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VirtualExchangeGuidance:EntrepreneursandEducators

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VirtualExchangeGuidance:EntrepreneursandEducatorsForewordItisclearthatprovidingstudentswithauthenticlearningexperiences,builtaroundbusinessandcommunitypractice,buildstheskillsaswellastheknowledgeneededinourfutureemployeesandentrepreneurs.Howeverprovidingthisexperienceforourlearnerscanbelimitedbyaccessbetweenthekeyparties,entrepreneursandeducators.Thisguidehasbeenspeciallydesignedtohelpprovidesupporttothosewantingtocontributetothisexchange,andillustratestheclearbenefitsthatareavailabletoallpartiesastheydeepentheirexchange.Thisopportunitytosharecanenhancetheambitionsandexperienceofentrepreneurs,educatorsandtheirstudentsalike,sowehopethatyoufinditusefulandlookforwardtohearingyourfeedback!AlisonPricePrincipalConsultant,EnterpriseEvolution

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ThisdocumentwascreatedasI04oftheErasmus+“EcoSystemApp”project,andisdesignedtosupportallpartiesinvolvedwithintheVirtualExchangeProgramme.Thisisprimarilyfocuseduponorganisationssupportingthematch,aswelltheacademicstaff(educators)andentrepreneurstocreatethe“matchpair”fortheexchangeitself.ThemainobjectivewithinthisGuidance(Parts1and2)istoprovideeffectivesupportforpracticalentrepreneurialexperiencesthatarebeneficialforall1.Tosupportthismatchingprocess,thisdocumentispresentedintwoparts,providing:

• “Guidance1:Howtoset-upanexchangeprogramme“designedforthoseresponsibleforset-upand

• “Guidance2:Makingthemostoftheexchange”writtenasanaccessibleguideforallparticipants(educatorsandentrepreneurs).

Inaddition,anApplicationformtemplatehasbeenpreparedtoassistthematchingprocess.

1“Allyoungpeopleshouldbenefitfromatleastonepracticalentrepreneurialexperience”EC2013b

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ContentsIO4:VirtualExchangeGuidance:EntrepreneursandEducators..................................................................3

Guidance1:HowtosetupaVirtualExchangeProgramme.........................................................................5

IntroductiontotheVirtualExchangeProgramme...................................................................................6

1. Preparation.......................................................................................................................................7

1.AMotivation:benefitsforyourentityandtargetgroups.................................................................7

1.BEligibility,assessmentandselectioncriteria..................................................................................8

1.CDefiningarecruitmentandenrolmentstrategy............................................................................8

1.DImplementationandfollow-upproceduresadaptedtoyourcircumstances................................9

2. Implementation................................................................................................................................9

2.ASelectionofapplicants...................................................................................................................9

2.BMatchmaking.................................................................................................................................9

2.CBriefingofparticipants.................................................................................................................10

3. MonitoringandFollowUp.............................................................................................................11

3.ASupportandguidancefortheparticipants..................................................................................11

3.BFollowup......................................................................................................................................12

Guidance2:Howtomakethemostoftheexchangeandthepracticalentrepreneurshipexperience....14

Whyparticipatingwillbenefityou!........................................................................................................15

Benefitsforentrepreneurshipeducators...........................................................................................15

Benefitsforentrepreneurs.................................................................................................................15

Howtoplanyourexchange....................................................................................................................16

NextSteps:Contact................................................................................................................................16

Appendix:...................................................................................................................................................17

AcademicGuidance....................................................................................................................................17

PotentialforStudentInvolvement.....................................................................................................17

Definitionofassessmentandrecognitionoflearningoutcomes.......................................................18

Assessmentandrecognitionoflearningoutcomes...........................................................................19

ApplicationForm:.......................................................................................................................................23

ExampleScenarios......................................................................................................................................27

References:.............................................................................................................................................28

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Guidance1:HowtosetupaVirtualExchangeProgrammeThisguideprovidespracticaladviceandguidancetoagencies/bodieswhoaredeliveringtheVirtualExchangeprogramme(VEP)andareseekingtocreatesuccessfultransnational“matches”betweenentrepreneursandeducators.Itcontainspracticalcontent,suchasanapplicationformtoassisttheprocessandensurethatthematchitselfismosteffectiveforallparties.

