EE programmes: Ireland & The International Experience Session 4 Any questions ? 1. Irish approaches : 2. Vocational/ Further Education 3. University of Enterprise 4. DCU as a model of EE 5. Durham University: UK 1. Babson College: USA 2. Finland

Format of Enterprise Education in Ireland 1. Through 2. For 3. About Practical vs. Theoretical

Enterprise Education for Adults in Ireland  Vocational/ Further Education Courses typically include structured training or workshops to help participants develop a business plan, mentoring, networking opportunities, financial assistance and shared incubation space.  University Predominantly in the form of theory related entrepreneurship models and course at undergraduate and postgraduate levels in Universities, Colleges and Institutes of Technology

EE Delivery Vocational/ Further Ed Universities, Colleges & IoTs QQI - FETAC13 IoTs FAS County Enterprise Boards 7 Universities Undergrad, Postgrad Practical courses focused on business development skills. Theory-based courses covering a blend of theory and practice; conditional on aims of the course.

A ‘University of Enterprise’  What is a ‘University of Enterprise’? In groups, discuss and come up with 4/5 points

University of Enterprise  HEIs which include teaching and research activities as a core to their mission whilst also focusing on academic entrepreneurship as a key contributor to economic development. (HETAC Framework)  Should comprise Spin-offs and spin-ins EE Links with SMEs and industry Development of diverse income streams Campus incubators  Does DCU fit this model?

DCU as a ‘University of Enterprise’

 Led by the University's President Brian MacCraith  “It refers not only to the enterprising and innovative mindsets that we seek to instil in our students but also to our deep engagement with various forms of enterprise, including social, cultural and commercial enterprises.” DCU Transforming Lives & Society  “These include exciting new partnerships and relationships, pioneering initiatives in education, research and innovation, and a commitment to optimise the learning and personal development experience of every DCU student.” DCU Transforming Lives & Society

DCU Strategic Plan Transforming Lives & Society  Goes in parallel with other strategies including Civic Engagement.  4 Principles  Transformation  Enterprise  Translation  Engagement  Programmes & degrees will tie in with the “pressing social, economic and cultural trends of ”

DCU’s Graduate 21 Students will be:  Developed by employers and with Student Support and Development.  to be adaptable and resilient in facing an uncertain and challenging future  to challenge orthodoxy with a sound base in disciplinary knowledge and critical thinking  to be creative and innovative in solving problems  to shape, or even create, their own future roles.  (Read document and feedback via )

University of Enterprise  Enterprise Advisory Board - The Board's primary role is to provide expert guidance and advice to the University and its senior management on its mission to become Ireland's 'University of Enterprise'.  The Board's appointment reflects the recommendations given in the Government's National Strategy for Higher Education (Hunt Report) which highlights the need for universities and all third level institutions to develop closer links and greater engagement with enterprise in Ireland and overseas.

Provision of EE  Number of enterprise programmes and modules at undergraduate and postgraduate level.  Focus on green and digital technologies and social entrepreneurship.  Embedded into the curriculum.  (For overview of all activities see Moodle)

Propeller Venture Accelerator  The Propeller Venture Accelerator has an emphasis on ICT start-ups.  The accelerator programme offers the following benefits to start-ups;  €30,000 investment  Mentorship  Investor Day  Free Office Space (3 months during & 1 month after)  Service Package (marketing, sales, legal, I.P. and accounting with corporate partners)  In total a deal worth €45,000 for 7.5% equity stake, valuing your company at €600,000.

