Category Archives: Enterprise Education

Blog, Enterprise Education, Skills Development

Institutional & Education Enterprise Requirements for Peer-Led Team Learning

There are numerous studies (Astin (1999) and Terenzini (1996) ) who highlight the advances of peer led learning within the educational institution, creating a strong evidence base for peer led student enterprise groups.

Astin, (1999) Proposes a student involvement theory whereby the High Education institution could use to measure ‘student involvement’ using a metric which refers to the quantity and quality of the physical and psychological energy that students invest in their experience whilst at the institution. This involvement may take many forms, such as absorption in academic work, participation in extracurricular activities, and interaction with faculty and other institutional personnel. According to the theory, the greater the student’s involvement in college, the greater will be the amount of student learning and personal development.

Terenzini (1996) states that, students’ out-of-class experiences appear to be far more influential in students’ academic and intellectual development than many faculty members and academic and student affairs administrators think

Slavin (1996) notes that the motivationalist critique of traditional classroom organization holds that the competitive grading and informal reward system of the classroom creates peer norms opposing academic efforts. Since one student’s success decreases the chances that others will succeed, students are likely to express norms that high achievement is for “nerds” or teachers’ pets. Such work restriction norms are familiar in industry, where the “rate buster” is scorned by his or her fellow workers Vroom (1969). However, by having students work together toward a common goal, they may be motivated to express norms favoring academic achievement, to reinforce one another for academic efforts.

As a learning pedagogical, Peer-Led Team Learning, whether project-based learning (PBL), game-based learning (GBL), Understanding by Design (UbD), or authentic literacy. Peer-Led Team Learning (PLTL) is a specific form of small group learning recognized by Project Kaleidoscope as best practice pedagogy (Varma Nelson et al 2004). PLTL was first developed by Woodward, Gosser,and Weiner (1993) as an integrated method that promoted discourse and creative problem solving Evaluation of the successful implementations of PLTL have suggested six critical components which fits well within our student led enterprise groups, especially within the further education sector:

  • Peer-Led Team Learning in integral to the course.
  • Peer-leaders are trained in leadership skills.
  • Faculty or Subject areas are involved.
  • Materials for workshops are challenging and promote collaborative effort.
  • Space and noise level acceptable for group discussion and work.
  • Peer-Led Team Learning is integrated into the institutional structure.

The institutional enterprise strategy will determine the characteristics of the Peer-Led group and the empowerment student are provided.

Enterprise Education, Entrepreneurial Mindset, Experiential Learning, Skills Development

A Strategic Vision for Student Entrepreneurship

Entrepreneurship is undeniably a significant asset for students and young adults. More than hard skills as experience and technical knowledge, entrepreneurship has an intrinsic high dimension of creativity, self building, confidence and self realisation (Quality Assurance Agency 2012). A European Commission report on the effects and impact of entrepreneurship programmes in higher education stated: “Entrepreneurship education has a positive impact on the entrepreneurial mindset of young people, their intentions towards entrepreneurship, their employability and finally on their role in society and the economy.”(EC 2012)

Entrepreneurship as extra-curriculum activity might increasingly become critical for the professional development and students’ careers. As noted in High Fliers Research (2011), nearly two-thirds of recruiters warn that graduates who have had no previous work experience at all are unlikely to be successful during the selection process and have little or no chance of receiving a job offer for their organisations’ graduate programmes.

Sir Tim Wilson’s review of university-business collaboration stated “Networking between universities and the business community is a critical component of an efficient innovation ecosystem. There are several established networking tools at national and regional levels that create links between universities, business and research technology organisations. These mechanisms need to be constantly evaluated, reviewed and updated as media innovations change communications capability and expectation.” (Wilson 2012)

The National Association of College and University Entrepreneurs (NACUE) has the potential to be a major contributor to the development of entrepreneurialism amongst our student body. It deserves support from business sponsors, universities and government in promoting entrepreneurship. Such support should be conditional on NACUE retaining its close connectivity student entrepreneurial societies, and its active engagement in the Enterprise Alliance.” (Wilson 2012).

The World Economic Forum (2011) suggested four global challenges; Transform the Educational System, Build the Entrepreneurial Ecosystem, Strive for Effective Outcomes and Impact and Leverage Technology as an Enabler. The growth and advancement of entrepreneurship have been considered objectives for many EU and Member State policies over numerous years, and have grown in prominence over time. The European Commission and individual Member States have started to adopt a range of actions, including driving the build up of a more prominent culture of ‘entrepreneurial mindsets’ amongst European citizens, predominantly young people. This was partnered with the view that all students should have access to entrepreneurship education.