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IntroductiontotheVirtualExchangeProgrammeTheVirtualExchangeProgramme(VEP)hasbeendesignedasaclearresponsetotherecognisedneedto“enableteachers2”todeliveruponthechallengeofembeddingenterpriseeducationintotheircurriculum.VEPaimstoengagelearnerswithanauthenticbusinesschallengeinordertoprovideapracticalentrepreneurialexperience3.Atitsmostsimple,avirtualexchangecanbeenestablishedeffectivelybyestablishingarecognisedmutualbenefitbetweenanentrepreneurandeducation;typicallymatchinganexistingoremergingbusinesschallengeororganisationalproblem,toanacademicprogrammeoractivity.Tosupportpotentialparticipantstoengage,arangeofapproachesthatcanbeconsideredasusefultemplatesfortheexchangediscussions.ExamplesoftheseapproachesorchallengesaresummarisedinTable1underthe4keyheadings:

1. Sectorissues2. Businessissues3. Disciplinedriventasks,4. Individualentrepreneur.

Examplesoftypesofstudentchallenges/projectsthatrelatetothesearethenprovidedwithinTable1asillustrationsforthetypeofdiscussionsthataVEPmayfocusupon.Table1:ExamplesofChallengesthatmightformthebasisforaVirtualExchangeProgramme Type Challenge Exampleofchallenge/studentproject1 Industry/

SectorIssues

Researchtrends/issues

Identifystrategicissue/opportunityforstudentresearch,resultinginthepresentationofaproposal/recommendationforcompanyaction

2 BusinessIssueDriven

ProblemSolvingChallenge

Identifyproblemforresearch/reviewinordertopresentproposalforaction(orrecommendation)

CustomerIdentification

IdentifyandresearchnewmarketsacrossEurope(presentingoptionsandhowtoaccess–marketingstrategy)

NewProductDevelopment

Research,developandprototypenewproductResearch,identifyandpresentnewusesforexistingproducts/servicesoropportunitiesforbrandextension

Scenario(existingsituation)

Usingcustomerfeedbackorbyundertakingmarketresearch,recommendopportunitiesforproductorservice/processimprovementorimprovedcustomerservice

3 Disciplinedriven

DeliveringStatedLearningpointsOutcomes

Drivenbytheteachingtopic,reflectionsandexperiencesofspecificmodels,frameworks,techniquesormethods.Providingcontenttoillustratekeypointsorilluminatespecificlearning.

4 ExploringtheStory:RoleModel

Thematicinterview(topics)

Interviewtheindividualtoexploretheirentrepreneurialstoryusingspecificthemes/topics(linkedtoteachingprogramme)

(Note:inadditiontherearealsosomeexemplar“scenarios”forVEPprovidedinAppendix1).

2DGEnterpriseandIndustry(2011)“EntrepreneurshipEducation:enablingteachersacriticalsuccessfactor3“Itisaboutbeingexposedtoentrepreneurialexperiencesandacquiringtheskillsandcompetencesfordevelopingentrepreneurialmindsets”(HEInnovatehttps://heinnovate.euaccessedJan2017)

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TheVirtualExchangeProgrammeseekstosupporteducatorsandentrepreneurstocreatemutuallybeneficialandeffectivematches.Insupportofthisprogramme,youwillfindguidanceinthisguideinthreeparts:

1. Preparation,includingmotivationandbenefits2. Implementation3. MonitoringandFollowUp

1. Preparation

Understandingparticipantneedsandexpectationsformsthefoundationoftheparticipantsexchangeexperience,ensuringthatboththeindustryandeducationaldemandsaremet.PreparationisthekeytocreatingthisunderstandingandultimatelysupportingaworthwhileVirtualExchangeProgrammeandthisguidewillhelpyou,andyourparticipants,workthroughtheirneedsinadvance.1.AMotivation:benefitsforyourentityandtargetgroupsThereareclearbenefitstoallthosepartieswhoareininvolvedintheVirtualExchangeProgrammeprocess,includingyouasthematchingbody.Theseextendfromtransnationalinsights,throughtoanenhancedorganisationalreputationorprofileaswellaspersonaldevelopmentfortheindividualsinvolved.Yourowncustomers(clientsormembers)willbenefit,andyourorganisationalofferandreputationcanbeclearlyenhancebyofferingVEP.Whilstthesereputationalbenefitsareclear,especiallyforyouifyouoperateasanetworkingormembershiporganisation,VEPwillalsoofferskilldevelopmentandexposuretoentrepreneurialthinking/educationforstaffinvolvedwiththeprocess.Itistheopportunityforyoutoengagetransitionallyandsupportculturalexchangewhilstprovidingakeybenefitforyourorganisationandstaffthatenhancesyourreachandrepetitionwithyourcorecustomers/members.VEPisavehicletofurtherunderstandingyourmember’s(customer’s)needsandsupportingthedevelopmentofyourorganisation.Recognisingthesebenefitscreatesclearmotivationtoengageinthescheme.Collectivelythesecorebenefitscanbesummarised(table2)as:

Table2:SummaryofMotivationstoEngageKeyBenefitstoallparties

• ExposuretoCulturalDifferences(transnationalissuesandopportunities)• Expansionofprofessionalnetwork• Opportunitiesforpersonaldevelopment• OrganisationalReputation• Authenticlearning/skilldevelopmentanddeeperunderstandingof(client/customer)needs

Personal BusinessStrategy Organisational

Network;Confidence;Contacts;Self-efficacy;Development;Examples;Insight

Accesstolatestthinking/trends;Problemresolution;Accesstospecificdemographic

Reputation;reflectionandlearning;Shapingfuturestrategy;Planning;Resolutions

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1.BEligibility,assessmentandselectioncriteriaTosupportthewidevarietyofneedsanddemandsoftheVEPparticipants,mostorganisationsorindividualsthatwishtoengagecanbeaccommodated.Therearenolimitsonorganisationalsize,ortype;howeveryoumayhavesomepre-existingorganisationalconstraintsastowhoyou/yourorganisationtraditionallyworkswith,andyouarewelcometoapplythesetotheVEPtoensurethatyouaredeliveringuponyourorganisationalmission/addressingclientneeds.HoweveritispossibleyoumightfindthattheneedsoftheVEPmatch-pairaretobesecuredoutsideyourtraditionalremit,sothisissueisbestconsideredandclearlyarticulatedbyyouasthelead,atthestartoftheVEP.OnceyouhaveconsideredanyinternalambitionsorconstraintsthatmightunderpinyourVEP(recognisingthebenefitsandneedfordiversitytocreateeffectiveandproductivematches)thereareseveralkeyissuesthatneedtobeconsidered.Practicalaspects,suchasaccesstoonlinecommunication(suchasSkype;webinars;facetime)andavailabilitytoengageforaprolongedtimeperiod(overseveralweeks)willbecriticalandthereforeformsakeypartoftheapplicationformthathasbeendesignedtoassistthematchingprocess.Anoutlineapplicationformisprovidedasanappendixandcanbeadjustedtomeetyourspecificneeds.Howevertosupportastrongbasisforeachpairing,itisrecommendedthatyouconsiderthefollowing:

• Establishingareaswheretheywillbeanopportunitytolinklearningtoexistingorfuturebusinesspractice(Industry/sector;SizeofBusiness;BusinessMission(socialenterprise;socialaspects)andProduct/service)

• Needsofparticipants• Transitionalbenefitsandopportunities;Region(geography)–companyormarkets

Selectioncriteriawillvaryinimportanceacrossdifferentpairings,dependingupontheparticipantprioritiesandneeds.Itisalsoimportanttoconsidertheindividualpeoplethatyouarematching,byconsideringthefollowingaspects:

• Role• Responsibilities• Decisionmakingcapability(toundertakeprogrammeandalsowithregardtooutputs)• Background(academic/experiencebase)

Note:Online“LinkedIn”profilescanprovideprofessionaldetailonindividuals,whichisoftenilluminatedbyspendingsomeadditionaltimetoexploretheirinterest/groupswithinthesite,orprofessionalinterestsonTwitter.1.CDefiningarecruitmentandenrolmentstrategyTherecruitmentandenrolmentstrategyshouldbebaseduponaddressingtheneedsofparticipantsbutwillrequireanextensionofexistingnetworkstoattractappropriatematch-pairs.Extendingbeyondtraditionalworkareascanbeachievedatanorganisationallevelorthroughindividualnetworks.Traditionalmethodsofengagementsupporttheestablishmentofrapportandcancreatebuy-intotheVEP.ThiscanbemosteffectivewhentryingtosecureanorganisationalpartnertodeliverVEPwithasapartner,howeveronlinesearches,fororganisationsorindividualscanbejustasproductive.Keycontactsande-newsletters,groupsandprofessionalnetworkingsitessuchasLinkedInareausefulsourceofcontactsandconnections,particularlybyextendingthroughyourownnetwork,ordrawinguponthesector/industrydiscussionboardsornetworkgroups.

