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Developing enterprising and entrepreneurial graduates

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1 Developing enterprising and entrepreneurial graduates
October Teaching & Learning Seminar Katie Wray (Lecturer in Enterprise, SAgE Faculty Office and Development Officer, Careers Service)

2 Agenda Enterprise and Employability at NCL
Enterprise and Entrepreneurship in the NCL curriculum From the literature…behaviours, skills and attributes Implications for educators Embedding Enterprise resources Rise Up

3 Enterprise & Entrepreneurship Curriculum Development
Enterprise & Entrepreneurship Educator Development Including e-resources Building educator confidence, tools and techniques Understanding commercial opportunities for research Enterprise & Entrepreneurship Champions in SAgE Schools Raising awareness of awards and opportunities, support for implementation of plans, creating teaching-research opportunities Enterprise Coach Currently undertaking Chartered Management Institute qualification Building Entrepreneurial Networks for staff and students Enterprise & Entrepreneurship Curriculum Development Enterprise & Entrepreneurship Module Delivery & Assessment Katie Wray Evaluation and dissemination Practitioner/pedagogical research Extra-curricular Training ACTION 2011: Sustainability, workshops, events, seminars Mentors, Coaches, Entrepreneurs in Residence etc Entrepreneurial Skills Development (Graduate Skills Framework) (practical: intellectual property awareness, business planning, financial awareness, market research Employability: opportunity spotting, risk taking, intuitive decision making, strategic thinking, achievement orientation etc) NCEE Fellow International Entrepreneurship Educator Programme (IEEP)

4 Employability Statement
Newcastle University is committed to enhancing the employability of its students and graduates through the development and support of career management, work-related learning, enterprise and entrepreneurship in a global context. Where: Employability is a set of knowledge, skills and personal attributes that make individuals more likely to gain and be successful in their chosen occupations. Enterprise refers to the aspects of employability that promote an innovative, creative, resourceful and opportunistic approach to life learning and work. and Entrepreneurship is the application of enterprise leading to the creation of a new venture and the generation of new business and value. The institution aims to achieve this by the implementation of the Newcastle University Graduate Skills Framework and the Joint Skills Statement of the Research Councils UK, delivering the primary outcome of graduates who can independently self-manage, proactively interact and ethically apply their knowledge and skills in a global context. This will be facilitated by the Learning & Teaching Strategy , particularly sections A3, A4, B4 and B6.

5 Enterprise and Employability
Employers are looking for evidence of entrepreneurial skills and attitudes. A key challenge facing the UK is the need to develop and encourage new enterprises through business start-ups and staff spin-off companies. Ken Howitt, BAM Nuttall – “These skills are needed, this module is industry focused. At the end of the day industry is a business that makes money and there is a need to plan for the future. Students can use these skills to be competitive in bidding for industry”.

6 2010/11 Rise Up Statistics Students from all Schools
Number of unique users? 1387 unique users (students, PGRs and graduates) Number of unique interventions? 2455 interventions Businesses started? 31 businesses started

7 Faculty Breakdown (Individuals)

8 Faculty Breakdown

9 Faculty Breakdown (Interventions)

10 Where is Enterprise in the curriculum?
Most of what you hear about entrepreneurship is all wrong. It’s not magic; it’s not mysterious; and it has nothing to do with genes. It’s a discipline and, like any discipline, it can be learned.” Peter F. Drucker

11 FMS BMS8033 Business for the Bioscientist UG (2001/2)
MMB8001 Biotechnology & Enterprise PG (2008/9) New module development for Dentistry (2012/13) Cross cutting enterprise module for 2012/13

12 SAgE CEG8004 Enterprise for Construction UG/PG (2005/6)
MEC2008 Professional Skills UG (2005/6) SPG8015 Introduction to Enterprise & Entrepreneurship (2008/9) SPG8016 Business Enterprise in Science & Engineering (2008/9) CSC1015 The IT Professional UG (2010/11) CSC2015 Software Project UG (2010/11) ACE8055 New Food Product Devt (2010/11) Biology (New Module for 2012/13) Cross cutting enterprise module for 2012/13

13 Chris McLarnon, MWH “This is about design and selling; in industry you need to present to clients and get their buy-in through a sales pitch. It takes students outside their comfort zone to look from the point of view of a client”.

14 HaSS BUS2011 Business Enterprise UG (1999 – 2010/11)
NBS8033 Business Enterprise PG (2005/6) ICS8029 Art & Enterprise (redeveloped for 2011/12) MUS3095 Music Business (redeveloped for 2011/12) SEL3324 English: Cultural Placements (redeveloped for 2011/12) Cross cutting enterprise module for 2012/13

15 How can you tell an entrepreneur?
What kinds of; - behaviours - skills - personality characteristics (attributes) do you associate with an entrepreneur?

16 From the literature… Source: Gibb, A (2007) Entrepreneurship: Unique solutions for Unique Environments. Is It Possible to Achieve This with the Existing Paradigm? International Journal of Entrepreneurship Education 5:

17 Entrepreneurial behaviours Entrepreneurial Attributes
Entrepreneurial Skills* Opportunity seeking Self confidence Problem solving Creative problem solving Achievement orientation Persuading Grasping/organising opportunities Autonomy Negotiating Taking initiatives ‘Natural’ leadership Strategic thinking Managing interdependence ‘Fixer' Articulating ideas Ambition Determination Selling Seeing things through Getting things done Proposing Rapid use of judgement Hardworking Decision making under ccccccuncertainty Taking calculated risks Commitment Holistic task management Social networking Action oriented Social skills Perseverance Strong ego *to be differentiated from transferable skills such as communication, presentation, report writing, analytic, synthesising, team leadership etc.

18 Is it just about starting a business?

19 Implications for educators?
What we teach (curriculum context and content) How we teach (pedagogic development) Our own skills development (as educators) Development of the skills of others (stakeholders) The structure and culture of our organisations (the way we organise and incentivise)

20 Embedding Enterprise Resources
Academic Website (hot of the [e]press!) Toolkit Series World Café – Creativity, ideas generation, constructive conversations XING – Commercial development of an idea to reach a goal Ketso – Hands-on toolkit for creative engagement Colourblind/Belbin – Team role characteristics and team interaction Cobra – BIFs and BOPs (How To)

21 World Café

22 XING™

23 Ketso™

24 Belbin®

25 Colourblind

26 Cobra Business Information Factsheet Business Opportunity Profile

27 RadFan ScratchBikes

28 Rise Up – welcome! Whether you want to develop enterprising skills, discuss an idea, work for yourself or grow your business, Rise Up offers you expert guidance, training, resources and opportunities to help you explore and develop your entrepreneurial side… Rise Up. Join the entrepreneurial revolution.

29 Start Up Support Business Coaching and Advice Grants
Elevator – Ideas Incubator Equipped workspaces Cobra

30 Newcastle University Entrepreneur Society
Student Society Newcastle University Entrepreneur Society Created by Luke Jackson

31 Entrepreneurs in Residence : EiRs
Angie McLean Jane Nolan MBE Prof Max Robinson

32 Rise Up Enterprise Programme
Launches Thursday 2nd February 2012

33 Rise Up Pitch Support Sustainability Success!
Next workshop: 19th October Next pitch: 26th October

34 Further opportunities
Networking events Breakfast clubs Collaborations Newsletter Rise Up Interns

35 Careers Service, Level 1, King’s Gate
Contact Careers Service, Level 1, King’s Gate Facebook page: Rise Up

36 A thought from Katie: There is ALWAYS ‘room in a programme’ and ‘relevance to a subject area’

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