entrepreneurial learning - pedagogical note series · 7 ‘developing leadership in...

Programme Handbook

2013-14

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‘Developing Leadership in Entrepreneurship Education’

Contents

Contents ........................................................................................................................................................................ 2

Introduction .................................................................................................................................................................. 4

Background .................................................................................................................................................................. 5

NCEE ........................................................................................................................................................................ 5

Enterprise Educators UK ........................................................................................................................................... 5

The Participant Profile ................................................................................................................................................. 6

The Philosophy, Structure and Process of the Programme .................................................................................... 7

9 Masteries of Entrepreneurship Educators .............................................................................................................. 7

NCEE Learning Outcomes Framework ..................................................................................................................... 9

NCEE definitions ..................................................................................................................................................... 12

IEEP Learning Process .............................................................................................................................................. 15

Tasks ....................................................................................................................................................................... 15

Your Personal Activity: Pledges .............................................................................................................................. 15

Review groups - regional or theme ......................................................................................................................... 16

Peer mentoring ........................................................................................................................................................ 16

Personal mentoring ................................................................................................................................................. 16

IEEP Online ............................................................................................................................................................. 16

Assessment submission .......................................................................................................................................... 16

Evaluation, Assessment and Accreditation ............................................................................................................ 16

Framework for Assessment .................................................................................................................................... 16

Accreditation ........................................................................................................................................................... 18

IEEP Fellowship ...................................................................................................................................................... 18

Programme Structure ................................................................................................................................................ 19

Module overview ..................................................................................................................................................... 19

Entrepreneurial Educational Challenges ................................................................................................................. 19

The Entrepreneurial Mindset ................................................................................................................................... 19

Entrepreneurial Behaviours, Skills and Attributes ................................................................................................... 19

Opportunity Recognition and New Venture Development ...................................................................................... 19

Designing entrepreneurial organisations ................................................................................................................ 19

Developing entrepreneurship education strategies ................................................................................................ 19

Educational Aims of the Programme ....................................................................................................................... 20

Module 1 - Entrepreneurial Educational Learning .................................................................................................. 21

Introduction.............................................................................................................................................................. 21

Entrepreneurial Educational Challenges ................................................................................................................. 21

What should you get out of this module? ................................................................................................................ 21

Module Summary .................................................................................................................................................... 21

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Module 2 -The Entrepreneurial Mindset ................................................................................................................... 22

Introduction.............................................................................................................................................................. 22

The Entrepreneurial Mindset ................................................................................................................................... 22


Module Summary .................................................................................................................................................... 22

Module 3 - Entrepreneurial Behaviour, Skill and Attribute Development ............................................................ 23

Introduction.............................................................................................................................................................. 23

Entrepreneurial Behaviours, Skills and Attributes ................................................................................................... 23


Module Summary .................................................................................................................................................... 23

Module 4 - Opportunity Recognition and New Venture Development .................................................................. 24

Introduction.............................................................................................................................................................. 24

Opportunity Recognition and New Venture Development ...................................................................................... 24


Module Summary .................................................................................................................................................... 24

Module 5 - Making it Happen with People and Organisations ............................................................................... 25

Introduction.............................................................................................................................................................. 25

Designing entrepreneurial organisations ................................................................................................................ 25


Module Summary .................................................................................................................................................... 25

Module 6 - Developing Entrepreneurship Education Strategies ........................................................................... 26

Introduction.............................................................................................................................................................. 26

Developing entrepreneurship education strategies ................................................................................................ 26


Module Summary .................................................................................................................................................... 26

Key Enterprise Education Stakeholders in the UK ................................................................................................. 27

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Introduction This programme handbook is essential to your understanding of the International Entrepreneurship Educators Programme. It is designed to provide the background you need to develop your appreciation of the course and is likely to be a reference that you return to regularly. It contains useful information on course philosophy (the frameworks and approach), as well as key information on the modules within the programme; our partners and supporters, as well a useful glossary of UK Entrepreneurship Educators stakeholders for reference. Together with your student handbook, this document will form the basis of the course, and will be supplemented with a module pack. This will contain specific details for each module, including timings or any unique elements or changes, and therefore it is important that you check the module information prior to each delivery. This key information will be provided throughout the programme and within IEEP Online. You will have access to this essential online system and it will be your core programme support. It will form both your personal library and your very own guide. Use all the documents and the online materials to support your exciting learning journey and enjoy your course.

"Creating more enterprising and entrepreneurial individuals and organizations is essential for our future

economic and social well-being. The role of enterprise and entrepreneurship educators is therefore fundamental. I welcome this joint initiative with EEUK to create tomorrow's entrepreneurs through building

professional educator capability" David Frost, Chair, National Centre for Entrepreneurship in Education

“Enterprise Educators UK members have contributed to all 3 IEEP programmes so far, and future programmes will also benefit from the breadth of expertise and experience, in the development of enterprise and

entrepreneurship education, that our members can bring. This partnership initiative with the NCEE is important for increasing both the numbers involved in and the impact of providing effective professional enterprise

education across the whole education sector for the future.” Chris Hall, The Hive, Nottingham Trent University

and Enterprise Educators, UK

"It is an understatement to say that enterprise is now on everyone's agenda. Without programmes such as IEEP educationalists may well find it difficult to fully engage as there is much to learn and so much more to discover. The IEEP focus can help to quickly clarify what is important and what directions are best in any given context."

Andy Penaluna, Centre for Creative Entrepreneurship, Swansea Metropolitan University and Enterprise Educators, UK

“Creating international learning opportunities for entrepreneurship educators will greatly enhance the sharing of

best practice from around the globe. The Kauffman Foundation is very pleased to support this exciting and unique initiative"

Judith Cone, Vice-President Entrepreneurship, Kauffman Foundation

“In my career as an entrepreneur educator and supporter of collegiate entrepreneurship initiatives throughout the U.S., I have not come across a more important and vital program than IEEP. It has greatly enhanced the

appreciation of entrepreneurship as a vehicle for solving some of the economic challenges we face on a global level. I only wish we had such a program in the United States”

Anthony Mendes, Executive Director, Academy for Entrepreneurial Leadership University of Illinois

