Enterprise and Entrepreneurship EducationFrom Policy to Practice

Kelly Smith Head of Enterprise and Principle Enterprise FellowUniversity of Huddersfield

Setting the Scene

What does ‘Enterprise’ mean to you?

QAA Guidelines 2012

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/enterprise-entrepreneurship-guidance.aspx

Definitions - QAA

• Enterprise is 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 education aims to produce graduates with the mindset and skills to come up with original ideas in response to identified needs and shortfalls, and the ability to act on them. In short, having an idea and making it happen.

• Enterprise skills include taking the initiative, intuitive decision making, making things happen, networking, identifying opportunities, creative problem solving, innovating, strategic thinking, and personal effectiveness. Enterprise education extends beyond knowledge acquisition to a wide range of emotional, intellectual, social, and practical skills.

Definitions - QAA

• Entrepreneurship is defined as the application of enterprise skills specifically to creating and growing organisations in order to identify and build on opportunities.

• Entrepreneurship education focuses on the development and application of an enterprising mindset and skills in the specific contexts of setting up a new venture, developing and growing an existing business, or designing an entrepreneurial organisation. It focuses on encouraging students to apply enterprising skills and attributes to a range of different contexts, including new or existing businesses, charities, non-governmental organisations, the public sector, and social enterprises.

Personal Working definitions

Enterprise skills– The ability to ‘be enterprising’– E.g. idea creation; innovative thinking, opportunity spotting, problem

solving; identifying, sourcing and collecting resources; communicating; enthusing others; project management; costing and managing a budget…

Entrepreneurship skills– Business and new venture start-up– E.g. enterprise skills above plus strategic business planning; financial

planning; intellectual property use and protection, knowledge of legal issues relating to starting and running a business…

Why is enterprise education important?

• Provides an alternative career option, building confidence that you can set up your own business or social enterprise

• Provides important transferable and employability skills including practical and personal effectiveness skills

• Enhances links with community and business• Important for the economy• Meets Institutional, National, and European policy drives• Potential for research output and enterprise income

generation

Why is entrepreneurship education important?

• Graduate-led businesses most likely to succeed and drive high growth

• But also more likely to close in early stages• Entrepreneurial intent increases with educational level

until HE when it drops • Intent of students and graduates is increased by

opportunities to engage through the curriculum whilst at University

“Traditional” Model

• Usually taught within the Business School or by Business School staff

• Usually stand-alone ‘Entrepreneurship’ modules• Business start-up focus• Often generic • Policy recommends a move away from the

Business School model (unless you teach in a Business School!)*

Embedded Model

• Tailored to the students’ chosen subject areas• Emphasis on subject-specific learning• Emphasis on ‘for’ enterprise rather than ‘about’

enterprise• Enterprise is a tool rather than necessarily the

subject• Potential for innovative tasks and assessment

National Agenda – Wilson Review 2012

Reflective recommendation 6, paragraph 4.3.3

Universities should reflect on the strategies they use to ensure that students have the opportunity to develop enterprise skills both through the formal curriculum and through optional study or practice, and reflect on the integration of enterprise education in the professional development programmes for academic staff.

Reflective recommendation 7, paragraph 4.4

The practice of business and alumni mentors supporting undergraduate students should be evaluated by the Higher Education Academy (HEA) and the conclusions disseminated throughout the university and appropriate business sectors.

National Agenda – Wilson Review 2012

Recommendation 21, paragraph 5.9.3 All full‐time PhD students should have an opportunity to experience at least one 8 to 12 week internship during their period of study and should be encouraged to attend a short intensive enterprise skills programme alongside research students from other departments of the university. Universities should increase support for postgraduate students seeking to set up their own businesses.

National Agenda – Due in 2014

*Business School Charter Mark - JanuaryLaunch of a charter mark scheme for business support out of Business Schools; likely to include an assessment of enterprise and entrepreneurship education support

All Party Parliamentary Group for Microenterprise - February Looking at enterprise and entrepreneurship education needs for microenterprises in schools, colleges, universities, and life-long learning opportunities

Lord Young Review 3 - May/JuneAs above but likely to concentrate on enterprise and entrepreneurship education for start-ups with high growth potential

QAA Learning Opportunities

Graduate Outcomes

How could you embed enterprise, social enterprise or

entrepreneurship into your teaching?

An example...

• An researcher has been recording the oral histories of Barnsley residents involved in the 1984 Miners Strike as part of their work to explore resolution of community tension– What opportunities for exploitation are there? – Who could they partner with within the University?– Who could they partner with outside the University?

Some ideas…

• Idea generation• Pitching to a panel• Business plan • Tendering exercise• Case study exercises• Mock research or performance grant proposal• Putting on a event / performance / exhibition for others• Business simulations• …

Case StudyAllison Whitmarsh – ProperMaid Ltd

Case StudyAllison Whitmarsh – ProperMaid Ltd

• Student on a food technology degree, wanting to be a teacher• Took a 3rd Year subject-specific optional module on business planning and wrote a

plan for a cake stall at a farmers market• Graduated in 2008• Attended the Graduate Entrepreneurship Projects’

Entrepreneur’s Boot Camp• Supported by the University of Huddersfield’s

Enterprise Team and a GE funded start-up grant• Now on third premises, employing 22 people, multiple

business and food awards winner• Appeared on Christmas edition of Dragons’ Den 2012

gaining funding from Deborah Meaden

Where Does Enterprise Sitat Your University?

Who is responsible?

Who is involved?

Who delivers?

Networks

Who do you work with?Who could you work with?

Sources of Support

Enterprise Educators UK (EEUK)Includes best practice events, links to useful documents (including QAA Guidelines, Wilson Review and Carnegie Trust report), opportunities to bid for education and research funds…www.enterprise.ac.uk

National Centre for Entrepreneurship in Education (NCEE)Includes training programmes for enterprise educators and entrepreneurial leaders…www.ncee.org.uk

Sources of Support

International Entrepreneurship Educators ConferencePractical conference for HE and FE enterprise and entrepreneurship educators to share ideas and learn from each other.

Annual event every September with 2014 conference in Manchester

www.ieec.co.uk

Any questions?