Developing entrepreneurial capabilities in the curriculum

1

• Developing entrepreneurial capabilities in the
  curriculum
• Richard Tunstall, Senior Lecturer in Enterprise
• Glamorgan Business School

2
Agenda

• Theory
• Enterprise Education Reflective Learning
• Context
• Enterprise Courses at Glamorgan
• Practice
• Reflective Activities
• Action
• Applying activities in your own context

3
What is Enterprise Education?

• How can one analyse and teach acts whose nature
  is not yet known, and whose effectiveness relies
  to a considerable degree on the difficulties
  others have in foreseeing them?
• (Baumol, 1983, P.30)
• Small Business Management or Entrepreneurship?
• About or For Entrepreneurship? (Levie, 1999)
• Entrepreneurial Learning (Rae, 1999, Cope
  Watts, 2000) or Enterprise Education (Pittaway,
  2005, Gibb, 2003)?
• Complexities and uncertainties necessitating an
  entrepreneurial response affect all kinds of
  people in many different aspects of life, not
  just in the business environment.
• (Gibb, 2002, p.24)

4
Enterprise Education in the Curriculum

• Opportunities to develop
• Business Project Planning
• Awareness of the importance of enterprise
• Understanding of theory
• Generic business skills such as presentation
  teamwork
• Personal goals and career planning

5
Curriculum Activities at Glamorgan

• Entrepreneurship, Business Planning
• Traditional accredited modules, at the Business
  School
• Make an Impact Week
• Business Planning competition, funded by School
  and sponsors
• Business Growth
• Accredited module, building on Make an Impact
  Week
• Accredited Work Placements/Projects in SMEs
• Advanced Certificate in Enterprise
• Optional module delivered pan-university at
  Level 1, 2 3

6
Enterprise Awareness Courses at Glamorgan

• Advanced Certificate in Enterprise developed to
  consider
• Personal Entrepreneurial Potential
• Holistic Business Planning
• Business Growth Development
• Entrepreneurial Leadership and Teamwork
• Delivered in over 10 universities in 6 European
  Countries
• Delivered through keynote presentations, videos,
  games (with prizes), interactive activities, team
  activities and workbooks

7
Activity Context

• Students introduced to theory and examples of
  entrepreneurial behaviour
• Use tools on case studies of entrepreneurs
• Use same tools to consider personal
  entrepreneurial potential (reflection-on-action
  (Schön (1983))
• Go on to take part in team creativity and
  business planning activities
• Encouraged to reflect on overall process and
  consider on whether entrepreneurship may be
  relevant to future personal development and career

8
Critical Reflectionin enterprise education

• Opportunities to develop
• Recollections of experiences
• Self-reflection on entrepreneurial potential
• Consideration of application of theory to
  practice
• Personal goals and plans for the future

Based on Kolb, Honey Mumford
9
Holistic Enterprise Education?
Rich Growth of Entrepreneurial Abilities
Emotional Intelligence
Visions and Feel for Way of Life
Capacity for Experiential Ingestion (tacit
knowledge)
Entrepreneurship Values
Conative Affective and Cognitive Learning
Trust building Relationship Arm (Know Who)
Holistic Management Arm (Know How)
Strategically Intuitive Gut
Entrepreneurial Organisation Design and
Development
Ideas Harvesting and Evaluation
Entrepreneurial Management in different contexts
Project Management
You or Me?
Globalised World of Uncertainty / Complexity
Gibb (2003) Athletic Entrepreneurial Graduate
10
Entrepreneurial Learning
Ambitious Goals
Values motivation
Personal Theory
Achievement
Confidence Self-Belief
Known Capabilities
Relationships
Active Learning
The entrepreneurial learning model (Rae, D,
The Entrepreneurial Spirit)
11
Activity 1

• a) Complete the Entrepreneurial Traits Wheel
• b) Using the results from the Wheels, evaluate
  your skills using the table provided
• For each factor you should justify your
  reasoning using examples to support your
  statements.

