Gwellwch eich cwricwlwm drwy roi sylw i'r Canllawiau QAA ar sgiliau ar gyfer eich pwnc, ac ymgorffori'r Canllawiau QAA ar Menter ac Entrepreneuriaeth.

Datganiad Meincnod QAA

  • Llunio a chyfathrebu dadleuon llafar ac ysgrifenedig
  • Gweithio'n effeithiol gydag eraill fel rhan o dîm, gan gymryd rolau gwahanol
  • Nodi, cyfosod, gwerthuso a dadansoddi problemau ac atebion

Ymgorffori Menter

Gall yr offer ETC canlynol eich helpu i gyflwyno'r sgiliau hyn yn y cwricwlwm.

Canllawiau Sut i

Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.


Run-around (QAA 3)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Any

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Presentation Space

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

3Decision making supported by critical analysis and judgement

Objective:

  • To test subject-related knowledge and/or ability to make judgements, synthesize information and make decisions within a time-pressured environment.
  • To create a learning environment where learning from 'failure' is permissible (accepted and rewarded, as it can improve student outcomes (scores) if they are willing to adapt with new information or learn from observation / from the group decision making).

Overview:

Based on the 80's TV classic format "Runaround" this highly interactive task energises and tests the learner's ability to recall or synthesis information within a short time frame (15-30 seconds). This is an active "on-your-feet" activity, designed to get the whole group "running around" between potential answers for subject based quiz questions. It does require preparation (of quiz questions and answer "zone" markers such as A, B, C, D as well a consideration of the space/safety issues when working with a given number of students.

Activity

PREPARATION: As a tutor you will need to prepare a set of (subject based) multi-choice questions to ask the group as a whole. These can be factual or can draw upon their skills of synthesis and instinctive decision-making as you challenge students to apply knowledge and learning to new areas in order to answer the questions presented to them.

In addition you need to create 3 or 4 (depending upon the number of options of your multiple choice questions) letters (A-D) for the students to move towards. These can be chalked on the floor, but ideally are large letters stuck to the wall (rather than the floor to avoid slipping).

In addition a large visible timer can drama to each question, but you can use a watch or phone as a timer, or adjust time scales relating to the difficulty of the questions asked by just declaring "time up" as you judge the room to have "settled".

Task: as the tutor you will gather all the students into the middle of a large learning space and then invite them to move to the areas (A-D) in order to show their answer to the questions you are 'shouting out'* to them.

*Depending upon the room, and the learning support needs of the students it can be beneficial to have these questions and their answer-options on PowerPoint.

As the questions are asked, there is a short time for the individuals to decide which answer they support and move to the letter that represents their answer (so the students are "running around" to stand by the answer they feel is right). It is best conducted with 1 right option and the others being false, if close, answers.

Students must go to the area that they think is the correct answer – undertaking "the runaround". They are then given the chance to change their position if desired, in a further "runaround". The answer is then revealed with a full explanation. This active form of learning means that students are fully engaged in the learning process and increase what they remember due to the jeopardy and risk associated with this game. Emphasis is placed on engagement, not on “winning” and active revision takes place. A handout of the slides can be provided at the end of the session to promote further engagement and continue the learning, by promoting discussion and reflection after the task is completed.

By creating questions that might split the group or by releasing further information as they move, you build student confidence in their decision making (as they are allowed to move during the "decision time") and reducing the stress associated with risk of failure. It is also a way to support those who less confidence or understanding as they are not isolated within the group, but able to see the consensus of views and chose to follow the majority if they wish. It also allows those who appear to be' failing' to change their answer by moving to a different letter, if they see that the group members have selected a different answer.

FINAL NOTE: Of course the safety of students is paramount and this should only be done if it can be carried out safely with the number of students and if all students are in a position to actively engage or can be supported to do so.

Skill Development:

A key pedagogic note is that students feel quite happy about taking part because they get the chance to change their minds, without embarrassment whilst less confident students gain a sense of confidence in their own ability.

Confidence can be built by awarding team points rather than individual points as this encourages the group to invite those it fears as having the wrong answer to join them, within the time limit. However it is worth noting that individual marking option makes this particularly useful technique for revision or 'last class before the exam'.

Whilst this game is fast and furious it is designed to limit failing and support those who may expose a lack of understanding, as the majority response to the questions is always visible. It is therefore important to reflect upon this at the end of the task to ensure that the difficult (subject) questions are reviewed (especially those that the group got wrong) but also that the confidence in each other as knowing and supporting each other as team members.

Resources:

Preparation of multiple choice quiz questions

Large "answer zone" signs (A, B, C, D)

Optional: handout of questions and answers for post-activity individual reflection

References:

Inspiration: Runaround TV Show: http://en.wikipedia.org/wiki/Runaround_(UK_game_show)

Opportunity Spotting Within a Narrative Journey (QAA 2, 3, 5, 6, 7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6)

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Presentation Space, Carousel Tables (small working group)

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

  • The learner will discover that they have entrepreneurial abilities and potential
  • The learner will get an insight into the world of 'everyday' entrepreneurship
  • The learner will become more alert to opportunity recognition
  • This is a useful session for the reluctant entrepreneur – those who might think it's not for them, particularly arts students.

Overview:

Activity:

This is a two hour session and it will begin abruptly by creating a case study with the student group.

The idea is to pick on a student and announce in 5 years' time "Jane"(or John) will run a successful arts consultancy. This will raise some surprised gasps and giggles which will immediately engage students' attention. The narrative that unfolds will demonstrate: how Jane started out in one direction but discovered, and followed, opportunities elsewhere, how she took a few risks, showed resilience in the face of setbacks and how she turned to her networks (other students in the room who come into the story) to help her fill skills gaps and capacity problems.

The case study is pre prepared and can be tailored to the cohort. It should be approximately 10 mins long and the story should be plausible – not extraordinary – a case of everyday entrepreneurship. It will be fun as it draws the students into a fictional story.