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Background The programme has been designed to meet a clearly identified need arising from the burgeoning activity in the field of entrepreneurship education in the university sector in the UK and throughout the world. The work of the NCEE and other lead organisations, in mapping UK provision, has revealed a substantial range of programme offers, albeit delivered at present to only a small fraction of the graduate and undergraduate population. Much of what is currently on offer is focused on a narrow, yet important, context of entrepreneurial activity, namely the business start-up. Yet increasingly the national and international policy emphasis is on preparing graduates for the application of entrepreneurial skills in a wide range of different business, economic and social contexts. The challenge for the educator is to support the development of entrepreneurial capacities and mindsets via engagement right across the university curriculum. This engagement has to be seen to serve the achievement of traditional university goals as well as help the Higher Education sector respond to the pressures of a global economy. This places substantial demands upon teachers, facilitators and organisers of entrepreneurship education. The IEEP is designed to enable participants to take a leadership role in meeting these demands. The International Entrepreneurship Educators Programme (IEEP) has been designed and developed from the contributions of many people and in consultation with sponsors, contributors and stakeholders. We would like to thank all those people who have contributed to the design and development of the programme. The programme team would particularly like to highlight the contribution of Prof. Allan Gibb whose expertise and input has been extremely valuable in the design, development and delivery of IEEP. Such an innovative programme could not have been created without his support and the extensive work of NCEE and EEUK. NCEE

The National Centre for Entrepreneurship in Education (NCEE) drives

institutional change throughout the higher education sector. It works in

partnership to create better conditions for long-term sustainable

entrepreneurship in higher education. Through our engagement with

universities in the UK and worldwide, NCEE plays a key role in sharing and

applying international entrepreneurship best practice. We inform national, regional and institutional policy,

making a serious contribution to the long term competitiveness of the UK economy and to enhancing social

cohesion. NCEE is supported by the Department for Business, Innovation and Skills (BIS) and recognised as a

key actor in working for a competitive UK economy by creating the conditions for business success, promoting

innovation, enterprise and science and developing the skills and opportunities to succeed. Enterprise Educators UK EEUK is a leading independent membership network of over 90 of the UK’s most enterprising Universities and Colleges all of whom are committed to maximising entrepreneurial potential and capability. EEUK’s purpose is to develop and empower enterprise and entrepreneurship educators so that they are equipped to improve the entrepreneurial capability of graduates, researchers and the business community. Both the Ewing Marion Kauffman Foundation and Higher Education Academy played a key role in developing IEEP and we express our gratitude for this. The Ewing Marion Kauffman Foundation is the 26

th largest foundation in the United

States and its vision is to foster “a society of economically independent individuals who are engaged citizens, contributing to the improvement of their communities.”

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The Academy’s mission is to help institutions, discipline groups and all staff to provide the best possible learning experience for their students. HEA provides an authoritative and independent voice on policies that influence and improve student learning experiences. It does this by leading, supporting and informing the professional development and recognition of staff in higher education. IEEP is supported by leading organisations in the field across the UK and their contributions have and continue to support the development and expansion of the programme activities and we gratefully acknowledge support from these organisations, including:

Arts Council for England

Cardiff University

Cass Business School, City University

Coventry University

Department for Business Innovation and Skills

Department for Education and Skills

Department of Trade and Industry Small Business Service

Higher Education Academy

HEA Subject Centre – Art, Design and Media

HEA Subject Centre – Business, Management, Accounting and Finance

HEA Subject Centre – Engineering

Leeds Metropolitan University

NESTA

Northern Ireland Centre for Entrepreneurship

Manchester Metropolitan University

Scottish Institute for Enterprise

SEEDA

Sheffield Hallam University

University of Hertfordshire

University of Leeds

Welsh Assembly Government

White Rose CETLE

The Participant Profile

The IEEP is targeted at those aiming to be future leaders in the field of entrepreneurship education. It will appeal to those who wish to:

Fast-track their development as an entrepreneurship educator and access the wealth of global experience in the field

Grow their leadership capacities in the field of entrepreneurship education

Explore new and innovative approaches to effective entrepreneurship education

Build their knowledge and understanding of the entrepreneurship education process

Deepen their understanding of the venture creation and management process Uniquely the cohorts are specifically built to create a mix of enterprise experience, bringing together FE and HE through a wide range of roles working across the education sector in entrepreneurship education. This vibrant mix creates a learning set within each group that draws together a wealth of experience and knowledge to enhance the programme and support development during the key inputs and beyond, as an IEEP Fellow. Success in IEEP secures participants the unique status of an award of IEEP Fellowship. This provides recognition of the work achieved and brings clear status to those working in the field. The awarding of Fellow status also supports continued access to staff development within entrepreneurship education, and creates a network of current and alumni ‘IEEPers’ to work effectively together, through online and physical networks.

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The Philosophy, Structure and Process of the Programme The overall focus is on equipping participants with a mastery of the key elements of facilitating, teaching and organising entrepreneurial learning. Within the programme, these are listed as the 9 Masteries of Entrepreneurship Educators (below). These masteries form the basis for the development of all participants upon the programme and underpin the philosophy and approach of the programme. 9 Masteries of Entrepreneurship Educators

Mastery of Pedagogy

Ability to select from a wide range of pedagogies to maximise the capacity to meet key Entrepreneurship Outcomes.

Mastery of Philosophy

Ability to articulate the relevance of entrepreneurship education to the meeting of broader educational goals and broader policy objectives.

Mastery of Strategy

Ability to assess the organisation change requirement and local stakeholder development potential and pursue appropriate strategies for embedding entrepreneurship education in the institution.

Mastery of Operations

Ability to apply strategy within the organization to move the Entrepreneurship Education agenda forward in practice.

Mastery of Networks

Ability to harness the potential of all related stakeholder networks.

Mastery of Process

Ability to organise knowledge appropriately around development problems and opportunities in contexts in which students might work in future, linking effectively with organisations that might support graduate entrepreneurship activity.

Mastery of the State of the Game

Awareness of key UK and international developments and support structures in the field.

Mastery of Resource Acquisition

Ability to identify and engage sources of support for programme development including funding and support in kind.

Mastery of Personal Entrepreneurship

Ability to demonstrate personal entrepreneurial behaviour – take risks – grasp opportunities – take initiatives etc. and be a role model.

In pursuing the development of entrepreneurial learning, there are a number of distinctive characteristics that differentiate this programme from others:

It is not focused solely upon the business context of entrepreneurship. Rather it lines itself up against the broad-based NCEE Outcomes framework (see below).

It follows the policy focus and indeed the major thrust of enterprise/entrepreneurship education, as it is currently being espoused across the education system as a whole. The emphasis is upon supporting an entrepreneurial mindset enabling young people to live, work, enjoy and be unafraid to create ventures in a world of greater uncertainty and complexity. Setting up one’s own business is one aspect of this.

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The programme context can be seen below:

The emphasis is on how best to organise knowledge and pedagogy to simulate the life-world and ‘ways of doing things’ of entrepreneurs. The style of the programme is such as to maximise the potential for participants to create, discuss, perform and carry learning back into practice between modules.

