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
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
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
7Communication and Strategy
This case example draws on an activity delivered during the NTU International Summer Programme 2023 in Mexico, where I facilitated a live challenge based on my personal entrepreneurial journey. Students applied their learning to a real business problem and collaborated in teams to propose solutions. The approach enabled students to practise enterprise skills in context and share responsibility for their development. Learning from this activity was presented at the AdvanceHE 2024 conference.
Students in this programme were enrolled in the Entrepreneurial Citizen course which include formal lessons and a group challenge where they got to work with a local Mexican business. To prepare the students, I delivered an unscripted, immersive simulation based on a real challenge my business had faced when exploring international expansion.
The session was structured around a staged intervention:
The activity encouraged students to take ownership of their learning in a high-engagement, low-risk setting. Students from diverse academic and cultural backgrounds collaborated effectively, drew on their individual strengths, and demonstrated entrepreneurial competencies including opportunity recognition, creative problem-solving, and reflective learning.
Post-session feedback showed students valued the opportunity to receive authentic, iterative feedback and develop ideas based on a live scenario. The activity helped them connect enterprise skills to their own goals, whether business ownership or future employment.
Beyond the summer school, this experience formed the foundation of my joint session with NTU Employability colleagues at AdvanceHE 2024. Our presentation explored how global experiential learning like this can be adapted and scaled to benefit a wider cohort, strengthen inclusion, and build economic value.
Students identifying each others strengths.
Students planning working on their challenge with their newly formed team.
Students pitching their plan and received feedback from peers and facilitators.