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.
Gall yr offer ETC canlynol eich helpu i gyflwyno'r sgiliau hyn yn y cwricwlwm.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
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
5Reflection and Action
6Interpersonal Skills
This series of three short improvisational exercises offers students the opportunity to identify personal limitations to idea generation and reflect on situations where creativity may have been stifled. Students will consider their personal abilities and reactions to their improvisational abilities, as well as approaches to incorporate improvisational thinking in entrepreneurial endeavours. The overall goal is to demonstrate how students can develop an entrepreneurial mind-set through improvisation. Such exercises are routinely used for developing improvisational actors as well as for pre-show warm- ups for the actors. This methodology was created in the 1960s and remains the standard by which individuals learn to improvise. Improvisation is an important component of the entrepreneurship method because idea generation and the ability to incorporate relevant, timely information are critical skills for developing new ventures that will not only survive but thrive.
Usage Suggestions
These exercises work for all audiences, undergraduate, graduate, or practitioner. It is particularly relevant for new venture creation courses, entrepreneurial creativity and/or leadership courses, entrepreneurship boot-camps, and workshops.
Pre-Work Required by Students
The optional readings may be used for pre-work or post-work, depending on the audience (see ‘Theoretical Foundation in ‘References’).
Time Plan (1 hour)
This exercise can be extended to longer sessions so that students can begin brainstorming entrepreneurial ventures. For the purposes of an initial introduction to improvisation, this teaching note has been written so that the exercise requires at least 60 minutes.
Introduction 0:00–0:05 (5 minutes)
Begin the exercise by introducing the concept of improvisation: Ask students generally if they know what improvisation means. Opening questions for the discussion can include:
Overview 0:05–0:15 (10 minutes)
Explain how the students will learn the basics of improvisation and see how they could apply it to entrepreneurship, in particular idea generation and creating new ventures. The instructor can show examples of comedy improvisation performance (either live or through video clips from YouTube. Some good short examples include scenes from the ABC show Whose Line Is It Anyway? An example clip can be found at http:// www.youtube.com/watch?v5Qd8bvNW9_h4).
After sharing an example, discuss how performing improvisation can be learned: there are lessons offered for comedy improvisation and improvisational acting performance in improv theatres worldwide. An established framework exists to learn how to improvise. For this class, improvisation equals thinking on your feet. They will now be “in” an improv classroom, and every improvisation theatre class begins with warm-ups. In order to think on their feet, they have to get up on their feet.
Warm-Up 1 0:15–0:20 (5 minutes)
Summary of Warm-Up 1
Students should experience and be able to articulate:
Warm-Up 2 0:20–0:25 (5 minutes)
Summary of Warm-Up 2
Students should experience and be able to articulate:
Warm-Up 3 0:25–0:35 (10 minutes)
After another one to two minutes of word association, ask them to stop and be silent. You can have them return to their seats at this point or have them stay where they are for the final group discussion. Now have them discuss how the word association experience was for them. Most will say this was easier to do, as they were in a group setting. So push them to explain what was happening rather than what they were feeling. Some of the following questions can be used for this debrief:
Summary of Warm-Up 3
Students should experience and be able to articulate:
Discussion 0:35–1:00 (25 minutes)
Once the students return to their seats, have them form groups of three to four and discuss what might be preventing their idea generation efforts related to initial new venture concepts. They should explore what holds them back when considering what they might do. Have them discuss the specific difficulties they experienced personally during the improvisation exercises and how they might get past these limitations to develop a more entrepreneurial mind-set. Have a member of each group report out one recommendation for fostering creativity through improvisation. A closing discussion should include how to incorporate improvisation in their idea generation practices.
Teaching Tips
It is important to keep the warm-up exercises moving fast. It might be helpful to tell the students before they begin the exercises that they will feel really uncomfortable, but feeling uncomfortable is the point of the exercise. In the debrief discussions, some students will genuinely enjoy the exercises and will say they found nothing in them difficult. Asking for a show of hands of those who found the exercise difficult to do first is often a better way to begin the debrief, before asking about how they found the experience (in case the students who enjoyed the exercises stifle the discussion). In warm- up 3 it is very helpful to move around the room encouraging groups to speed up their words so that there are no long pauses. It is important for them to think quickly and see how to come up with new ideas rather than thinking or planning and judging their ideas before they see where the new ideas can take them.