Novation New Frontiers  Dundalk Institute of Technology (DkIT) & Dublin City University (DCU)  Structured in 3 Phases: Phase 1: (Max 30 promoters) Will determine the business case (feasibility) Delivered part time over six weeks Located in Invent DCU and the Regional Development Centre, DkIT Two programmes starting in February and March 2012 Phase 2: ( Promoters) Will develop an investor ready business plan 6 Months full time commitment required Intensive supports including training, mentoring, hot desking, etc. €15,000 cash support for eligible projects  Phase 3: (Max 8 Promoters) Provides customised supports focused on Business Growth to help promoters acquire first clients, investment or enter export markets.  Also ACE initiative in place : more info on DKIT website

Pigeon-holing entrepreneurship for business  ‘we must remember what universities are actually intended to do and what they have done successfully as a cornerstone of society for generations. They are educational organisations dedicated to the pursuit of knowledge – so while they must be pro-commercial, they will lose their way if they put commercial activities ahead of the education of students by academics, who are active in research at the frontier of their discipline’ Provost of Trinity College Dublin, Patrick Prendergast (2011)

UK Allan Gibb Durham University

UK: Durham University  Durham Foundation for SME Development (formerly Durham University Business School)  definition of enterprise as ‘a bold or difficult undertaking.’  enterprise education is ‘groups of pupils who set up and run their own projects in a business like way as a vehicle for learning.’  Small scale business and community enterprise projects designed to develop these qualities.  Aim to replicate owner-managed business 2) holistic task structure of reflection and 3) creation of a learning environment, which is discovery and action orientated.

UK: Durham University  Support centre : Careers, Employability and Enterprise Centre (CEEC)  Enterprising approaches to teaching  The university's science faculty won an award for familiarising science students with commercial and business issues during their degrees(2002!).

BABSON College  aMoCXI6WK5U

Babson College  Every first-year student has to start a business, with the goal of turning a profit on a loan of up to $3,000 by year's end. Faculty members are entrepreneurs ( or previously engaged). The Ultimate Entrepreneurial Challenge : One course is modelled on The Apprentice -- with teams of students competing in 13 challenges. Tuition: $12,492 (evening MBA), $35,110 (two-year), $48,688 (one-year), $49,800 (fast track)

Country Strategies - Finland  Entrepreneurship education is a thematic entity, not a subject  Ministry of Education Policy produced an Action Plan for Entrepreneurship Education (2004) that covered all levels of education system  Ministry of Education along with Ministry of Trade and Industry appointed a working group "From Higher Education Institutes to Entrepreneur"  Ministry of Education also appointed a Entrepreneurship steering group  Challenges include: Entrepreneurship education is available as a part of teacher's basic education as a optional subject but it does not attract the students. In-service training does not interest the teachers, even though the state has appointed budget resources for it. The entrepreneurs also need pedagogical skills.

Finland  Government coordinated Social Enterprise Education Initiative ( SOTEEKKI)  Accelerator programmes sets annual targets for new graduate start-ups),  emphasis on graduates having developed an entrepreneurial mindset to ensure that those students not engaging in enterprise creation, are intra-preneurial within industry.

Finland: Teacher Support  Draws on EU initiative : Young Entrepreneurs Strategy (YES) support centres (2000)  Supports Finnish work on entrepreneurship education together with other participants in the field of entrepreneurship education. Organizing local and national entrepreneurship education trainings and events for teachers Enhancing School-Business cooperation Developing the contents of teaching and curricula together with the teaching personnel Distributing materials and methods of entrepreneurship education from different participants Services of Junior Achievement – Young Enterprise Finland local offices Success : Reach 60% of all educators teachers from different educational levels got ideas for entrepreneurship education through different trainings people took part in short information sessions

YES Center Network 2010 OPH / ESR 1 Koillis-Suomi 2 Keski-Pohjanmaa 3 Etelä-Pohjanmaa 4 Satakunta 5 Varsinais-Suomi 6 Kanta-Häme 7 Uusimaa 8 Kotkan-Haminan seutu Etelä-Pohjanmaan ELY / ESR 9 Keski-Suomi 10 Pirkanmaa YES Centers 2011 Oulun seutu Oulu eteläinen Pohjois-Savo Kaakkois-Suomen ELY/ESR 11 Kouvola Etelä-Savon ELY 12 Etelä-Savo

Reading for next class  See Moodle