To make sure ‘entrepreneurship education’ does not become another extra-curricular ‘add on’ there needs to be certain changes that are made a necessity, and the following ‘actions’ are taken from McCoshan (2010) which will ensure they become an essential part of the curriculum:

  • Changes in teaching methods: greater use of experiential learning and a new coach/moderator role for teachers which helps students to become more independent and to take the initiative in their education;
  • Changes in the education context, which takes students out of the classroom into the local community and real businesses, and which establishes less hierarchical relationships within schools;
  • A key role for governments: only they can bring about the required step change in the spread and quality of entrepreneurship education.

Therefore, an ‘education in entrepreneurship’ needs to go through a conceptual shift from an education in ‘how to run a business’ to how to achieve competency in all areas of the curriculum and be able to apply entrepreneurial thinking into all those areas.

The UK Quality Assurance Agency (2012) for Higher Education has also published ‘guidance’ on the incorporation of Entrepreneurship in every teaching curriculum, qualifying this action as imperative. They acknowledged the need for entrepreneurship to enhance education across the curriculum (Quality Assurance Agency 2012).

Entrepreneurship as extra-curriculum activity might increasingly become critical for the professional development and students’ careers. As noted in High Fliers Research (2011):“Nearly two-thirds of recruiters warn that graduates who have had no previous work experience at all are unlikely to be successful during the selection process and have little or no chance of receiving a job offer for their organisations’ graduate programmes”.

The Royal Bank of Scotland Inspiring Enterprise report 2012 shows that across almost all industrialised countries, unemployment rates are highest among people just out of college, despite the international evidence that shows that young people have a lot of entrepreneurial potential. More awareness of entrepreneurship and engaging with entrepreneurship in education and training will inspire many young people (RBS 2012).

This is why the development of self help, peer led groups provides an important strategy for developing both employability and enterprise skills and should be incorporated into the national and every education institution enterprise strategy.

 

Blog, Enterprise Education, Social Entrepreneurship

Finding a Social Entrepreneur

The development of social enterprise over the last few years has lead to a wider appeal and also an increase in students looking at enterprise as a career option. These students are looking at the problems within their society and developing innovative solutions to the problems of today. This will be one of the core legacies of this recession as the young have seen how corporate greed can and does lead to a range of social and ethical issues.

We can not rely on bankers to mess up the economy so we can create greater social entrepreneurs.

So what are the core characteristics and triggers for social enterprise and entrepreneurs ?

Social enterprise is not new, so there is much evidence into its impact and development.  (Zahra et al). So reviewing some of the literature we essential have three types of social entrepreneur.

  1. Social Bricoleur : who is focused on small scale local social needs
  2. Social Constructionist : who exploits opportunities and market failures in order to introduce reforms in “broader” social system
  3. Social Engineer : who recognizes systemic failures and addresses them by introducing revolutionary change

Once we understand these three types, the development of the civic, social system and revolutionary change means we can identify a number of personal characteristics or attributes which the social entrepreneurs should hold, (Brooks pp12)

  • Innovativeness
  • Achievement Orientation
  • Independence
  • Sense of control over destiny
  • Low risk-aversion
  • Tolerance for ambiguity
  • Community awareness and social concerns

The first six are standard entrepreneurial attributes which you can find in the majority of literature and also entrepreneur tests, with the the seven being the community  aspect which introduces the social aspect of the entrepreneur.

These characteristics allow a level of entrepreneurship to exists when triggered. These trigger points are important (e.g. Banking Crisis). There are five entrepreneur trigger points which (Brooks, pp9).

  • Environment
  • Resources
  • Perturbation / Displacement
  • Personal Traits
  • Preparation

The majority of universities now have greater support for social enterprise, through partnerships with UnLtd and charitable organizations. These help create the right environment and provide the much needed resources to develop the idea. The education preparation for social entrepreneurship has been embedded into our education system for many years. Within the HE sector, we can see great examples from RAG, ENACTUS to formal Volunteering.

The social entrepreneur provides an opportunity to work with a real local issue and develop an eco system which ensures  real role models and local engagement for a wider set of students throughout their degrees. This is important in developing and maintaining our local economies.