Key Takeaways
The full text ‘Teaching Entrepreneurship: A Practice-Based Approach’ can be purchased here > http://www.amazon.co.uk/Teaching-Entrepreneurship-A-Practice-Based-Approach/dp/1782540695
This exercise is taken from;
Attribution
Theoretical Foundations
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
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
4Implementation of ideas through leadership and management
6Interpersonal Skills
7Communication and Strategy
The learner will be able to explore an idea or concept as openly as possible to gather a wide range of solutions through the power of group work and seek to build a consensus through:
The focus within this task is open idea generation within a team, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored.
Within this scenario, participants must pretend that they've been shipwrecked and are stranded in a life boat. Each team has a box of matches, and a number of items that they've salvaged from the sinking ship but they can’t keep them all within the lifeboat. Members must agree which items are most important for their survival as they need to prioritise.
The challenge should be issued to the group, and time given to the challenge individually. This is important in creating the challenge of consensus building as it allows to think about the problem individually; continues the cycle of presentation and discussion in groups evaluate the process to draw out their experiences until the whole team has had a chance to voice their opinions and how teams arrive at consensus decision where everyone's opinion is heard.
Time: Flexible, but normally between 25 and 40 minutes
Number: Up to 5 people in each group
Instructions
1. Divide participants into their small teams, and provide everyone with a ranking sheet (with two columns).
2. Ask team members to take 10 minutes on their own to rank the items in order of importance. They should do this in the second column of their sheet.
3. Give the teams a further 10 minutes to confer and decide on their group rankings. Once agreed, they should list them in the third column of their sheets.
4. Ask each group to compare their individual rankings with their collective ones, and consider why any scores differ. Did anyone change their mind about their own rankings during the team discussions? How much were people influenced by the group conversation?
5. Now read out the "correct" order, collated by the experts at the US Coast Guard (from most to least important):
Once the general discussion relating to the individual scoring has died away, draw the discussion to the team approach and explore issues of leadership, listening, negotiation, decision-making and consensus building.
It is typical of many ice-breaker tasks that the learning is not within the task objective, but within the team process and often the desire to complete the task can mask the transferable learning that has been gained. It is therefore key, that once the discussion of the challenge itself is complete, that the debrief explore the skill development within the task and team work itself.
Either within the groups themselves, and then as a larger group, or working directly with the full group, seek reflections and comment on what they have learnt about:
As a facilitator, it is important that you allow them to explore their team process and find the learning within that. This can involve team members sharing difficult feelings about not being listened to, and this needs to be acknowledged, accepted and the lessons drawn from it (would it have been a better process to take view from each member and vote? Should individuals have been more forthcoming if they had strong views and how do they ensure they are heard in the future?). The lessons from each group can be usefully heard by the wider group, in order to understand and learn from different approaches as this allows deeper reflection as to how to approach similar challenges in the future to be explored.
Develop a simple chart for each team member. This should comprise six columns. The first simply lists each item (see below). The second is empty so that each team member can rank the items. The third is for group rankings. The fourth is for the "correct" rankings, which are revealed at the end of the exercise. And the fifth and sixth are for the team to enter the difference between their individual and correct score, and the team and correct rankings, respectively.
If this cant be done in advance and handed out, then it can be drawn by each team member at the start of the challenge.
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
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.
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:
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).
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.
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
5Reflection and Action
This reflective activity is based upon 'open questioning' to encourage students to explore their own behaviour in a group. As this activity focuses upon the individual it can be run effectively in any learning space and with any group size, however there are modifications available if the group has worked together before.
Students are asked to work alone to complete the following sentences in relation to yourself when working in teams:
My greatest skill in teams is
A skill in teams which I could handle better is
My quality which team members respond to best is
I respond best to team members who
If there is one thing I do too much of, it is
If there is one thing I could do more of, it is
Team members find my manner predominantly
Students are asked to attempt this task individually (3-5 minutes) making notes for their own use.
Then they are invited to turn to the person next to them and ask them 'How did you get on?'.
This question is worded that way in case anyone does not want to talk about the specifics of what they have put down but still talk about how difficult or otherwise they found the exercise.
