1. 1 Centres for Excellence in Teaching and Learning: Enterprise

2. 2 National CETL Initiative HEFCE: 2004 The purpose of CETLs is to reward excellent teaching practice and to invest in that practice further in order to increase and deepen its impact across a wider teaching and learning community.

3. 3 Why Graduate Enterprise? National Drivers: Changes in HEI sector – Enterprise in Higher Education 1980s – Dearing 1997 – Lambert 2003 – UK SEC ’99 – – Non SEC – such as YF Business Start-Up – National Council for Graduate Entrepreneurship 2004 -

4. 4 Why is enterprise important in HE? Progression and achievement Redefine and improve skills for learning Enhance employability Self employment, business start up, employment Curriculum enhancement Changing the approach to learning and teaching Recruitment Commercial opportunities Spin-offs from research, patents and licensing Changing culture and aspirations National, regional, sub-regional, institutional Individual mindset and attitude

5. 5 Nottingham: integrative learning Fostering students’ abilities to integrate learning – across courses, over time, and between campus and community life – is one of the most important goals and challenges of higher education’ Carnegie Foundation, 2004

6. 6 ‘Entrepreneurship and Business’ Formal lectures 6 stage creative problem solving process Mentored group work – Practitioners/local business people ‘Learning Barometer’ – On-line reflective learning log Concept poster presentation and elevator pitch WIN 2 evaluation (optional)

7. 7 2006 - 2007 University wide expansion Scale – ‘Entrepreneurship and Business’ - Numbers rise to  800 or more (core to all NUBS students) New Venture Creation - Numbers  450 (Management Core) Scale – Active Mentornet rises to 40 or more

8. 8 2007 - Fully scaleable module to expand with demand All disciplines involved Numbers accelerate past 1000 Mentornet >50

9. 9 White Rose CETLE

10. 10 WHITE ROSE CENTRE FOR EXCELLENCE IN THE TEACHING AND LEARNING OF ENTERPRISE The WR CETL Enterprise on three sites will : – Help students to learn more about enterprise as it relates to their degree programme – provide students with options through practical placements – enhance and stimulate extra-curricular learning – offer an option for channelling enthusiasm and motivation into reduced risk start-up activity

11. 11 – Engage in enterprise research – provide enterprise teaching resources and support to all staff within the consortium – provide students with real and simulated interdisciplinary business experience using the micro-incubator and a business simulator; – reward demonstrated excellence by teaching staff

12. 12 Enterprise Zones provide a focal point for students, researchers and staff interested in enterprise provide a teaching resource provide a resource for collaborative enterprise activities between the consortium institutions provide a location for lunchtime and evening events (individual or networked) provide a home for the Enterprise Clubs provide micro-incubator space

13. 13

14. 14 Developing embedded curriculum materials Innocence Project for Law Students Recent Graduate Start ups - students inspiring students The ‘science’ of school design – linking engineers with teachers and learners’ Textiles Embedding design enterprise across three years Running a business - SUMSCO

15. 15

16. 16

17. 17 And Bank of cases already available at http://www.york.ac.uk/enterprise/cetle/ http://www.york.ac.uk/enterprise/cetle/ Enterprise Network for Staff Young Entrepreneurs Society Research agenda

18. 18 “Enterprise in the Curriculum” an institutional approach As part of the Embedding, Enhancing and Integrating Employability CETL.

19. 19 Employability Framework Development of intellectual, subject and Key Skills Progressive development of autonomy Including activities that are similar to those to be found externally Reflection on use of skills and knowledge between contexts Personal Development Planning (reflection on performance; action planning) Career management skills (self awareness; opportunity awareness; decision making; transition) Learning from work Professional skills/competences etc Enterprise

20. 20 We aim to offer all our students at SHU access to curricular activities that will make them all more enterprising – not necessarily more entrepreneurial. Extra-curricular activities focus on developing the entrepreneurs

21. 21 Leadership – years 1, 2 & 4 – L2L http://www.learntolead.org/ http://www.learntolead.org/ Business Planning – year 2 (&4) – IBM http://www.learningdynamics.co.uk http://www.learningdynamics.co.uk Business development – Hatchery – all Enterprise Challenge – anybody Enterprise week – w/c 14 November – all Business surgeries – Thursdays 11-2 – all Student society – E-Soc - all Placements – STEP – year 2

22. 22 Future Developments To establish a community of trading ventures that can exist as either real or virtual entities and to offer students access to appropriate work related learning. These will be regulated within a realistic community that offers access to both accredited and non-accredited learning that will give an opportunity to practise the career life choices each student will make. It will also provide the University with a resource to attract external funding, real world consultancy projects and a strong link to the network of local small to medium enterprises.

23. 23

24. 24 “To make Leeds Metropolitan University the first choice for students seeking enterprise teaching and learning across the whole range of academic disciplines offered.”

25. 25 Curriculum Change Through Staff Development Quick wins for curriculum change: – Workshops / Events / Enterprise Awards – Induction Programme Long Term Sustainable Changes: – Top-up / FD in Enterprise – Masters in Enterprise – Innovation North Faculty

26. 26 Curriculum change: IT Foundation degree Entrepreneurial attitudes, attributes, behaviours and skills 3 week module (337 students; 31 staff) Tender as a “Consultancy” (student team) Identify business problems Award contract to most enterprising team

27. 27 Entrepreneurial behaviours (Gibb) Creative problem solving Manage autonomously See things through Network effectively Put things together creatively 85% positive feedback

28. 28 Future Developments Curriculum Change: Leeds Met National agenda for T&L – Towards a framework – Assessing creativity and enterprise Higher Education Matrix: Materials http://www.heacademy.ac.uk/1428.htm

29. 29 Matrix: 47 teaching materials Motivation 1 Abilities & Skills Development 2 Ideas 3 Resources 4 Strategy 5 Planning & Operations 6 A.Idea Triggers to start- upTriggers to start- up Idea generation Gap in the marketResources Emerging strategy developmentEmerging strategy development Idea generation techniques B.Proven Idea Drivers Self knowledge Feasibility study Market informationMarket information Market segmentation Techniques C.Planning & Development Personal motivation Planning skillsMarket analysis Professional expectationsProfessional expectations Strategy development Business plan D.Ready to Start- Up Personal needsNegotiation Communication strategy Utilising Professional resources Entrepreneurial Marketing Practicalities

30. 30 Dissemination Events Sharing practice events: – “Creativity” Subject Centre: Physical Sciences – On-line resources: Glasgow School of Art Show case launch – March 2007 enterprise@leedsmet.ac.uk

31. 31

32. 32

33. 33 Discussion: afternoon sessions