Following this there is a 30 min breakout to discuss in groups of 3 or 4 to analyse Jane / John's journey: how did he do it, the key factors for success, would you have done it differently, could you have done the same journey, have you encountered any similar situations to John, if so what did you do? Students post thoughts on stickies.

The management of feedback here is important because the students, who are reluctant entrepreneurs, should be led to the explanation that this behaviour is entrepreneurial. The session is to not only identify the behaviour as entrepreneurial but to get the students to reflect on their experiences in similar situations and imagine how they would respond. The idea is for the students to see enterprise as tangible, every day (familiar even), as a series of minor steps and small scale risks and about trying things out to see what happens.

The upshot of the feedback session is that the students 'discover' the entrepreneurial mind-set for themselves – they have not listened to an expert talk about it for 50 mins – and that they identify with it as something they can do themselves.

Skill Development:

The session finishes with 10-15 mins reflection where students have to pledge to do something entrepreneurial that week. It could be something they had been thinking about for a while but had made excuses not to do it. Others may need a little help and guidance from peers about what they might do, so reflection and pledge setting should be discussed in groups. The follow up session (if appropriate) will be when more detailed reflections can emerge and when students can get a measure of where they might be regarding their own development in terms of entrepreneurship and the enterprising mind-set.

Resources:

  • Post-its or similar sticky pads
  • Pens
  • Flip chart

About the Author
This guide was produced by Dr Peter McLuskie, Coventry University. If you would like to contact the author, please use this email address:- Peter.McLukie@coventry.ac.uk.

Communication Icebreaker Introduction (QAA 3,6,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Carousel Tables (small working group)

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

3Decision making supported by critical analysis and judgement 6Interpersonal Skills 7Communication and Strategy

Objective:

  • To engage learners in wider concepts of communication
  • To explore/appreciate their own judgement and decision making skills
  • To encourage learner to appreciate non-verbal communication and tools to engage with and understand each other
  • To act as an ice-breaker

Overview:

This short task is designed to build the foundations of effective initial communication within a group, by exploring the concept of instant judgement (against knowing more about an individual or situation). It uses non-verbal communication to draw out stereotypes and explore how communication extends beyond verbal to all aspects of presentation (of person, of situation etc).

Activity:

At the start of a session, explain that you would like to them join you in an icebreaker activity and invite them to work with people that they haven't met before and that there is one key instruction: that no one talks to each other (or uses other communication such as texting).

Split the large group onto smaller groups ( 2-4 people in each group) and request each participant to select 3 items that they are happy to show to others, from their bags, pockets, clothes or the room or wider area (leaf; research article; equipment etc). Invite them to place these items selected in the table in front of him/her in a small pile.

Now, within each group, each person writes on post-it what assumptions they have made about the person, and places them around the items (so they made public). These opinions should be formed based on the displayed items by the person. This attempt at "personality analysis" should be gathered from their ownership/possessions of items/belongings.

Once they have completed this task, the group should be invited to talk together and work through each pile of items and comments together. They should be left for a reasonable length of time to talk/explore their assumptions and get to know each other. This stage is important to allow enough time to work through their points and learn more about each other.

Finally conduct a whole group debrief regarding assumptions and non-verbal clues. Ask the group about how they felt undertaking the task, and to recognise their emotions (arriving to a new programme to meet new people) as part of the process.

Skill Development:

The skills developed within this ice-breaker related to confidence, non-verbal communication and assumptions. However they are also exploring their skills of analysis and ability to reach conclusions, together with inter-personal skills as they began their feedback. This required listening to others, acceptance and openness and emotions will have played a part throughout the process.

Resources:

Papers, pens, items owned by individuals

About the Author
This guide was produced by Enterprise Evolution.

Exploring Decision Making through Subject Review (QAA 3,5,6)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Any

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Any

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills

Objective:

  • To test or review key learning through an interactive game

Overview:

The activity can is best used as an ice breaker or as a revision technique as it is a fun method to start participants communicating and testing their subject knowledge and improving their subject judgement and decision making.

Activity:

  1. Give each individual 4 post-its or cards
  2. Give everyone 10 minutes to research or review their recent learning (or set this as a task the week before, in advance of this class) to determine 4 “facts” or knowledge that they will be using to test their fellow students with.
  3. After the research/review period, ask everyone to write 2 true facts, a lie (incorrect fact) and a point that is in debate in your field on each card.You can invite the students to be challenging in their statements, so that the fact may be basically correct, but there is a lie (incorrect element) which needs to be detected.
  4. Divide everyone into pairs or into 4s
  5. Each grouping need to identify their “truths” “lie” and which point is not yet confirmed/agreed upon within your subject area.

Once completed, the students need to produce their source material (reference; source; photo of quote etc) and their sources will be subject to comment by their partner.

If you want to create the review questions yourself to ensure that they are challenging and subtle enough to require analysis and critical judgement, you can issue the cards to the teams and circulate the cards amongst the groups.

Skill Development:

This quick challenge tests subject knowledge and can be challenging if the students create subtle statements. It can build their knowledge and
judgement if the “maybe” or “lie” require critical analysis and judgement, and (especially if you provide a longer research/review period) you can encourage the students to challenge each other. However there will be times when they need to make a decision with insufficient knowledge. Review of this activity ought to be undertaken to explore the subject material and also the pressure/time constraints of meeting the requirements of the game. Emotions are worth noting and pressure to create or answer the questions need to be recognised.

Resources:

  • Post-its or cards (or paper)
  • Pens

References:

n/a

About the Author
This guide was produced by EntEv.