After they have discussed for 5 minutes or so, the tutor should ask the whole group the question, 'How did you get on?'
Individuals respond by exploring the difficulties they found in answering this and collectively the group seeks to identify three pre-requisites for developing self-awareness.
These are:
Modification: If the group have worked together before you can ask them to undertake this task in pairs. First answering for themselves and secondly answering for their partners.
Then they can discuss/compare perceptions, and hopefully learn about the accuracy of individual self-awareness.
This deepens their skill development as will require effective interpersonal skills.
Modification 2: Completing a list of prescribed incomplete sentences can be a simple but very powerful tool for getting started on the reflective process. You can issue similar open questions after presentations or group work for individuals to reflect on. For example:
Here are some incomplete sentences for use by a student or lecturer in reflecting on a teaching /presentation session:
The part of the session that I found most rewarding was ..
The one part I would do differently if I had the chance would be ..
I was at my most uncertain when ..
I was most relaxed when ..
I felt anxious when ..
I was pleased with ..
I felt awkward when ..
One part of what I said that I could have worded differently was ..
Developing effective reflective skills requires practice and repetition. These open questions, together with the opportunity to share and comment, create the space for students to review their approach and consider the future lessons for their practice/behaviour. The technique of 'open questions' supports reflective practice and can be adapted to review many of the individual and group activities that students are challenged to undertake. Collective debriefing on personal reflection is also incredibly useful in helping the students appreciate wider viewpoints or to deepen their own practice. However it may be helpful to share clear ground rules regarding personal disclosure during these discussions to ensure that individuals only share elements of their reflection that they are comfortable with.
None
Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge
Paperback www.alanmortiboys.co.uk
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, 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
5Reflection and Action
To provide student group with the underpinning to support the development of their own personal reflective practice
To embed reflective practice into student learning
To evidence the skills that learners have already developed
This quick activity works well as an ice-breaker in any large group where you are seeking to establish a practice of reflection and build skills through your teaching. Most learners benefit from really understanding this within the context of their own experience, recognising that they bring to their formal education, a wide range of prior learning.
By introducing the words "enterprise" and "entrepreneurship" ask the students to write down their initial thoughts. Ask them first to write down when they have been either enterprising or entrepreneurial and consider if there have been other examples in their lives. Question them to consider whether they are different, and what does it make them think about (you can include TV programmes, role models, famous people, current news topics etc) to encourage everyone to have made a note of something (such as Dragon's Den, Richard Branson, Anita Roddick, etc).
Ask them to share these initial notes (withholding any personal stories they wish) and then share again (if the room permits, you can ask them to share in a group of 4- 6 but within a lecture theatre you can ask them to share "left" to create small discussion groups).
As tutor, you now need to seek feedback from the group to create a clear understanding of what makes something/someone enterprising or entrepreneurial (attempting to define the words).
Seeking feedback can be done verbally in a small group, using flip chart with the tutor seeking comments from each group to help form an understanding of these terms. However in a lecture theatre, it is possible to provide each person with a post-it (use different colours for the different words or ask them to write at the top of the note what they are defining) to write down what they consider to be a component of enterprise or entrepreneurship. Collate these responses and explore with the group through discussion examples (famous and personal experiences of prior learning) of what constitutes these terms.
It can be fruitful to allow the groups (or 2s) to discuss this wider response in the context of their thinking and experience and reflect upon this together. Invite them to make notes and share any key learning.
Introduce the QAA Guidance terminology and themes and ask whether the group to comment on these, against their group and team understanding. Ask them to consider (in groups or 2s) how this relates to their subject or profession and whether these skills and behaviours are useful to professionals working in their field.
You can use the definitions within the QAA Guidance or the Enterprise Graduate Outcomes Themes which underpin the ETC Toolkit (below).
Creativity and Innovation
Opportunity recognition, creation and evaluation
Decision making supported by critical analysis and judgement
Implementation of ideas through leadership and management
Reflection and Action
Interpersonal Skills
Communication and Strategy Skill
Draw their discussion to a close with an invitation to do further consideration and reflection on their own approach to problem solving, creativity, judgement and evaluation etc and to consider why reflection, and action, are a key element.
