Enterprise and Entrepreneurship

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Enterprise and Entrepreneurship
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Meeting Notes from 28/04/2006

• Provide 2 examples of structure of workshops
• One to add on to employability
• One stand alone
• then we thought
• One to engage with agenda hearts and minds
• One to contain interactive activities with
  discussions consider inviting students?
• Provide examples and case studies containing
  theoretical and interactive material

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Ice Breaker..

• Name
• What you do
• One thing that no one else here knows about you

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Objectives of the workshop

• NOT to teach you entrepreneurship!
• To provide resources for staff
• To provide resources for staff to use with
  students
• To provide ideas about how to engage in the
  enterprise/entrepreneurship agenda within the HEI
  and with students

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Entrepreneurship and enterprise are important
components in all university curricula

• Strongly Neutral Strongly
• Agree Disagree

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There is already a lot of enterprise and
entrepreneurial activities within modules on our
GEES awards

• Strongly Neutral Strongly
• Agree Disagree

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Enterprise and Entrepreneurship

• Whats the difference between these terms?
• Why does enterprise and entrepreneurship
  matterto youto students, to the HEI?
• How does enterprise feature in your curricula?
• How is enterprise currently displayed/promoted
  within your own Faculty/Department?
• How is success in this area measured?

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Characteristics of entrepreneurs or enterprising
people?

• Individually, please take 1 min. to write down
  three attributes, in rank order, that you
  particularly associate with entrepreneurs
• Entrepreneurs are

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Characteristics of an Entrepreneur

• Visionary creative innovative
• Adaptable problem-solver
• Persuasive inspirational
• Confident determined motivated a
  self-believer selfish
• Competitive ambitious a risk-taker one who
  perseveres
• Honest
• Disciplined hard working
• Organised a planner a decision-maker
• Understanding
• Leader team worker
• Networker
• Taker of opportunities
• Researcher enquirer

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Bornor made?

• Trait Theory seeks to identify common links
  that bind them
• Social Development Approach includes risk,
  family influences, constraints etc.
• Structure Opportunity Model includes wider
  social factors such as family, neighbourhood,
  school, peer group, work environment etc.

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Enterprise

• involves measures to encourage individuals to
  become entrepreneurs and equip them with the
  necessary skills to make a business successful
• (Mason, 2000)
• In essence, enterprise is about spotting
  opportunities, creating new ideas and having the
  confidence and capabilities to turn these ideas
  into working realities (Nixon, 2004)

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Entrepreneurship

• is an activity which leads to the creation and
  management of a new organisation designed to
  pursue a unique, innovative opportunity
• (Hindle Rushworth, 2000)
• Fundamentally, it is about using enterprise to
  create new business, new businesses and can-do
  organisations and services
• (Nixon, 2004)

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Intrapreneurship

• is the art of working within an organisation to
  effect change, by developing new ideas,
  procedures or products, by innovating practice
  and thereby enhancing the business
• (Kneale, 2002)

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Social entrepreneurship

• involves using entrepreneurial skills for the
  public good rather than for private profit, that
  is using imagination to identify new
  opportunities and determination to bring them to
  fruition
• (School for Social Entrepreneurs)

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Arguments for Entrepreneurship

• In the US, 18 of graduates start their own
  businesses in the UK it is 7
• Significant numbers of undergraduates aspire to
  start their own business
• It is not necessarily about making money but
  developing skills and competences

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So..

• What are the problems, difficulties and
  challenges in incorporating more
  enterprise/entrepreneurship into the curriculum?

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Problems with incorporating enterprise/entrepreneu
rship into the curriculum

• There is a limited amount of room
• Many academics prefer to teach their own research
  work
• It doesnt fit into traditional academic
  discourse
• Some students arent interested in being
  enterprising or entrepreneurial

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Incorporating enterprise/entrepreneurship into
the curriculum

• Develops and enhances skills, aptitudes and
  attitudes - provides students with the
  opportunities and motivation to
• work creatively and independently
• develop research, analysis and critical thinking
  skills
• practice time, project, risk and people
  management skills
• be able to work in unfamiliar environments and
  respond to unexpected events
• better understand their own capabilities and
  traits and to enhance their confidence in their
  own abilities

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Incorporating enterprise/entrepreneurship into
the curriculum

• Aids business and financial knowledge and
  understanding
• Truemany staff in the GEES disciplines may be
  less well equipped to provide detailed
  information on the business/financial knowledge
  required to set up a business than, say, Business
  School staff
• Howeversupporting the students in the these
  skills areas empowers them to seek out and take
  advantage of other sources of information
• Many higher education institutions offer
• booklets, workshops, courses, guidance, advice
  etc.
• to support entrepreneurship through their
  careers services, enterprise units and business
  schools
• Many universities now have graduate business
  start-up facilities, and incubator units

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For example

• Enterprise Fellowship Scheme
• Knowledge Transfer Partnerships
• SPEED
• Entrepreneur Awards
• Shell LiveWIRE

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A few questions to consider

• What does your Dept. understand by enterprise and
  entrepreneurship? How is it discussed?
• What forms of pedagogy and assessment are
  appropriate to support enterprise and
  entrepreneurial activity?
• Can you identify where enterprise and
  entrepreneurship manifest themselves in your
  programmes?

