Presentation on theme: "1 The International Entrepreneurship Educators Conference 11 – 13 September 2006, York Enterprise Development, Good Practice in UK HEIs Professor Ron Botham."— Presentation transcript:
1 The International Entrepreneurship Educators Conference 11 – 13 September 2006, York Enterprise Development, Good Practice in UK HEIs Professor Ron Botham University of Glasgow Based on a study for the NCGE and Partners
2 THE STUDY To identify ‘good practice’ enterprise activities (assessed against NCGE Outcome Framework). Methodology: Identification of HEI long list. Selection of 14 Case studies to: -Get range of contexts/activities; -Possibility of good practice. Case Study Visits. No participant impact data; assessment based on researcher judgement. Except spin outs, covers full range of enterprise activity with focus on activities for (not just about) enterprise in a business context.
3 AIMS AND PRESENTATION CONTENT Highly selective from study (examples and issues) with focus on: Describing a few case study activities. -No models, theories, generic discussion etc. because for further development. -Need more people to know details of how activities are delivered (not endless discussion of concepts). Enterprise activities for non-business studies, because: -Much discussion/development from a Business School view. -More thought needed on fit into other subjects (e.g. science/technology). -Need to recognise enterprising graduates need more (e.g. technical skills) than entrepreneurship education.
4 UNDERGRAD ELECTIVES AT THE HUNTER CENTRE, STRATHCLYDE Set up in 2001 with £5m from Tom Hunter to enable enterprise ‘touch’ as much of student body as possible. Defines enterprise as: ‘opportunity recognition for wealth creation, the ability to access and take reasonable risks using appropriate harnessed resources, all underpinned by the persistence to make it happen.’ Uses ‘ladder of learning’ from lecture (bottom) through interactive/participative (classroom-based) to experiential. Offers range of undergrad electives potentially relevant to all subjects: Skill based with emphasis on personal development/skills. New Venture Creation including specific industrial contexts. Experiential based around placements in local firms. Assessment via coursework with strong reflective element. Proved difficult to attract non-business studies students; now negotiating bi-lateral deals with individual departments (e.g. Music).
5 ENTREPRENEURSHIP FOR UNDERGRADUATE SCIENCE AND TECHNOLOGY STUDENTS: PORTSMOUTH Variant of ‘Young Enterprise’ run by Centre for Enterprise (a non- academic unit initially in Faculty of Technology) initiated and staffed by non-academics. A core module in several ‘Enterprise In…,’ courses (e.g. Product Design, Computer Game Technology); 2/3 technology; 1/3 business. A Level Two module with credits varying between degrees. Teams of 5 – 6 formed via student Belbin test. Weekly tutorial taken by graduates who have set up their own business. Teams raise small amount of start-up capital, generate product idea and must sell specified amount (production can be outsourced). On completion, business liquidated with students keeping profit. (Insurance, a problematic issue). 2005/6, 64 groups using 7 tutors. Timetabling/staff resource an issue.
6 ENTERPRISE EDUCATION FOR MSc COMPUTER SCIENTISTS: SHEFFIELD Builds on Software Hut, a 2 nd Year undergrad core course: Teams of 4 – 6 produce competing solutions for real clients. Software must be robust, fully documented, meet client needs. It’s about producing software in the real world and understanding clients. Clients keep/use best solution, fee goes in prizes, clients participate in team-based assessment. In 4 th Year, MSc elective via Genesys, a student-run, for profit software business with own offices, accounts, IT systems etc. Undertakes work for real clients, profits needed to invest in new equipment etc. Business has regular Board, Management, Team meetings etc. Staff act as advisers. Run successfully for 10 years plus.
7 A GENESYS EDUCATION 1/3 rd of MSc with students having a specified role in the business. Learning objectives include: Technical skills e.g. cost effective solutions to client needs, working to professional standards. Personal Development e.g. self-confidence, taking responsibility, communication/negotiating, planning, management, decision making. Business understanding e.g. company, industrial, financial context. Nothing explicitly on new venture creation but gives most of what’s needed to set up a software business. Assessment is individual and team, recognising contribution to company success: Technical competence and enterprise skills. Mechanisms include, management/company reports with inputs from student, team, client. Needs committed staff willing to take ‘risks’.
8 POSTGRAD MBAs: LONDON BUSINESS SCHOOL LBS offers series of 2 nd year electives for high paying, business experienced mature students. Understanding Entrepreneurial Management* New Technology Ventures New Venture Development Managing the Growing Business * First Year Elective Financing the Entrepreneurial Venture New Creative Ventures Social Enterprise Entrepreneurial Summer School Uses participative, problem solving case study method, drawing on external speakers (e.g. its Enterprise 100 Club, VCs). Assessment individual/team based e.g. feasibility studies, business plans. Summer School more experiential based around students’ business ideas. Output, an investor ready proposition (or reasoned argument why idea proved not investable).
9 ENTERPRISE FOR S&T PhD STUDENTS: UCL/LBS Organised and funded by the Centre for Scientific Enterprise Ltd. (a joint UCL/LBS company). UCL S&T PhDs take LBS enterprise electives as extra-curricula activity. A careful selection process (by CSEL). It’s 80 – 100 hours work over 10 weeks. Agree to complete course and assessment process. Joint LBS/UCL teams (4 – 5 Students) complete feasibility studies/business plans. CSEL runs additional seminars for UCL students in basic business concepts. Since 2000, 179 UCL students participated; 2006 so far 105. But it’s small relative to potential market. Issues over future finance, LBS capacity, dilution of MBA. LBS New Creative Ventures with University of Arts MA. Main additional ‘cultural’ issue in need for maths/finance (not entrepreneurship concept).
10 SUPPORT FOR STUDENT START-UPS: SUNDERLAND The Hatchery set up 2001 in Business School assists students prepare, plan, launch business via: Open plan hot desking, a PC, telephone, Internet etc. Formal and informal advice. It’s had around 200 members. Elsewhere, membership being linked to requirement to take enterprise modules. Creativitiworks is similar in School of Art, Design, Media and Cultural Studies Media Centre for students, graduates, alumni, local creative sector graduates. Entrants are ready to trade (if not referred to Hatchery). Run by part-time member of staff; runs own business, teaches art and enterprise. Access to seminars, advice, equipment, regional networks etc. With ‘traditional’ incubator on campus, offers a ‘ladder of accommodation’.
11 OUTREACH: COVENTRY Visionworks set up 2003, (RDA funding), for local ‘would be’ entrepreneurs ‘with something about them’ and an innovative idea. Builds on well established knowledge transfer (Coventry University Enterprise Ltd), undergrad enterprise education and participation in regional development. Applicants pre-trading. On acceptance: 6-month programme to prepare /launch business with ‘Traditional’ support e.g. advice, mentor, hot desking etc. Agree to take New Venture modules (experiential, problem solving modules based around their business idea). Become member of University; completion gets Certificate of Professional Development. Access to CUE Ltd. events (i.e. emphasis on networking). To date 300+ participants; around 90% set up business.
12 CONCLUDING OBSERVATIONS Activity in UK for enterprise is small scale, not well-embedded with an uncertain future. Challenges include: Is Aim enterprise for the few or the many? If for the many, how to scale up and fit into non-business curricula. Subject specificity e.g. Creative Sector. Encouraging and exploiting Business Schools. Funding, staff resource and teaching/research dilemma. Need for impact, cost/benefit data. Enable continued experimentation (e.g. delivery, student assessment) without losing focus.