Ask them to determine what action they will take from their own reflection in this area (to keep a learning diary / skills journal or to reconsider their CV or profile; to reflect more regularly; to consider prior experience within learning tasks and challenges etc) and if possible, return to this commitment to act in future weeks to remind them of their individual challenge and to comment on progress.
This activity is designed to draw out fears, thoughts, ideas and practice as quickly as possible. Using post-its to collate ideas can be powerful in depersonalising the comments made, and still encouraging every student to participate. However the wider impact of this activity is the reflection and challenge to reflect and act.
By connecting education/topics to their lived experience, students are more engaged with the subject and can start to make connections which typically they refer to in other classes.
By referencing this activity and inviting students to reconsider their understanding, you are building their exposure to reflection and developing a "habit" which is transferable across their learning. It can be difficult as a tutor (time keeping) to ensure that you retain sufficient time at the end of any class or activity to reflect, but by having this tangible group experience to make reference to, the group can be invited to discuss this further each week in their friendship groups and comments can be taken at the start of the following week, as well at the end of the task.
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If you have any questions regarding completing the template, please Contact Us.
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
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
6Interpersonal Skills
7Communication and Strategy
(See Introduction)
Professor James Intriligator, Bangor University;
“In my “Consumer Psychology” module I teach students about advertising, marketing, and things like that. We watch lots of TV adverts and look at many posters, newspapers, websites, etc. We talk about the psychology behind all that.
As part of their assessment they have a final project: to develop a video to help sell “something”. This something can be either THEMSELVES (to their next job), or a product (something they love), or a service (e.g. Bangor University, a surf guide, etc.). They can do this either working alone or in a group of fewer than three.
(See learner outcome)
“The students love this assignment and I have had some astonishingly good submissions. In fact, most of the submissions are of far higher calibre than
the written work our students typically develop (this generation seems more adept at video-storytelling)
Many students have used this material to help get them their next job – or at very least to think about their next job. They have learned a variety of enterprise-related skills, including team working, project planning, persuasion & communication, to name but a few.”
The examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.
N/A
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
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
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Illustration students at Glyndwr University engage in ‘Negotiated Study’ modules in the final year of their undergraduate programme, engaging in real-world projects to develop their portfolio and equip them for the labour market. The nature of the creative sector entails that the vast majority of illustration graduates will encounter self-employment during their careers, and so well developed enterprising behaviours, and a strong entrepreneurial mind-set, are essential to their future success.
In 2011, three such students who had developed their own educational comic book ‘Clockwork Express’, partnered with science discovery centre Techniquest Glyndwr to develop their product, engage with its target audience, and to test the market. The project saw the students develop a wide range of enterprising behaviours, having to create ideas and identify opportunities, design and manage a multi-faceted project, respond to problems and moving parameters in real time, communicate effectively and establish numerous professional relationships, and work in a high pressure, uncertain environment.
The project took the form of a comic book competition for school pupils, preceded by educational workshops, and succeeded by a public art exhibition.
It was a success, and served to propel the students on their chosen career paths.
The project comprised of the development of original artwork and literature in the form of ‘Clockwork Express,’ and educational comic promoting positive female role-models to children, the concept for which had been developed by the group of students throughout their previous years of academic study. This was supported by the delivery of educational outreach throughout regional schools, and a multi-schools competition, eligible to all 8 – 12 year olds and inviting them to create their own original comic art inspired by the lives and achievements of female scientists.
The project was instigated by the students during the 2011 summer vacation, and culminated on International Women’s Day 2012.
The chronology of the project’s development was as follows;
1. Planning (Summer 2011 – September 2011)
2. Promotion and Securing Schools Involvement (3rd October – 25th November)
3. Development of Artistic Product and CPD (September 2011 – December 2011)
Figure 1: Original Artworks created for the 'Clockwork Express' comic
4. Confirmation of Participating Schools and Competition Packs (December 2011)
5. Educational Outreach (January 2012 – March 2012)
6. Competition (January 2012 – March 2012)
Figure 2: Competition Entries from School Pupils
7. Exhibition (8th – 31st March)
Figure 3: School pupils receiving certificates at exhibition opening
8. Evaluation
In total, over 1,950 people visited the exhibition of work created by the students and school pupils, and over 320 school pupils participated in the students’ outreach workshops.