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A few questions to consider

• Where is enterprise and entrepreneurship taught
  and practiced in the Dept./Faculty?
• Are enterprise and entrepreneurship knowledge and
  skills made explicit within learning outcomes?
• Can students actually be enterprising and
  entrepreneurial on your awards? How are they
  made aware of this, by whom and when?

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A few questions to consider

• How is enterprise and entrepreneurial activity
  monitored and reviewed when updating modules?
• How are students acquainted with enterprise and
  entrepreneurship and of its influence on their
  self development?
• How is enterprise and entrepreneurial activity
  promoted, advertised and managed within the Dept.?

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A few questions to consider

• How are staff currently developed into a
  greater acceptance of, and open attitude toward,
  enterprise and entrepreneurship?
• How is enterprise and an entrepreneurial culture
  currently given visibility in the Dept./Faculty?

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Strategies for linking enterprise/entrepreneurship
with institutional strategies

• Embed within policy and strategies
• Explain to, and involve staff and students in,
  appropriate activities
• Audit teaching and assessment strategies
  modifying where necessary
• Develop special events and structures to promote
  and facilitate enterprise and entrepreneurship
• Review staff enterprise activities and incentives
• Review links between staff consultancy/applied
  research and teaching
• Review staff interview and induction processes to
  integrate aspects of enterprise and
  entrepreneurship

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Strategies for linking enterprise/entrepreneurship
with courses and programmes

• Develop students understanding of enterprise by
• Developing curriculum
• Developing their awareness
• Developing their understanding

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Strategies for linking enterprise/entrepreneurship
with courses and programmes

• Develop students ability to be enterprising
  entrepreneurial by
• Getting them to be enterprising
• Assessing their enterprise activity
• Providing them with some training/development and
  developing/promoting students involvement in
  enterprise
• Embedding enterprise into the curriculum

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Strategies for linking enterprise/entrepreneurship
with courses and programmes

• Further develop students understanding of
  enterprise by
• Following through on the strategy delivering the
  employability policy
• Following through on the strategy delivering the
  PDP policy
• Evaluating students experience of enterprise and
  entrepreneurship and feeding this back into the
  curriculum

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Strategies to develop entrepreneurial skills
Inspire Demonstrate through the good examples
By practice Lead by example show/tell them what you do
Research research linked to teaching Enquiry through to research problem solving and project work.
Outline ideas succinctly Word limits / tutorials / presentations / outline essay planning /dissertation proposals / Negotiable/negotiated learning
Assess own strengths or weaknesses Peer group assessment / critical evaluation / Discussion/ tutorial/ question Marking scheme Self assessment/ profiling
Communicate effectively Build team Network Human skills interactivity Inspiration comes from a variety Good accommodation Stimulating teaching/subject Enthusiasm Good equipment
Have ideas Make things happen Innovate Bring relevant/new experience from outside Keep up to date/new techniques Thinking differently Utilising experience
Expose students to best practice Alumni network Guest speakers FT/PT mix Off campus venues, events activities
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Question

• At what level, and how, is enterprise
  entrepreneurship best incorporated into your
  curriculum?

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I would

• Focus on the acquisition of skills and explain
  why this is important
• Get students to interview or talk to or to listen
  to entrepreneurs
• Invite enterprising people in to talk
• Simulate pre-start up, and start up, activities
• Use case studies including
• any in-class students who have
• a business

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I wouldnt

• Use the word entrepreneurship too much
• Use a text book about entrepreneurship
• Use concepts and models
• Focus on knowledge acquisition
• Only focus on the good or on the bad points of
  being self-employed

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Examples of practice

• In groups, please look through the examples of
  good practice and decide on one or two, but no
  more, that you collectively like the look of
• Settle on a short summary of why it appeals to
  you and what specifically interests you -
  nominate a spokesperson

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More resources

• GEES Enterprise, Skills Entrepreneurship
  Resource Pack
• HEAs Supporting Entrepreneurial Skills Matrix
  (SESM)
• Stanford Technology Ventures Program
• Institute for Enterprise _at_ Leeds Met.
• Context case materials - Intrapreneurship

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More resources

• The Institute for Enterprise Leeds Met. Uni.
• White Rose Centre for Enterprise
• Northern Ireland Centre for Entrepreneurship
• Business Link
• Harvard Business School
• Knowledge Transfer Partnerships
• Innovation Network
• The Lambert Review Uni./Business Cooperation
• Princes Trust

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More resources

• Social enterprises
• Skoll Foundation
• Said Business School Oxford Skoll foundation
• Duke Uni. Centre for Advancement of Social
  Entrepreneurship
• Cabinet Office Third Sector
• Community Action Network

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Final thoughts

• Take 5 min. to consider a NEW way that you might
  modify a learning object or an assessment within
  a module that are involved with to specifically
  develop a students enterprise skills
• Write it down!

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and finally

• Thank you for your time..
• Questions, points, more information?
• GEES Subject Centre

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