The Hidden Curriculum: Enterprise Education at the University of St Andrews

Introduction: The University of St Andrews Enterprise Capabilities Creativity and innovation Opportunity recognition, creation and evaluation Decision making supported by critical analysis and judegment Implementation of ideas through leadership Reflection and action Communication and strategy skills

Methodology: Mapping the curriculum Stage 1: Mapping of enterprise across the Science, Arts and Medicine Curriculums The goal of mapping the curriculum is to see where enterprise education is already being taught, where it could be improved and where it is absent from the curriculum.   Stage 1 took place over 2 weeks, with week 1 being dedicated to the science curriculum and week 2 being dedicated to the arts and medicine curriculums. This involved looking through each module in the course catalogue and identifying sections in the module descriptions that were coherent with the aims of enterprise education. This allowed a distinction to be made between modules where enterprise is taking place and those where it isn’t, forming the first stage of analysis of the curriculum.

Methodology: Mapping the curriculum Stage 2: Mapping of capabilities in modules where enterprise has been identified Stage 2 involved re formatting the maps made in weeks 1 and 2 in an excel spreadsheet with the 6 capabilities listed at the top of the page. From this, schools were marked as a whole on what enterprise capabilities their modules contained. This allows us to see more clearly which capabilities are present in the curriculum at present, and how effectively all 6 capabilities are being taught in each school.  

Methodology: Mapping the curriculum Stage 3: Mapping of capabilities in exemplar schools by degree programme

Results

Key Findings Reflection is not clearly mentioned in most academic schools and modules Opportunities for leadership and communication should be increased Main challenge is to integrate enterprise capabilities into modules that currently only teach subject specific information

Findings in the Science curriculum Enterprise fits into 3 types of modules Some schools are more effective at integrating enterprise capabilities and subject specific information, notably Earth Sciences Reflection and action was only mentioned in Geography MA degree programme Through the mapping process outlined in the previous 2 slides, I have identified the following preliminary findings. However, due to the large amount of data involved more in depth analysis of the maps will be required to evaluate enterprise education more closely. Despite this, a number of trends are already clear from the mapping process I have undertaken during the last 2 weeks.   On the whole enterprise fits into 3 types of modules: Those that are focused on subject specific information and mention enterprise capabilities; Those that are focused on subject specific information but do not mention enterprise capabilities; Finally, modules that are placement or research training based, which mention in depth a number of enterprise capabilities. Some schools are more effective at integrating enterprise capabilities and subject specific information. Earth sciences and computer science are notable examples, with earth science being the most effective at showing the practical career purposes and skills that are being learned in a range of modules. In general, Masters modules contained the greatest focus on enterprise capabilities. Sub honors modules in several subjects integrated enterprise capabilities with subject specific information more often than at honors level, although this varied from school to school. Schools that have employment placement and research group modules seem to have little focus on enterprise education in subject specific information based modules, creating a clear divide between skills learning and information learning, at least on paper. Chemistry and math's were clear examples of this. Math's modules mentioned enterprise capabilities the least out of all modules in both the Arts and sciences. Although dissertations and research projects expressed enterprise capabilities, most modules are focused exclusively on subject specific information, with little focus on enterprise capabilities until modules in senior honors and masters level that are tailored towards careers such as finance. Physics modules from sub honors to masters include research training modules, which was not seen in several other mathematical science subjects where research training took place in honors or not until masters level. In the mathematical sciences, quantitative skills and scientific methods were mentioned most in subject specific information modules. Despite this, research training modules mentioned a wide range of enterprise capabilities With the exception of maths, 5 out of 6 capabilities were met across the science curriculum. Reflection was clearly absent from most schools and modules, and in general was only found in honors and masters modules. This was the clearest finding of the capabilities mapping process.

