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
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
6Interpersonal Skills
The Enterprise in the Life Sciences initiative was piloted in 2021 following a successful bid to the University of Liverpool Student, Success and Innovation Fund (SIFF). The fund was designed to support projects that aim to address experience, or employment gaps, for, and in partnership with, Black Asian and Ethnic Minority students. A second iteration of the challenge took place in 2022, building on the success of the pilot and was open to all students across the School of Life Sciences from a widening participation background. Both initiatives were developed with the following aims:
Students worked in inter-disciplinary teams to generate ideas to address real world challenges set by employers. In 2021, various challenges were provided by four employer partners representing the Pharmaceutical, Health Technology, Animal & Ecology, and Medical Communication industries and student teams were allocated a challenge to address. In 2022, all students worked on one “headline” public health challenge. This was focussed on childhood asthma rates across the Liverpool City Region and was developed in partnership with Alder Hey Innovation and the Civic Data Co-operative.
Students generate ideas for an innovative product, service or initiative to help address the challenge which they present via a short pitch.
Both initiatives ran for two-weeks across a three-week period and consisted of both asynchronous and synchronous sessions and teaching to support students to engage flexibly around their studies and other commitments with the aim of removing barriers to participation as far as possible. This was particularly important as these were optional, extra-curricular activities. This initiative can run face to face, online or hybrid. The activity was structured around a number of key touch points as outlined below.
Challenge Setting and Idea Generation ( Week 1)
In an opening session (approx. 2 hours) students are given an overview of how the challenge will run and details of how they seek to benefit from taking part. Employer partners then set the “challenge” and provide further insight in to the issue, for instance through sharing their own experience and/or their work, highlighting case studies, introducing key data sets or similar. Students are provided with an overview of the criteria for their pitches and how each element aligns to enterprising and entrepreneurial thinking e.g one element of the criteria is demonstrating an understanding of the problem, another is viability and implementation of their idea. They also receive frameworks and tips for effective teamwork.
During this session students begin the design thinking process. This is a light touch approach to fit within the time constraints of the challenge. The focus is primarily on the empathise and define stage where students unpack the information shared by the employer(s). Students then undertake exercises to support idea generation through divergent thinking. There is also the opportunity to ask the employer partner(s) additional questions. Facilitators support students through participating in their discussions and giving prompts to encourage further questioning and thinking. Students leave this session with some initial ideas and access to a dedicated online space (challenge space in MS Teams).
Developing Ideas Further and Employer Steering Meetings (Week 2)
In the online space students have access to asynchronous resources, including short videos, templates and digital case studies which support them to further develop their idea following the opening session. These include, but are not limited to:
All resources highlight how each element will support students to meet the challenge criteria. Student teams are expected to utilise these resources and undertake self-directed learning to develop their ideas. They gain experience in delegating responsibilities within their team and also scheduling team meetings to stay on track. Each team is also assigned a mentor from the delivery team who they can meet with to gain on-going feedback and steering. Students also attend a workshop where they can apply their learning and receive addition support on elements they have identified as needing further development by their team e.g through completing a business model canvas template or SWOT of their idea and receiving feedback.
During this development stage, each team also has the opportunity to have a steering meeting with an employer partner. These are online video calls with employers who are keen to support students to develop their enterprising skills and mindsets. Employers are not necessarily experts in the challenge topic but ask questions which encourage students to think critically about their idea and ways to strengthen it. Employers may also provide hints and tips for pitching. This is another opportunity for students to expand their professional networks.
Pitching and Celebration (Week 3)
In the final week, students upload the digital pitches for review. The 2021 challenge did not have a competitive element and students received feedback from the delivery team and the employer who had set the challenge they were assigned. For 2022, the digital pitch submission was “round one” and following shortlisting by the delivery team, finalists were invited to pitch in person to a panel featuring representatives from the University, organisations who set the challenge and local employers who selected an overall winning team and runners up.
Evaluations highlight a range of positive outcomes for participants. This can largely be attributed to this activity having a strong focus on active, experiential learning which can develop learners’ skills and attributes across a range of contexts (Mason, 2014; Jones and Iredale, 2010). The “real world” context with students working on an authentic employer challenge also supports the development of learners’ skills and confidence (Gulikers et al. 2004)
Students completed surveys pre and post the challenge which included a self- assessment skills audit. Survey results showed:
Additionally, many students highlighted the opportunity to work with students from different degree programmes and supporting local communities as key benefits of participating. Students testimonials from the 2021 challenge are available here.
Feedback from employer partners was very positive with some employers feeding back that they were exploring opportunities to implement some of the students’ suggestions. The success of the 2022 challenge laid the foundations for an ongoing partnership with the Civic Data Co-operative and the team are in the process of designing a similar initiative for students within the Faculty of Humanities and Social Science.
“The enterprise in the life sciences programme was really well designed and the teams’ enthusiasm for the topic, and the programme more broadly, clearly inspired the students as there were some great innovations presented as part of the pitch event. These sorts of programmes are invaluable to the students as they not only provide skills which will prepare them for the world of work, but also an opportunity to explore projects beyond their curriculum and to meet new people” – Ellie Fielding, Civic Data Co-operative Programme Manager
Enterprise in the Life Sciences was showcased as an example of good practice in supporting student employability and entrepreneurship at the Advance HE Learning and Teaching Conference 2022. The success of this initiative has highlighted that enterprise education is appropriate to all students (QAA, 2018) and has encouraged on-going plans to embed this initiative in the curriculum for Life Sciences students.
When delivered in person, flexible learning spaces and the use of whiteboards, post-in notes and similar support active learning and creative thinking in teams. Online platforms can be used to replicate this as far as possible, for instance miro boards, mentimeter and other interactive presentation software. A designated online space to share asynchronous resources, updates and facilitate mentor chats/meetings supports students’ self-directed learning and provides flexible access.
Enterprise in the Life Sciences Challenge Finalists, 2022
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004) A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3)
Jones, B, Iredale, N (2010) Enterprise education as pedagogy. Education + Training 62(1): 7–19
Mason, C (2014) Creating Entrepreneurial Campuses A report for Scotland Contents. Available: http://www.enhancementthemes.ac.uk/flexible-learning/enterprise-and-entr
QAA (2018) Enterprise and entrepreneurship education: Guidance for UK higher education providers [online]. Gloucester: The Quality Assurance Agency for Higher Education. Available: https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8