Personal Capacity to Behave

Entrepreneurially in:

A Globalised Life World of Greater Uncertainty and Complexity

Coping with enjoying and creating entrepreneurial events and structures in

the context of: Starting and

developing your own

organisation or self-employment

lifestyle on graduation

Working flexibly in

small organisations with capacity

to grow

Working in large organisations with personal capacity

to redesign the organisation and

personally respond entrepreneurially

Setting up own

business/ organisation eventually

Enjoying a personal, family and

social lifestyle

Coping with a flexible labour market

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NCEE Learning Outcomes Framework This Learning Outcomes Framework can be sourced in “Towards the Entrepreneurial University” NCEE policy document written by Professor Allan Gibb. View online or download: http://www.ncee.org.uk/publication/towards_the_entrepreneurial_university.pdf

A. Key entrepreneurial behaviours, skills and attitudes have been developed.

B. Student’s clearly empathises with, understand

and ‘feel’ the life-world of the entrepreneur

C. Key entrepreneurial values have been inculcated

D. Motivation towards a career in entrepreneurship has been built and students clearly understand the

comparative benefits

E. The students understand the process (stages) of going into business, the associated tasks and

learning needs

F. Students have the key generic competencies associated with entrepreneurship

G. Students have a grasp of key business how to’s

associated with the start up process

H. Students understand the nature of the relationships they need to develop with key stakeholders and are familiarised with them

http://www.ncee.org.uk/publication/towards_the_entrepreneurial_university.pdf

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A - Entrepreneurial behaviour, attitude and skill development

Key entrepreneurial behaviours, skills and attitudes have been developed (these will need to be agreed and clearly set out)

To what degree does a programme have activities that seek clearly to develop:

opportunity seeking

initiative taking

ownership of a development

commitment to see things through

personal locus of control (autonomy)

intuitive decision making with limited information

networking capacity

strategic thinking

negotiation capacity

selling/persuasive capacity

achievement orientation

incremental risk taking

B - Creating empathy with the entrepreneurial life world

Students clearly empathise with, understand and 'feel' the life-world of the entrepreneur

To what degree does the programme help students to 'feel' the world of:

living with uncertainty and complexity

having to do everything under pressure

coping with loneliness

holistic management

no sell, no income

no cash in hand - no income

building know who and trust relationships

learning by doing, copying, making things up, problem solving

managing interdependencies

working flexibly and long hours

C - Key entrepreneurial values

Key entrepreneurial values have been inculcated.

To what degree does the programme seek to inculcate and create empathy with key entrepreneurial values:

strong sense of independence

distrust of bureaucracy and its values

self made/self belief

strong sense of ownership

belief that rewards come with own effort

'hard work brings its rewards

believe can make things happen

strong action orientation

belief in informal arrangements

strong belief in the value of know-who and trust

strong belief in freedom to take action

belief in the individual and community not the state

D - Motivation to Entrepreneurship career

Motivation towards a career in entrepreneurship has been built and students clearly understand the comparative benefits

To what degree does the programme help students to:

understand the benefits from en entrepreneurship career?

compare with employee career

have some entrepreneurial 'hero's' as friends & acquaintances

have images of entrepreneurial people 'just like them'

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E - Understanding of processes of business entry and tasks

Students understand the process (stages) of setting up an organisation, the associated tasks and learning needs

To what degree does the programme take students through:

the total process of setting up an organisation from idea to survival and provide understanding of what challenges will arise at each stage

helping students how to handle them

F - Generic Entrepreneurship competencies

Students have the key generic competencies associated with entrepreneurship (generic 'how to's')

To what degree does the programme build the capacity to:

find an idea

appraise an idea

see problems as opportunities

identify the key people to be influenced in any development

build the know who

learn from relationships

assess business development needs

know where to look for answers

improve emotional self awareness, manage and read emotions and handle relationships

constantly see yourself and the business through the eyes of stakeholders and particularly customers

G - Key Minimum Business how to's

Students have a grasp of key business how -to's associated with the start up process

To what degree does the programme help students to:

see products and services as combinations of benefits

develop a total service package

price a product service

identify and approach good customers

appraise and learn from competition

monitor the environment with limited resource

choose appropriate sales strategy and manage it

identify the appropriate scale of a business to make a living

set standards for operations performance and manage them

finance the business appropriately from different sources

develop a business plan as a relationship communication instrument

acquire an appropriate systems to manage cash, payments, collections, profits and costs

select a good accountant

manage, with minimum fuss, statutory requirements

H - Managing relationships

Students understand the nature of the relationships they need to develop with key stakeholders and are familiarised with them

How does the programme help students to:

identify all key stakeholders impacting upon any venture

understand the needs of all key stakeholders at the start -up and survival stage

know how to educate stakeholders

know how to learn from them

know how best to build and manage the relationship

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NCEE definitions Clarifying Underpinning Concepts In developing any strategy for entrepreneurship education, there is a need to resolve a conceptual confusion concerning the relationship between Enterprise, Entrepreneurship and Innovation. This confusion impacts adversely upon efforts to develop Entrepreneurship Education not only in the HE context but across the whole education field. The NCEE, from its experience, provides the following definitions:

The Enterprise Concept focuses upon the development of the enterprising person and the enterprising mindset through a demonstration of enterprising skills, behaviours and attitudes across a diversity of contexts. These include intuitive decision making, the capacity to make things happen autonomously, networking, initiative taking, opportunity identification, creative problem solving, strategic thinking, and self efficacy. The focus is on creating entrepreneurial ways of doing, thinking, feeling, communicating, organising and learning. The Entrepreneurial Concept focuses upon the application of these enterprising skills and the entrepreneurial mindset in setting up a new venture, developing/growing an existing venture or designing an entrepreneurial organisation. The context might be business, social enterprise, charitable purpose, non-governmental organisations or public sector bodies. Entrepreneurship ‘makes it happen’. The Innovation Concept is the product of the Entrepreneurial Concept. Innovation is defined as creating and exploiting opportunities for new ways of doing things resulting in better products and services, systems and ways of managing people and organisations. The successful pursuit of innovation is a function of individual enterprising endeavour and entrepreneurial organisation capacity. Entrepreneurship is a necessary pre-condition for Innovation

These definitions are embodied within the NCEE Entrepreneurial Education Outcomes framework and are built from experience (see below) across the educational sector.

