IEEP Module 3ieeponline.com/wp-content/uploads/2013/11/IEEP-Module-3.pdf · 2 certificates2 certificates SEDA and IEEP Fellowship 'Developing Leadership in Entrepreneurship Education

Welcome to 2010/11Welcome to 2010/11Module 3

Cardiff University: Wales

1'Developing Leadership in Entrepreneurship Education'

Welcome AddressWelcome Address

• Our Institutional Host

Professor Hywel ThomasPVC Engagement and International

'Developing Leadership in Entrepreneurship Education'

International E t hi Ed tEntrepreneurship Educators

ProgrammeProgramme

Elin McCallumElin McCallumHost Nation Welcome

Programme HighlightsProgramme Highlights

Skill / Behaviour / Attributes– Host approach: Cardiffpp– Welsh Strategy

Creating outcomes– Creating outcomes • Guidance & Support

A t• Assessment

• Introducing IEEP showcase: Carolyn


Module 3 Questions to Address:Module 3 Questions to Address:

• Nature? Nurture?– Personality

• Role of Business Plan

– Mind of a millionaire ‘v’ mind of a criminal

• Role of Mentoring Approach (inc AI)

– Debate: are entrepreneurs born or made?

Approach (inc AI)

• Gender ed Approachmade?

• Educator role in ti lf ffi ?

• Gender‐ed Approach

creating self‐efficacy ?• Role of Assessment


NEWS: Pledges and AchievementsNEWS: Pledges and Achievements

'Developing Leadership in Entrepreneurship Education' 6

News! 3EP at GEC 2012News! 3EP at GEC 2012


News!!News!!

THE Ent University of Year – & module 6

SEDA Accreditation!


What does SEDA mean?What does SEDA mean?

Leading & Developing Academic Practice• Understand how people learnp p• Scholarship, Professionalism & Ethical Practice• Working in & developing Learning Communities• Working in & developing Learning Communities• Working effectively with diversity and promoting

i l i itinclusivity• Continuing reflection in professional practice• Developing People and Processes


SEDA certificationSEDA certification

• Need to include all 6 elements in your accreditation for IEEP– Pledge activity

Reflection– Reflection– Future professional development/planning

= 1 assessment2 certificates2 certificates

SEDA and IEEP Fellowship


Module 2 Review: outcomesModule 2 Review: outcomes

An enhanced ability to develop programmes that simulate the life-world of the entrepreneur.A greater measure of real insight into the ways

entrepreneurs behave and why.p yUnderstanding of the implications this has for

the design of programmesthe design of programmesFamiliarity with the pedagogical techniques that

it might be most appropriate to useit might be most appropriate to use.


Learning Outcomes FrameworkLearning Outcomes Framework

i l b h i kill h d d d hA. Key entrepreneurial behaviours, skills and attitudes have been developed.

B. Student’s clearly empathises with,

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

understand and ‘feel’ the life‐world of the entrepreneur

C. Key entrepreneurial values have been

F. Students have the key generic competencies associated with entrepreneurship

inculcated D. Motivation towards a career in

entrepreneurship has been built and

G. Students have a grasp of key business how to’s associated with the start up process

students clearly understand the comparative benefits

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

A ‐ Entrepreneurial behaviour, attitude and skill development

Key entrepreneurial behaviours, skills and attitudes have been d l d (th ill

To what degree does a programme have activities that seek clearly todevelop: opportunity seeking

i iti ti t kideveloped (these will need to be agreed and clearly set out)

initiative taking ownership of a development commitment to see things through personal locus of control (autonomy) p ( y) intuitive decision making with limited information networking capacity strategic thinking

negotiation capacit negotiation capacity selling/persuasive capacity achievement orientation incremental risk taking g


The How & Why of Cleaning TeethThe How & Why of Cleaning Teeth


Cleaning teethCleaning teeth

Knowledge: discreet pieces of knowledgediscreet pieces of knowledgeSkill: how to clean Attitudes: favourably disposed to (health; beauty; image; norms)

&Behaviour: you have to do it! –y(...and regularly!)



