engage 2010
TRANSCRIPT
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Opportunities and contradictions : The Policy Paradox of entrepreneurial education and
university business engagement since 1960
ByMary Rose, (Lancaster University) Sarah Robinson, (Open University) Sarah Jack (Lancaster University)
and Nigel Lockett, (University of Leeds)ESRC Symposium University of Loughborough, 30
September 2010
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Attitudes to the entrepreneur
• 'the Entrepreneur in the UK has become the god (or goddess) of current UK ideology and a leading actor in the theatre of the new economics.' (quoted Coffield 1991, p. 59)
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1970s-2000s Popular views of the entrepreneur
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Entrepreneurship Education and Outreach activity: Attitudes within
Universities?
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Our Approach
Historical Methodology Social Theory
University-Industry relationship
Attitudes behind government rhetoric
Attitudes to outreach and entrepreneurship education in universities
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The paper covers
Broad Historical Context
Institutional History
Personal Histories
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History Matters : for Policy, Institutions and Individuals
Knowledge and Skills
Theories linking : Past present and future
Path dependency and path creation
Communities of Practice
Forms of capital Attitudes
Networks
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History is about continuity
Legacies and lock in
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History is also about change: innovation and new combinations
Legacies and opportunities
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Case studies
• Manchester Metropolitan University
• University of Salford
• Lancaster University
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Universities from Wilson to Thatcher : The Wilson era
• University expansion and ‘White Heat of Technology’
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1960s HEI Expansion
• Colleges of Advanced Technology
• Plate-glass• Polytechnics
Student numbers
1961-2 113,143
1967-8 200,121
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The 1980s : The Thatcher Cuts
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The enterprise culture
• 1980s ideological response to ‘anti –industrial culture’
• Rising unemployment
• Entrepreneurship education
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Attitudes in HEI : Legacies and opportunities
• Growth of Entrepreneurship education
• 1999 38% British Universities offered courses
• Grants for enterprise education, 1987
• 'raise[d] fundamental questions about learning and teaching and the nature of the curriculum and about the culture and ethos of higher education' (Training Agency, 1989, quoted Tasker and Packman, 1994:152).
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Policy and Knowledge Economy : The triggers to outreach
• DTI’s Innovation Report (DTI 2003),
• the Lambert Review (Lambert 2003),
• HM Science and Technology Committee reports (House of Commons 2006)
• the Government Science and Innovation Investment Framework 2004-2014 (HM Treasury 2004)
• HM Treasury Report The Race to the Top (Sainsbury 2007).
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Institutional Histories
• Origins of both Manchester Metropolitan University and University of Salford lay in 19th Century industrial needs
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Institutional Histories : Lancaster
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Policy in Action: InfoLab21
Activities
International
NationalRegional
Local
Funding
InternationalNationalRegional
Local
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Room with a view!
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People and social processes
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Lambert 2003
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Contradictions…they view universities as being full of long haired weirdos…whodon’t understand the real world
I think the interaction back to the academics is proving very valuable because they could have been accused of being somewhat insular it is important theydo recognise…the needs of the market and not just their research aspirations
suppose some people in universities don't want to interact with companies at all. There is a need for bridging the gap between academia and industry
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Opportunities
‘I think [Britain’s] manufacturing base is…almost gone and it is our knowledge base whichis our strength and I think we have got to view universities
A combination of knowledge transfer and knowledge creation actually in the space between the academic world and the business world or in collaboration perhaps in the overlap rather than the space between
‘it makes our students more employable because they have already produced a product thatis on the market and so that looks good
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Lancaster University Management School Home Page
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Conclusions
Role of history in shaping attitudes to outreach and entrepreneurship education
Deepening understanding of boundaries and barriers to engagement
Importance of engaging students in ‘engagement’
Period of change in role of UK universities