Team Building Time Challenge (QAA 4,6,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6)

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Outside

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

4Implementation of ideas through leadership and management 6Interpersonal Skills 7Communication and Strategy

Objective:

  • To understand team dynamics and how teams come together to achieve a goal
  • Understanding the importance of careful research, discussion and planning
  • Listening to other members of the team
  • Research
  • Idea generation
  • Sales, persuasion techniques (as needed)

Overview

This exercise is a fantastic way to get people working together as they tackle up to 10 tasks in a given time frame. With limited information (on each other and the tasks presented) the group must navigate through the challenges in order to be the most successful group (back within the time frame; most tasks achieved; most accurate delivery of the tasks). Depending on the tasks selected, specific industry or sector knowledge can be tested as widerskills of background knowledge, research and creative thinking are required. Insist upon evidence of the achievements (photos on flip or camera phones) as well as delivery of objectives.

Activity : This activity needs a long session (such as 120 minutes) to complete, reflection and analysis takes place at the end of the session.

The groups of up to 6 people are sent out to complete > 10 tasks (usually 3 cryptic, 3 researched and 4 fun)

Examples of these could include:

  • To find an encryption or statue (or similar engraving) in the University Library
  • Two examples of their subject/discipline in practice (photographs or illustrations of)
  • Interview a relevant professional in the field
  • Find a particular journal article
  • How many people can you fit in a phone box
  • Share a message on social media as widely as possible

These tasks should be developed beforehand to suit the environment where the day is taking place. Ensure there are fun tasks involved and that everyone has a chance to engage by creating a range of challenges that involve the physical, mental, social aspects of your learners.

To manage this challenge effectively, if it important that you:

  • Give strict time frames and penalties for not meeting the time
  • Consider the health and safety aspects of all the challenges and adapt to suit your learners (by keeping everyone on campus; in 1 building; or keeping all the tasks within the 1 room etc as necessary).
  • Consider whether you wish to keep them all together as a team or are happy for individuals to split off to deliver tasks back to the group.

Practically it can also be helpful to give them a puzzle to solve before they can leave and a further one when they return. This means they are leaving at different times and they return to a final challenge, so that you can record time and award points.

Skill Development:

Depending upon the challenges you create, there is a wide range of transferable skills and knowledge base that you can test during this challenge. You can create tasks that draw upon their:

  • Imagination and creativity
  • Communication and Strategy
  • Problem solving
  • Teamwork and organisation
  • Route Planning
  • Research skills
  • Leadership/Persuasion
  • Decision making
  • Logistics/Systems
  • Speed/Precision/Efficiency
  • Reflection/Review/Analysis
  • Feedback

It is important that you review the challenges and how the groups tackled the tasks in order to draw out the subject learning and these wider skills, before reviewing the wider team experience by exploring:

  • How the initial discussions went, did someone take the lead, was it a bit of a shouting match, was it chaos, was there a lack of ideas/too many ideas
  • Whose ideas were listened to the most and why
  • Who planned the route
  • Who was ignored and why
  • Whose ideas were taken on board and why, was a consensus achieved
  • Who allocated roles
  • Who put themselves forward for roles
  • How did the actual production go, smooth, chaotic, who took the lead, who organised, how did it progress, how was the mood of the team?
  • Was everyone involved? Did everyone need to be involved?
  • How did the dynamics between the members of the group change as they went through the different stages
  • Were more people involved, less people involved
  • How did people participants feel at each stage, did confidence grow or recede
  • What skills were employed by the task
  • How are these important to a task/team

Drawing out the team dynamics will allow the students to identify the lessons that they can take forward that will improve their future group work and learning experiences.

Ask if they started by sharing their knowledge and skill set or just started on the tasks (the most typical response) and whether they would do that again. Ask when, or if they ever start a task by reviewing when they have collectively or individually undertaken something similar and what was learnt that they could take forward.

Resources:

  • Prepared tasks – such as Two indoor puzzles/tasks
  • Research the area for tasks to complete
  • A flip phone or check if students have their own camera phone
  • Flip boards or wall space to show evidence
  • A prize
  • A timer or watch

About the Author
This guide was produced by EntEv.

Communication Icebreaker (Physical) (QAA 4,5,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Any

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Presentation Space

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

4Implementation of ideas through leadership and management 5Reflection and Action 7Communication and Strategy

Objectives: 

  • Ice breaker (which builds a connection between pairs)
  • Participants will have to interact and adapt their communication skills to help their team member 
  • Participants will reflect and evaluate their performance as a pair
  • Improve communication and listening skills and to highlight the importance of trust when working in a team or pair

Overview: 

This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication.  The activity can be used at any time during the session, however it is highly effective as and ice breaker.  It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.

Activity:

You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount.  You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed.  This can be actioned by anyone and will not result in any penalties.

To run the task, gather the group outside the room and:

  1. Scatter furniture that can be used as obstacles but ensuring that safety is not compromised. 
  2. Put team members into pairs and should decide amongst them who is to be blindfolded first. 
  3. The sighted and blindfolded member should stand at one end of the room. 
  4. Aim of the task is for the sighted individual to guide their partner across the room and giving concise information to avoid the obstacles. 
  5. Once each team reaches the other side, the pairs are to swap roles 

It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.

Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).

Skill Development: 

This task requires listening and communication skills and also helps builds trust and connections across the pairings.  However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future.  It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges.  These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.

Resources:

  • Blindfolds
  • Large room  - large, safe, open space
  • Items that can be used as obstacles which will act as safe barriers (not fall over; not hurt if walked into – no sharp edges)

About the Author
This guide was produced by EntEv.

Gather learners’ expectations and needs (using post-its) (QAA 1, 2)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Lecture Theatre

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation

Objectives:


• To allow learners to contribute to the agenda for large-group teaching sessions;
• To allow teachers to find out ‘where a group of learners is at’ at the start of a large-group session
• To gather details of ‘learning incomes’ for a group – what the learners can already do, what they already know, and what their potential problems may be.


Overview

This is a plenary activity using post-its in a large-group setting, for example in a lecture theatre, at the start of a lecture, or at the start of a series of lectures. Each learner is given a post-it, and asked to respond privately to a given starter-question. Learners are then asked to swap post-its, and a few volunteers are invited to read out what’s on the post-it they now have (in the comfort of relative anonymity). Then learners are asked to stick up all the post-its on one or more flipcharts, to serve as an exhibit for the rest of the lecture, and to be taken away by the teacher/lecturer at the end of the session for further exploration.


