Curriculum Design

Learning Objectives

1 'Developing Leadership in Entrepreneurship Education'

Learning?

Our Challenge!

Design

Constraints

Infrastructure

'Developing Leadership in Entrepreneurship Education'

Learning Outcomes: Baume (2008)

Active – it describes what students can do at the end of the programme of study

Attractive – students want to achieve it (meaningful to them)

Comprehensible – students know what it means (clear)

Appropriate – to the student’s current goals and career plans

Attainable – most students will mostly meet it, with due effort

Assessable – we can see if it has been achieved (demonstrable)

Visible – in the course booklet and on any virtual learning environment (accessible).

Constructive Alignment

John Biggs (2003)

2 parts to constructive alignment:

• Students construct meaning from what

they do to learn.

• The teacher aligns the planned learning

activities with the learning outcomes

'Developing Leadership in Entrepreneurship Education'

Learning

• Teaching

• Activities

INTENDED LEARNING OUTCOMES

• ALIGNMENT

Assessment

• Assignment

Ped guides • Small group teaching

• Entrepreneurial Facilitation • Use of Ice Breakers • Use of External Speakers/Presenters or Evaluators • Use of Drama • Use of Debate • Use of Drawing • Use of Hot Seats • 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 Organisations as Networks • Use of Empathy in Communication Exercises (with

Entrepreneurs) • Use of Shadowing • Use of Role Play • 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 Personality Selling Exercises – The Balloon Debate • Use of Finding Opportunities (Ideas for Business) • Use of Ways into Business • 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 • 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 Exploring the Enterprise Culture in a Globalisation

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

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 Business

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 Dependent

42. Simulating Entrepreneurial ‘ways of’

43. Simulating the Entrepreneurial Life World

44. Assessment of Entrepreneurship Education

What do I chose..?

A B C D

3. 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 Drama

16. Use of Empathy in Communication

Exercises (with entrepreneurs) 8. Use of Hot Seats 15. Use of Organisations as Networks

6. Use of Debate 17. Use of Shadowing

16. Use of Empathy in Communication

Exercises (with entrepreneurs) 17. Use of Shadowing

7. Use of Drawing

19. Use of Frames of Reference for Intuitive

Decision making 17. Use of Shadowing

19. Use of Frames of Reference for Intuitive

Decision making

8. Use of Hot Seats 21. Use of Locus of Control Tests

19. Use of Frames of Reference for Intuitive

Decision making 20. Use of Psychometric Tests

9. Speed-networking 23. Use of Immersion

43. Simulating the Entrepreneurial Life

World 28. Leveraging the Student Interest

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

11. Revolving Tables

36. Exploring the Enterprise Culture in a

Globalisation Context

43. Simulating the Entrepreneurial Life

World

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

13. Use of Panels

43. Simulating the Entrepreneurial Life

World

14. Use of Critical Incidents

15. Use of Organisations as Networks

19. Use of Frames of Reference for

Intuitive Decision making

20. Use of Psychometric Tests

23. Use of Immersion

36. Exploring the Enterprise Culture in a

Globalisation Context

42. Simulating Entrepreneurial ‘ways of’

E F G H

10. Elevator Pitch

12. 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

14. Use of Critical

Incidents 7. Use of Drawing

15. Use of Organisations as

Networks

15. Use of Organisations as

Networks

15. Use of Organisations as

Networks 8. Use of Hot Seats

22. Use of Relationship

Learning

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

29. Start up frames,

Stages of Start-up. Tasks

and Learning Needs

29. Start up frames,

Stages of Start-up. Tasks

and Learning Needs 10. Elevator Pitch

30. The Business Plan as a

Relationship Management

Instrument

30. The Business Plan as a

Relationship Management

Instrument

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 Panels

34. Use of Case Studies

33. Developing Operations

Standards as a basis for

Estimating Costs and

Controlling Operations

33. Developing Operations

Standards as a basis for

Estimating Costs and

Controlling Operations

15. Use of Organisations as

Networks

35. Exercises in Finding

Ideas for Business 34. Use of Case Studies 40. Use of Sales Pitch

22. Use of Relationship

Learning

37. Evaluation of

Entrepreneurship 23. Use of Immersion

44. Assessment of

Entrepreneurship

Education

25. Personality selling

exercise – the Balloon

Debate

30. The Business Plan as a

Relationship Management

Instrument

40. Use of Sales Pitch

http://kcd.sytes.net/pednote/lis

tall_pednotes.php

http://kcd.sytes.net/pednote/listall_pednotes.php

'Developing Leadership in Entrepreneurship Education'

8

Kolb Learning Cycle (1984)

Doing

Experience

Reflecting

Reflective

observation

Theorising

Abstract

Conceptualisation

Planning

Active Experimentation

10

Engagement & Participation

What creates engagement?

What creates participation?

