Developing entrepreneurial capabilities in the curriculum

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

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

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

Thank You!