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

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