Developing enterprising and entrepreneurial graduates

October Teaching & Learning SeminarKatie Wray

(Lecturer in Enterprise, SAgE Faculty Office and Development Officer, Careers Service)

Agenda

• Enterprise and Employability at NCL• Enterprise and Entrepreneurship in the NCL

curriculum• From the literature…behaviours, skills and

attributes• Implications for educators• Embedding Enterprise resources• Rise Up

Enterprise & Entrepreneurship Curriculum

DevelopmentKatie Wray

Mentors, Coaches, Entrepreneurs in Residence

etc

Building Entrepreneurial Networks for staff and

students

Entrepreneurial Skills Development (Graduate Skills Framework)

(practical: intellectual property awareness, business planning, financial awareness,

market research Employability: opportunity spotting, risk

taking, intuitive decision making, strategic thinking, achievement orientation etc)

Enterprise & Entrepreneurship Educator Development

Including e-resourcesBuilding educator confidence, tools and

techniquesUnderstanding commercial opportunities

for research

Enterprise & Entrepreneurship Module

Delivery & Assessment

Enterprise & Entrepreneurship Champions in SAgE Schools

Raising awareness of awards and opportunities, support for

implementation of plans, creating teaching-research opportunities

Evaluation and disseminationPractitioner/pedagogical

researchExtra-curricular TrainingACTION 2011: Sustainability, workshops, events, seminars

Enterprise CoachCurrently undertaking

Chartered Management Institute qualification

NCEE FellowInternational

Entrepreneurship Educator Programme (IEEP)

Employability StatementNewcastle University is committed to enhancing the employability of its students and graduates through the development and support of career management, work-related learning, enterprise and entrepreneurship in a global context. Where:• Employability is a set of knowledge, skills and personal attributes that make

individuals more likely to gain and be successful in their chosen occupations.• Enterprise refers to the aspects of employability that promote an innovative,

creative, resourceful and opportunistic approach to life learning and work.and• Entrepreneurship is the application of enterprise leading to the creation of a new

venture and the generation of new business and value.The institution aims to achieve this by the implementation of the Newcastle University Graduate Skills Framework and the Joint Skills Statement of the Research Councils UK, delivering the primary outcome of graduates who can independently self-manage, proactively interact and ethically apply their knowledge and skills in a global context.

This will be facilitated by the Learning & Teaching Strategy 2007-2012, particularly sections A3, A4, B4 and B6.

Enterprise and Employability

• Employers are looking for evidence of entrepreneurial skills and attitudes. A key challenge facing the UK is the need to develop and encourage new enterprises through business start-ups and staff spin-off companies.

• Ken Howitt, BAM Nuttall – “These skills are needed, this module is industry focused. At the end of the day industry is a business that makes money and there is a need to plan for the future. Students can use these skills to be competitive in bidding for industry”.

2010/11 Rise Up Statistics

• Students from all Schools• Number of unique users?• 1387 unique users (students, PGRs and

graduates)• Number of unique interventions?• 2455 interventions• Businesses started?• 31 businesses started

Faculty Breakdown (Individuals)

635

142

565

45

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Faculty Breakdown

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6.0%

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10.0%

12.0%

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Faculty Breakdown (Interventions)

1037

240

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63

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Where is Enterprise in the curriculum?

Most of what you hear about entrepreneurship is all wrong. It’s not magic; it’s not mysterious; and it has nothing to do with

genes. It’s a discipline and, like any discipline, it can be learned.” Peter F. Drucker

FMS

• BMS8033 Business for the Bioscientist UG (2001/2)• MMB8001 Biotechnology & Enterprise PG (2008/9)• New module development for Dentistry (2012/13)• Cross cutting enterprise module for 2012/13

SAgE• CEG8004 Enterprise for Construction UG/PG (2005/6)• MEC2008 Professional Skills UG (2005/6)• SPG8015 Introduction to Enterprise & Entrepreneurship (2008/9)• SPG8016 Business Enterprise in Science & Engineering (2008/9)• CSC1015 The IT Professional UG (2010/11)• CSC2015 Software Project UG (2010/11)• ACE8055 New Food Product Devt (2010/11)• Biology (New Module for 2012/13)• Cross cutting enterprise module for 2012/13

• Chris McLarnon, MWH “This is about design and selling; in industry you need to present to clients and get their buy-in through a sales pitch. It takes students outside their comfort zone to look from the point of view of a client”.