12
Entrepreneurial Traits Wheel
Based on Welsh Assembly Government (2005)
13
Entrepreneurial Traits Wheel
Based on Welsh Assembly Government (2005)
14
Entrepreneurial Traits

• Internal Locus of Control - You control your own
  destiny, nothing else has an impact
• Risk-Taking - You are prepared to take on risks
  that others might avoid
• Autonomy - You value individuality, freedom and
  responsibility
• Need for Achievement - You are driven by
  socially-recognised achievement, not necessarily
  just financial rewards
• Self-Confidence - You are personally motivated
  and sure of your own abilities
• Innovation - You identify and exploit
  opportunities
• Vision Flair - You can visualise or know your
  personal goals and feel you have the ability to
  realise them.
• Pro-activity - You seek out opportunities and
  make change happen, you dont rely on luck or
  other people.

15
Activity 2

• a) Identify your personal skills using the
  Entrepreneurial Skills Wheel
• b) Using the results from the Wheels, evaluate
  your traits using the table provided
• For each factor you should justify your
  reasoning using examples to support your
  statements.

16
Entrepreneurial Skills
17
Entrepreneurial Skills Wheel
Based on Welsh Assembly Government (2005)
18
Entrepreneurial Skills Wheel
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Based on Welsh Assembly Government (2005)
19
Entrepreneurial Skills Wheel
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Based on Welsh Assembly Government (2005)
20
Activity 3 - Life Path Chart
Get great job Move to London
20 years
25 years
30 years
5 years
10 years
15 years
Society wins national award
Set up my own society
High Points
Made lots of friends Really enjoyed studying Got
involved with clubs societies
Secondary school
Receive achievement award
Primary School
Today
Birth
Set up my own club
Dont like working in IT No potential for
progression
Low Points
Not sure what to do next Fear of future
Didnt feel valued Didnt like being pushed around
21
Activity 3 (continued)

• b) Write down your thoughts about your critical
  incidents, considering the following
• - What was it that made you feel positive or
  enthusiastic?
• - What upset you or got you down?
• - What stage are you at now in your life?
• - What do you feel positive about?
• - What is holding you back?

22
Activity 4

• Based on the results from the previous
  activities how might you develop an
  entrepreneurial career?
• Consider the following factors
• How you can overcome your weaknesses
• Exploit your strengths
• From the critical life path how will you avoid
  demotivation and seek motivation?
• Considering your Strengths and Weaknesses are
  there any skills you feel you need to achieve or
  develop to help you achieve your goals?
• Were your findings from the activities what you
  expected?

In summary, your response should clearly state
whether you would follow an entrepreneurial
career now, in the future or not at all. Justify
your answer.
23
Applying Activities in Your Own Context

• Activities are a way in for students to begin
  critiquing theory on entrepreneurial behaviour
• Can be used to analyse case studies of
  entrepreneurs
• Provide a framework for students to appraise
  skills and personal beliefs before and after a
  enterprise programme/experience
• Provides opportunities for goal setting and
  discussion of personal values
• How can you contribute to enterprise in the
  curriculum?
• How could you relate this to extra-curricular
  activities?
• What opportunities would this create for student
  development?
• Note that it is important to provide reassurance
  of confidentiality for participants personal
  reflections

24
References

• Baumol, W.J. (1983) Towards operational models
  of entrepreneurship in Ronen, J. (ed),
  Entrepreneurship. Lexington, M.A Lexington
  Books.
• Cope, J. and Watts, G (2000), Learning by doing
  An exploration of experience, critical
  incidents and reflection in entrepreneurial
  learning International Journal of
  Entrepreneurial Behaviour and Research, Vol. 6,
  No.3
• Gibb, A. (2002) In pursuit of a new enterprise
  and entrepreneurship paradigm for learning
  creative destruction, new values, new ways of
  doing things and new combinations of knowledge
  International Journal of Management Reviews, 4
  (3) pp. 233 -269 
• Kolb, D.A, (1984) Experiential Learning
  Experience as the Source of Learning and
  Development. Englewood Cliffs, New Jersey
  Prentice-Hall
• Pittaway, L. (2005) Stimulating Entrepreneurial
  Learning Assessing the Utility of Experiential
  Learning Designs Management Learning.
• Rae, D. (1999) The Entrepreneurial Spirit
  Leaning to Unlock Value, Blackhall, Dubin
• Schon, D.A. (1987) Educating the Reflective
  Practitioner. San Francisco Jossey Bass

25
Questions?

• Email rtunstal_at_glam.ac.uk
• Website http//web.mac.com/richard.tunstall