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
Lecture Theatre, 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
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
Objective:
The Business and Biotechnology module was developed with two core aims in mind: firstly to introduce and develop core enterprise skills as defined by the Quality Assurance Agency for Higher Education (2012) alongside the development of a biotechnology specific commercial awareness which draws upon relevant disciplinary learning; secondly to enable students to begin the on-going process of constructing (or at least considering) notions of professional identity, interests and ambitions prior to pending work placements.
Key points;
Introduction:
From mid-2012 until course completion and handover in mid-2013, Cardiff University Enterprise worked closely with Dr. Kelly BéruBé and Prof. Jim Murray of the Cardiff School of Bioscience in supporting the development and first roll out of a 10 credit module entitled Biotechnology and Business. The module was delivered to a cohort of 13 students and was situated in Year 2 of the 4 year Biotechnology programme. It sort to develop a preparatory commercial awareness among participants prior to placement in industry in Year 3 and a second commercialisation oriented module in Year 4.
The Business and Biotechnology module was developed with two core aims in mind: firstly to introduce and develop core enterprise skills as defined by the Quality Assurance Agency for Higher Education (2012) alongside the development of a biotechnology specific commercial awareness which draws upon relevant disciplinary learning; secondly to enable students to begin the on-going process of constructing (or at least considering) notions of professional identity, interests and ambitions prior to pending work placements.
The need for commercially and entrepreneurially capable biotechnology students is well documented. Driving forces stem from within both industry and education sources. Examples include:
Activity:
Whilst varied, the pedagogical approaches taken to achieve these aims were very much rooted in the constructivist tradition of teaching and learning and thus sought to stimulate a deep level learning via actively, creatively and socially structured knowledge acquisition.
As such learners were encouraged to construct their own understanding of the commercial process as it relates to Biotechnology as an academic discipline and industry, through team based active learning approaches. This was primarily accomplished via a scenario based simulated commercialisation process which saw ‘company teams’ of learners collaboratively generate a (fictional) technology or product and test its business feasibility over the course of the module in response to identified real-world Biotechnology problems or market needs.
Learning was also developed through the teams’ engagement with one another, with module leaders (who all have some form of commercial experience of their own) and with a range of external speakers from within relevant industries (who were nearly all Cardiff University alumni). Finally, via inquiry and problem based learning approaches contextualised within the commercialisation scenario, students were given the opportunity to creatively test and discover solutions to core challenges and considerations involved in the process of innovation commercialisation.
Participants received 3 hours contact time a week over 12 weeks of learning further supported by directed and self-directed research and reading. Content was delivered via module leaders, external speakers, peer to peer learning and class based discussion. This was in turn consolidated via directed and self-directed class based activities which provided opportunity to discuss and apply relevant learning within the context of the commercialisation scenario.
Formative feedback was given and was available to students throughout the duration of the module. Students were summatively assessed via a number of means defined primarily by a 50/50 split between group work (feasibility reports, peer to peer group presentations and end of module dragon’s den presentations) and individual work (reflective practice and module portfolio). The use of group assessed projects sought to approximate the types of teamwork and collaboration required in professional project settings, requiring students to take responsibility for the sharing and delegation of work.
Figure 1: The2013 Biotechnology Dragon’s Den winning team TetraTek with the judging panel dragons. The dragons were all from within the local Biotechnology industry who delivered lecture seminars during the course and kindly gave up their time to come back and judge the end of course student business pitches. On the far left is Stuart Plant of Fusion IP, in the middle is Phil Barnes of Cardiff University’s Research, Innovation and Enterprise Services and on the far right is Lee Samuel of Symbiosis IP.
Impact:
The intervention was a success in a number of ways. The level of student engagement, participation and contribution was extremely high throughout the course. End of module evaluative feedback given by students quantitatively rated the module very highly in all areas whilst qualitative feedback communicated a clear appreciation of both the relevance of course content and the innovative approach to learning delivery.
Module assessment both formative and summative evidences the points made above. Peer to peer teaching tasks carried out through short weekly research and presentation exercises were exceptionally valuable for all participants both in terms of progressing subject and assessment relevant knowledge whilst also developing research, presentation and team-working skills. The standard of group feasibility reports was of a high level demonstrating among students a developed overview understanding of commercial awareness as it relates to the Biotechnology industry. A survey of student reflective logs and reports offers insight into the learning challenges faced and overcome during the course of the module, often highlighting the challenging yet rewarding nature of the concepts and skills addressed and also put into practice via the company team learning simulation.
The use of scenario based learning approaches proved to be successful in creating an immersive means of bridging the gap between disciplinary learning and related professional practice. It was highly effective in generating learner investment in the learning processes whilst offering suitable context for diversifying student research into differing sectors of the Biotechnology industry before feeding their findings back to the group as a whole. By providing opportunity for students to actively participate in commercial processes in a simulated manner, learners were able to gain practical insight into a broad range of cultures, roles and activities engaged in in order to commercially exploit Biotechnology research whilst beginning to develop understanding of their own potential professional identities and key enterprise / employability skills.
Having supported the development of the module with Cardiff School of Bioscience staff members, Cardiff University Enterprise now take less of a role in module delivery, although remaining available to consult on pedagogical matters. As such the module will run again in 2013/14 in a slightly iterated form with minor changes made to address the order in which aspects of the commercialisation process covered. Following the success of this Year 2 module it is anticipated that Cardiff University Enterprise will play a role in supporting Biotechnology programme staff in the development of a new Year 4 module which will seek to consolidate enterprise learning gained via the Biotechnology and Business module and through Year 3 work placements.
Academic feedback
“For students the intervention has provided opportunity for interaction with the real-world of industry, offering demonstrable benefits. The module utilised local and wider UK expertise to deliver real-life opportunities to practise enterprise, innovation and engagement from a biotechnology and business perspective. Local and UK professionals delivered tangible content to the students and inspired them to consider other possible careers in enterprise for scientists, aside from the usual lab bench jobs!” Dr. Kelly BéruBé – Module leader
Professional feedback
"The earlier students as well as older scientists are exposed to this the better. What you guys have created, is I think probably the most useful/practical way of doing this I have seen in the UK. Every year I do both the BBRSC YES and Biocity’s Boot camp events, all of which are in my opinion too short to have a lasting impact. Taking the time, as you have been doing, ensures a more thorough learning outcome relative to these rather brief annual events." Frank Rinaldi – Director and Owner, Evolution Bioscience Ltd.
Learner outcome:
Examples of student reflection;
“Within my science education I understood that I had to learn certain concepts and then learn to apply them, unless I was involved in further research this is where my learning stopped, my experience in business has taught me skills that I put into practice every day. Additionally the skills I have learnt put me at an advantage over other prospective students who I may be in competition with for a job and more importantly to me; I am a more developed learner and thinker than I ever was before.”
“The module has allowed me to appreciate both the scientific and business aspects of my degree and resulted in a drastic improvement in my ability to present, work as part of a team and exhibit initiative and leadership qualities. The course has also dealt with real-life business examples allowing me to gain hands on, practical experience of problems within the bio-business sector. In addition the module has broadened my career opportunities and highlighted prospective career pathways that I was previously unaware of.”
“My way of thinking, and therefore the way I now tackle problems, has been developed considerably during the course. One of my weaknesses during brainstorming, was that I would rush the problem, trying to find a quick solution, which would yield an end product, but wasn’t of the highest quality. I no longer take such a head-on approach to problems, I now prefer to generate an overview of the problem itself, and I create a solution from there.”
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.
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