Dr David Bozward

Category: Skills Development

  • Venture Creation – BA (Hons) Entrepreneurship Programme

    Venture Creation – BA (Hons) Entrepreneurship Programme

    In the last year I have had the amazing  opportunity to design a venture creation BA (Hons) Entrepreneurship Programme which is oriented towards students who wish to combine study towards an honours degree with the opportunity to start their own business in a supported environment with guidance from specialist lecturers, practising entrepreneurs and mentors. Over the years I have seen many programmes and wanted to create something for Entrepreneurs, the student and for practitioners.

    This is a practice-oriented degree, which focuses on the development of the students’ entrepreneurial effectiveness. This is achieved by embracing the concept of ‘learning by doing’ which ensures students are acquiring real knowledge and practical expertise to support their business start-up and business growth aspirations. There is a focus on real business experiences including master classes, enterprise events and interactions with local and global entrepreneurs. This philosophy is extended within the assessment primarily for (rather than ‘of’) learning Entrepreneurship (QAA (2012) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, pp9).

    Similarly, although there is an inherent emphasis on learning within the learner’s own start-up venture, the Entrepreneurship skills acquired will be transferable to other business environments and learning opportunities.

    This BA (Hons) Entrepreneurship Programme aligns with the nation and international government agenda (The Impact and Effectiveness of Entrepreneurship Policy, NESTA 2013) and seeks to increase the number of entrepreneurs in the economy.

    A range of teaching pedagogies are adopted to ensure the curriculum enhances the learning of all students both in the startup and in group learning environments. In addition to lectures, seminars, videos, podcasts, presentations and visiting entrepreneurs, students will participate in action learning sets and interactive activities to apply learning from businesses experiences in their startup. These approaches are intended to take into account the principles of inclusivity: the types of learner, their startup business, their prior experience and expectations and how they learn and will be supported to learn effectively.

    Given the focus on developing a continued learning environment in which students develop an entrepreneurial mindset, there is an emphasis within the BA (Hons) Entrepreneurship Programme on tutoring and mentoring to support individual requirements, and also to reflect (at a meta-cognitive level) on their learning process. The programme is supported by more than 10 Entrepreneurs in Residence, regional business support agencies and local businesses.

  • Student Led Incubators

    Student Led Incubators

    There is always a real need to get student involved in Enterprise and Entrepreneurship within the university. They have a real need for enterprise skills and developing it into an Entrepreneurial career or a full blown Entrepreneur.

    So on a recent visit to the the Tianjin Urban Construction Management Vocational Technology College, we had the opportunity to visit their incubator.

    This college is looking at developing Energy Entrepreneurship, developing new businesses which address saving energy or using it in a more effective way, especially within China.

    IMG_7685

    So the real surprise was the cafe within the business incubator was run by Students for Students and business owners. We had the chance to meet the three owners of the business and provide some advice and support. The development of this student led cafe provides a real insight into both the management of the college and also the students within it.

    The management have placed trust in the students to start, run and make a success of the cafe. This has resulted in:

    1, Trusting students is such an important part of Entrepreneurship and we sometime forget to place this on students.

    2, The students have taken a opportunity to run the cafe, something which every student on campus will have an opinion about. I know many students wouldn’t do this as their peers would look down on them or have something to say. The risks and rewards associated with this is a great lesson, but the greatest one is that these students have the largest network on campus.

    3, Having a go, should always provide winners, as experience of entrepreneurship will ensure students leave with more skills that we educators could ever teach them.

    IMG_7688

    The cafe was the centre of the business incubator and so made it student led, the cafe was the heart of the space, just as it should be.

    So when we arrange, we were saw a great space being used by other students and it was the centre of campus live. So good luck.

     

  • Setting Objectives when Starting up a Business

    Setting Objectives when Starting up a Business

    When Setting Objectives when Starting up a Business you should always use SMART objectives -the most well known method for setting objectives. S.M.A.R.T refers to the acronym that describes the key characteristics of meaningful objectives, which are:

    Specific

    • WHAT am I going to do?
    • WHY is this important for me to do?
    • WHO is going to do what? Who else need to be involved?
    • WHEN do I want this to be completed?
    • HOW am I going to do this?