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The National Centre for Entrepreneurship in Education (NCEE) has been actively working to support and develop the entrepreneurial capacity of educational institutions since its inception in 2004. NCEE is recognised for creating and delivering new activities across the landscape and has actively produced new supporting infrastructure/capacity building directly targeted to support the diverse range of stakeholders: 2006 1

st Flying Start Programme launched (for student and graduate start-ups)

1st

Annual International Entrepreneurship Educators Conference

1st NCGE National Survey “Enterprise and Entrepreneurship in Higher Education”

2007 1st International Entrepreneurship Educators Programme

2008 1st Regional Enterprise Champions Project in partnership with 10 Universities

1st Entrepreneurial University of the Year Award with The Times Higher

2009 1st National Entrepreneurship Educator Awards with EEUK

1st Make it Happen Programme for graduate nascent entrepreneurs

1st University Enterprise Network (focused on STEM and in partnership with Microsoft, BAE

Systems, the Universities of Oxford / Southampton / Reading and the RDAs

1st Entrepreneurial University Leadership Programme in partnership with Said Business School

at Oxford University

2010 1st European Entrepreneurship Educators Programme with partners in Denmark, Croatia &

Finland

1st Sino-Entrepreneurship Educators Programme for 100 Chinese educators, Shanghai

2011 1st Enterprising Academics programme for researchers and post doctoral students, with

Santander; Technology Strategy Board and Department for Business, Innovation and Skills

2012 1st Entrepreneurship Educators Programme – for FE educators only in Scotland

1st European UEN project building the entrepreneurial university concept

1st FE Award ‘Outstanding Entrepreneurship in Learning and Skills’

1st International Entrepreneurial University Award – for Malaysia Ministry of Higher Education

The Link between NCEE outcomes and Targeted IEEP Masteries

Mastery

A. Key

entrepreneurial behaviours, skills

and attitudes have been developed

B. Student s clearly

empathise with, understand and

‘feel’ the life-world of the entrepreneur

C. Key

entrepreneurial values have been

inculcated

D. Motivation

towards a career in entrepreneurship

has been built and students clearly understand the

comparative benefits

E. Students

understand the process (stages) of

setting up an organisation, the associated tasks

and learning needs

F. Students have

the key generic competencies

associated with entrepreneurship

(generic ‘how to’s’)

G. Students have a

grasp of key business how to’s

associated with the starting and running an organisation

H. Students

understand the nature of the

relationships they need to develop

with key stakeholders and are familiarised

with them

Mastery of Pedagogy

Key to design of imaginative and

successful simulations

Key to the creation of empathy and the 'feel' for entrepreneurship. A key

component of Emotional Intelligence

Key to the organisation of learning around development processes on a 'need to know' basis and the bringing forward of

the future

Key to the pursuit of making all

things happen through know who

Mastery of Philosophy

Key to defending the pedagogical approaches used in entrepreneurship education in the context of mainstream

educational philosophy

Key to defending the value in use

Key to the support of experimental learning processes

Mastery of Strategy

Key to the process of embedding entrepreneurship education across the whole curriculum of the institution building strategically upon analysis of existing activity and culture. Key also to harnessing the commitment of internal and external stakeholders.

Mastery of Operations

Key to leadership of programme development across the whole of the institution including: the development of staff and materials; the organisation and planning of resource acquisition and allocation; and successful marketing

Mastery of Networks

Key to success in pursuit of Strategic and Operational goals as above Key to developing the competencies to deal with the task

environment

Key to the development of

the 'know who' and network curriculum

Mastery of Process

Key to understanding the various contexts in which the need for entrepreneurial behaviour arises

Key to understanding the appropriate organisation of knowledge around organisation development processes

Mastery of state of the game

Key ability to build upon the best pedagogical practice in entrepreneurship education

Key to understanding of careers and other

job related initiatives

Key to understanding the most successful learning approaches to engaging entrepreneurs. Knowledge of range of existing

approaches, sponsors and providers

Key to understanding the dynamics of the key stakeholders in the market and

their roles

Mastery of Resource acquisition

Key to identifying potential sponsors for curriculum and programme development, internally and externally

Key to ability to link with and partner all stakeholders who

have a main interest in recruiting

entrepreneurial graduates.

Key to harnessing the resources in cash or in kind of the entrepreneurial business community

Key to identifying the customers and potential sponsors

of programmes

Mastery of Personal Entrepren-eurship

Key to the ability to take risks in innovation, in the classroom and experiment in curriculum and pedagogical development. Also to

the presentation of entrepreneurial role image

Key to selling to students concepts

of the entrepreneurial life

world

Key to having real insight into entrepreneurial competencies and the value of Know how. Also to the ability to build into the

curriculum appropriate experimental learning

Critical to the effective

engagement of the external

stakeholder environment

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IEEP Learning Process By engaging with IEEP, you are entering a very rich learning experience which will stimulate your personal and professional development throughout the programme delivery period and beyond. The key pillars are each of the six, modules which are designed to:

Provide thematic consideration of key aspects of entrepreneurship (drawn from the masteries and frameworks – see earlier sections)

Provide you with unique access to specialists, guest speakers and practitioners; including our sponsors and supporters

Prompt opportunities for networking with ‘thought leaders’ and key drivers within the landscape

Engage the cohort with a variety of learning environments

Expose you to a range of regional perspectives

Provide opportunities for personal mentoring

Develop the IEEP network (including alumni)

Allow for ‘safe’ practice of new ideas and share ‘early’ thinking with colleagues.

Each of these modules is outlined in detail in the next section, following an overview table of the modules. It is important not to focus on the 6 modules as the key delivery mode, but recognise the critical importance of all aspects of the course. This programme is designed to offer each cohort a unique range of opportunities to engage at regional, national and international level through the entirety of the programme, and build learning through a range of key activities, including the following:

Tasks and Activities

Pledges

Review groups

Peer mentoring

Online environment

Personal mentoring

Assessment submission Each of these is an important part of the dynamic of the learning process that IEEP provides. It is critical to your IEEP experience that you appreciate the role of each of these in your learning. To explain this, each of these will be outlined briefly in turn; however you will receive more information during the programme and at each module as to how to engage most fully with each of these. Tasks and Activities Throughout the programme there will be mandatory pre- and post- module activities which are designed to enhance your experience and provide a solid basis for the next input. These are provided to ensure that the cohort can work together most effectively during the modules and to build a deeper understanding, where needed. They may involve reading and reflection, and will always involve action as a central tenet of the entire programme is ‘learning by doing’. Your Personal Activity: Pledges Each module will expose you to new thinking, practices, approaches or understandings and it is important that these are practised to develop your skills and masteries of entrepreneurship. Pledges are your commitments to practice the learning provided in between formal module inputs. They provide a supported path to engagement with the masteries of entrepreneurship and a deepening your understanding Pledges may be made during the formal inputs (during each module) however experience has shown that the development of a pledge is often regionally, institutionally or personally motivated and we recognise that they can be best formulated in conjunction with supporting partners, sponsors or institutions. We would therefore suggest that the learning from each module is discussed with your line management or sponsor. Be ready to report progress, learning and experiences at the next module. Obviously these pledges are made in discussion with the IEEP delivery team, who can advise upon the formulation and execution of the pledge, in advance of the next module. Typically these might include employing new pedagogy with student cohorts; developing a faculty entrepreneurship plan; creating institutional networks etc. These pledges are made public in order to illicit feedback from across the cohort.