Activity


1. Show a slide indicating very broadly what the session is going to be about, or give a very short oral introduction to the session.
2. Issue post-its, one to everyone (rectangular ones are best for this)
3. Picking a main topic from what’s going to be addressed in the session, indicate the starter statement on a slide ‘Xxxx would be much better for me if only I ….’ and ask everyone to jot down, in good handwriting, quick completions of this starter on their post-its.
4. Ask everyone to swap post-its, till they’ve lost track who may have their own.
5. Find a volunteer to read out, loudly, whatever’s on the post-it they now have. Explain that there’s no risk, as if the post-it is ‘silly’ it’s not the fault of the person who now has it.
6. Ask the volunteer to pick any other learner (e.g. by what colour they’re wearing or any other way), and get them to read out what’s on their post-it.
7. Repeat till between 6 and 10 post-its have been read out.
8. Ask for the post-its all to be stuck onto a flipchart (or two) at the front of the room, e.g. ‘folk at the end of rows please bring them and stick them up’.
9. Look briefly at the exhibit, picking out trends, praising a couple of really good ‘if only’s, and reading out any amusing ones.
10. From time to time during the session, address things that were listed on the ‘if only’ post-its.
11. Peel off all the post-its and take them with you at the end of the session, and if you have time sort out what the most frequently occurring ones are, and start of your next session with the class by addressing one or two of these directly. From the whole collection, gain an idea of how much (or little) the group seems to already know about the topic (the ‘learning incomes’ – what they’re bringing to the topic).

Skill Development

This exercise helps teacher and students develop the following skills:
• Teacher: skill at finding out ‘where a group is at’ regarding a new topic, or an (important) subtopic.
• Teacher: a way of starting a lecture where it matters little if a few stragglers are still arriving during the activity.
• Teacher: a resource to re-visit before running a new session on the same topic with another group in future.
• Learners: the feeling that their views, fears, and ideas are being collected and addressed by the teacher.
• Learners: a quick, anonymous, safe way of admitting things they think will be difficult or challenging.
• Learners: the opportunity to think quickly around a new topic, and pick something they would like to get out of it being covered in the session.


Resources

• One or more pads of post-its.
• Something on which post-its can be stuck by learners towards the end of the activity; a flipchart is ideal, but doors, windows, whiteboards and walls can be used as necessary, testing them first to ensure post-its will actually stick to them.
• A few pens or pencils to give away to those learners who haven’t one with them. 


References:


Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
https://iad4learnteach.wordpress.com/2014/01/10/making-learning-happen-the-power-of-the-post-it-note/
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk

 

About the Author
This guide was produced by Professor Phil Race.

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Student Mentoring (QAA 1,2,3,5)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6)

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Any

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action

Objective:

  • To support students' personal development
  • To support the development of students intra and extra-curricular projects and enterprises.
  • To provide students with opportunities to develop ideas, take actions and reflect on progress.
  • To assist students in identifying and exploiting networks and support available to them.

Introduction:

At Glyndwr University, every student and graduate is offered the support of a dedicated mentor to support them in their enterprising endeavours, facilitated through the University's ZONE Enterprise Hub (this mentoring has been both core funded by the institution, and supported through the pan-Wales HEFCW funded Enterprise Support Programme).

ZONE

Figure 1: ZONE Enterprise Hub at Glyndwr University

In the period July 2014 – July 2015, 158 such mentoring appointments were conducted, supporting the creation and development of 40 new businesses.

This mentoring takes many forms, and plays a vital role in students' development in a number of ways. This can range from supporting the development of clear and original ideas, to facilitating effective reflection and evaluation on progress, to providing specific contacts and information to address aproblem, or exploit an opportunity.

This mentoring has been delivered one-to-one, and one-to-many, sometimes as a standalone occurrence, and sometimes developing into relationships that persist for a considerable length of time.

Beneficiaries of this mentoring service have come from all programmes and levels of study, with enquiries ranging from looking to launch businesses, to requiring support with enterprising projects related to their academic study, to those looking for broader personal development.

The following is an indicative example of how the mentoring service has been utilised by one such student.

Activity:

Mentee – 2x MA Education Students

Figure 1. The ZONE Enterprise Hub at Glyndwr University

Two students of MA education programmes at Glyndwr University attending mentoring appointments, looking for support in developing a new social enterprise, offering a variety of youth services.

The students had extensive subject knowledge, and good business knowledge, gained from both their education and employment, however, both found the mentoring environment to be beneficial as a sounding board for ideas, as a place to stimulate reflection on progress and to plan and prioritise actions, and as a source of motivation as they progressed.

The mentoring relationship consisted of approximately fortnightly appointments over a period of a several months, interspersed by regular email correspondence, providing the students with regular opportunities to report on their progress, reflect on the actions they were taking, to goal set, and to remain motivated.

Once the students had achieved their primary goal of establishing their social enterprise, the intensity of this mentoring relationship was reduced, but through periodic email correspondence, opportunities for continued personal and professional development were promoted and discussed.

Impact:

The mentoring intervention allowed the students to make faster progress than would otherwise have been possible, maintaining their focus, not allowing themselves to dwell on arbitrary decisions, reflecting carefully on important decisions, and through discussion with one another and their mentor, finding effective solutions to problems as they arose.

Upon establishing their social enterprise, the students continued to progress their MA studies, whilst exploring various business opportunities.

Resources:

For further examples of mentoring, see Animal Studies and Earth Sciences, Environmental Sciences and Environmental Studies

References:

Zone Enterprise Hub. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37%2522%2520target%253D%2522_blank%2522. [Accessed 24 August 2015].