    Measureable

    • How do I know when I have done it?
    • Can these measurements be obtained?
    • What are the numbers, quantity, comparisons?

    Achievable

    • Can we get it done in the proposed timeframe?
    • Do I understand the limitations and constraints?
    • Can we do this with the resources we have?
    • Has anyone else done this successfully?
    • Is this possible?

    Realistic

    • Do you have the resources available to achieve this objective?
    • Do I need to revisit priorities in my life to make this happen?
    • Is it possible to achieve this objective?

    Time-Bound

    • When will this objective be accomplished?
    • Is there a stated deadline? (a defined time line)

    Setting Goals Summary

    Remember what gets measured gets done, so write your goals down, share them constantly with those who can help, are part of the goal and your team. Keep refining your goals to ensure achievable. If necessary, split goals down into achievable tasks.

  • A true Entrepreneur never fails, just learns

    A true Entrepreneur never fails, just learns

    In the recent months, I have been thinking about the journey we take as entrepreneurs. This is not always a logical one and it has many twists and turns but as a lecturer I know it’s important to present a structured approach with a limited set of options. But as a realist, I also know the path to true enlightenment may be through the pit of delusion.

    The message that failure is a good thing is one which many people are now talking about, yet I find our education system still thinks in a binary way, you either pass or fail and this can only be done at defined points, normally set by your age.

    Our Examination system teaches us from a young age that there is only one right answer and many wrong ones. This then provides society with a view of you, typically a grade from A* to U. We sit and judge you from afar, if too many get high marks then the exams were easy, if too little get high mark then the youth of today are spending too much time on their Xbox. The hard fact for many young people is that the grade is final and they be able to change it, even if they get better at that subject. You never get the opportunity to learn from your mistakes or gain a higher grade.

    Yet Entrepreneurship is about the path your take and the reactions to the decisions and not the decisions themselves.

    Everyone is expected to take the wrong turn at some point and the important thing is how you get back on track. How do you learn from the situation? How do you react to your mistake? How do you reflect on the situation and opportunities surrounding you at this point?

    Let me explain this in terms of driving from London to Paris. If you made one wrong turn at any point, then as long as you recognized this fact and acted on this information to rectify it, you would still arrive in Paris. It may or not take longer or extra time. yet our education system would have failed you and asked you to never drive this route again.

    I always explain starting a successful business as having to make one hundred right decisions. Out of how many I do know know. Over what time I do now t know. I don’t know what feedback loop will be in place. When will I know that I have done it?

    We all agree that these decisions will need to be made and that some of them will be shown to be wrong. (Either the right decision at the wrong moment or the wrong decision at the right moment) This is not a fail, just another opportunity to learn, rethink the plan and evaluate your surroundings.

    Our secondary education system needs to develop an opportunity to reflect on the learning and allow the learner to build this into their learning plan moving forward.

    Your path is your own and only on your reflection can you mark yourself.

  • Startup Incubator Best practice

    Startup Incubator Best practice

    What do people need from an incubator when starting a business ?

    Over the last six years I have visited, be a participant of and worked in an startup Incubator. So I have had the opportunity to see it from all sides. The one thing I learnt very early on was it’s not about the physical space. Those with the most colourful, innovative decor or largest wall hanging tended to be the worst. Those that I liked focused on a few important things, so lets consider them in the right order:

    Business Networking

    The opportunity to network and be associated with a network is the most important factor. Entrepreneurs that do well network, it provides co-founders, investors, customers and the most importantly great staff. So having this provided on a plate to you, when starting out, is the golden egg which your business should be incubated in.

    Mentoring

    Most people who run incubators have never started or run a business, so having a mentor is very important in creating perspective, inspiration and raw guidance. The mentor and mentee should be trained to understand the expectations placed on the each other. The selection of the mentor should be based on the stage of the business, business sector and the location of the entrepreneur. Having more than one mentor should also be encouraged.

    Flexible Space

    It’s important that formal meeting space, serendipitous meetings and water cooler moments are all facilitated within the incubator. The majority of business people today expect to meet in a cafe or open space but a closed space is also needed for formal meetings. The hot desking should have great wifi.

    Friendly Support

    Having people who can support you when things don’t go as expected is important. The ability to ask someone who can sign post you to additional support, grants, loans and people is so important when starting out, pivoting and trying to bootstrap your business. When selecting an incubator, do the staff seam helpful and knowledgeable.