HaSS

• BUS2011 Business Enterprise UG (1999 – 2010/11) • NBS8033 Business Enterprise PG (2005/6)• ICS8029 Art & Enterprise (redeveloped for 2011/12)• MUS3095 Music Business (redeveloped for 2011/12)• SEL3324 English: Cultural Placements (redeveloped for

2011/12)• Cross cutting enterprise module for 2012/13

How can you tell an entrepreneur?

What kinds of; - behaviours - skills - personality characteristics (attributes)do you associate with an entrepreneur?

From the literature…

Source: Gibb, A (2007) Entrepreneurship: Unique solutions for Unique Environments. Is It Possible to Achieve This with the Existing Paradigm? International Journal of Entrepreneurship Education 5: 93-142.

Entrepreneurial behaviours

Entrepreneurial Attributes

Entrepreneurial Skills*

Opportunity seeking Self confidence Problem solving

Creative problem solving Achievement orientation Persuading

Grasping/organising opportunities Autonomy Negotiating

Taking initiatives ‘Natural’ leadership Strategic thinking

Managing interdependence ‘Fixer' Articulating ideas

Ambition Determination Selling

Seeing things through Getting things done Proposing

Rapid use of judgement HardworkingDecision making under ccccccuncertainty

Taking calculated risks Commitment Holistic task management

Social networking Action oriented Social skills

Perseverance

Strong ego

*to be differentiated from transferable skills such as communication, presentation, report writing, analytic, synthesising, team leadership etc.

Is it just about starting a business?

Implications for educators?

– What we teach (curriculum context and content)– How we teach (pedagogic development)– Our own skills development (as educators)– Development of the skills of others (stakeholders)– The structure and culture of our organisations

(the way we organise and incentivise)

Embedding Enterprise Resources

• Academic Website (hot of the [e]press!)• Toolkit Series

– World Café – Creativity, ideas generation, constructive conversations

– XING – Commercial development of an idea to reach a goal

– Ketso – Hands-on toolkit for creative engagement– Colourblind/Belbin – Team role characteristics and

team interaction– Cobra – BIFs and BOPs (How To)

World Café

XING™

Ketso™

Belbin®

Colourblind

Cobra

Business Information Factsheet

Business Opportunity Profile

RadFan

ScratchBikes

Rise Up – welcome!

Whether you want to develop enterprising skills, discuss an idea, work for yourself or grow your business, Rise Up offers you expert guidance, training, resources and opportunities to help you explore and develop

your entrepreneurial side…

Rise Up. Join the entrepreneurial revolution.

Start Up Support

– Business Coaching and Advice – Grants– Elevator – Ideas Incubator

• Equipped workspaces• Cobra

Student Society

Newcastle University Entrepreneur Society

Entrepreneurs in Residence : EiRs

Angie McLean Jane Nolan MBE Prof Max Robinson

Rise Up Enterprise Programme

Launches Thursday 2nd February 2012

Rise Up Pitch Support

Sustainability

Success!

Next workshop: 19th October Next pitch: 26th October

Networking events

Breakfast clubs

Collaborations

Newsletter

Rise Up Interns

Further opportunities

ContactCareers Service, Level 1, King’s Gate

0191 222 7748riseup@ncl.ac.uk

http://www.ncl.ac.uk/careers/riseup/

Twitter: @NURiseUpFacebook page: Rise Up

A thought from Katie:There is ALWAYS ‘room in a programme’ and

‘relevance to a subject area’