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Review groups - regional or theme These groups are created out of each cohort to form small learning sets, which support and develop each other. Review groups are student-led and will focus their discussions and learning into specific areas or explore common regional experiences. Groups seek to meet regularly throughout the programme to explore their experiences, their pledges and look forward to the next module. They are likely to explore the following areas:

Reflections

Pledges

Preparation for the next module

Issues and ideas Peer mentoring and Buddy System This brings together cohort members and/or Fellows on a 1:2:1 basis and provides a more personalised support system throughout the programme. Peer support is often best delivered outside review groups as this provides a separate structure of support. Personal mentoring The IEEP delivery team are available to the cohort throughout the programme through a variety of mechanisms however space is made available at the end of each module to book, in advance, a personal mentoring sessions with one of the delivery team. IEEP Online IEEP Online is a unique environment which supports each cohort. With unique functions of the Virtual Learning Environment (VLE), you will find your IEEP colleagues on–line and able to share and upload documents and find course materials. The course team will use this as the mechanism for delivering module updates and outlines; logistical details (venues; timings; speakers etc) and updating the entire cohort. You will find all your course materials online, as they come available throughout the programme. Assessment submission the final submission for this programme is a portfolio based upon your learning through IEEP, drawn from the masteries of entrepreneurship and the outcomes framework.

Evaluation, Assessment and Accreditation Understanding and capturing the learning, and benefits, of your IEEP experience is of critical interest to your IEEP delivery team, your sponsor/ institution (or line manger) and obviously you too! This is where the key areas of evaluation, assessment and accreditation come into the programme design. Evaluation We will be seeking to capture your learning and its impact throughout your IEEP and beyond. This is partly because of our entrepreneurial belief in learning by doing – and learning from the doing! We will be interested in your module experiences, as well as those online and in the regional groups or in mentoring sessions and we want to understand the impact these are having upon your execution of the masteries of entrepreneurship. Please support this important process. Assessment Your learning throughout the programme is designed to feed into your assessment. The final submission will be a portfolio which will detail your learning from the IEEP. This will draw extensively from the masteries and the outcomes framework and will bring together the work you have undertaken. This assessment is a structured, reflective body of evidence that demonstrates the application of your learning in the workplace. Framework for Assessment The following diagram provides an overview of the assessment framework, which will underpin your final submission you will receive further support and guidance during the programme.

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A Framework for Accreditation

Programme Goals

Initial Assessment of Potential to Learn and Use from

Programme

Initial Personal Strategic and Organisation Development

Goals

Initial Personal Programme / Curriculum Development and

Support Goals

Transfer of Learning /

Actions

For Each Module Goals

Reflection on Programme and Development Potential

End of Summary of Programme / Curriculum /

Pedagogy / Support Development

End of Summary of Strategic and Organisational

Development

Evidence Evidence

Pro

ble

m O

pport

unity P

rob

lem

Opportu

nity

Transfer of Learning /

Actions

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Accreditation The International Entrepreneurship Educators Programme boasts a range of opportunities or pathways to further recognition. This has been designed as response to the diversity of background and experience embraced by IEEP, as well as to the lack of suitable pathways available. There are three possible outcomes that are available to those undertaking the IEEP, detailed below, but please note, some require additional study. (You might wish to discuss the suitably of each of these options during your personal mentor time, or with your sponsor or line management). You will receive full information in a separate IEEP accreditation guidance document to assist you. IEEP Fellowship Upon successful completion of the IEEP (portfolio) you will be awarded the unique status of IEEP Fellow. This is a significant achievement within entrepreneurship education and will identify you as a leader in the field. This will only be bestowed upon those who have successfully completed, and passed the entire programme. You will join the unique group of educators and practitioners who can call themselves IEEP Fellow. SEDA accreditation The Staff and Educational Development Association is the professional association for staff and educational developers in the UK, promoting innovation and good practice in higher education. The IEEP is accredited under the theme of “Leading and Developing Academic Practice” which provides recognition for a course under specialist outcomes, such as

Inform student’s professional role with relevant strategy, policy and quality considerations

Provide support to students on academic or pastoral issues

Extend and enhance educational experiences in core discipline(s)/faculty areas

Undertake professional activities in the wider HE community in the institution and/or externally

Engage in scholarship to develop and enhance teaching, learning and assessment and/or HE research

Appropriately disseminate enhancements and scholarly developments in learning and teaching As an IEEP Fellow you will also achieve the SEDA Award in Leading and Developing Academic Practice. MA Enterprise and Entrepreneurship Education Coventry University recognises satisfactory completion of the IEEP (to Fellow status) as the exclusive entry requirement to another unique qualification, their Masters in Enterprise and Entrepreneurship Education. This MA has been developed alongside the IEEP to ensure that it builds upon the course ethos. This means that rationale and course design will further your IEEP and ensures that the assessment remains in keeping with the “learning by doing” approach that is a central tenet of the IEEP. Your IEEP Fellow status provides you with the opportunity to undertake a research module and a long project in order to convert your IEEP into a Masters qualification. This long project can take the form of a traditional dissertation or a more innovative long project, such as curriculum design, or faculty institutional development. This will be determined in discussion with your MA Enterprise and Entrepreneurship Education tutors as you enrol for this separate programme. Further details may be gained from the Institute of Applied Entrepreneurship, Coventry University (see below) or you may wish to initially discuss this in your review or personal mentoring sessions: Institute of Applied Entrepreneurship www.coventry.ac.uk/cu/enterprise 024 7623 6001

http://www.coventry.ac.uk/cu/enterprise

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Programme Structure This programme runs over a period of up to sixteen months and includes six residential modules, outlined below. Modules may be delivered separately or together depending on cohort and will typically be in a different location hosted by an active centre for entrepreneurial learning.

Module Overview Module Module Focus

Entrepreneurial Educational Challenges

Review of programme structure and process;

Examination of NCEE outcomes framework;

Exploration of personal development of participants;

The contribution that entrepreneurship can offer to the "idea of a University;

Review of national and international experiences; philosophies of education and the place of enterprise and Enterprise and Entrepreneurship Education therein

The Entrepreneurial Mindset

Insight into the ways entrepreneurs behave and why;

An understanding of the implications of this for the design of programmes;

A coherent approach as to the pedagogical techniques most appropriate to use

Entrepreneurial Behaviours, Skills and Attributes

The behaviours, attributes and skills associated with being entrepreneurial;

The relevance of these to the future careers of students in the widest sense;

How these can be stimulated by programme design;

How to develop innovative teaching approaches

Opportunity Recognition and New Venture Development

A complete frame of reference for support of the start-up process; practice in applying this to a new venture programme;

An ability to link learning needs to tasks on a "need to know" basis throughout the process;

A capacity to apply this process to all kinds of organisations

Designing entrepreneurial organisations

How and why pressures for entrepreneurial behaviour are arising in different contexts;

The implication of this for programme design;

The process by which organisations develop entrepreneurially and might be designed;

The implications of this for the organisation of learning

Developing entrepreneurship education strategies

Drawing together and reviewing the various strands of the programme;

Identify key priority areas for individual and collective action; the preparation of individual action plans;

Process of evaluation and assessment of Enterprise and Entrepreneurship Education;

Future support requirements

All of the above modules are supported by review meetings, peer-to-peer mentoring, supportive group work, pledges and tasks (see above).