    Skills Development Events

    In the process of starting a business most people learn new skills naturally, but don’t know it and need reminded of the distance covered. Some people need organised session whereby they develop skills and knowledge which will be needed in the future, next month/year. The majority of incubators will have a speaker series to support this.

    Funding Support

    Most people don’t need that much, if you are outside London, the costs of living is less. If the office is free then it’s just some living expenses and then some Stuff to move the business forward. However access to finance at various stages is important to scale businesses and the staff should be able to support you in this endeavour.

    Free or Discounted Stuff

    Most businesses need a tool bag of stuff which can help them more forward their business. This may include websites, accounting software, payment solutions, discounted travel, …etc. Its also helpful if the incubator can recommend software solutions for you, saving you the research space and money.

     

    The important factors in starting a business are sometimes softer that you think. Its not always Money, Staff and 1000 sq ft office space. It may just be a cup of tea with someone who has done it before and has a story to tell.

  • Selecting the Correct Startup Mentor

    Selecting the Correct Startup Mentor

    Introduction

    Our experience has highlighted the matching of mentor/mentee pairs as the most important factor in the success or otherwise of effective mentoring. Every person who starts a business should have at least one mentor, these people are there to a devil’s advocate and support in development of the business. They are not business advisers or life coaches and therefore are not making decision for the business owner. The business owner is 100% responsible for their own actions.  We would typically assign at least two mentors based on the following criteria. The two mentors would be from separate criteria to ensure we provided diverse mentoring support.

    Key Criteria

    • Methods of Working
    • Sector Knowledge
    • Area of Expertise
    • Stage of Business
    • Location Network
    • Peer or Near Peer Mentors

    Methods of Working

    Both parties should have expectations and they should set out the process they will follow in dealing with each other. When will they contact each other? What is the communication medium SMS, Email, Telephone or Face to Face, What response time will the other person provide? When is out of hours? What support will they get and what is expected from the mentee? Use the GROW model for mentoring sessions.

    Sector Knowledge

    Many people want someone to mentor them who has already done it. Someone in the same industry has the network contact to help them move forward faster. They may be diversifying into a new sector and need introductions. The approach that mentors take within a business sector will also have to been taken into account. We find this is one of the fastest ways to develop the mentee’s understanding of the benefits of mentoring.

    Area of Expertise

    People starting a business may require help with one field, e.g. sources of finance, marketing, IPR, logistics, operations, sales, office, international sales, production, TAX, bookkeeping, website SEO, etc. This field will require mentoring over period of time when the mentor is no longer required and another mentor can be assigned to deal with their new needs.

    Stage of Business

    Our mentoring solution works on a six stage business growth model which is detailed in Appendix A.  It is particularly important to ensure that the mentors understand the importance and nature of each stage and do not jump into suggesting solutions before they have fully appreciated the context and needs of their mentees.

    In moving the business forward, the better the foundations within the early stages the better the business opportunities in the later stages. Therefore having specialist mentors for these stages provides the best results.

    Location Network

    One of the core resources needed to grow a business is access to a network of like minded people who may be customers, competitors, investors or collaborators and a mentors can be the fastest way of accessing this network. We also find that certain industries have a culture that lends itself to a sustainable network of experts who are willing to ‘put something back’ into the system in the form of mentoring, such a lawyers, accountants and educators.

    Peer or Near Peer Mentors

    Peer-based activity is regarded as the best way to transfer tacit knowledge critical to business success. This is a very powerful and meaningful proposition in a entrepreneurial social context with the opportunity to develop a sustained and long term relationship.

     

  • Leadership of Enterprising Groups

    Leadership of Enterprising Groups

    A large number of the attributes of a Non-Profit Organisation (NPO) can be directly applied and are applicable to the Peer Led Student Enterprise Groups (PLEG). Organizational theory review also shows a higher degree of complexity for non-profit organisations when compared to profit oriented businesses.

