1. OPPORTUNITIES AND CHALLENGES: WHAT CAN WE DO IN HE? Andy Penaluna Professor of Creative Entrepreneurship

2. Enterprise, Entrepreneurship and Employability are moving closer together, but enterprising people need to be able to spot opportunities – it is a key requirement “There is unquestionably an overlap… Enterprise Education can enhance careers education and student employability by enabling students to be more opportunity focussed, self-aware and more tuned to the business environment.” http://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/enterprise-guidance.pdfhttp://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/enterprise-guidance.pdf (Page 9) The Issues: Employability, Enterprise or Entrepreneurship?

3. Flexibility, adaptability and good communication / relationship skills always rank highly with recruiters, and skills beyond their academic qualifications are being sought “Education is broken. Classrooms kill creativity.” http://www.theguardian.com/higher-education-network/blog/2013/may/21/uk-higher- education-own-vision The Issues: Key skills and behaviours, not just knowledge

4. Research into HE Quality and Enhancement Accounting (2007) Agriculture, forestry, agricultural sciences, food sciences and consumer sciences (2002 Anthropology (2007) Archaeology (2007) Architectural technology (2007) Architecture, architectural technology and landscape architecture (2000) Area studies (2008) Art and design/ History of art, architecture and design (2008) Biomedical science (2007) Biosciences (2007) Construction, property and surveying (2008) General business and management (2007) Chemistry (2007) Classics and ancient history (including Byzantine Studies and Modern Greek) (2007) Communication, media, film and cultural studies (2008) Computing (2007) Criminology (new 2007) Dance, drama and performance (2007) Dentistry (2002) Early childhood studies (new for 2007) Earth sciences, environmental sciences and environmental studies (2007) Economics (2007) Education studies (2007) Engineering (2006) English (2007) Finance (new for 2007) Landscape architecture (2007) Languages and related studies (2007) Law (2007) Librarianship and information management (2007) Linguistics (2007) Materials (2008) Mathematics, statistics and operational research (2007) Annex to the subject benchmark statement for Mathematics, statistics and operational research to cover integrated master's degrees (2009) Medicine (2002) Music (2008) Optometry (2007) Osteopathy (new for 2007) Philosophy (2007) Physics, astronomy and astrophysics (2008) Politics and international relations (2007) Psychology (2007) Social policy and administration (2007) Social work (2008) Sociology (2007) Theology and religious studies (2007) Town and country planning (2008) Veterinary science (2002) Welsh (2008) Cymraeg (2008) Youth and community work (2009)

5. Research Insights – which Benchmark Statement? …interdisciplinary subjects which seek to understand the relationships between the consumer and the economic, technical, social and environmental forces which influence the development and consumption of goods and services Consumer science/studies - Agriculture, forestry, agricultural sciences, food sciences and consumer sciences http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/agriculture.asp #1

6. Research Insights – which Benchmark Statement? …using appropriate cognitive and intellectual strategies… deal with uncertainty when it arises Medicine: Generic graduate skills and clinical competencies http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/medicin e.asp#4

7. …generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively… and/or as self-initiated activity… be resourceful and entrepreneurial Art and design: Subject-specific knowledge and understanding, attributes and skills http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/ADHA 08.asp#p6 Research Insights – which Benchmark Statement?

8. …a significant degree of autonomy, manifested in self-direction, self-discipline and intellectual initiative… to show awareness of the consequences of the unavailability of evidence. To work creatively, flexibly and adaptably with others To write and think under pressure and to meet deadlines Classics and ancient history (including Byzantine studies and Modern Greek): General abilities, qualities of mind, transferable skills and intellectual virtues http://www.qaa.ac.uk/Publications/InformationAndGuidance/Docum ents/classics.pdf Research Insights – which Benchmark Statement?

9. Technical skills and subject expertise Business acumen and strategy Enterprising mind With personal motivation there is energy, with energy there is resilience, with resilience, success is likely... Creativity, innovation and opportunity recognition are key intrinsic motivational drivers, they are central to the enterprising mindset © A Penaluna, 2012

10. Application (where?) Enterprising Angels © A Penaluna, 2010 Intrapreneur The ‘cornerstone employee’ Portfolio career ‘multiple jobs = multiple opportunities’ Enterprising mind Entrepreneur The ‘business developer and enhancer’ Social entrepreneur ‘The society developer and enhancer’ Overall aim - learning to learn; they use harvested knowledge to societal and economic advantage The QAA (and Vitae) guidance is not specific to any particular degree programme or subject specialism, but is instead intended to help academics, educators and practitioners who are seeking to embed enterprise and entrepreneurship across the curriculum

11. = ‘Aha’ © Penaluna & Penaluna 2009 / 2010 Multiple ideas and flexible thought enables contextual decision making The enterprising mind’s journeys Evolved model for QAA / UN (Incorporating divergent production) Thoughtful and conscious Subconscious