By understanding the trigger points for social enterprise, we can help develop the skills and personal characteristics within our education system for successful social entrepreneurs.

Blog, Enterprise Education

New term, New version of Enterprise

For the student entrepreneur there is a great amount of support out there. However, this support is not well co-ordinated by the suppliers or by the university or college. Of course if you google “enterprise support” you get (Enterprise Support Services UK Ltd are a cleaning company based in Welwyn Garden City, Hertfordshire)

However is a great list all students should take a look at:

9 stages, Blog, Enterprise Education, Entrepreneurship Theory, Inclusive Entrepreneurship

Entrepreneurship – In Context

Enterprise and entrepreneurship is a key driver in economic growth and can be a huge part of the solution to unemployment. Its impact also affects the whole of civilization because of the advancement in innovation technology as well as the creation of jobs that in consequence reduce poverty, according to Ernst and Young’s (2011).

“Small and medium-sized enterprises (SMEs) with less than 250 employees make up two-thirds of total employment in OECD countries. The European Commission showed in its SME Performance Review that the number of jobs in SMEs had increased at an average annual rate of 1.9%, while the number of jobs in larger enterprises increased by only 0.8% between 2002 and 2008” Ernst and Young (2011).

Ideally, governments should take an all-inclusive approach, which promotes the strengthening of the entire entrepreneurship environment. However, doing this first requires accurately measuring the multi-layered phenomenon that is entrepreneurship, as well as understanding the impact of a host of different factors on the level of entrepreneurship in a country. “These include the quality of the physical infrastructure, the health of the population, the level of education, the pace of adoption of new technologies and many other macro and micro factors” Ernst and Young (2011).

Therefore, is it essential that a ‘framework’ that can measure entrepreneurship accurately whilst analysing KPI’s (key performance indicators).

Among the key findings in Ernst and Young’s (2011) report:

1. Self-confidence is key
Our overall analysis provides a clear overview of where the G20 member countries stand with respect to fostering entrepreneurship. Combining two of our key findings — entrepreneurs’ confidence in their own country, and new business density

2. Entrepreneurship culture
The culture of a country can affect entrepreneurs and entrepreneurship on many levels. Our perceptions survey was central to our analysis of whether the culture of a country is conducive to Entrepreneurship.

3. Education and training
We go beyond looking at the overall performance of the educational system, to take a closer look at entrepreneurship specific education and assess how important this is for encouraging entrepreneurship.

4. Access to funding
Securing access to funding, both at the start-up phase and at later stages of enterprise development, is one of the biggest challenges for young entrepreneurs. We analyze the experiences of entrepreneurs in accessing funding across the G20 countries, and find some dramatic differences and valuable lessons.

5. Regulation and taxation
The regulatory and taxation environment is one of the areas in which governments have a key role in providing an enabling environment for entrepreneurial growth.

6. Coordinated support
There are typically a number of different agencies involved in facilitating and supporting entrepreneurship within a country. The level of support these agencies provide — and the extent to which they coordinate with one another — can make a crucial difference to the entrepreneurship Environment.

This increasing entrepreneurship and recognition of small enterprises in the health of the economy is also highlighted in recent reports.

According to the UK National Statistics (Nation. Stats 2012), the actual increase in the total business population between the start of 2011 and the start of 2012 will lie between 200,000 (4.4 per cent) and 253,000 (5.6 per cent).

The 4.8 million private sector businesses employed an estimated 23.9 million people, and had an estimated combined annual turnover of £3,100 billion.

The majority (62.7 per cent) of private sector businesses were sole proprietorships, 28.0 per cent were companies and 9.3 per cent were partnerships. At the start of 2012, small and medium-sized enterprises (SMEs)3 accounted for 99.9 per cent of all private sector businesses, representing no change since 2011 and almost unchanged since 2000. SMEs also accounted for 59.1 per cent of private sector employment and 48.8 per cent of private sector turnover at the start of 2012.

For (Heseltine 2012), the prize is potentially huge. There are about 3.6 million self-employed people and sole traders in the UK, and 1.2 million businesses with at least one employee. That is 4.8 million in total. It is a fact, often noted, that if just one in 10 of these businesses took on an employee, or an additional employee, that would increase employment by 480,000.

In (Young 2012), it is estimated that if the UK had the same rate of entrepreneurship as the US, there would be approximately 900,000 additional businesses in the UK and that’s the real context for our stakeholders.