Author:

With thanks to ZONE Enterprise Hub, Glyndwr University

Live Entrepreneurship Projects in Early Years Education & Practice (QAA1,5,6,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6)

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Outside, Special

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

1Creativity and Innovation 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objectives:

To enable learners to:

  • demonstrate learning and reflective practice through experiential group work
  • explore a range of paradigms, methodologies and research methods used in early years research
  • extend knowledge and understanding of collaborative skills and practices used in the wider Early Years education and practice settings
  • identify and evaluate a range of techniques and tools for developing reflective practice
  • support the use of Welsh language and interpret how Welsh culture is promoted through curricula strategies in the early years

Introduction:

Undergraduate BA (Hons) Education and Linked Named Award (LNA) programmes (Welsh/English medium) year 2 students for their Professional Learning and Practice 2 module are given the opportunity to engage with local community groups for live project work. Research findings suggested that the student experience on the BA (Hons) Education programme were closely linked to the quality of the experience within the placement setting.  The live projects encourage new methods of delivery and assessment criteria within the education programme which allow students to engage in an innovative learning opportunity, simulating the workplace experience.  These new settings provide placement opportunities on a voluntary basis where there is a variation in the student experience. 

 

The purpose of the activity using a blend of academic learning and practical experience is to develop learners networking, confidence, team working and problem solving skills whilst engaging with real companies and not for profit organisations within the local community.

Groups of students work with an organisation to create resources, education packs, or organise events for schoolchildren, young people or teachers (to introduce as part of the curriculum) to help encourage more interest in the aims and objectives of the company or not for profit organisation. All groups have to actively engage with their organisation and the community to; fulfil the brief; research, plan and carry out the task; pitch ideas and present to peers and representatives on their experiences; and feedback on the project.

Activity:

The Education Resource Manager and Arts Development Officer at a local theatre and arts centre were approached with regards to setting a live project brief for learners.   Different project ideas were offered to a group of thirty five learners from a BA Early Years Education and Practice programme, for example; encouraging access to the building, promoting art works, engaging the local community including target groups, promotion of arts courses/classes. 

Learners were split into groups, had to brainstorm ideas and then pitch the idea back to the theatre and arts centre staff determining whether their project would be arts or education focussed.

Once accepted groups spent 16 weeks; developing the proposal, delivering the project and presenting their feedback in a formal dissemination session with the theatre and arts centre staff. Personal and continual reflection were encouraged throughout the project.

Students also presented experiences reflecting on the benefits and skills gained throughout the project. Huge learning areas highlighted included project management, financial management, marketing, exponential growth in skills and learning from the experience. 

Specific Example:

Six BA (Hons) Inclusive Education students hosted a national premiere of the film ‘The Pig Picture: Rethinking Dyslexia’ and a networking event at the theatre and arts centre.   The film provided personal and uplifting accounts of living with dyslexia from a variety of individuals including school children and iconic leaders, addressing common misconceptions and painting a picture of hope for all those who struggle coping with the condition.

The students worked with the theatre and arts centre staff and a local charity offering support and tuition for children with dyslexia. The students decided to increase revenue through alternate income streams by; selling popcorn and holding a raffle. They also utilised strategies for attracting different market (Students, OAP’s) to raise income from ticket sales though price differentiation.

Impact:

The impact was significant, as:

  1. The majority of students wanted to repeat the opportunity showing a beneficial impact on the learner experience
  2. Proceeds raised were donated to charity
  3. Awareness of the Theatre and Arts Centre increased
  4. Learners used and adapted knowledge and skills to ensure success
  5. Positive feedback given by Dyslexia campaigner and former Welsh rugby international Scott Quinnell

Learner outcomes:

Learners were able to:

  • Apply and evidence a range of appropriate practical skills and knowledge gained in placement, demonstrating clear links between theory and practice (supported by a professional practice monitoring report)
  • Reflect and evaluate upon practice in an early years context and justify areas for professional development
  • Evaluate the use of the Welsh language and the promotion of Welsh culture in an early years context
  • Examine a range of paradigms, methodologies and research methods used in early years research

Specifically learners developed:

  • Project management skills to complete and respond to a live brief
  • Confidence within themselves and the ability of the team
  • Team working skills through group work and team development
  • Networking skills through liaising with external organisations and customers
  • Commercial awareness
  • Event organisation expertise.

Student Reaction:

Laura Davey, Laura Harvey, Charlotte Hodge, Charlotte Portman, Jessica Porter and Martha Dickinson who took part in the live project work and hosted ‘The Pig Picture: Rethinking Dyslexia’ event stated the best thing about the activity was:

  •  “Working with new people, new organisations and creating new ideas.”
  • “Running our own events.”
  • “The project was the best thing.”
  • “Working with others.”
  • “Using new and developing employability skills. Networking.”
  • “It worked really well.”
  • “The best thing was the final presentations of our projects.”
  • “Working with new people and the community.”

In addition: Scott Quinell, former rugby international and campaigner on Dyslexia praised the students saying “The ability to actually put this together, get the film and the wonderful venue, sell the tickets and get people through the door is brilliant. Seeing the film highlighting awareness of dyslexia and helping people is superb”.

Dr Rhiannon Packer, course leader said “Working with the theatre has provided the students with an opportunity to work on a real life venture, not only has it refined their professional skills and confidence but has also given them an opportunity to play a part in the local community. The benefits of the live project were invaluable as the students commence working careers following completion of their degree. I am very proud of their success.”

Jane Newby, Academic Subject leader for Education and LNA said “The students have thoroughly enjoyed taking part in these projects and have found them an extremely worthwhile element of their studies. This venture has been so successful I plan to include this type of partnership work in the syllabus for next academic year”.

Resources:

  • Engagement of supportive organisations
  • Input from lecturers
  • Enterprise support
  • Entrepreneurial students

 

References:

  • University of South Wales website

 

 

 

About the Author
This guide was produced by Catherine Tarling, Dr Rhiannon Packer and Jane Newby (University of South Wales).