To assess the quality of their work, the students gathered evaluation via forms, qualitative feedback, and consultation with participants throughout the projects duration.
Aim – “to use art as a means to promote female role models in traditionally male dominated fields, amongst 8 to 12 year olds in North East Wales”
Aim - “to encourage children to create their own original art works and literature, providing opportunity for these being put into print and on public display”
Aim – “to promote and focus group the magazine ‘Clockwork Express’ and the use of sequential art to support broader curriculum areas and after school reading”
Partner feedback included;
The students reported finding the project a real challenge, yet a worthwhile and rewarding one.
The broad scope of the project far outstretched the requirements of their academic assessment, and allowed the students to test a product which they were passionate about, with its’ target audience in a real environment.
Many aspects of the project brought the students out of their comfort zone (from presenting workshops to school children, to conducting interviews with the press), and all found great confidence, and exceeded their own expectations with regards to their achievements.
The evaluation and final reporting of the project formed the basis of a paper, which was delivered by the students at national academic conferences on comics in education.
The students built upon the experience of the project in the development of their own careers thereafter.
With thanks to the North Wales School of Art and Design, Glyndwr University, to Techniquest Glyndwr, and to the fantastic students who led the project.
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
6Interpersonal Skills
7Communication and Strategy
Objective:
Introduction:
In the first year of the Forensic Science undergraduate degree programme at Glyndwr University, students undertake a module in ‘Crime Scene Investigation.’ This module is a core module for all Forensic Science Students, and an elective module popular with students from various degree programmes including media, psychology and the humanities. Students studying this module have a broad range of career ambitions, including work within forensic science and associated services, the police force, criminology and criminal psychology, as well as many others looking to develop broader skills for future graduate level employment and self-employment.
A key part of the module is the learning of the rigorous practices and procedures that must be followed, for example, when handling evidence, or attending a scene of crime, something which can traditionally be one of the drier areas of the course. In working life, a forensic scientist is exposed to unpredictable and high pressure environments, is required to work with diverse teams, where clearly designated roles and effective decision making are essential, and will potentially be required to communicate complex and sensitive information in a number of settings to a diverse range of individuals. As such, we look to embed each of these skills into module delivery throughout the programme. Each of course, is also an enterprising behaviour, which will well equip students irrespective of their future career path.
To enliven this area of the module delivery, we partnered Science Discovery Centre Techniquest Glyndwr (who offer practical workshops on forensic science themes to high school students), and invited our students to train Techniquest Glyndwr’s presenters on various areas of procedural practice.
Activity:
The activity was delivered over a three hour period, with a group of approximately 20 students. Prior to the session, students had been made aware that the subject of the session would be procedural practice (something which had been covered in a traditional lecture format in previous weeks), and recommended key texts to read in preparation, but were given no further information regards the session’s content.
Upon arrival, students were told that in precisely 2 hours’ time, a group of professional educators from Techniquest Glyndwr would be attending, to receive training from the students themselves, on various aspects of procedure (handling evidence, attending a crime scene etc.).
Students were then instructed to organise themselves into small groups (of three to five individuals), select an aspect of procedure from those made available, and to prepare a 10 minute presentation on their chosen aspect. The students were encouraged to use the University library, phones, computers and other resources as they saw fit and report back to the classroom 15 minutes in advance of their presentations. A selection of props, and other presentation materials were provided for groups to use at their discretion.
Once two hours had passed, the students then each presented to their invited audience in turn, with groups observing one another, and fielding conducting a short Q and A at the end of their presentations. The presentation period was an hour in length.
Though the work was not summative, a formative assessment was made for each group.
Impact:
The activity, though simple to organise and deliver, served its purpose in both bringing to life an important, yet dry, area of the curriculum, and in developing the essential enterprise skills needed of the graduates. Though group presentations are often valuable in their own right, key elements that added to the impact of the exercise in this care were the fact that groups were presenting to an external audience, not only their peers, and that groups were given only 2 hours’ notice of the task, and so had to meet the challenge under a particular pressure.
Through its novelty it proved to serve as a strong aide memoir, and was able to support students in the completion of their summative assessed work on the themes covered too.
