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Developing entrepreneurial capabilities in the curriculum
Richard Tunstall, Senior Lecturer in EnterpriseGlamorgan Business School
Agenda
• Theory • Enterprise Education & Reflective Learning
• Context • Enterprise Courses at Glamorgan
• Practice • Reflective Activities
• Action• Applying activities in your own context
“How can one analyse and teach acts whose nature is not yet known, and whose effectiveness relies to a considerable degree on the difficulties others have in foreseeing them?” (Baumol, 1983, P.30)
• Small Business Management or Entrepreneurship?• ‘About’ or ‘For’ Entrepreneurship? (Levie, 1999)
• Entrepreneurial Learning (Rae, 1999, Cope & Watts, 2000) or Enterprise Education (Pittaway, 2005, Gibb, 2003)?
“Complexities and uncertainties necessitating an entrepreneurial response affect all kinds of people in many different aspects of life, not just in the business environment.” (Gibb, 2002, p.24)
•
What is Enterprise Education?
Opportunities to develop:
• Business & Project Planning• Awareness of the importance of enterprise• Understanding of theory• Generic business skills such as presentation & teamwork• Personal goals and career planning
•
Enterprise Education in the Curriculum
• Entrepreneurship, Business Planning Traditional accredited modules, at the Business School
• Make an Impact WeekBusiness Planning competition, funded by School and sponsors
• Business GrowthAccredited module, building on Make an Impact Week
• Accredited Work Placements/Projects in SME’s
• Advanced Certificate in Enterprise Optional module delivered pan-university at Level 1, 2 & 3
Curriculum Activities at Glamorgan
• Advanced Certificate in Enterprise developed to consider:
- Personal Entrepreneurial Potential- Holistic Business Planning- Business Growth & Development- Entrepreneurial Leadership and Teamwork
• Delivered in over 10 universities in 6 European Countries
• Delivered through keynote presentations, videos, games (with prizes), interactive activities, team activities and workbooks
Enterprise Awareness Courses at Glamorgan
Activity Context
• Students introduced to theory and examples of entrepreneurial behaviour
• Use tools on case studies of entrepreneurs• Use same tools to consider personal entrepreneurial potential
(reflection-on-action (Schön (1983))• Go on to take part in team creativity and business planning
activities • Encouraged to reflect on overall process and consider on
whether entrepreneurship may be relevant to future personal development and career
Critical Reflectionin enterprise education
Opportunities to develop:
• Recollections of experiences• Self-reflection on entrepreneurial potential• Consideration of application of theory to practice• Personal goals and plans for the future
Doing
Experience
Reflecting
Reflective observation
Theorising
Abstract Conceptualisation
Planning
Active Experimentation
Based on: Kolb, Honey & Mumford
Gibb (2003) ‘Athletic Entrepreneurial Graduate’
Holistic Enterprise Education?
Youor
Me?Globalised World of Uncertainty / Complexity
Emotional Intelligence
Conative Affective and Cognitive Learning
Trust building Relationship Arm (Know Who)
Entrepreneurial Organisation Design and Development
Visions and Feel for ‘Way of Life’
Project Management
Ideas Harvesting and Evaluation Entrepreneurial
Management in different contexts’
Capacity for Experiential Ingestion (tacit knowledge)
Holistic Management Arm (Know How)
Entrepreneurship Values
Strategically Intuitive Gut
Rich Growth of Entrepreneurial Abilities
Confidence & Self-Belief
Personal Theory
Known Capabilities
Active Learning
Relationships
Ambitious Goals
Values & motivation
Achievement
‘The entrepreneurial learning model’ (Rae, D, ‘The Entrepreneurial Spirit’)
Entrepreneurial Learning
Activity 1
a) Complete the Entrepreneurial Traits Wheel
b) Using the results from the Wheels, evaluate your skills using the table provided
For each factor you should justify your reasoning using examples to support your statements.
Entrepreneurial Traits Wheel
Need for achievement
Need for autonomy
and responsibility
Risk taker
Locus of control
Vision and flair
Proactive
Innovator
Self confidence
Based on: Welsh Assembly Government (2005)
Entrepreneurial Traits Wheel
Need for achievement
Need for autonomy
and responsibility
Risk taker
Locus of control
Vision and flair
Proactive
Innovator
Self confidence
Based on: Welsh Assembly Government (2005)
Entrepreneurial Traits
Internal Locus of Control - You control your own destiny, nothing else has an impact
Risk-Taking - You are prepared to take on risks that others might avoid
Autonomy - You value individuality, freedom and responsibilityNeed for Achievement - You are driven by socially-recognised
achievement, not necessarily just financial rewardsSelf-Confidence - You are personally motivated and sure of
your own abilitiesInnovation - You identify and exploit opportunitiesVision & Flair - You can visualise or know your personal goals
and feel you have the ability to realise them.Pro-activity - You seek out opportunities and make change
happen, you don’t rely on luck or other people.
Activity 2
a) Identify your personal skills using the Entrepreneurial Skills Wheel
b) Using the results from the Wheels, evaluate your traits using the table provided
For each factor you should justify your reasoning using examples to support your statements.
Entrepreneurial Skills
Confidence Motivation Aspiration Determination Competitiveness
Problem Solving
Ideas Generation
Opportunist Innovation Working with others
Overcome difficulties
Persuasion Presentation Communication Planning
Managing Resource
Decision Making
Research Managing Risk Goal Setting
Entrepreneurial Skills Wheel
Research
Managing Risk
Goal setting
Decision Making
Managing Resource
Planning
Communication
PresentationPersuasion
Overcome difficulties Working with
others
Innovation
Opportunist
Ideas generation
Problem Solving
Competitiveness
Determination
Confidence
Motivation
Aspiration
Based on: Welsh Assembly Government (2005)
Entrepreneurial Skills Wheel
Research
Managing Risk
Goal setting
Decision Making
Managing Resource
Planning
Communication
PresentationPersuasion
Overcome difficulties Working with
others
Innovation
Opportunist
Ideas generation
Problem Solving
Competitiveness
Determination
Confidence
Motivation
Aspiration
Based on: Welsh Assembly Government (2005)
Entrepreneurial Skills Wheel
Mind Set
CreativityWorking With People
Managing Resources
Based on: Welsh Assembly Government (2005)
Activity 3 - Life Path Chart
Primary SchoolSecondary school
Made lots of friends
Really enjoyed studying
Got involved with clubs & societies
Didn’t feel valued
Didn’t like being pushed around
Set up my own society
Society wins national award
Set up my own club
Receive achievement award
Not sure what to do next
Fear of future
Don’t like working in IT
No potential for progression
Get great job
Move to London
Activity 3 (continued)
b)Write down your thoughts about your critical incidents, considering the following:
- What was it that made you feel positive or enthusiastic? - What upset you or got you down? - What stage are you at now in your life?
- What do you feel positive about? - What is holding you back?
Activity 4Based on the results from the previous activities how might you develop an entrepreneurial career?
Consider the following factors:
• How you can overcome your weaknesses• Exploit your strengths
From the critical life path how will you avoid demotivation and seek motivation?
• Considering your Strengths and Weaknesses are there any skills you feel you need to achieve or develop to help you achieve your goals?
• Were your findings from the activities what you expected?
In summary, your response should clearly state whether you would follow an entrepreneurial career now, in the future or not at all. Justify your answer.
Applying Activities in Your Own Context
• Activities are a ‘way in’ for students to begin critiquing theory on entrepreneurial behaviour
• Can be used to analyse case studies of entrepreneurs• Provide a framework for students to appraise skills and personal beliefs
before and after a enterprise programme/experience• Provides opportunities for goal setting and discussion of personal values
• How can you contribute to enterprise in the curriculum?• How could you relate this to extra-curricular activities?• What opportunities would this create for student development?
• Note that it is important to provide reassurance of confidentiality for participants personal reflections
References• Baumol, W.J. (1983) ‘Towards operational models of entrepreneurship’ in Ronen, J.
(ed), Entrepreneurship. Lexington, M.A : Lexington Books.• Cope, J. and Watts, G (2000), ‘Learning by doing – An exploration of experience, critical
incidents and reflection in entrepreneurial learning’ International Journal of Entrepreneurial Behaviour and Research, Vol. 6, No.3
• Gibb, A. (2002) ‘In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge’ International Journal of Management Reviews, 4 (3) pp. 233 -269
• Kolb, D.A, (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall
• Pittaway, L. (2005) ‘Stimulating Entrepreneurial Learning: Assessing the Utility of Experiential Learning Designs’ Management Learning.
• Rae, D. (1999) The Entrepreneurial Spirit: Leaning to Unlock Value, Blackhall, Dubin• Schon, D.A. (1987) Educating the Reflective Practitioner. San Francisco: Jossey Bass