Embedding Enterprise and Entrepreneurship into Education (QAA 1,2,5,6)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6), Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Any

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation 5Reflection and Action 6Interpersonal Skills

Objective:

To enable ‘educators’ to:
• explore the different contexts and definitions of enterprise and entrepreneurship
• ascertain the relevance to stakeholders in an education context specifically the; government, educational organisation, educator, learner
• appraise how different ‘..olgogies’ can be utilised to facilitate entrepreneurial learning
• develop, deliver and evaluate appropriate teaching and learning resources
• reflect on the importance to the educator in relation to the needs of the 21st Century learner.

Overview:

The interventions aim to provide educators with an overview of the knowledge, skills and competencies required to equip learners with entrepreneurial skills and attitudes to raise aspirations, so learners can fulfil their potential whatever they chose to do.

The interventions have a three stage approach:
• Engaging: Awareness raising – promoting the value of entrepreneurship to create opportunities and develop learners
• Empowering: Providing experiential learning opportunities – developing skills and attitudes through practical experiences (example: Entrepreneurship in Education Live Briefs)
• Equipping: Helping to support learners to create and grow businesses.

Activity:

Engaging: Icebreaker 10 minutes:
What do the terms enterprise and entrepreneurship mean to you?
Invite individuals to draw an image associated with the terms, then in turn explain their image to peer group. As facilitator, you can to write down key words from each participant explanations to build a cohesive view.

Introduction: Objectives overview

What is enterprise and entrepreneurship in an educational context?
• Provide a definition of enterprise and entrepreneurship education (E.g. QAA, Welsh Government, European Commission) - development of skills and application of skills in a practical context.
• Facilitator to link words from icebreaker activity to definitions but to emphasise that entrepreneurship is about developing a positive and proactive approach to whatever you do in life, whether it is setting up a business, working for someone else or doing something in the community.
• Provide an overview of local, regional, national or international strategies, policy documents, plans or recommendations that may be of value which provide a structure and focus for entrepreneurship education e.g. Welsh Government YES Strategy, Lord Young’s report Enterprise for All, European Commission Rethinking Education.

Why is it important?
• Quick quiz based on current political, economic, sociocultural, technological and legal facts/figures/statements.
• Facilitator to provide an overview of the enterprise and entrepreneurship agenda for primary, secondary, FE or HE and link back to quiz. Emphasise that Entrepreneurship education has four key audiences; learners, education, business and the community who all have a vital part to play.

Where does Enterprise and Entrepreneurship education fit?
• Facilitator to link Employability and Enterprise/Entrepreneurship agenda to the organisation, wider community, learners, curricular (whichever is most appropriate) in particular the development of skills.
• Applies at different levels and in different contexts, for example:
o At a personal level  - being entrepreneurial or enterprising
o In the community – as a social entrepreneur/setting up a social enterprise
o As an employee  - the practice of Intrapreneurship
o Providing information - infopreneurs (specifically through social media).
o Working as part of a team  - intrapreneurial
o Setting up a business and becoming self-employed
o As an employer – running your own enterprise
o As an educator – the teacherpreneur/edupreneur
• Participants can complete the Enterprise Catalyst, GET2 Test, ACRO questionnaire.

Empowering

How to deliver?
• Introduce pedagogies, androgogy, heurogogy. Participants to take part in and reflect on practical activities to develop entrepreneurial skills (See Pass the Polo / live projects example).
• Participants to develop, deliver and evaluate a teaching and learning session utilising enterprise and /or entrepreneurship education
• Discuss teaching philosophies and reflective practice.

Equipping

Who can provide additional support?
• Facilitator to provide an overview of local and regional support agencies, government organisations, programmes and provisions. E.g. NESTA, NCEE, EEUK, Shell livewire, banks and building societies, Business Wales, Big Ideas Wales.
• Role model sessions to engage learners
• Mentoring – signposting and guidance.
• CPD available – YES CPD HUB - IEEP, IEEC, EULP, EEUK


Skill Development:

To develop educator skills and behaviours to meet the diverse needs of learners, business and the community.
• Attitude – the ability to understand yourself, your motivations and how to achieve your goals, including; self knowledge, belief and confidence, motivation, aspiration, determination and competitiveness.
• Creativity - the ability to generate fresh ideas, solve problems and spot new opportunities, including; problem solving, lateral thinking / ideas generation, spotting and creating opportunities and innovation.
• Relationships - the ability to communicate effectively, expressing your own views and ideas, appreciating others’ viewpoint and working co-operatively, including; working with others, managing difficult situations, negotiation, persuasion and influence, presentation and communication.
• Organisation – the ability to make informed decisions and fulfil objectives by planning and managing situations, resources and risk, including; planning, managing resources, decision making, research and understanding the environment, managing risk and vision and goal setting.

The Edupreneur (educational entrepreneur) - Jon Bacal (2013)
An edupreneur, also known as an agent of change, they combine the concepts of education and entrepreneur and brings in new ideas and concepts from the  business world into public education. Thus, you can also call an edupreneur, the educational entrepreneur.  They bring  passion, imagination, grit and a sense of urgency in their zealous drive to create and constantly refine optimal learning for young people, organization-wide and for every learner.

Learner Feedback:

  • Cerys Hopkins – “I wanted to find out what resources I can use to help with teaching and integrating entrepreneurship into my lessons which I will now apply to my teaching”
  • Matthew Pewther-“The best part of the session was being shown how different strategies can be implemented during lessons to encourage entrepreneurial behaviours , I will definitely use some of the examples in my lessons which I think will be fun and valuable”
  • Tracy Cage - I learnt most from “ All of it because I had not attended this type of training before and I will use the activities and ideas to incorporate entrepreneurship into my lessons “
  • Anon “It’s made me want to finish the course now and become an entrepreneur. The sessions have given me the information I needed, highlighted the skills I have and given me the confidence that I can do it”.

Resources:

• Post-its or similar sticky pads
• Pens 
• Powerpoints
• IT/Internet
• Flip chart paper

References:

Key authors

  1. Biggs, J. B. and Tang, C. (2007), Teaching for Quality Learning at University, 3rd Edition, Maidenhead: Open University Press/McGraw Hill.

