after they leave.

54. Engage third parties
Teach a lab through a project inspired
from the industry.

55. Change the way
you teach the expand
existing
curriculum

56. Stimulate creativity
Have time for the peole you teach. Invite
them to meet outside of classroom.

57. Stimulate creativity
Make your students prototype and fail
during the course.

58. Stimulate creativity
Invite students and teachers outside your
faculty. Make one lab an interdisciplinary
cooperative experience. Then make two.

59. Foster communication
Don’t check solutions at home in the
night. Make students present that they
work in class! Let them pitch it to you and
the class.

60. Create a space
Create both a physical and a psychological
space where your student can become
self-efficate.

61. Evaluate yourself with students
Ask students for their opinion. Collect
feedback. Use it to improve.

62. Market the success
If something works. Spread the word.
Market your successes. Market your
students when take make something
excellent.

63. New programme
Making it
happen ideas

64. New Barierr
programme
ideas crossing

65. Barrier crossing
University-based course framework for
teaching how university operates and
bottom-up innovation integration.

66. Barrier Crossing 1 (first semester)
Lecture about how the university works,
structures, non-explicit structure,
possibilities surveys, where to find
information, offers etc.

67. Barrier Crossing 2 & 3 (selectable anytime)
Laboratory about changing the university,
in a procedure, in the school, the faculty,
study plan, starting a research topic, etc.

68. Barrier Crossing 2 & 3 (selectable anytime)
Small groups working on a change,
university stakeholders take part in the
classes coooperating with the group

69. Barrier Crossing 2 & 3 (selectable anytime)
First semester of the laboratory is about
planning the change, second is about
executing it.

70. New Enterpreneur-
programme
ideas ship

71. Entrepreneurship
A set of courses ran & graded by a
committee of professors and
entrepreneurs

72. Entrepreneurship
Courses with networking support to find
seed/other financing.

73. Entrepreneurship
Full access to all university equipment for
students working on the courses.

74. Entrepreneurship
Students enrolled via project pitch
competition, only a couple of teams
accepted per class

75. Entrepreneurship
1. Entrepreneurship 1 (5ECTS) – projects with funding from
university around 1000-3000zl
2. Entrepreneurship 2 (10ECTS) – if 4.5 or 5 from previous,
projects with funding from university around 10 000zł
3. Entrepreneurship 3 (15ECTS) – if 4.5 or 5 from previous,
projects with funding from engaged seed capital or other
forms

76. Let’s improve :)