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Educational Aims of the Programme The course objective is to equip participants with a Mastery of the key elements of facilitating, teaching and organising Enterprise and Entrepreneurship Education. The educational aim of the programme is to provide an advanced, research informed and evidence based theoretical and practical underpinning for a career in Enterprise and Entrepreneurship Education. Educational aims The programme specifically aims to: 1. Produce autonomous learners who have an understanding of how to enhance their performance as

enterprise and entrepreneurship educators through the development of conceptual underpinning and the application of learning from experience, insight and research;

2. Critically analyse contemporary entrepreneurial education theories and concepts required for effective

enterprise and entrepreneurship teaching and learning; 3. Develop in learners the ability to blend theory and practice in complex situations, both systematically and

creatively, to improve enterprise and entrepreneurship education; and

4. Enhance lifelong learning skills and personal development in learners so they are able to work with self-direction and originality and to contribute to enterprise and entrepreneurship education.

Intended Learning Outcomes On completion of this programme the student will be able to:

Demonstrate a high level of knowledge and understanding regarding contemporary enterprise and entrepreneurship education systems;

Develop innovative and creative approaches in the deployment of enterprise and entrepreneurship education systems meeting defined entrepreneurial outcomes;

Develop the appropriate skills required in the discipline through a learning environment where the student gains experience that is subject specific and informed by the best current professional practice;

Communicate effectively both orally and in writing using a range of media;

Evaluate the rigour and validity of published research/studies and assess their relevance to new situations;

Conduct research / formal enquiry into enterprise and entrepreneurship education issues that require familiarity with a range of data, research sources and appropriate methodologies, and for such to inform the overall learning process;

Consistently apply knowledge concerning current research and development issues in enterprise and entrepreneurship education in an original manner and produce work (e.g. pedagogic practices and curriculum design) which aspires to be at the forefront of the developments in the programme of study;

Extrapolate from existing research, scholarship and/or fieldwork findings to identify new or revised approaches to policy and practice;

Demonstrate a critical awareness of current issues in enterprise and entrepreneurship education which is informed by leading edge research and /or practice in the field.

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Module 1 - Entrepreneurial Educational Learning

Introduction The Entrepreneurial Educational Learning module is designed to introduce the NCEE International Entrepreneurship Educators Programme and enable you to appreciate the ‘state of the art’ of enterprise and entrepreneurship education. The module will engage you in a number of debates and philosophical discussions. This process of debate will draw on international experience and the experience of the participants.

Entrepreneurial Educational Challenges

Review of programme structure and process;

Examination of NCEE outcomes framework;

Exploration of personal development of participants;

The contribution that entrepreneurship can offer to the "idea of a University;

Review of national and international experiences; philosophies of education and the place of enterprise and Enterprise and Entrepreneurship Education therein

What should you get out of this module? On completion of this module the participant will be able to:

Critically analyse and evaluate the philosophical, strategic and practical issues that surround the practice of enterprise and entrepreneurship education and how is it embedded across an institution

Constructively reflect on others’ awareness of the above issues via critical discussion

Critically appraise the NCEE Entrepreneurial Learning Outcomes Framework

Create and justify a strategy to persuade key stakeholders to support and engage in enterprise and entrepreneurship education

The module will explore, in particular, the use of NCEE Learning outcomes A, C, H to create entrepreneurial learning in others. Module Summary This module aims to provide the overall programme with a contextual, conceptual and operational frame.

Its links to the NCEE Entrepreneurial Learning Outcomes and Masteries framework are of key importance;

A defence of the conceptual stance to be taken is fundamental to understanding of how entrepreneurship fits with the ‘idea’ of a university;

A feel for the processes which the programme is to be pursued needs to be imparted; and,

A flavour of the importance and nature of the pedagogical discussions which participants will engage in needs to be imparted.

This module will enable students to critically review the contextual and conceptual frames affecting the educational environment for enterprise and entrepreneurship. Students will critically evaluate how enterprise and entrepreneurship education ‘fit’ within the idea of higher education institutions. Students will demonstrate an understanding of the nature of the pedagogical and operational challenges for introducing and embedding enterprise and entrepreneurship education within an institution. Each module is supported by individual personal learning; regional or themed work and activity and personal reflection. Your pledge will be undertaken to support the learning outcomes of this module and give you experience and practice relevant to your work and future career aspirations.

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Module 2 -The Entrepreneurial Mindset

Introduction The entrepreneurial mindsets module is designed to develop an understanding of entrepreneurs, their mindsets and the ways in which they learn. The module will engage in learning that helps you understand the ways of doing; ways of feeling; ways of thinking; ways of organising; ways of seeing; ways of communication; and, ways of learning as they relate to enterprise and entrepreneurship. The process of the module is designed to engage you in activities that help you create programmes that have empathy with the life world of entrepreneurs.

The Entrepreneurial Mindset

Insight into the ways entrepreneurs behave and why;

An understanding of the implications of this for the design of programmes;

A coherent approach as to the pedagogical techniques most appropriate to use


Create and justify programmes that stimulate and constructively reflect the true life-world of the entrepreneur

Demonstrate a critical understanding of the mindsets of entrepreneurial individuals

Critically appraise the factors affecting the development of entrepreneurial mindsets

Critically review the implications of the above for the design of effective entrepreneurial learning programmes

Critically reflect on how different pedagogic tools can be applied across diverse contexts The module will explore the use of NCEE Learning Outcomes B, C, D, E to create entrepreneurial learning in others. Module Summary Emotion is a key component of learning and the development of real insight. It is perfectly possible, for example, to teach a programme on entrepreneurship without giving participants any ‘feel’ for the way of life of the entrepreneur. Yet it can be argued that this is the key to stimulation of the Entrepreneurial Mindset. The module therefore focuses upon methods the educator may use to stimulate insight into entrepreneurial ways of doing; ways of feeling; ways of thinking; ways of organising; ways of seeing; ways of communication; and, ways of learning. This module will enable students to critically evaluate the way of life of an intrapreneurial/entrepreneurial individual and to critically review how approaches to teaching and learning can develop a real insight into and understanding of this life world. Students will demonstrate an understanding of the relationship of emotion in learning to providing a ‘feel’ of the intrapreneurial/entrepreneurial mindset. Students will draw upon a wide base of international experience to identify the methods appropriate to stimulating an insight into entrepreneurial ways of: doing; feeling; thinking; organising; seeing; communicating; and learning.

Each module is supported by individual personal learning; regional or themed work and activity and personal reflection. Your pledge will be undertaken to support the learning outcomes of this module and give you experience and practice relevant to your work and future career aspirations.