  2. European Commission. Entrepreneurship and Social Economy Unit (2012) ‘Rethinking Education: Investing in skills for better socio-economic outcomes’. [Online]. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52012DC0669

  3. European Commission (2013) Report to the European Commission on improving the Quality of teaching and learning in Europe’s higher education institutions [Online] Available at: http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf

  4. Gibb, A. A. (2007) ‘Entrepreneurship: Unique Solutions for Unique Environments. Is it possible to achieve this with the Existing Paradigm?’, International Journal of Entrepreneurship Education. 5: pp. 93-142. Senate Hall Academic Publishing.

  5. Hannon, P. (2006) ‘Teaching Pigeons to Dance: Sense and Meaning in Entrepreneurship Education’. [Online] Available at: http://www.ncee.org.uk

  6. Kirby, D. (2002), Entrepreneurship, Maidenhead: McGraw-Hill Higher Education.

  7. Mortiboys, A. (2005), Teaching with Emotional Intelligence: A step by step guide for higher and further education professionals, Oxon: Routledge

  8. NESTA (2009) ‘Creative Enterprise Toolkit’. (Online) Available at: http://www.nesta.org.uk/sites/default/files/cet_books_1-4.pdf

  9. OECD (2012) Teaching Practices and Pedagogical Innovations: Evidence from TALIS

  10. Quality Assurance Agency for Higher Education (2012) ‘Enterprise and Entrepreneurship Education – Guidance for UK Higher Education Providers’. Gloucester: QAA

  11. Rae, D. (2008), Entrepreneurship: from opportunity to action, 2nd Edition, Basingstoke: Palgrave Macmillan.

  12. Welsh Assembly Government (2010) ‘Youth Entrepreneurship Strategy an Action Plan for Wales 2010-15.’ Cardiff: Welsh Assembly Government.

  13. Young, D. (2014) ‘Enterprise for all: The relevance of Enterprise in Education’. [Online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338749/EnterpriseforAll-lowres-200614.pdf

 

Websites:

  • Big Ideas Wales – www.bigideaswales.com

  • Business Wales - www.business.wales.gov.uk

  • Enterprise Catalyst – www.enterprisecatalyst.co.uk

  • Educational support and resources - YES National CPD Hub, EEUK, NCEE, ISBE, Kauffman, NESTA, STEM,

  • Enterprise Support agencies – Princes Trust, Wales Coop, Unltd, Shell livewire, NCEE

  • Other organisations – Banks and building societies, Councils

 

About the Author
This guide was produced by Dinah Griffiths and Cath Tarling (University of South Wales).

Eich Enghraifft Yma

Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk

Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.

Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni

Ymgorffori Entrepreneuriaeth

Os oes gennych chi neu eich myfyrwyr ddiddordeb mewn datblygu syniad busnes, dod yn hunangyflogedig / gweithio ar eich liwt eich hun neu greu busnes dyma rywfaint o offer i helpu a hefyd rhai cysylltiadau ar gyfer cefnogaeth dechrau busnes.

Canllawiau Sut i

Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.


Defining your Customer Base (QAA4,5)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Individual Task

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Any

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

4Implementation of ideas through leadership and management 5Reflection and Action

Objective:

  • Develop and demonstrate their understanding of their customers, by describing their characteristics and motivations.

Overview: 

This activity should be undertaken individually by the entrepreneur, then to be discussed with the business development provider or peers in a group situation.  Asking the entrepreneur to explain their answers will help them to deepen their understanding of their customers, help to identify where there are information gaps and therefore what additional market research may be required.

Activity: 

Instructions

Invite the entrepreneurs / small business owner to consider their customers and to describe them in terms of each of the following categories:

  • Demographic, who are your customers?  What is their typical profile in terms of age, gender, income, employment status etc.? 
  • Geographic, where are your customers and where do they buy your products / services?
  • Psychographic, what’s important to your customers? What are their values and aspirations; what kind of lifestyle do they have? 
  • Behaviour, how often and when do your customers buy?

And then describe what the benefits the product or service brings to customers.

My customers …..

The benefit of my product / service to my customers is …..

Skill Development:

By developing analytical and reasoning skills within entrepreneurial learners, it is possible to test assumptions and explore research findings with a clear context of start-up.  This activity focuses upon the understanding of the potential customer and requires research and reflective skills.

About the Author
This guide was produced by Lisa McMullan.

Defining your Customer (QAA 2,3,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6), Individual Task

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Carousel Tables (small working group)

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objectives:

  • To build a profile of (future) customer as a person
  • To develop the business offer through a broader understanding of the customer needs
  • To  support critical thinking and evaluation of ideas 

Overview: 

This exercise enables students to demonstrate their understanding of their potential customer and deepen that understanding to create a robust offer.

Activity: 

Give each group or individual a sheet of paper with an outline of (non-male or female) person drawn in the middle. 

Ask them to depict on the figure what they might know about their (future) customer.  This requires them to visually-describe their customer, including things like: 

  • Where do they live, work, spend time outside of work and home
  • How much do they earn
  • Where else might they access products/services like yours
  • How do they think, feel
  • What experience do they expect 
  • What concerns do they have
  • What life to do they lead

The purpose is to try and establish a real understanding of what is important to a potential customer, rather than drawing out key “facts” about them (disposable income etc).

Once all the drawings are done, everyone looks collectively at the different customer outlines and tries to add further understanding from what they can see.  The owner of the drawing need not accept these, but can include anything relevant onto their picture.

Once every drawing has been explored, each team/individual needs to articulate one message that they have learnt from this exercise that they can take forward into their planning.  So if offering fast-food to a student customer base, they may have identified price as critical.  However the wider discussion might have identified that students may also select to eat somewhere that is offering free wifi to allow them to connect with others or make plans with each other.  Or if the customer base was a family, then other elements that are important to them such as child-friendly parking, might indicate 1 premises to be more attractive than another.  This “linked” thinking allows the student to draw out the wider benefits of their product or service and explore it in order to create an effective offer.