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Personalcontactsandprofessional/organisationalnetworksoftenyieldgreatopportunitiestoextendtransnationallytofindcontactsforyourexchangeandyourorganisationmayholdmembershiporAlumnidatabasesorrecordsthatmightprovefruitful.Secondarylinks,formedbypersonalintroductionsthroughyourmembersornetworkarealsohighlyeffective.Inaddition,yourcoremembershipgroupcanoftenbeminedthroughsocialmediaornewsletters,andtransnationalconnectionsorformalVEPpartnerships(betweentwohostingorganisations)canbeachievedbyaccessingthenetworksofappropriatebodiessuchas:

• LocalChambersofCommerce(indifferentregions,accessedonline)• SectororIndustryBusinessClubsornetworks• NationalorEuropeanlevelindustryconferences• IndustryNetworksorgroups(newsletters;industrybodies)• Councilcontacts

Inaddition,eachsectorwillhaveusefulgroupsandnetworkstodrawuponanditisworthconsidering,industry&consumergroups,actiongroupsandothersectororindustrystakeholders,aswellaslookingforeventsheldbykeybusiness/industrybodiesasawaytopublicisetheVEP.1.DImplementationandfollow-upproceduresadaptedtoyourcircumstancesTheguidanceprovidedwithinthisguidecanbeadaptedtoyourcircumstances,allowingyoutoscaleupyourprocessbycreatinganonlineapplicationprocess,ifthatisappropriate.Indicativecodingwithintheapplicationformisprovidedtosupportthisormanualmatching.

2. Implementation2.ASelectionofapplicantsInterestedapplicantsshouldbeencouragedtocompletetheApplicationform,indicatingtheirspecificneedsaswellasavailability.Onceinteresthasbeenreceivedamatchcanbeidentifiedeitherthroughdirectorganisationalorpersonalnetworksorthroughacalltosupportingorganisations/interestedpartiesandstakeholders.Ideallyapoolofregisteredinterestfromwhichtodrawwillbeestablished,howeverinitiallysuchmatchesmayneedindividualsupporttoidentifyappropriateconnections.SelectionofapplicantsneedstoseektomutuallybeneficialambitionsfortheVEPexperience,ratherthana“perfect”matchofthecriteria.Itisessentialthattheprimarydriversforengagementaremutuallysupportingbutadegreeofflexibilityacrosstheothermatchcriteriawillbeadvisable.2.BMatchmakingUsingthecriteriathatyouhavealreadyidentified(Tables1&2)thematchmakingprocesscanbedeveloped.Howeveritisnotpossibletocreateagoodmatchthroughcriteriaalone,andtherapportandconnectionbetweenthepartiesisequallyimportant.Itmaybeafteraninitialmatch,afruitfulrelationshipisnotestablishedandparticipantsshouldfeelabletowithdraw,andre-enterthepool,inordertomakeamoreappropriatematch.

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2.CBriefingofparticipantsWhilsttheVirtualExchangeisapersonalisedanduniqueprocess,discussionofexpectationsandoutcomescanbehelpfulinestablishingtrustandrapportforthisrelationship.Briefingofparticipantsisthereforevitaltoensurethatexpectationsareclear,bothonaprofessionallevel(timerequired;availabilityissuesetc)andalsopersonally(commitment/involvementlevel).Itispossibletoofferawiderangeofmanagedalternativesthatrespectyourparticipants,andvalueduringtheirtimecommitments,duringtheVEPrelationship.Managingthisprocesscanmeanthatthenumberofinteractionsispre-set(asisthetimerequired)and/orthecontentflowsthroughtheeducator(toreducethecomplexitywithinchallengestoappropriatelevelsforthegroup).Inordertoexplorewhichoftheseoptionsmayprovemostproductive,itisessentialtodiscussissuesof:

1. Timeandavailability(classhours;officehours)2. Clarityandnatureofchallenge/problem/issue/researchtopicthatisbeingset/explored3. Outputsought(Lessonstobelearnt/learningoutcomes;evidence;skills;competences)4. AvailabilityandreliabilityofITforanypotentialliveengagements5. Permission/opportunitytoprerecordand(re)use

