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Enterprise & EntrepreneurshipInternational Centre for Transformational Entrepreneurship
Introduction
▪ Lecturer – International Centre for Transformational
Entrepreneurship
▪ Former Business Owner and MD of £5m+ e-commerce business
▪ Former Acting Course Director BA Enterprise & Entrepreneurship
▪ MA Global Entrepreneurship – Coventry University
▪ Research areas – High Growth Entrepreneurship, Student
entrepreneurship, E-commerce industry.David Wick @[email protected]
Overview
▪ Enterprise and Entrepreneurship at Coventry
▪ International Centre for Transformational Entrepreneurial
▪ Educational Programmes
▪ Why – the demand
▪ The Add+vantage scheme
▪ Take away
Coventry University Accolades
▪ Gold for Outstanding Teaching and Learning
Teaching Excellence Framework (TEF)
▪ 2nd in UK for Teaching Excellence (TEF)
Times Higher Education metrics ranking 2017
▪ Top 6 for Student Experience
The Times and Sunday Times Good University Guide 2018
▪ Ranked No.12 UK University
Guardian University Guide 2018
▪ Duke of York Award for University Entrepreneurship
Lloyds Bank National Business Awards 2017
More Accolades
University of the Year 2015Times Higher Education (THE) Awards
Modern University of the Year 2014, 2015, 2016The Times and Sunday Times Good University Guide
97% of graduates employed or in further studyDLHE survey 2015/16 – six months after graduating
Queen’s Award for EnterpriseInternational Trade 2015
Coventry University
▪ Coventry University Mission Statement, “We are a dynamic, global and transformational
University Group. Creating better futures, we will be world leading in all that we do” (Coventry
University Corporate Strategy 2018).
▪ Prof John Latham Vice-Chancellor and CEO, Coventry University Extraordinary Professor,
Stellenbosch University:
“Enterprise and entrepreneurship is part of the fabric of the Coventry University Group because we want
to make a dynamic contribution to sustainable socio-economic development in the UK and beyond.
However, we also acknowledged that entrepreneurship remains far from optimal and is struggling to
address major challenges such as unemployment and sluggish socio-economic growth found in various
parts of the world”.
Defining Transformational Entrepreneurship
To promote enterprise and entrepreneurship through a systemic approach, bringing about
transformation in socio-economic development.
(Maas, Jones, Lockyer, 2016)
Who We Are?
International Centre for Transformational Entrepreneurship
Dr Joan Lockyer
ICTE Assistant Director Education
Dr Kelly Smith
BA Enterprise and Entrepreneurship
Course Director
Core Teaching Staff on BA Enterprise & Entrepreneurship
Dr Sunita Dewitt
Dr Peter McLuskie
Dr AdahOnjewu
David Wick
Dr CherisseHoyte
Education Programmes
▪ Add+vantage modules
▪ BA Enterprise & Entrepreneurship
▪ MA in Global Entrepreneurship
▪ MA in Enterprise and Entrepreneurship Education
▪ PhD
The Changing World – the need
▪ According to HE Business and Community Interaction Survey, 2007/8 universities reported 1,977 new start-ups
from fresh graduates with a running total of 3,960 active firms. In 2013/4, the annual formation rate had risen to
4,603 new start-ups, with a running total of nearly 10,000 active graduate start-ups”. (Maas, Jones, Lockyer
2016).
▪ 3890 start ups and 106 Social enterprises were created with over with over 13,500 new and existing companies
active during 2015/16 (HESA 2017).
▪ DHLE results, 0.7% starting their own business, with 4.5% freelancing 6 months after graduating compared to
1.2% and 4.8% after 3 years (DHLE 2017).
▪ Between 2008 and 2016 the number of freelances in the UK increased by 43% to just over 2 million (Jenkins
2017).
▪ A job “for an hour” rather than a “Career for life”?
What is Add+vantage?
▪ The Add+vantage modules teach a range of work experience and career development activities that are taken each year, and
which broaden students knowledge, skills and qualifications within a work focused environment.
▪ The themes include, ‘Global Languages‘, 'Global Perspectives', 'Professional Development’, ‘Creativity and Enterprise
and Entrepreneurship’; ‘Work Experience’, ‘Global Experience Field Trips’, ‘Projects and Skills’; ‘Professional
Accreditation and Research Skills’.
▪ One Add+vantage module is taken in each year of study and the modules are credit bearing (10 credits) and a mandatory part
of most undergraduate degree courses. The Add+vantage modules must be passed in order to be eligible for an honours
degree.
▪ Degree courses exempt from the Add+vantage Scheme are Occupational Therapy, Physiotherapy, Nursing (all branches),
Midwifery, Dietetics, Paramedic Science, Operating Department Practice, Social Work, Youth Work, Accountancy, Accounting
and Finance, Finance and Investment, Law, International Law, Business Law and Engineering.
(Coventry University 2018)
▪ The module design focuses on applying ABOUT, FOR, and THROUGH
entrepreneurship through the modules
For, About and Through Entrepreneurship
ABOUT
Assimilate and reflect upon existing knowledge and resources that enhance your understanding.
Learn how enterprise and entrepreneurship has evolved as a discipline and be able to critically evaluate the relevant literature.
FOR
Discover what it is to be enterprising, and develop insights into being an entrepreneur.
Take part in experiential learning opportunities that engage and enhance the your abilities and skills, set within a meaningful and relevant context.
THROUGH
Design and deliver group and individual projects, venture planning, and reflective learning.
Identify and set your own entrepreneurial learning goals aligned with the course progression stages.
Delivery of the modules - Background
▪ The modules are 10 credits (out of 120 academic year), with one module per year.
▪ Runs in One 11 week semester for 2 hours a week (plus self study time).
▪ The sessions are two hour workshop (not, lecture/seminar format).
▪ The sessions are designed to be interactive, activity lead, & dynamic.
▪ Online material was available before and after the session so flipped learning took
place in some of the weeks (via Moodle).
The Modules
Module Title
A101IAE Introduction to Entrepreneurship
A102IAE Social Media for Business
A103IAE Creative Thinking
A104IAE Social Enterprise
A106IAE Working at Student Design Agency
A107IAE Personal Entrepreneurial Development
A109IAE Negotiating
A110IAEDeveloping Business Networking
Relationships
Module Title
A201IAE Be Your Own Boss
A202IAE Women in Business
A203IAE Making Money Online
A204IAE Student Enterprise Leadership
A205IAE Working at Student Design Agency
A206IAE Into the Dragons Den
Module Title
A301IAE Getting a Job - What employers want
A303IAE Business Start-Up
A305IAE Hi-Tech Entrepreneurship
A306IAE Working at Student Design Agency
A307IAE Presentation Skills for Graduates
A308IAE Business Development and Growth
A309IAE Design Thinking
Assessment
▪ Related to For, About & Through Entrepreneurship
▪ 1st Year – 1500 words, 2nd Year – 1750, 3rd Year – 2000 (plus 10%)
▪ Assignment range from essays, Feasibility Studies, Presentations (individual &
group), Literature reviews, Growth plans, Business Plans, and Personal reflections.
▪ Submitted via Turnitin on Moodle.
▪ Management – all 1st & 2nd year assignment have to be marked and moderated
with 15 working days. 3rd year students with 10 days.
Modules – A203IAE
Modules – example
▪ Making Money Online – A203IAE
▪ This module is intended to help students understand and acquire the skills necessary for the
development of a sustainable online business enterprise. The module will cover the theory and
practice of starting and running a business on the World Wide Web and using the internet to generate
income.
▪ It will explore the importance and relevance of e-commerce, social networks and new media to the
small business owner and customer by examining existing and emerging business models, tools and
case studies.
▪ Learning Outcome of the Module
▪ Assignment
Modules of Note
A305, Hi-Tech Entrepreneurship – Mainly online, with sessions in week 1 and week 11 only. Tasks,
videos,
A106IAE, A205IAE, A306IAE, Working at Student Design Agency – A group project, across three
years, with members from all three years having different roles. Projects set from a range of different
companies.
“Interesting idea of actually contacting clients. Makes the experience more realistic.”
“1. it's real life experience that contributes to more than just a grade
2. it's relevant to almost anyone regardless of degree course in terms of business sense
3. the course challenges students outside of a university setting which normally may not happen if
they feel relaxed within the bubble of school.”
Student feedback – The Good
“Lecturer is very passionate about the topic at hand and this helps a lot”
“Intellectually stimulating as it gives you more to think about in terms of the marketing
side of business.”
“Plenty of online material to read through”.
“You can relate it to whichever course you’re doing”
“Stimulating conversation rather than pure text and reading”
“There is a good balance of listening and doing activities”
Student feedback – The indifferent!
“The Assignment should be shorter”.
“Coursework is too hard for someone who us not studying business, it should be
pointed and put this module for business students only”
“Could have a break in the middle of the session just to give some rest in between”.
“It would be really good having this module as a ‘proper class’ and not as an
advantage module.”
Take away
▪ Difficult (or even impossible) to get across faculty “buy in” without it coming from
senior management for accredited modules.
▪ The need of Enterprising Skills should be applicable to every student.
▪ The context of your own institute needs to be applied – one size doesn’t fit all.
▪ Not everyone will or should start a business, however we need to provide the tools
for the students to do so for when/if they are ready. These skills can be transferred
into many different roles.
▪ Critical reflection on the students own entrepreneurial career needs to take place.
David WickLecturer International Centre For Transformational [email protected]
Any Questions?