The activity also served to develop the relationship between the degree programme and the science discovery centre, leading to further opportunities for students to gain professional work experience thereafter.
Learner outcome:
When presented with the challenge, the initial response of the majority of students was one of trepidation, due to the unfamiliar situation into which they were being placed. However, the high pressure environment, novel circumstances, strict time constraints, and real-world context (with presentations being delivered to externals), served to focus the minds of the learners, with students remaining on task, focused, and coordinating responsibilities amongst their groups well.
Students came through their presentations successfully without exception, developing their communication skills and confidence in the process, and the activity ensured that the procedural knowledge was better remembered going forward.
After the activity had taken place, all students reflected that they had found the experience to be an enjoyable and worthwhile one.
Resources:
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group, Any
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
5Reflection and Action
7Communication and Strategy
Objective:
Introduction:
In the working world, engineers are required to work with numerous stakeholders, from their own sector and from others, based locally, nationally and internationally. Engineering students will find themselves in many interview and presentation scenarios at the seek employments throughout their career, and clarity in communication will be essential in all areas of their professional practice. To that end, skills in public speaking, presenting and effective communication are essential.
An hour long session was run for a group of approximately 20 first year engineering students at Glyndwr University (studying on the Renewable Energy and Sustainable Technologies BEng programme), as an introduction to these skills, to be built on and consolidated throughout the rest of their time at the University.
The session formed part of a larger programme of guest speakers and practical workshops for the students (See How to Guide on Guest Speakers), designed specifically to give the students skills for employability and self-employment, and a greater appreciation of the real world context for their studies. It was delivered by the University’s ZONE Enterprise Hub Manager, on the invitation of the course tutor.
Activity:
The session followed the format which can be found in the ‘Workshop - How to Speak in Public’ How to Guide.
The students began the session with an introduction to the themes which would be covered, namely; how to structure a presentation, how to use tools effectively; how to present clearly; how to control and manage nerves, and how to deal with questions.
A brief discussion initiated the session, whereby students offered their thoughts on why public speaking skills were relevant in their sector, and how they might employ them in the future. From here, each of the themes above was covered in turn (with discussion following the pattern as outlined in the How to Guide).
At each stage, examples were chosen which were appropriate to the audience in hand. For example, in discussing structure and tools, a presentation on solar power was considered, and in discussing use of the appropriate language, thought was given to how an engineer would discuss the same technical point, with various expert and non-expert clients.
At the end of the one hour session, the key themes covered were re-capped, and students were offered the opportunity to ask questions, and directed to further support, links and reading if they wished to explore the issues further.
Impact:
Though the session was limited to one hour only, it still made a valuable impact upon the students. Through initial discussions, students had a clear understanding of the purpose of the session, and its direct relevance and appropriateness to them.
As new undergraduates, many had limited experience of presentation and interview environments, and so the session was timely, giving a broad overview to key points, with clear direction on how to consolidate what was learned. However, the lasting impact of the session will be sustained if the students are offered continued opportunities to explore, hone and develop these skills in a variety of simulated and real-world environments.
Learner outcome:
Immediately after the session, students reported feeling more relaxed about public speaking, more confident, and better equipped going forward. Feedback comments included;
“Very useful”
“Very good. Gained knowledge to help for future presentations.”
“Really good presentation. Well structured, paced, and encouraged audience participation.”
“Good presentation on presentation.”
“Great presentation; well prepared, greatly delivered, well explained.”
“Very informative. Thank you!”
Resources:
References:
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
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
Objective:
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).
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 a problem, 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 – BSc (Hons) Renewable Energy and Sustainable Technologies Student
A mature student and fresher of the Renewable Energy and Sustainable Technologies Undergraduate Programme at Glyndwr University utilised the mentoring service available through ZONE Enterprise Hub, looking for support for an enterprising extra-curricular project.
The student desired to sell free-range eggs and organic vegetables to students at the University. The student had good contacts with the local community of growers and suppliers, had a small holding of his own, and a vast amount of experience in growing and supplying organic produce.
However, as a fresher, the student had no links or contacts with staff or students at the institution, and no experience of marketing to a student audience.
