1. Enterprise Education Evaluation of Design Ventura Susan Goodlad and Julian Stanley Centre for Education and Industry (CEI) University of Warwick 16 th November 2012 Edge Research Conference

2. Aim to show how… …enterprise capability can be developed in the context of design using the form of competition; …the Design Ventura programme has impacted on young peoples’ skills, attitudes, knowledge and understanding; …museum educators, practising designers and people from the world of business can come together to provide support, expertise and advice for students and their teachers.

3. Key topics covered Background, methodology and issues Pedagogy and approach Evaluation findings –evidence from surveys and interviews –impact on pupils and teachers –rewards to business and design volunteers Implications

4. Museum as broker & facilitator between business and design Chris Ruse from Deutsche Bank, Deyan Sudjic, Director of the Design Museum, and Sebastian Conran, Product Designer all helped to launch the project Design Ventura in May 2010.

5. Characteristics of Design Ventura (DV) DV is an enterprise education programme managed Design Museum (sponsored by Deutsche Bank) DV focused at design students (years 9-11) in schools (particularly disadvantaged students) Authenticity of task – design product for manufacture and sale in Design Museum shop Contributions from non-teachers: designers, business people, museum educators Integrate learning about business, enterprise and design,

6. Business input 6

7. Design input 7

8. Scale of Design Ventura 3 year programme 90 London schools 3000 students Plus Virtual Ventura participants 56 schools – 2011-2012 68 schools – 2012-2013 8

9. DV Programme consists of CPD for teachers Visit to Design Museum with workshop including contribution from Deutsche Bank volunteer 2 workshops at school – contributions from museum educator and designers Video and other on line resources Competitive pitching at Design Museum for finalists Coordination from Design Museum 9

10. Pitching 10

11. Badoinng – now sold out! 11

12. Evaluation of Design Ventura Evaluation uses mixed methods, including: –administrative data, face-face interviews, workshop observations, face-face and online surveys of teachers and students: Survey of teachers, pre programme (wave 1) Survey of teachers, post programme (wave 2) Survey of students, post programme Survey of teachers, post programme (Virtual Design Ventura) Issues included having no counterfactual situation, low response to questionnaires and attrition between waves 1 and 2 12

13. Enterprise and creativity skills (target - 60% report an increase) Remained the same (%) Increased (%) Sample Base Ability to respond creatively to a design brief 1872483 Ability to communicate design ideas 2566479 Ability to understand the business side of design (e.g. costs, marketing, profits) 2268432 Ability to work in a team 3459463 Ability to lead others 4544467 Ability to make good decisions in a business 2663463 Ability to present ideas to others in public 3358458

14. Confidence and ambition (target – 70% report an increase) Remained the same (%) Increased (%) Sample Base General self-confidence 4846481 Willingness to take on new tasks which I have not tried before 3656100 Ambition about what I expect to achieve in my studies 3456100 Ambition about what I expect to achieve in my career 3846100

15. Teacher ratings of students’ design and business skills

16. Teacher ratings of students’ general capabilities

17. Increased knowledge and understanding More business design professionals actively involved in design enterprise education 2/3 students obtained first hand encounter with design professionals 1/2 students obtained first hand encounter with business people Highly valued by students and teachers All features of DV highly rated by vast majority of teachers (90%) –Such as: working to a real brief; activities at the museum; teamwork; combining design and enterprise 17

18. A learning experience of the highest quality 18

19. Conclusions and issues –Embedding of enterprise learning in design education –Effectiveness of using ‘real’ contributors –Capability of broker to mobilise contributors and resources –Cost and logistics of programme –Limitations on capacity –Virtual delivery: the way forward? 19