    As for Mizell (2005) and Lubar (2005) emphasize the quality of management as key to volunteer retention as well as volunteer support. This is nonetheless emphasizing the fact that one of the key responsibility of the non-profit organisation is to factor in volunteers’ potential constraints and be proactive about them. Through this research they found that most of the volunteers expected the manager to practice participating leadership. It was highlighted that the management team of non-profits organizations should think about their leadership style, in order to have the volunteers feel more productive and that they belong to the organization.

    According to Trachtenberg (2006), the key importance of values and belief for non-profit organisation is attracting quality volunteers is one of the most important objectives of the NPO; however, it is a task that is often overlooked or performed poorly by NPO managers and administrators Farmer & Fedor (1999). Volunteerism cannot be separated from the motives, values, and beliefs of the volunteer (Wilson, 2000). The three most important strategies that can be drawn from the research include (1) recruiting volunteers based on their interests, qualifications, and how well they fit with the organization; (2) offering training to support the learning and skills development of volunteers, and; (3) acknowledging directly to volunteers the vital role they play in the success of the organization as well as the contributions that they make in generating the capital needed to meet its mission and its goals.

    Despite the growing contribution of the nonprofits to global economies, nonprofits operate in an increasingly competitive environment. Along the same line, Jay (2010) highlights non-profit sustainability necessity but throw an interesting light on the changing non-profit environment and the related risk associated. Nonprofit literature over the last few decades reflects attempts to examine the competitive environment in which NPOs operate and impact their functioning. Several researchers have used the Porter’s five forces model to capture the competitive intensity in the immediate environment. Whilst the parallels to Porter are striking, the system of relationships proposed for NPOs has not been subjected to empirical testing.

    They observe that this trend towards marketization may pose risks for civil society because nonprofits may lose sight of their social Mission. Also, governments and entrepreneurial business initiatives nested within the NPO have provided other important sources of finance for NPOs. Substantial volatility across all these diverse revenue streams forces NPOs to become adept at multiple stakeholder management.

    A NPO must ensure a flow of resources in order to sustain itself which is typically through earned income, governmental support and private donations. Researchers contributing to this stream of literature have suggested several strategies that can be adopted by NPOs to gain financial substantiality: commercially generated revenues (Lundström et al 1997); application of business principles to fundraising ; employing relationship marketing ; identity-based donations (focusing on the salience of the donors’ identity within the relationship) ; and within and cross sector strategic alliances . In addition to revenue enhancing strategies, researchers have suggested a number of strategies to reduce costs: increased volunteerism and its productivity and soliciting in-kind donations.

  • 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.

  • 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.

     

  • Experience , Employability, Enterprise

    Having worked with a number of universities over the last five years, the motivation for providing any sort of entrepreneurial development is coming down to three core KPIs.

    When we consider the student within a university, they seek these three important indicators.

    Experience

    This aspect some years ago was the key reputation of the university. Now its about the enjoyment provided by the student’s union and the quality of the lecturing staff in providing an educational service. When you analysis the recent survey, the clear winners are those regional city universities which have professional on campus student services. The bottom of the table are those in major cities whose can not compete with the volume of other activities which the city offers.

    However, the table shows interesting deviations which when you compare with enterprise support at that university. For an increasing number of students the size of the student bar or the availability of a 24/7 hockey pitch are not on their radar.

    Employability

    The curriculum and the offered courses are sliding against the sledge hammer of change to accommodate the holy grail of employability and the consequential Destination of Leavers survey. Promoting and recruiting students which have less than a 50% chance of employability is an impossible task for the majority of universities.

    So embedding the opportunities to engage with business, gain valued experience and create a dialogue with employers which seek your students has to start, as always at fresher week and progress to the milk round and end with the much valued but of of reach alumni.

    Enterprise

    Everyone who goes to university should work in an enterprise. It may be government, social, charity, self employment, startup, SME or even a FTSE 250. In every case our students should know where they provide the value, which pays them their wages. Around this concept we develop our students with enterprise awareness and skills.

    I was listening to BIS minster who stated when Warwick University started their business school and student and staff tried to stop this, stating that universities and business should be separate.

    • Education and Business should always be aligned.
    • Research and Business should not always be aligned.

    Enterprise in education should accommodate the student requirements to service their desire to fulfill their career ambitions.This may be to work in business, government, freelancing or starting a business. Every single one of them should be entrepreneurial in their outlook to ensure they seek the opportunities available to them and the country.