Practicallythe“mutuallyavailable”time(Factor1)willbeakeyfactorthatwilldeterminethenatureoftherelationship,buttheotherissuesequallyneedtobeconsidered,andthenmanagedtoavoidoverwhelmingtheexchangerelationship.Inordertounderstandtherangeofapproaches,itisusefultothinkoftheacademicend-user(thelearner/student)aswellastheentrepreneurorbusinessneeds.Tosupportthis,itcanbehelpfultobreakdowntheoriginalchallengeinto5stagestotestoutwhetherthechallengeissufficientlyrobustwithinthetimescalesagreedandhowitcanbeapproached.These5stagesare:1. Identifyingachallengeasanorganisationalproblem,issueorsituation(externalorinternal)2. Outliningthechallengeandhowitwillbepresented(supportingdata/materials;videolink)3. Defininghowthestudentchallengeresponsewillbepresented(format;style;length;timescale)4. Determiningtheevidenceofsuccess(Race2005)intermsofcontent,format,approachand

additionality5. Feedbackprocess(involvement,ifany,oftheexchangepartnersatthetimeofsubmission,or

collectivelytostudentgroup).Itcanbehelpfultouseanoutlineofeachengagementtodiscusswhethereachstageisneededforyourparticularexchange,andtoensureeachmeetinghasakeypurpose.Toassistwiththis,Table3providesanoutlineofupto7sessionsthatmightformaVirtualExchange.Itisdesignedtoprovideanoverviewofhowtheentireprocesscouldworkandprovideindividualpromptsforeachsession.Table3:SampleOutlineofSuggestedContentfor7Engagements Outlinesessions Suggestedtopics/content1 Welcomeand

IntroductiontoExchange

Introductionsandorganisational/personalbackgroundOutlineteachingprogramme(aims;expectations)ShareorganisationalambitionsforengagingwiththeprogrammeDiscussandagreebenefits,identifyingprioritiesforworkingtogetherExploreunderstandingofsector/industry/businessissuesandtrendsExploreoptions(problemsolving;research;businessreview;rolemodelstory)Discussandagreeconstraintsandexpectations(contacttime;regularity;who)

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2 Confirmapproach

AgreeApproachtoestablishproblemoridentifymaterial/contactneededAgreetimingandtimescalesDiscussrequirementsandintendedlearningforstudentgroupEstablishparameters/boundaries(confidentialityorbusiness/dataissues)

3 Aftersettingtasktostudents

ShareexperienceandresponseDiscussnextstepsRequestanyadditionaldata(confirmanyavailabilitytobequestionedfurther)

(studentwork)

Duringthefinalstudentphase(completionofthetask)theremaybeopportunitytoengagetosupportstudentlearning(answeringquestionsetc)ordirectlyuponpresentation/submission(asavirtualpanel;proposalreviewer).

4 Submission Commentandreviewofstudentwork,takingindustryandbusinessperspectivesandresponse

5 Decision GainandsharefeedbackuponstudentperformanceandlearningContextualiselearningwithinwidersectorissues

6 ReviewExperience

ShareoutcomesofexchangeforstudentsReviewoverallexchangefromperspectiveoflearning/students

7 EvaluateVirtualExchange

ShareexperienceofwholeprocessandlearningacrossallpartiesDiscussanyfutureopportunitiesforsupport/furtherwork(includingresearchprojects;mentoringorcoaching;summerjobsorinternships;curriculumreviewordesign)Reviewandrefineprocess(evaluateexperience)Understandhowemployerscanbebetterengaged4

Thissampleoutline(Table3)isonlyprovidedasaguideandsomestagesmayrequirerevisitingorreview,inordertoestablishastrongrapportandgoodonlinerelationship.Itmaybebeneficialforonepartytosummarisethekeyagreementpointsofeachsessionandshareattheendofthesessiontorecap,orevenbyemailafterthesessiontoconfirmthenextmeetingandnextsteps.

3. MonitoringandFollowUp

3.ASupportandguidancefortheparticipantsThevalueoftheVirtualExchangeistheexposuretoauthenticlearningexperienceprovidedtobothparticipantsthroughthetransnationalexchange.Howeverthereisawiderangeofwaysinwhichthiscanbeofferedbybothpartiesinvolved(seetheAppendixforadditionalscenarios)andconsiderationofthepracticalissuesshouldguidethedecisionmakinghereinordertoensureaneffectiveexperience.ExpectationsandavailabilitymayalterduringtheVirtualExchange,fromeithersideanditisimportantthatthesessionsincluderegularreviewpoints.Itisthereforesuggestedthatpartoftheregularparticipationcommunicationscheduleisdedicatedtosupportandreview.ObviouslythesereviewpointswillbetailoredtothetimeframeoverwhichtheVirtualExchangeistakingplace(overanentiretermorshorter–butTable4outlinesalongleadtimewhatcanbeshortened).