Expectations :+ pledge workExpectations :+ pledge workC l t d S M k • Webinars• Completed Survey Monkey: evaluation

• Interviewed an

• Webinars– Colin Jones– Sarah CooperInterviewed an

Entrepreneur– Reviewed others interviews =

shared themes

p• On‐line “ent” tests (2)• Design innovative ways of

t hishared themes• Appreciative listening

– tried it out

teaching• Review Entrepreneur

Interview (behaviour)• Reading: Ent Uni & Ped

notes (‘ways of’)D 2 k i

Interview (behaviour)• Review own motivations• NCGE QAA & Vitae guidance– Day 2 task: creating

curriculum

Q g• Gift!


NCGE outcomes: behavioursNCGE outcomes: behaviours

E l i ti f t hi t• Explore an innovative way of teaching at least 2 of the NCGE outcomes *behaviour*

• Behaviour such as– Opportunity spottingOpportunity spotting– Initiative Taking– Networking– Networking– Calculated risk taking

Intuitive decision making– Intuitive decision making– Strategic thinking


Appreciative InquiryAppreciative Inquiry

AI A h A blAI ApproachAsset Based

Are problemsTo be fixed or explored?

What is working?What is good? Build around +

• Discover the good DISCUSSsco e e good• Dream the positive• Design what works

S USS

Design what works• Deliver


Appreciative InquiryAppreciative Inquiry

AI A h A blAI ApproachAsset Based

Are problemsTo be fixed or explored?

What is working?What is good? Build around +

• Discover the good • Gender Bias?sco e e good• Dream the positive• Design what works

Ge de as• Difficulty to undertake• Self Confidence issueDesign what works

• DeliverSelf Confidence issue

• Personal v professional


IEEP Cohort show caseIEEP Cohort show case

• Carolyn Parry

From Appreciative Inquiry to Entrepreneurial Behaviours


Building Behaviour, Skill & attribute development in Education

SSarasInterview with an Entrepreneurp

Tests or Traits: reviewSelf EfficacySelf Efficacy

Guidance – role and supportGGroup Task

Cardiff Case ExamplepQ & A : Fellows Expertise and Experience


SarasSaras

• What are we teaching?

Strategic Management

1 2 3 Management / Operations

Entrepreneurship


BehaviourBehaviourValuesCulture

What changes human behaviour?What changes human behaviour?Any lessons from Entrepreneur Interview?


GET2 v CatalystGET2 v Catalyst

• Welsh Experience of Catalyst


GET2GET2

• Based on key entrepreneurial characteristics– Strong motivationg– High need for achievement and autonomy

Creative tendency– Creative tendency– Calculated risk-taking– Internal locus of control (make own luck/destiny)


Use?Use?

• Educational tool or Predictive Measure

• Dina Bennett: Q & A webinar January


Self EfficacySelf Efficacy

• Webinar: Self Efficacy concept

“People’s level of motivation, affective states d ti b d h t thand actions are based more on what they

believe than what is objectively true”

O r role in de elopingOur role in developing...Self Belief / ability / + or - experiencesy p


Deep learningDeep learning

• Experiential• Reflective teachingReflective teachingdevelops self belief and self efficacy

Use of pedagogy to learn from experience ofUse of pedagogy to learn from experience of others as well as own experience (Rae)


Educator Choice?Educator Choice?

• Curriculum Design– Role of failure in learningg– Supported learning

R l f f db k• Role of feedback


Pledge/Research opportunityPledge/Research opportunity

• Sarah Cooper offer


GuidanceGuidance

• NCGE Outcomes

• QAA Guidance – DRAFT and not for i l ticirculation

• Vitae Guidance - DRAFT



Neil ColesNeil Coles


Q& AQ& A



TASKTASK

• Curriculum Design– Share the pre-work you have donep y– Discuss approaches and revisions

Prepare a new curriculum challengeBehaviour Change (values; culture)

Prepare to present on Friday


Curriculum DesignCurriculum Design

• IssuesTheory or practice firstTheory or practice firstHandling risk as educator?How does it feel to teach this?ReflectionReflectionConfidence “What if”.. they wont “play” along...!!


Kolb Learning Cycle (1984)Kolb Learning Cycle (1984)D iDoing

Experience

ReflectingPlanning Reflecting

Reflective observation

g

Active Experimentation

Theorising

AbstractAbstract Conceptualisation

Ripples: Race 2005 09Ripples: Race 2005-09Assessing

FeedbackDigestingTeachingAssessing

NeedingDoing

Feedback

FeedbackWanting

Factors for successful learning (Race 09)(Race 09)

• Wanting to learn Intrinsic motivation• Wanting to learn Intrinsic motivationInterest and enthusiasm

• Taking ownership – needing to learn Extrinsic motivation • Learning by doing Practice; trial and• Learning by doing Practice; trial and

error; repetition• Learning through feedback Reactions to the

resultsresults• Making sense of what is being learned Reflecting; digesting;

turning information into knowledge

• Deepening their understanding Students explaining; teaching; coaching;

• Assessing learning & development Reviewing; fi i j d iconfirming; judging

Learning Outcomes: Baume (2008)Learning Outcomes: Baume (2008)Active it describes what students can do at the end of theActive – it describes what students can do at the end of the

programme of studyAttractive – students want to achieve it (meaningful to ( g

them)Comprehensible – students know what it means (clear)Appropriate to the student’s current goals and careerAppropriate – to the student s current goals and career

plansAttainable – most students will mostly meet it, with due

ffeffortAssessable – we can see if it has been achieved

(demonstrable)(demonstrable)Visible – in the course booklet and on any virtual learning

environment (accessible).

Ped guides • Small group teaching• Entrepreneurial Facilitation • Use of Ice Breakers

U f E t l S k /P t E l t

• Use of Personality Selling Exercises – The Balloon Debate• Use of Finding Opportunities (Ideas for Business)• Use of Ways into Business

• Use of External Speakers/Presenters or Evaluators• Use of Drama• Use of Debate• Use of Drawing• Use of Hot Seats• Speed Networking

y• Use of Leveraging the Student Interest• Use of Start up frames, Stages of Start‐up; Tasks and Learning

Needs• Use of The Business Plan as a Relationship Management

Instrument• Use of Surviving in the Early Years of the Venture• Speed‐Networking

• Use of an Elevator Pitch• Use of Revolving Tables• Use of Brainstorming Using Post‐its• Use of Panels• Use of Critical Incidents

• Use of Surviving in the Early Years of the Venture• Use of Segmenting the New Venture Programme Market• Use of Developing Operations Standards as a basis for

Estimating Costs and Controlling Operations• Use of Case Studies• Use of Exercises in Finding Ideas for Business• Use of Critical Incidents

• Use of Organisations as Networks• Use of Empathy in Communication Exercises (with

Entrepreneurs)• Use of Shadowing• Use of Role Play

Use of Exercises in Finding Ideas for Business• Use of Exploring the Enterprise Culture in a Globalisation

Context• Use of Programme Evaluation• Use of the Quiz• Use of Undertaking an Institutional Audity

• Use of Frames of Reference for Intuitive Decision making• Use of Psychometric Tests• Use of Locus of Control Tests• Use of Immersion• Use of Achievement Motivation

• Use of Sales Pitch• Use of Polls• Use of Simulating Entrepreneurial ‘Ways of’• Use of Simulating the Entrepreneurial ‘Life world’• Assessment • Use of Relationship Learning

A B C D E F G H Others Dependent

3. Use of Ice Breakers

4. Using External Speakers/Presenters Others Dependent

5. Use of Drama

6. Use of Debate Others Dependent

7. Use of Drawing

8. Use of Hot Seats

9. Speed-networking

10. Elevator Pitch

11. Revolving Tables

12. Brainstorming Using Post-its

13. Use of Panels

14. Use of Critical Incidents Others Dependent

15. Use of Organisations as Networks

16. Use of Empathy in Communication Exercises (with entrepreneurs)

17. Use of Shadowing Others Dependent

18. Use of Role play Others Dependent

What do I chose..?

19. Use of Frames of Reference for Intuitive Decision making

20. Use of Psychometric Tests

21. Use of Locus of Control Tests

22. Use of Relationship Learning

23. Use of Immersion

24. The Use of Achievement Motivation

25. Personality selling exercise – the Balloon Debate

26. Use of Finding Opportunities (Ideas for Business)

27. Use of Ways into Business

28. Leveraging the Student Interest

29. Start up frames, Stages of Start-up. Tasks and Learning Needs

30. The Business Plan as a Relationship Management Instrument

31. Surviving in the Early Years of the Venture

32. Segmenting the New Venture Programme Market

33. Developing Operations Standards as a basis for Estimating Costs and Controlling Operations

34. Use of Case Studies

35. Exercises in Finding Ideas for Businessg

36. Exploring the Enterprise Culture in a Globalisation Context

37. Evaluation of Entrepreneurship

38. Use of the Quiz Others Dependent

39. Use Of Institutional Audit

40. Use of Sales Pitch

41 Use of Polls Others Dependent41. Use of Polls Others Dependent

42. Simulating Entrepreneurial ‘ways of’

43. Simulating the Entrepreneurial Life World

44. Assessment of Entrepreneurship Education

A B C D E F G H

12 Brainstorming Using3. Use of Ice Breakers 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters

4. Using External Speakers/Presenters 5. Use of Drama 5. Use of Drama 14. Use of Critical Incidents

5. Use of Drama16. Use of Empathy in Communication Exercises (with entrepreneurs) 8. Use of Hot Seats 15. Use of Organisations as Networks

10. Elevator Pitch12. Brainstorming Using Post-its 10. Elevator Pitch 3. Use of Ice Breakers

13. Use of Panels 13. Use of Panels 13. Use of Panels 5. Use of Drama

14. Use of Critical Incidents


14. Use of Critical Incidents 7. Use of Drawing



15. Use of Organisations as Networks 8 Use of Hot Seats

6. Use of Debate 17. Use of Shadowing16. Use of Empathy in Communication Exercises (with entrepreneurs) 17. Use of Shadowing

7. Use of Drawing19. Use of Frames of Reference for Intuitive Decision making 17. Use of Shadowing


8. Use of Hot Seats 21. Use of Locus of Control Tests19. Use of Frames of Reference for Intuitive Decision making 20. Use of Psychometric Tests

Networks Networks Networks 8. Use of Hot Seats


26. Use of Finding Opportunities (Ideas for Business)

25. Personality selling exercise – the Balloon Debate 9. Speed-networking



29. Start up frames, Stages of Start-up. Tasks and Learning Needs 10 Elevator Pitch

9. Speed-networking 23. Use of Immersion43. Simulating the Entrepreneurial Life World 28. Leveraging the Student Interest

10. Elevator Pitch 24. The Use of Achievement Motivation 34. Use of Case Studies

36. Exploring the Enterprise Culture in a 43. Simulating the Entrepreneurial Life

and Learning Needs and Learning Needs and Learning Needs 10. Elevator Pitch



30. The Business Plan as a Relationship Management Instrument 11. Revolving Tables

31. Surviving in the Early Years of the Venture

32. Segmenting the New Venture Programme Market

32. Segmenting the New Venture Programme Market 13 Use of Panels11. Revolving Tables Globalisation Context World

12. Brainstorming Using Post-its 42. Simulating Entrepreneurial ‘ways of’

13. Use of Panels43. Simulating the Entrepreneurial Life World


Years of the Venture Market Market 13. Use of Panels

34. Use of Case Studies






20. Use of Psychometric Tests

23 Use of Immersion

35. Exercises in Finding Ideas for Business 34. Use of Case Studies 40. Use of Sales Pitch


37. Evaluation of Entrepreneurship 23. Use of Immersion

44. Assessment of Entrepreneurship Education

25. Personality selling exercise – the Balloon Debate23. Use of Immersion

36. Exploring the Enterprise Culture in a Globalisation Context

42. Simulating Entrepreneurial ‘ways of’

Education Debate


40. Use of Sales Pitch

TensionsTensions

Tensions as an Entrepreneurial EducatorClassroom (“safe”) Real (“risky & complex”)

Bounded exercises Open … endless?

Resources limited /fixed/clearlydefined

Resources shift – dependent upon “others”

Supported “Practice what we preach”

Parity & Transparency Variety of learning and assessment y p y y gexperiences

Control Learner Empowerment

ISSUES: ZPDISSUES: ZPD

Z f P i l D l t Zone of Proximal Development (Vygotsky 1896 – 1934).

“the distance between the actual developmental level as determined bydevelopmental level as determined by independent problem solving and the level of potential development as determinedof potential development as determined through problem solving under adult guidance or in collaboration with moreguidance, or in collaboration with more capable peers”

“Scaffolding” Jerome BrunerScaffolding - Jerome Bruner

Class room Constraints

Ti Ph i l E i t• Time; Physical Environment;

• Student Voice (& expectations)

• Learning Styles: – VARK stands for Visual, Aural, Read/write,

and Kinaesthetic sensory modalities that are d f l i i f ti (Fl i & Millused for learning information (Fleming & Mills

1992)


Log or ActionLog or Action

It’s Your Decision

A: File it B: Action it

“I knew that” / Doing it: compare

and contrast

“Interesting...” : Might need it

later

Need to know more: take action

Need to do more: take action

read (policy; papers) or discuss

Action plan ‐activity or task


Module 3Module 3

Entrepreneurial Behaviour,Skill & Attribute Development

•How to inculcate behavioural outcomes•How to develop behaviours in studentsHow to develop behaviours in students•How to design inputs to create change in others


Module 3 Questions to Address:Module 3 Questions to Address:

• Nature? Nurture?– Personality

• Role of Business Plan

– Mind of a millionaire ‘v’ mind of a criminal

• Role of Mentoring Approach (inc AI)

– Debate: are entrepreneurs born or made?

Approach (inc AI)

• Gender ed Approachmade?

• Educator role in ti lf ffi ?

• Gender‐ed Approach

creating self‐efficacy ?• Role of Assessment


Pre Campus DayPre Campus Day

• Q&A webinar: GET2 and Catalyst– 11th Jan – 10am Dinah Bennett

• Push:Pull Webinar (Saras into start-up)T d 17th t 10 30– Tuesday 17th at 10.30 am

– Dr Anne Kirketerp Linstad• Social Enterprise

Punita Bhatt to be confirmed– Punita Bhatt – to be confirmed• Women’s Enterprise – uploaded in Jan

Pre Campus DayPre Campus Day

Activities: Opportunity Spotting & GuidingOpportunity Spotting & Guiding

• Mentoring GuideBuddy – Regional team

• David Rae: reading and activityg y– Entrepreneur interview ?

• NESTA: Percy Emmett• NESTA: Percy Emmett

Review: Self EvaluationReview: Self Evaluation

Please do the survey monkey link for each module!

Th k !Thank you!

Review: Self EvaluationReview: Self Evaluation

Please do the survey monkey link for each module!

Th k !Thank you!

See you in Liverpool

Wishing you a very Merry Christmas andWishing you a very Merry Christmas and Happy New Year!

Documents

IEEP Module 3ieeponline.com/wp-content/uploads/2013/11/IEEP-Module-3.pdf · 2 certificates2 certificates SEDA and IEEP Fellowship 'Developing Leadership in Entrepreneurship Education