11

Engagement & Participation

• Wanting to learn

• Learning by doing

• Learning through feedback

• Making sense of what has been learned Phil Race (2005)

The ‘Ripples Model’ underpins much of the

2nd edition of

‘Making Learning Happen’

Phil Race

2010, Sage, London

Phil Race

http://phil-race.co.uk/

'Developing Leadership in Entrepreneurship Education' 13

Ripples: Race 2005-09

Feedback Wanting

Needing

Doing

Feedback Digesting Teaching

Assessing

Factors for successful learning

(Race 09)

• Wanting to learn Intrinsic motivation

Interest and enthusiasm

• Taking ownership – needing to learn Extrinsic motivation

• Learning by doing Practice; trial and error; repetition

• Learning through feedback Reactions to the results

• Making sense of what is being learned Reflecting; digesting; turning information into knowledge

• Deepening their understanding Students explaining; teaching; coaching;

• Assessing learning & development Reviewing; confirming; judging

16

“If you can lead a horse to water….

why do we need to immerse students in enterprise

education?”

Want to learn:

Learning by doing:

Making sense:

Feedback:

17

“If you can lead a horse to water….

why do we need to immerse students in enterprise

education?”

Want to learn:

enterprise education in context

Learning by doing:

enterprise experiences

Making sense:

enterprise education in context

Feedback:

enterprise experiences

Price, A (2009) HEA Annual Conference “if you can you lead a horse to water...”

'Developing Leadership in Entrepreneurship Education'

Bain, K (2004) “What the best College Teachers do” Cambridge Harvard University Press

Biggs, J. and Tang, C.(2007)Teaching for Quality Learning at University:3rd edition

Maidenhead: SRHE & Open University Press).

Bloxham, S., and Boyd, P. (2007) Developing assessment in Higher education: a practical

guide. Maidenhead: Open University Press .

Bowl, M. (2003) Non-traditional entrants to higher education ‘they talk about people like

me’ Stoke on Trent, UK, Trentham Books.

Boud, D. (1995) Enhancing learning through self-assessment London, Routledge.

Brown, S. (2011) Bringing about positive change in higher education; a case study Quality

Assurance in Education Vol 19 No 3 p195-207

Blue Skies (2011) New thinking about the future of higher education: download from

http://pearsonblueskies.com/

Cook, A. (2005) Guidelines for the Management of Student Transition: the STAR Project

(Student Transition and Retention), Belfast: University of Ulster

Dweck, C. (2000) Self-theories: their role in motivation, personality, and development

Psychology press: Essays in Social Psychology Taylor and Francis, Philadelphia.

Useful references 1

Gibbs, G. (1999) Using assessment strategically to change the way students learn, In

Brown S. & Glasner, A. (eds.), Assessment Matters in Higher Education: Choosing and

Using Diverse Approaches, Maidenhead: SRHE/Open University Press.

Kneale, P. E. (1997) The rise of the "strategic student": how can we adapt to cope? in

Armstrong, S., Thompson, G. and Brown, S. (eds) Facing up to Radical Changes in

Universities and Colleges, pp.119-139 London: Kogan Page.

Flint, N.R. and Johnson, B. (2011) Towards fairer assessment: recognising the concerns of

students London: Routledge.

Falchikov, N. (2004) Improving Assessment through Student Involvement: Practical

Solutions for Aiding Learning in Higher and Further Education, London: Routledge.

Knight, P. and Yorke, M. (2003) Assessment, learning and employability Maidenhead, UK:

SRHE/Open University Press.

Mentkowski, M. and associates (2000) Learning that lasts: integrating learning

development and performance in college and beyond, San Francisco: Jossey-Bass.

Morgan, M. (2011, at press) Improving and Enhancing the Student Experience - A practical

guide, London: Routledge

Pickford, R. and Brown, S. (2006) Assessing skills and practice London: Routledge.

Useful references 2

Useful references 3

Northedge, A. (2003) Enabling participation in academic discourse Teaching in Higher

Education, Vol. 8, No. 2, 2003, pp. 169–180 Carfax, Taylor and Francis.

PASS project Bradford http://www.pass.brad.ac.uk/

Peelo, M and Wareham, T (eds.) (2002) Failing Students in higher education Maidenhead,

UK, SRHE/Open University Press.

Rust, C., Price, M. and O’Donovan, B. (2003) Improving students’ learning by developing

their understanding of assessment criteria and processes Assessment and Evaluation

in Higher Education. 28 (2), 147-164.

Sadler, D. R. (1989) Formative assessment and the design of instructional systems

Instructional Science 18, 119-144.

Yorke, M. (1999), Leaving Early: Undergraduate Non-Completion in Higher Education,

London:Taylor and Francis.

Yorke, M. and Longden, B., (2004), Retention and Student Success in Higher Education,

Maidenhead, Open University Press.