Findings in the Arts curriculum Humanities such as Philosophy are highly creative, while social sciences such as Social Anthropology have a greater focus on opportunity recognition Reflection and action was only mentioned in Management and Social Anthropology A number of the findings in the arts reflect those in the sciences. However, due to the greater variation in curriculum structures between academic schools in the Arts I found it best to break down the findings into a school by school basis. Despite this, a number of general findings are listed on this slide.   Art history – few mentions of enterprise capabilities, though the use of different mediums to examine problems and understand historical events in mentioned several times, along with an ethics and fieldwork module. There was no clear evidence of communication or leadership in the module descriptions. Classics – few mentions of enterprise capabilities, though translation, literary skills and close reading are mentioned extensively. Archeology places greater importance on fieldwork, which translates into more skills based learning than in the other classics subjects. There was no clear evidence of communication in the module descriptions Economics – Enterprise skills are mentioned more extensively and in differing forms. Software skills, strategic thinking, critical interpretation of results, and strong focus on case studies and real world applications. Finance modules are clearly focused on teaching skills needed in the financial services sector. English – While the majority of modules focus on subject specific information, there are several mentions of in depth textual analysis, critical understanding and close reading and creative thinking. The Speechwriting module is noteworthy. However, there was no clear evidence of leadership in the module descriptions. Film studies – Despite the small number of modules available, there are numerous mentions of enterprise capabilities throughout subhonours and honors, including critical examination of methods and approaches, writing and publishing for academic and general audiences, case studies, diverse mix of source material in different mediums, experimental design.  History – Despite the large number of modules, there is little mention of enterprise skills in the majority of modules. However, critical evaluation and summary, use of primary and secondary sources and hands on research are mentioned in several instances. The recording the past and Archeological methods modules are noteworthy. History was the only school in the Arts faculty where there was no obvious mention of opportunity recognition. International relations – A large proportion of modules involve Case studies, research and writing skills, highlighting the focus on real world applications of theory. Career skills were widespread and well developed, for example those needed for policy and diplomacy. Management – While a large number of modules offer a rich amount of enterprise skills, these are mostly found in honors and are confined to specific modules, with an imbalance being present between modules with little mention of enterprise and those which are focused entirely on enterprise skills. Modern languages – Mentions of use of different mediums (reading, writing, speaking) and most noteworthy of all the year abroad placements. Comparative literature mentions critical evaluation and reflection. Philosophy, Music and Social Anthropology – Music modules have a very strong focus on student’s exposure to the music profession, and their pathway towards it through a very practical and creative programme. Philosophy modules have a strong focus on creative thinking, critical evaluation and analysis; However, there application to case studies is less obvious than in other subjects. Social anthropology has a strong focus on methods training and fieldwork, which is often applied to case studies in a variety of contexts.

Findings in the Medicine curriculum The focus on clinical skills and patient communication encompasses several enterprise capabilities Whilst most skills are firmly based in the medical profession, more generic skills such as scientific report writing are mentioned throughout all 3 years Creativity is not clearly visible, although clinical skills sessions and dissertation encourage opportunity recognition The medicine curriculum is very different in both content and structure to those in the sciences and the arts. The professional focus of the medical degree is effective in providing opportunities for enterprise education throughout all 3 years of the programmed. The Integrated spiral curriculum means that key enterprise skills, such as communication and decision making, are embedded throughout the progamme. However, creativity is not clearly visible due to the nature of assessment and content, although the clinical skills sessions and dissertation encourage opportunity recognition.

Conclusion Students need to be made aware they are receiving these capabilities Academic Staff need to know where they are currently delivering Enterprise Education and where they are not Module descriptions in handbooks need to accurately describe the capabilities on offer in each module Further mapping of degree programmes is needed, particularly in the Faculty of Arts Reflection is not clearly mentioned in most Academic schools and their modules   Main challenge is to integrate enterprise capabilities into modules that currently only teach subject specific information Further investigation into how embedded these capabilities are across each School is needed Emphasis must be placed on how enterprise capabilities improves learning in the present and job prospects in the future

Acknowledgements Bonnie Hacking (Careers Centre) for her suggestion of mapping degree programmes Catriona Wilson (CAPOD) for her thoughts on the importance of leadership skills Catherine O’Leary and Jon Issberner (Proctor’s Office) for all their help and guidance during my Internship

Thank you for your attention! Questions and concluding comments