4E4:developorsupportresearchonhowemployerscanbebetterengagedineducation(Source:OsloAgenda)

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Table4:Outlinetimeframework(includingtimingandreviewpoints)Week 5 Sessions Action Output(-8) Preparationforprogramme

(Guidancesection1)Identificationofacademicrequirementsformatch

(-6) UndertakeMatchingprocess VirtualExchangeestablished

(-5) 1 WelcomeandIntroductiontoExchange

IntroductionsBuildrapportandestablishtrustIdentifyneedsandpriorities

Createmutualagreementregardingexchangeprocess

(-4) 2 Confirmapproach

Exploreoptionsforengagementandmutuallyagreetimescales,availability,approach

Agreechallengeorapproach

TermStarts

3 Aftersettingtasktostudents

REVIEWPOINT–shareexperiencesandreviewprocessandlearning

REVIEWPOINTConfirmapproachandplan

(studentwork)+6 4 Submission Liveengagementorpostsubmissioncomment Feedbackforstudents+8 5 Decision REVIEWPOINT–andsupportfinalgrading,

comments,feedbacketcREVIEWPOINT

6 Reviewexperience

ReflectandReview Learningforexchangepartners

7 EvaluateExchange

QuestionnaireOpportunitiesforfutureworkingIdentifyingnewmembersforthenetwork

Futureopportunities–newpartnersforexchange;newprojectsorinternships

Itisalsoimportantinthispreparationstagetoconsideranyunintendedoutcomesofeachexchange.Thesearelikelytoresultfromthechangingneeds/demandsoftheparticipantsandcaninclude:

• Changingpriorities(businessstrategy;customerfeedback)• Changeoffocus• Changingtimescales(availability;access)

‘Real-world’exposure,bringsinadditionalissuesandcomplexities,andthiscanextendthechallengebeyondthetime/inputthatwasplannedandthisneedstobepre-emptedandmanagedthroughtheuseofreviewpoints.3.BFollowupReflectionupon,andevaluationof,theexchangewillsupportothersandallowlessonstobelearntandsupportthedevelopmentoftheprogrammewithinyourorganisation.Tohelpbuildyourunderstanding,followupwithbothpartiesissuggestedtocreateareviewdiscussion/processincludeskeyareassuchas:

• ExperienceofApplicationProcess(selectionandmatch)• ExperienceofExchangeprocess(managementofprocess,includingvalueofreviewpoints)

5Linkedtotablexx

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• Outputs/Benefits• Outcomes(longertermbenefits,suchasreputation)• Recommendationsforfuture• Recommendationsforotherpotentiallyinterestedparties

Itisalsopossibletoidentifyfurtheropportunitiesforpartnershipinthelongerterm.Opportunitiesthatmightbeusefullyexploredattheendoftheexchangeinclude:

• FutureengagementwithVirtualExchangeo Ideasandsuggestionsforadditionalcolleagues/networktojoinprogrammeo Recommendationsforwiderengagement/publicity

• Opportunitiesforstudentso Internshipso Projectso vacancies

• Opportunitiesfororganisationalcollaborationo Sponsorshipo Researchprojectso Curriculumdesign/reviewinputso Casestudy

Inaddition,theexemplarscenariosofferedintheAppendix1mayinforminspirationforotherstooutlinetheirapproachintosimpleparagraphsforsharing.

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Guidance2:HowtomakethemostoftheexchangeandthepracticalentrepreneurshipexperienceGuidance2providessupportonthepracticalaspectsoftheentrepreneurshipexchangeexperience,focusingonspecificadviceonhowtomakethemostoftheVirtualExchange(2-7videosessions)andthepracticalentrepreneurialexperience.Thisguidanceiswrittenforallprogrammeparticipants(educatorsandentrepreneurs).

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ThankyouforengagingwiththeVirtualExchangeProgramme.

Thisshortoverviewisdesignedtoprovideyouwithanoverviewofthecommitmentandseehowyoucansupportandengageinprovidingauthenticbusinesschallenges/practicalentrepreneurial

experiences.Whyparticipatingwillbenefityou!Thereareclearbenefitsforengaginginthisexchangeforyouaswellasprovidingyouwithagreatopportunitytosupportothers!