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Module 3 - Entrepreneurial Behaviour, Skill and Attribute Development Introduction All programmes in entrepreneurship education should be designed in a way that stimulates the practice of entrepreneurial behaviour and skills. They also should be concerned with the development of attitudes. This module aims to meet this challenge. The module will examine the relevance of these behaviours etc. to the future careers of students. It will explore the testing of these in a teaching and learning context and will focus upon how these behaviours can be stimulated by programme design.

Entrepreneurial Behaviours, Skills and Attributes

The behaviours, attributes and skills associated with being entrepreneurial;

The relevance of these to the future careers of students in the widest sense;

How these can be stimulated by programme design;

How to develop innovative teaching approaches


Demonstrate a critical understanding of the nature and types of behaviours, skills and attitudes associated with being entrepreneurial

Critically appraise the relevance of these to the future careers and lives of learners across diverse contexts

Constructively reflect on the array of educational tools that can be used to stimulate the learning of entrepreneurial behaviours, skills and attitudes

This module will explore the use of NCEE Learning Outcomes D, E, F, H to create entrepreneurial learning in others. Module Summary This module will enable students to critically examine the nature and relevance of entrepreneurial behaviours and skills in the development of individuals’ future careers and lives. Students will critically review their importance in their own career and constructively review their development in the learners they support. Students will demonstrate an understanding of how pedagogic approaches stimulate the practice and learning of entrepreneurial behaviours, skills and attitudes. Students will draw upon national and international experiences to demonstrate the use of pedagogic approaches in their own programme design and delivery. Each module is supported by individual personal learning; regional or themed work and activity and personal reflection. Your pledge will be undertaken to support the learning outcomes of this module and give you experience and practice relevant to your work and future career aspirations.

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Module 4 - Opportunity Recognition and New Venture Development

Introduction The recognition, creation and harvesting of opportunities is the central entrepreneurial capacity. Such a capacity can be exhibited in a wide range of individual and organisational contexts. It is important that learning is geared carefully to the processes by which opportunities are created and exploited by the process of organisation development. The module will therefore focus on the methods of stimulating leaning associated with moving from the acquisition of a raw idea through to its validation, its scale of exploitation, its resourcing, and its planning and to the organisation start up and survival.

Opportunity Recognition and New Venture Development

A complete frame of reference for support of the start-up process; practice in applying this to a new venture programme;

An ability to link learning needs to tasks on a "need to know" basis throughout the process;

A capacity to apply this process to all kinds of organisations


Demonstrate a critical understanding of a complete frame of reference for opportunity recognition and the venture start-up process

Critically appraise how to apply this frame of reference to a new venture programme

Demonstrate a critical understanding of how to relate individual learning needs to the process of setting up the entrepreneurial organisation

This module will explore the use of NCEE Learning Outcomes E, F, G to create entrepreneurial learning in others. Module Summary This module will enable students to critically evaluate the processes for developing entrepreneurial capacity of how entrepreneurs recognise, create and harvest opportunities. Students will critically review the factors affecting such processes across a wide range of individual and organisational contexts. You will constructively reflect on the importance of aligning learning to the processes of organisation development. You will develop a critical understanding of the methods of stimulating learning associated with moving from the acquisition and development of ideas through to their validation, exploitation, planning and organising for venture creation and survival. Each module is supported by individual personal learning; regional or themed work and activity and personal reflection. Your pledge will be undertaken to support the learning outcomes of this module and give you experience and practice relevant to your work and future career aspirations.

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Module 5 - Making it Happen with People and Organisations Introduction Creating a more entrepreneurial society demands that all stakeholders in society, public, private, community and non-government organisations, can support enterprise in their own organisations and the organisations they deal with. The process of shaping the environment via relationship learning between stakeholders is also a major component. The module in particular will engage you in analyses of how to make universities and colleges more entrepreneurial as organisations. It will also provide an opportunity for participants to explore their own strategic and programme/course development models.

Designing entrepreneurial organisations

How and why pressures for entrepreneurial behaviour are arising in different contexts;

The implication of this for programme design;

The process by which organisations develop entrepreneurially and might be designed;

The implications of this for the organisation of learning


Critically appraise the concept of an entrepreneurial organisation and how to teach the design of one across different contexts

Demonstrate a critical understanding of how to embed in learning programmes an understanding of the importance of this concept in relation to the way the world is changing and affecting governments, organisations and individuals

Critically appraise different approaches to the development process of entrepreneurial small businesses

Create and justify entrepreneurial learning programmes around this concept This module will explore the use of NCEE Learning Outcomes A, F, G, H to create entrepreneurial learning in others. Module Summary This module will enable students to critically evaluate the nature and importance of entrepreneurial organisations and the role of stakeholders in public, private, community and non-government organisations with respect to the creation of a more entrepreneurial society. Students will critically review the changing nature of entrepreneurial development as organisations grow and how such environments can be shaped through processes of relational learning. Students will critically appraise how to enhance the entrepreneurial nature of organisations and in particular your own. Students will demonstrate an understanding of the range of strategies and approaches to designing and preserving entrepreneurial organisations. Each module is supported by individual personal learning; regional or themed work and activity and personal reflection. Your pledge will be undertaken to support the learning outcomes of this module and give you experience and practice relevant to your work and future career aspirations.

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Module 6 - Developing Entrepreneurship Education Strategies

Introduction The whole programme has been concerned to build leadership capacity via mastery of a range of entrepreneurial learning and organisation development capacities. This final module aims to celebrate the notion of wide application of the entrepreneurship paradigm through drama. It will also seek to build links between all parts of the programme and engage participants in the development of further actions plans following the end of the programme. It will also focus upon evaluation and assessment Participants will be invited to manage and lead sessions based on their own experiences over the programme.

Developing entrepreneurship education strategies

Drawing together and reviewing the various strands of the programme;

Identify key priority areas for individual and collective action; the preparation of individual action plans;

Process of evaluation and assessment of Enterprise and Entrepreneurship Education;

Future support requirements


Demonstrate a critical understanding of how to plan for strategic change in own organisation and personal practice

Constructively reflect on the preparation of personal development framework and plan

Critically appraise a strategy for leadership capacity building in enhancing enterprise education and learning support in own organisation

Reflect on what still needs to be known

Evaluate ideas on the assessment and accreditation of enterprise education and learning approaches This module will explore the use of NCEE Learning Outcomes A, C, F, H to create entrepreneurial learning in others. Module Summary The whole programme has been concerned to build leadership capacity via mastery of a range of entrepreneurial learning and organisation development capacities. This final module aims to celebrate the notion of wide application of the entrepreneurship paradigm through drama. It will also seek to build links between all parts of the programme and engage participants in the development of further actions plans following the end of the programme. It will also focus upon evaluation and assessment This module will enable students to develop the strategies and leadership capacity for shaping the educational environment for enterprise and entrepreneurship. Students will critically review the masteries of an entrepreneurial /enterprising educator and critically evaluate their individual and organisational development needs. Students will draw on their own experiences and those of others to demonstrate an understanding of the models and approaches they can engage in enhancing their individual and organisational capacities for enterprise and entrepreneurship learning.