The mentor, in virtue to ZONE Enterprise Hub’s relationship with staff and students at the University, was able to support the students in addressing these issues. This was inclusive of providing contact information and introductions to key internal stakeholders at the University (for example, the manager required to grant permission to sell produce on campus, the manager responsible for the University’s green policies, the marketing department, the President of the Students Guild etc.), and brainstorming ideas for promoting the sale of produce to the University community (via social media, student / staff newsletters, poster campaigns etc.).
The mentor and student met periodically over a period of several months, to discuss progress, and solutions to specific problems as they arose. The mentor was able to draw on their personal experience of similar project which had run at the University in the past, to advise the student as to the courses of action they may consider taking.
Impact:
The student is now selling free-range eggs and organic vegetables on a weekly basis from the main University campus. Regular news bulletins regarding the sales are posted to staff and students, and changes to the promotional strategy are made on a trial and error basis to ensure continuous improvement in awareness and sales.
Through the connections established by the mentor, the student was able to engage with a number of students with similar interests, able to offer support not only in the promotion and selling of produce, but also in the growing of vegetables for sale.
Resources:
For more examples of mentoring, see case examples in Education Studies and Veterinary Nursing.
References:
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
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.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
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
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.
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.
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.
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
5Reflection and Action
This activity is a great start to a business planning or business start-up module, as it works well as an ice-breaker in any group seeking to explore the spectrum of activity and can be repeated at the end of teaching programme/input to see how the levels of student confidence in the topic have changed.
At the very start of an activity as an ice-breaker, students are asked to line up (single-file) in a continuum of entrepreneurial experience (from ‘I have never heard of entrepreneurship’ to ‘I am running, or have ran my own business’. They have to talk to one another in order to position themselves. A selection of willing group members from various stages of the link tell the group why they are standing where they are. After each one, individuals are asked if they would like to reconsider their position in the line. Teaching and activities follow that unpack the entrepreneurial mind-set, and ways of developing the characteristics, drawing equally on entrepreneurship and intrapreneurship, and then the line-up is repeated. If you have the opportunity for multiple interventions, the line-up can be repeated at any point (formatively or summatively), to help students learn from each other and the teacher/facilitator to learn more about the needs of the cohort as a whole.
It also denotes a significant change in teaching style – and therefore student learning and engagement – will be required for this module. It signifies that there will opportunities to share experience, and pitch own expertise or ideas.
It allows the students to benchmark where they are in the context of peers and understand where they may gain further support from during the programme.
It builds confidence by drawing out smaller examples of entrepreneurial endeavour, particularly those that have taken place through involvement in clubs, societies or outside education.
For a short ice-breaker, or reflective activity this group tasks alerts students to the approach being taken within this area of teaching - “I knew this class was going to be different when we all had to stand up before the PowerPoint had even been turned on”.
Students ‘huddle’ together and start discussing their experiences in the area and this forms bonds and provides insights to potential future group members. The outcome is a powerful ice-breaking activity that builds confidence in the group as a whole.
Link to HOW TO GUIDE _ Interpersonal Icebreaker: Line of Evaluation
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
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.
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…
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.
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.
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
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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
Gellir dod o hyd i fanylion am "Running an Entrepreneurial Consultancy"
yma
Mae BOSS yn sefyll am y Gwasanaeth Cymorth Busnes Ar-lein, a ddarperir gan Busnes Cymru. Mae'r gwasanaeth hwn yn darparu cyrsiau dysgu ar-lein i helpu pobl sy'n meddwl am, neu mewn gwirionedd, ddechrau busnes, sydd eisoes yn rhedeg busnes neu'n chwilio i dyfu eu busnes.
Syniadau Mawr Cymru Mae’r ymgyrch Syniadau Mawr Cymru yn rhan o wasanaeth Busnes Cymru, a gynlluniwyd i gefnogi'r genhedlaeth nesaf o entrepreneuriaid ifanc yng Nghymru.
Pecyn Cymorth Menter Greadigol Nesta
Mae ein pecyn cymorth adnoddau menter yn cynnwys dulliau a roddwyd ar brawf a dulliau a brofwyd ar gyfer addysgu sgiliau menter i unigolion creadigol sy'n meddwl am sefydlu busnes. Ar gael i'w brynu - gyda mynediad at adnoddau yma http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf