1. Embedding the 3 Es in the Curriculum: a social (mobility) enterprise?
Stephen Watt, University of Dundee

2. What we will cover
Employability, Enterprise and Entrepreneurship at Dundee
Case study – Careers & Enterprise module for mechanical/electronic engineers
The challenges and evolution of a module
Group discussion – sharing practice
Learning points and questions

3. Our Strategy
“We will ensure that awareness of employability as an issue and the importance of the development of enterprising attitudes and abilities is threaded into the fabric of academic course work” University Strategy 2012 – 2017
“Further embed employability and enterprise as an integrated element of curriculum”
University Strategy 2017 – 2022

4. Provision for all students
Start-up support
Extra-curricular opportunities
Embedded Employability & Enterprise education

5. What do Employability, Enterprise and Entrepreneurship mean to YOU?!
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Vote for which answer you think describes each term best!

6. Enterprise
"Enterprise is defined here as the application of creative ideas and innovations to practical situations. This is a generic concept that can be applied across all areas of education. It combines creativity, ideas development and problem solving with expression, communication and practical action."
Enterprise and Entrepreneurship Education: Guidance for UK HE providers (2012), QAA

7. Entrepreneurship
Being "enterprising" is different from wanting to start your own business. It is more a classification of someone who has a particular mix of creativity, a can-do attitude, leadership qualities and individuality.
‘the application of enterprise skills specifically to creating and growing organisations in order to identify and build on opportunities’
Enterprise and Entrepreneurship Education: Guidance for UK HE providers (2012), QAA

8. Careers Education at Dundee – Embedding Employability
Level 2 modules (20 credits):
Career Planning Module
Career Planning Module Online
Internship Module
Business Management Internship Module
HECSU funded research
Increased likelihood of graduate success
Students feel more prepared to graduate

9. Embedding Enterprise and Entrepreneurship - Why?
Spark entrepreneurial mindset and foster interest in developing new business enterprises
Graduate employers increasingly looking for evidence of enterprise skills and entrepreneurial mindset

10. “The call for a greater emphasis on enterprise and
entrepreneurship education is compelling. Driven
by a need for flexibility and adaptability, the labour
market requires graduates with enhanced skills who
can think on their feet and be innovative in a global
economic environment.”
Enterprise and Entrepreneurship Education: Guidance for UK HE Providers. QAA. September 2012.
70% employers believe management, enterprise and leadership modules should be integrated into all subjects to boost employability
ISE Spring 2018 magazine – Patrick Woodman CMI

11. Embedding Enterprise and Entrepreneurship - Why?
Spark entrepreneurial mindset and foster interest in developing new business enterprises
Graduate employers increasingly looking for evidence of enterprise skills and entrepreneurial mindset
Those who can spot a gap in the market, improve processes and generate new ideas highly sought after
Develop the enterprise skills required by employers/encourage intrapreneurship

12. Relationship?
Employability
Enterprise
Entrepreneurship

13. Models of embedding Enterprise Education
Full credit-bearing modules:
Business Management
Life Sciences (L1 & 2)
Mechanical Engineering (UG & PG)
Law (2nd year UG)
Introductory workshops at L1:
Life Sciences
Physics
Tailored input:
Art & Design
Humanities

14. Case Study: Industry and Innovation module
Level 3 Mechanical/Electronic Engineering - 15 credit module – compulsory
Between 60 – 70 students per year
Delivered by the Careers Service and Centre for Entrepreneurship
Input from local and national employers as well as alumni
WHY?
To address demands from ImechE around essential skills for Engineering professionals – including business concepts, management and commercial awareness

15. Case Study: Industry and Innovation module
Delivery:
One x 2 hour Careers & Employability interactive workshop per week (Careers Service)
One x 1 hour Enterprise lecture per week (CfE)
One x 1 hour Enterprise tutorial per week (CfE)

16. Case Study: Industry & Innovation
Employability
Career Planning
Transferable skills
Commercial Awareness
Applying for jobs
Enterprise
Creativity & innovation
Group working
Business planning
Presentation skills

17. Challenges

19. What do Employability, Enterprise and Entrepreneurship mean to THEM?!

20. What do Employability, Enterprise and Entrepreneurship mean to THEM?!

21. What do Employability, Enterprise and Entrepreneurship mean to THEM?!

22. The Evolution of the Module
Originally – The Business Framework…..
Then….Careers & Enterprise module
Now….Industry & Innovation
Session 1 – Deliver together/highlight relevance of EEE to THEM!
Overall approach – partnership delivery and make employability and enterprise overlap clear throughout

24. The Evolution of the Module - Assessment:
Professional Skills profile (STAR/competency based) (15%)
Graduate Application Form (25%)
Business Plan (groupwork) (40%)
Group Presentation (20%) :
Professional Skills profile (STAR/competency based) (15%)
Graduate Application Form (35%)
Business Model Canvas Report (groupwork) (25%)
Group Presentation (including 25% individual) (10%)
Teamwork Evaluation Summary (15%)

26. Examples of business ideas this year….
BioTAG
Medical, vital signs monitoring device
Temperature regulated pillow
Bluetooth stethoscope for medical teaching
Multi-device wireless charging system
Electric air travel commuter system

27. Feedback
(A) Overall, how helpful was the module?
(B) How would you rate your competency?
“This was the module that I most enjoyed during my time at university so far”
“Other courses (civil engineering, physics) should have this very useful module as well for third year”
“I found this very interesting, allowing me to look at the world from a different point of view, it has helped me improve my ability to work in a group, which I wasn’t comfortable in”
“I understand for the first time how I operate in a team”, and
“The business plan inspired me to actually pursue enterprising ideas”.

28. New module introduced to 2nd year Law students in 2018/19
Creating Your Future: Innovation, Careers and Enterprise
Format based on Industry and Innovation concept
Law firm involvement including – partners on presentation panel and lectures on ‘innovation in legal sector’

29. Social Mobility?
By % of Scottish university entrants from the 20% most deprived areas in Scotland (MD20)
Are they disadvantaged when it comes to enterprise and entrepreneurship?
Setting up own business on the ‘side’?
Participation in extra-curricular activity eg involvement with Centre for Entrepreneurship?
Setting up new societies?
Experience from internship?

30. Social Mobility? This year’s cohorts:
Engineering – 44.8% of class MD40/ 19% MD20
Law – 36.7% of class MD40/ 25% MD20
Does this approach enable us to reach these students and enhance their employability, enterprise and entrepreneurship?

31. What do Students Gain?
Experiential learning around careers and employability as well as practical experience of developing a business idea
Develop skills such as idea generation, creativity/innovation, commercial awareness, teamwork and communication skills
Networking opportunities with local and national employers – work experience/grad job opportunities
Gain awareness of their own entrepreneurial potential

32. Specific Engineering student prize category introduced to the annual Venture competition - £3000 prize fund sponsored by Engineers in Business:
Funding obtained through Alumni and sponsorship to offer stipends to student businesses taking part in this summer’s Elevator accelerator programme

33. Discussion – sharing practice
Do you address Enterprise and Entrepreneurship as an element of employability?
What could you do to address it?
What challenges do you/might you face?
How can we measure the impact of this work?

34. Key learning points Not “one size fits all” Partnership working
Student demand
Be adaptable
Involvement of employers, entrepreneurs & alumni
Challenges with assessing group work

35. Thank you and any questions?