This last module should lead to the completion of the IEEP submission (see accreditation documentation for details).

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Key Enterprise Education Stakeholders in the UK

http://www.ncee.org.uk/

National Centre for Entrepreneurship in Education The National Centre for Entrepreneurship in Education (NCEE) aims to raise the enterprise and entrepreneurial capacity of educational institutions. NCEE’s mission is to build the capacity for FE and HE to deliver sustainable entrepreneurship through developing the capability of 6 key communities within educational institutions.

Value for the educator The NCEE has a range of activities to support enterprise educators including the IEEP, the International Entrepreneurship Educators Conference and the online entrepreneurship educators’ community.

www.enterprise.ac.uk

Enterprise Educators UK EEUK is a leading independent membership network of over 90 of the UK’s most enterprising Universities and Colleges all of whom are committed to maximising entrepreneurial potential and capability. EEUK’s purpose is to develop and empower enterprise and entrepreneurship educators so that they are equipped to improve the entrepreneurial capability of graduates, researchers and the business community. Value for the educator EEUK provides a network of enterprise educators in the form of an association of educators. It provides a range of events and training (including IEEP) designed to enhance enterprise education.

www.heacademy.ac.uk

Higher Education Academy The Academy’s mission is to use our expertise and resources to support the higher education community in order to enhance the quality and impact of learning and teaching. We do this by recognising and rewarding excellent teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy. Value for the educator A range of events and conferences designed to assist all aspects of education. CPD course; professional recognition and accreditation for University teaching and learning induction programmes.

www.nesta.org.uk

National Endowment for Science, Technology & Arts (NESTA) NESTA is the National Endowment for Science, Technology and the Arts. It is the largest single endowment devoted exclusively to supporting talent, innovation and creativity in the UK. Our mission is to transform the UK’s capacity for innovation. We invest in early stage companies, inform innovation policy and encourage a culture that helps innovation to flourish. Value for the educator NESTA makes investments in educational activities but mainly their value is in the support provided to early stage inventors and entrepreneurs.

http://www.ncee.org.uk/

http://www.enterprise.ac.uk/

http://www.heacademy.ac.uk/

http://www.nesta.org.uk/

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www.nacue.com

National Consortium of University Entrepreneurs (NACUE) NACUE is a fast-paced, grassroots organisation that stimulates university enterprise by supporting, connecting and representing enterprise societies, enterprising students and student entrepreneurs in Universities across the UK. NACUE engages over 135 college and university enterprise societies across the UK, supports over 86 enterprise societies in stimulating student-led societies who are offering business skills, employability and venture creation programmes to an ever-increasing number of students. Value for the educator This 'grassroots' organisation supports student clubs and societies and provides peer-to-peer learning and support for student clubs across the UK.

www.young-enterprise.org.uk

Young Enterprise Young Enterprise is the United Kingdom’s largest business and enterprise education charity. Every year YE helps some 225,000 young people learn about business and the world of work in the classroom under the guidance of a network of 5,000 volunteers from 3,500 companies. YE programmes range from primary level to university level start-up initiative with many variations in between, offering something for every year of education from the age of 4 to 25. Value to the educator A useful link to providing different approaches to enterprise education; including a programme designed for Universities – the Young Enterprise Graduate Programme.

www.princes-trust.org.uk

Prince’s Trust A UK charity that helps young people overcome barriers and get their lives working. Through practical support including training, mentoring and financial assistance, the PT helps 14-30 year olds realise their potential and transform their lives. PT focuses efforts on those who’ve struggled at school, been in care, been in trouble with the law, or are long-term unemployed.

Value for the educator A good source of young guest speakers that are inspiration for students. Depending on circumstances young people wanting to start a business can get assistance from the Prince’s Trust.

www.artscouncil.org.uk

Arts Council Arts Council England champions, develops and invests in artistic and cultural experiences that enrich people’s lives. It supports a range of activities across the arts, museums and libraries – from theatre to digital art, reading to dance, music to literature, and crafts to collections. Between 2011 and 2015, the Arts Council will invest £2.4 billion to help create these experiences for as many people as possible across the country. Government funding is received from the Department for Culture, Media and Sport. Value for the educator Provides grants for arts based enterprises and activities; engages in programmes designed to assist creativity in education.

http://www.nacue.com/

http://www.young-enterprise.org.uk/

http://www.princes-trust.org.uk/

http://www.artscouncil.org.uk/

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www.isbe.org.uk

Institute for Small Business & Entrepreneurship The Institute for Small Business and Entrepreneurship (ISBE) is a network for people and organisations involved in small business and entrepreneurship research, policy, education, support and advice. ISBE’s members are its most valuable resource, offering vast reserves of knowledge and research. ISBE disseminates this research to policy makers and business support organisations, where it can have genuine impact and inform change, and to share these resources with academics, policy makers and those who work in business support are able to connect and form beneficial working relationships. Value for the educator ISBE is the main network of researchers in entrepreneurship and has an enterprise education theme. ISBE hosts an annual conference and a series of networking and special interest events.

www.bitc.org.uk

Business in the Community Business in the community is a unique business movement – the largest business–led charity of its kind – committed to building resilient communities, diverse workplaces and a more sustainable future. BitC works locally, nationally and internationally with members to transform businesses and communities. Value for the educator A good source of guest speakers and for companies seeking student projects.

www.gemconsortium.org

Global Entrepreneurship Monitor (GEM) GEM is formed of a consortium of ‘National Teams’. Each Team is led by a local university or academic institution. The team is the official national representative responsible for collecting GEM data on an annual basis, producing a ‘National Report’ of their findings and acting as the point of contact for GEM enquiries. Value for the educator GEM provides data and information which drives enterprise and entrepreneurship policy and deepens understanding. Educators often draw from this to underpin their rationale/approach.

www.hefce.ac.uk

Higher Education Funding Council for England HEFCE main role is to distribute public money to universities and colleges for higher education teaching, research and related activities, including strengthening their links with industry and the wider community. Value for the educator HEFCE aims to promote high quality education and research, within a financially healthy sector. The Council also plays a key role in ensuring accountability and promoting good practice.

There are many other organisations involved with promoting and developing enterprise education.

We will explore these groups together throughout the programme.

http://www.isbe.org.uk/

http://www.bitc.org.uk/

http://www.gemconsortium.org/

http://www.hefce.ac.uk/

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We look forward to working with you throughout this programme and hope that this document, together with your student handbook and module booklets will support your exciting learning journey.

2013 - 2014

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