Skill Development: 

Whilst this task can be based on initial research undertaken by the student, the critical thinking comes from the assumptions that the wider group offer to develop their thinking.  This shows the power of group work and allows the students to deepen their own thinking through the examples of others.

It is useful to explore this task at the end of the session to see how the groups found sharing and testing their assumptions in a group environment.

Resources: 

Paper, pens, flipchart (outline of a person)

About the Author
This guide was produced by Alison Price.

Consensus Building through Business Planning – Costs and Benefits (QAA 3,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Small group (teams of 4-6)

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Lecture Theatre, Presentation Space

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objective:

  • Develop an understanding of the benefits of producing a business plan, for them and  their business
  • Develop an understanding of the costs and resource implications of producing a business plan to them and their business 
  • Alleviate concerns and promote their ownership of the business plan 
  • To evidence the power of group work as ideas and issues are considered from different perspectives and shared through small group work

Overview:

This activity is designed to provide an opportunity for students to develop their understanding of the purpose and benefits of producing a business plan as well as expressing any concerns or issues relating to the process.  

Activity:

As an individual task – invite each student to consider the opposing statement below (that preparing a business plan is ‘a waste of time’ and ‘a valuable exercise’ and to make a list of the reasons why someone may agree with each of the statements. 

Each point can then be researched, discussed in small groups, and challenged within the small group situation to create a consensus for presentation.

The activity should be concluded by asking the group to agree where they would rank themselves on the continuum and make their position to the wider group.

This will create a range of presentations, which will draw out of range of concerns and issues, that can then be discussed and explored across the wider group.

Preparing a Business Plan

A waste of time ......................................  A valuable exercise
0                                                                          10

This can also be repeated, following business planning work, to provide a useful reflection tool at the end of the business planning process, when students are invited to consider the statements again having completed the business plan.  This can provide an indication of any change in the entrepreneur / small business owner’s view.

Skill Development:

The decision making within this task is both individual and within a group and therefore develops consensus building through discussion and debate.  The discussion will build deeper understanding of the business planning process and build confidence around this area, whilst the presentation skills to the wider group will build confidence in public speaking and debate.

About the Author
This guide was produced by Alison Price.

Design Thinking: From creative thinking to enterprising action (QAA1,2,3,5,6,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any

Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special

Any

QAA Enterprise Theme(s) ? 1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills

1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

  • Know about a range of ideas and concepts about enterprising mind-set and entrepreneurship
  • Reconnecting with your creativity 
  • Introduction to design thinking and exploring a challenge 
  • Apply design thinking to addressing a challenge 
  • Developing a chosen idea (including proto-typing if possible) 
  • Introduction to engaging others in your ideas (moving beyond a ‘Pitch’) 
  • Introduction to crowd funding and funding the idea from within the student and stakeholder audience (external if possible)

Introduction: 

This session suits larger groups of learners being introduced to the concept of enterprise, creative thinking and solving complex challenges. Working with interdisciplinary groups works best to encourage maximum creativity and adds depth to the chosen solution. An introduction to effective engagement with audiences which moves beyond a pitch is introduced and the session closes with the audience crowd funding the idea using specially designed local currency. 

Activity:

This is best run over a 4-6 hour period and can be split between 2-3 sessions to allow for further research into the challenge. Session starts with some team building activities set firmly within the context of the challenge. This can help students to better appreciate the challenge area and develop empathy with various perspectives/realities in relation to the challenge.  

Then follows some creativity exercises with an introduction to design thinking. Teams then apply this process (as time allows) through to completion with ideally prototypes being developed (if not posters/electronic adverts etc). 

Then the large group is introduced to the need for effective and authentic engagement of themselves and their ideas (moving beyond the ‘pitch’). Individual or group presentations are developed and practiced. Depending on timing and group size, there can then follow a couple of rounds of presentations with a final selection presenting to the whole group. Ideally this should include at least one external stakeholder/s linked to the challenge context (clinical/engineering/finance etc) able to provide authentic feedback. 

It can be fun then to introduce/revisit the concept of crowd funding and provide everyone in the audience with some currency (we have developed some university notes) and get them to fund their favourite proposal. Of course it could be that there will be some real funding available…

Impact:

This works best with some facilitators to help support the various groups as they progress through each activity and often can make a significantly positive impact where groups from different curriculum areas meet for the first time. Utilising external stakeholders to share their challenges can also help to add real value and excitement for learners. Learners tend to enjoy the active nature of the workshop and the rigours of presenting to an external stakeholder with potential solutions to the challenges set. 

Learner outcome:

Tend to see an increased awareness of wider enterprise and boost in confidence in terms of team working, design thinking, negotiation and engagement with audiences. A useful taster for deeper enterprising learning. Skilled reflection is vital throughout and post session/s through on-going programme.  Depending on the nature of the ‘challenge’ this can be extended to a module/programme duration.

Resources: 

  • Team building activities based in context – e.g. Clinical setting/Engineering/Creative/Education. 
  • Usual flip charts and pens etc. 
  • Raw materials for prototyping if possible 
  • Electronic devices to film short presentations 
  • Bespoke Currency for crowd funding session 
  • Prizes 

References:

Brown, T (2008) Design Thinking, Harvard Business Review, June 2008  (pages 85 – 92)
Dweck, C (2006) Mindset: The New Psychology of Success, By Dweck, Carol S. ( Author ) Dec-26-2007 Paperback
Krueger, N.F.Jr. (2010) 13 Looking Forward, Looking Backward: From entrepreneurial Cognition to Neuroentrepreneurship in Acs, Z.K and Audretsch, D.B. (eds.), 2nd Edition of the Handbook of Entrepreneurship Research, Springer 
Westfall, C (2012) The New Elevator Pitch: the definitive guide to persuasive communication in the digital age, Marie Street Press  

About the Author
This guide was produced by Carol Langston.

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