The document discusses embedding enterprise education at York University. It describes establishing an Enterprise Centre to support this goal through activities like curriculum development projects, a student incubator, and enterprise events. Assessment of enterprise modules focuses on conventional knowledge as well as entrepreneurial intent and self-efficacy. The ideal is to fully integrate enterprise concepts across disciplines by establishing departmental champions and contextualizing teaching to each subject area.

1. Embedding Enterprise at YorkCentre for Excellence in Teaching and Learning in Enterprise Tony Ward, Director CETLE Department of Electronics European Association for Education in Electrical and Information Engineering www.york.ac.uk/enterprise

3. 5 year funded project

4. Enterprise in STEM

5. >200 Teaching resources created

6. Strong brand developed

7. It had its problems

8. 2005 – 2010 WRCTLE, HEFCE Centre for Excellence

9. 5 year funded project

10. Enterprise in SSAH & STEM

11. 2010 – Enterprise at York

12. Relocated to the Ron Cooke Hub on new Heslington East CampusSlide 2 of 164

14. Embed enterprise in all disciplines

15. Provide a physical focus

16. The Enterprise Zone

17. Support student enterprise activities

18. Discipline focus

19. Social Sciences, Arts & Humanities

20. Science, Engineering & Technology

21. Reward demonstrated excellence by staff

23. Teaching room

24. Microincubator

25. Resource room

26. Flexible group working space

27. Video conferenced

28. IT Support

29. Freely accessible

31. Student ‘proof of concept’ fund

32. >1,400 students in ‘York Entrepreneurs’

33. Programme of events and activities

35. Member of the EAEEIE ELLEIEC Thematic Network Project

36. NCGE / Kauffman Scholarships

37. Nanjing York Joint Centre for Enterprise & Employability

38. World University Network Enterprise Strand

40. NOT Business School led

41. Distributed teaching

42. Bottom up

43. Funded through a curriculum development budget

44. Departmental enterprise champions

45. Ensures sustainability

46. All developed teaching materials go into the pool

47. STEM subjects - 8 (WRCE) + 3

48. Health Sciences - 1

49. Arts and Humanities - 10

50. York Award - 3

51. Careers / Life Long Learning - 1

52. Professional Organisational Development - 1

53. Continuing Education - 2

54. Colleges – 1

57. Stage 1: One intervention

58. First year group project

59. Development of transferable skills

60. Rag-bag ‘catch-all’ module

61. Transformed to strong enterprise introduction module

63. Supervision groups

64. 4 – 5 students

65. Never met before

66. Cultural adjustment from school

68. Supervision groups

69. 4 – 5 students

70. Never met before

71. Cultural adjustment from school

74. Experimental

75. ‘Fun’ activity

76. Motivational

77. Team Building

78. Work ethic

79. Behavioural development

81. Stage 1: One intervention

82. First year group project

83. Development of transferable skills

84. Rag-bag ‘catch-all’ module

85. Transformed to strong enterprise introduction module

86. Improved flow and cohesion

87. Stage 2: More than one module

89. Investigation into a real product or technology

90. Real ‘Owner’

91. Team activity

92. Self-study

93. Extensive web-based support resource

94. Weekly tutorials (process)

95. Ad hoc meetings with ‘Owner’

97. Stage 1: One intervention

98. First year group project

99. Development of transferable skills

100. Rag-bag ‘catch-all’ module

101. Transformed to strong enterprise introduction module

102. Improved flow and cohesion

103. Stage 2: More than one module

104. Year 4 Enterprise module

106. Are we successful? How do we assess? What are the measures of success for enterprise related modules? Domain ‘technical’ knowledge assessment by conventional knowledge and application (appropriate cognitive level) + Enterprepreneurial ‘technical’ knowledge Equipped student Enterprising skill – a complex metacompetence / meta-behaviour Entrepreneurship – not a competence but a process requiring competences and behaviours – What is entrepreneurship? Enterprepreneurialbehaviours Transferable skills – through demonstration of the skill

107. Integrated model of X’trapreneurship Act of ‘x’preneurship Behavioural skills Communications Judgement Negotiation Intrapreneurship Process innovation management Product innovation management Behavioural skills Motivation Problem solving Negotiation Team working Uncertainty in market place Opportunity in market place Control over resources & facilities in local environment Change in market place Imagine entrepreneurship opportunity Disposition to act Decision to act Creative ability Access to finance Available resources & facilities in local environment Technical skills Small business forms IPR Marketing Finance Business planning Legal issues Logistics management Entrepreneurship Establish the enterprise Manage the enterprise Technical skills Change management IPR, Marketing HRM, Finance Business planning Legal issues Logistics management Strategic planning Production management Quality management Behavioural skills Communications Negotiation Judgement Motivation Problem solving Negotiation Team working Technical skills Marketing Finance Strategic planning HRM Production management Logistics management Quality management Return to entrepreneur

109. Enterprise ‘Technical’ modules – assessment by conventional knowledge and application (appropriate cognitive level)

110. Transferable skills – through demonstration of the skill

111. Enterprising skill – a complex metacompetence

112. Entrepreneurship – not a competence but a process requiring competences and behaviours

113. Possibly through:

114. Entrepreneurial Intent (EI) &

116. Statistically reliable measures of VSE & EI

117. Longitudinal study of Engineering Students

118. Regional Entrepreneurial Intentions Survey

119. Effectiveness of Industrial Placements

120. Pan European ‘Tuning’ perception analysis (Students/Staff/Employers)

121. EU Project - Virtual Centre for Entrepreneurial Learning

122. Bite-sized learning + Language mentoring – Quick plug for this later

123. Effectiveness of teaching modules (Accounting)

124. Measure for accounting and finance self-efficacy

125. Comparative study of MBA v taught Masters v Undergrad methods

127. Enterprise ‘Technical’ modules – assessment by conventional knowledge and application (appropriate cognitive level)

128. Transferable skills – through demonstration of the skill

129. Enterprising skill – a complex metacompetence

130. Entrepreneurship – not a competence but a process requiring competences and behaviours

131. Entrepreneurial Intent (EI) & Venturing Self-Efficacy (VSE)

132. Questionnaire with reliable metrics

133. Enterprising/Entrepreneurship:

135. Your Module Challenge Where / What do you want to put into your curriculum Is the embedded model best for you? What are the challenges you face? What resources do you have/need? What are your learning objectives? Where can you develop these and how? What might be appropriate assessment techniques? Discuss in groups and report back

136. Enterprise skills SOFT Working in teams, Creativity, Innovation, Project planning and management, Presentation skills, Managing meetings Problem solving HARD Business research, Nature of business, Business plan, Marketing, Product design, Accounting and Finance, Legal issues Human Resource Management Production, Quality & Logistics

137. Wrap Up & Advertisement Thank you for your participation - Any questions EU funded ELLEIEC project Virtual Centre for Enterprise Learning in 1ECU chunks Currently under development But – if anyone is interested in looking at it, please contact me. tony.ward@york.ac.uk

139. Long term sustainability

141. Teaching subject based

142. Pedagogy set by expert (but to ‘customer’ spec?)