Benefitsforentrepreneurshipeducators BenefitsforentrepreneursExpandyourEuropeanindustry/sectornetwork AccesstoresearchandlatestthinkingBuildingyourownunderstandingandcredibility OpportunityforadviceandconsultancyOpportunitytodeliverentrepreneuriallearning FreshperspectiveoncompanyGainingadeeperunderstandingofemployer

demands(forfuturecurriculumdesign)Accessto(andtoengagewith)key

demographic/marketOpportunitytoexperienceindustrydemandsincontextandaddtoownbusinessexamples

Opportunitytostateandexploreissuesandopportunitieswith“criticalfriend”(consultant)

Appreciateindustryconcernsandapplyownexpertisetosupportstudentlearning

Opportunityto“giveback”(corporatesocialresponsibility)

Opportunitytobuildown,andstudent,levelsofself-efficacy

Opportunitytodevelopfuturestrategybasedonlatestresearch/understandingissueortopic

Opportunityforpersonaldevelopmentand“discovery”andtolearnentrepreneurially

(includingprofessionalupdating)

Opportunitytoexplore/engagewithstudentsforfuture/wideropportunities(placements;research

projects;jobroles)Youarealsosupportingthedevelopmentandlearningofstudentsbyprovidingopportunitiesforthemtoexperience:

• EntrepreneurialMind-set/buildingentrepreneurialcompetences

• AuthenticLearning• Demandsof‘realtime’decisionmaking• Europeanculturaldifferences(within

customers/businesspractice/organisations)

• Directassociationwithrealcompanies• Testingofassumptions(across

Europeanmarkets)• EngagementwithAlumni

• Developentrepreneurialskillsandcompetences

• Ownershipoftheirownlearning• AddingValueand“LearningbyDoing”• Integratedentrepreneurship(within

theirownfieldofstudies)• Realentrepreneurs/entrepreneurial

thinkingthroughdirectinvolvementinenterpriseprojects

• Buildingconfidenceandimprovingself-efficacy

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HowtoplanyourexchangeYourVirtualExchangecantakemanyformsandcanbedesignedtobeflexibleinordertomeetyouravailabilityandneeds.Appreciatingkeyissuesarecriticaltocreatingaworkablerelationship.Itcanbehelpfultoconsidersomeofthekeypracticalitiesbeforeyouengage:Keyissues BydeterminingHowmuchtimeyouareabletogivetosupporttheexchange(typicallytheremightbeanopportunityfor2-7videoexchanges)

(length;regularity;timescales)

Availabilityofthethattime(woulditbepossibletoengageduringclasstime,orwhetheroutsidecoreworkinghourswouldbemosteffectiveandlesslikelytochange)

(timing;accessibility;accesstomutualtechnology)

Experience,expertiseandlearningthatyoumightwishtoshare/gainfromtheexperience(considerpersonal,organisationalandsectorlearning)

(reviewbenefitsandconsideryourownpersonalmotivations)

What issues of business confidentiality might be involved (in order tocheckwhat information can go into the public domain or be released toeitherthestaff/studentsinvolved)

(Dataprotection;businessadvantage;strategyissues)

What benefits could be gained from cultural differences/transnationalworking?

(approach;demand;marketing;trends)

Whattypeofchallengesdoyoufacethatyoucouldusefullyexplore? ReviewscenariosExampleofchallenge/studentprojectResearch:Identifystrategicissue/opportunityforstudentresearch,resultinginthepresentationofaproposal/recommendationforcompanyactionProblemSolvingChallenge:Identifyproblemforresearch/reviewinordertopresentproposalforaction(orrecommendation)CustomerDiscovery:IdentifyandresearchnewmarketsacrossEurope(presentingoptionsandhowtoaccess–marketingstrategyNewProductDevelopment:Research,developandprototypenewproductBrandExtensionResearch,identifyandpresentnewusesforexistingproducts/servicesScenario:Usingcustomerfeedbackorbyundertakingmarketresearch,recommendopportunitiesforproductorservice/processimprovementorimprovedcustomerserviceDeliveringStatedLearningpoints/Outcomes:Drivenbytheteachingtopic,reflectionsandexperiencesofspecificmodels,frameworks,techniquesormethods.Providingcontenttoillustratekeypointsorilluminatespecificlearning.Thematicorrolemodelinterview:Interviewtheindividualtoexploretheirentrepreneurialstoryusingspecificthemes/topics(linkedtoteachingprogramme)

NextSteps:Contact

(insertyourcontactdetailshere)

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Appendix:

AcademicGuidanceThisacademicguidanceisprovidedtosupporteducatorstothinkthroughhowtheycanmaximisethebenefitsoftheVEP.Itwillexplorethreekeyareas:

• PotentialforStudentinvolvement(ifany)• LearningOutcomes• Assessment

PotentialforStudentInvolvementEachapproach(withinFigure1)canaddvalueandbringsspecificbenefitsforthoseinvolvedintheexchange.Howeverthelevelofstudentengagementneedstobeconsideredinadvanceinordertoensureaworkableandpracticalrelationship.Figure1indicatestherangeofstudentengagementthatcanresultfromtheVirtualExchangeexperience,rangingfromnodirectaccessthroughtoiterativeandongoingcontact.Figure1:RangeofStudentEngagement

LevelsofStudentEngagementNodirectaccess Pre-set(pre-recorded) LiveEngagement

Iterative&Ongoing

TheoptionsindicatedinFigure1includenodirectaccess,throughto“managed”options(whichcouldinvolvepre-recordedvideoinputs)throughto‘liveengagement’viavideolinkforfinalstudentpresentationsorreporting,tototallyopenconnections.Figure2:SummaryofEngagementOptionsHighlevelofengagementwithprocess,studentsandlearning

Lessavailabletimetocommit

Exchangefocusedonstaffandstudentexperience

Exchangefocusedaroundsupportingstaffanddeliveringprocess

Opportunitiestoexperiencestudentqueriesandoutputfirsthand

Opportunitytocommentandsupportgrouplearningasawhole

Opportunity:toengagevirtuallyinclass

Opportunity:toconnectoutsidecoreteaching/businesshours

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Figure2showsthatthereareclearopportunitieswithineitherapproach,butdiscussionandrecognitionofthisissuefromthestartwillshapetheexchangeformatandensurethattheneedsofbothpartiesarerespected.(*Note:Itisalsoimportanttorecognisethatavailabilitymaychangeduringtheexchange,duetopressuresofworkorunforeseencircumstances).DefinitionofassessmentandrecognitionoflearningoutcomesThevirtualexchangeprocesscanbebuiltaroundoneormoreofthechallengesidentifiedinTable1andonceageneralapproach(1-4)hasbeenidentifieditcanthenbeexploredinmoredetailinordertoestablishthelearningoutcomesandidentifyanappropriateassessmentmethod.Thekeybenefitsthiscreatesincludes:

• Makinglearningrelevanttothelife-worldofthelearner(learner-centred;learnerdetermined)• Encourageandmapnetworks/networking• Practicewhatyoupreach/bearolemodel(adaptedfromPenalunaandPenaluna(2015p14).

Establishingmutualinterestbetweenentrepreneurandeducatorwillsupportawiderangeofentrepreneuriallearningoutcomesthatprovidebenefittoall(seeTable2).Considerationofbothbenefitsaswellasthepracticalconstraintsfromtheoutset,willensuretheclearlearninggain6”andbenefitscanbedeliveredforallpartiesthroughtheVirtualExchangeprocess.TableAppendix1illustratesthevaluethatcanbeaddedforthewiderbeneficiaries(studentsineducation;staffwithinorganisations)throughtheexchangeprogramme7,andsummarisesthebenefitsofcreatingauthenticentrepreneurialexperiences.TableApp.1:SummaryofPotentialAddedValueOfferedthroughVirtualExchangeProgrammeEntrepreneurialEducation

Integratedentrepreneurship(withintheirownfieldofstudies8)Developentrepreneurialskillsandcompetences9AddingValueand“LearningbyDoing”10andreflectionon“doing”

AuthenticLearning11

Directassociationwithrealcompanies,entrepreneursandexposuretoentrepreneurialthinkingthroughdirectinvolvementinenterpriseprojects12EngagementwithAlumni13Opportunitiesforstudentstogainownershipoftheirownlearning14

SkillDevelopment Buildingconfidenceandimprovingself-efficacy156Fordiscussionof“learninggain”seeHEFCE(2016)http://www.hefce.ac.uk/lt/lg/7D10:HEIsshouldintegrateentrepreneurshipacrossdifferentsubjectsoftheirstudyprogramme(OsloAgenda)8Allstudentsshouldhaveaccesstoentrepreneurshipeducation,whichshouldbeofferedinalltypesandatalllevelsofeducation”(BuildingEntrepreneurialMindsetsandskillsintheEU2012)9See“EntreComp:TheEntrepreneurshipCompetenceFramework”(2016)forfulldetails;10“Learningbydoing”hasbeenidentifiedas“givingstudentsassignmentsthatcreatevalue(preferablyinnovative)toexternalstakeholdersbasedontheproblemsand/oropportunitiesthestudentsidentifythroughaniterativeprocesstheyownthemselvesandtakefullresponsibilityfor”(Lackeus2015p2611See”9.Makinglearningrelevanttoreallife:theconceptofauthenticlearning”(EcoSystemApp2017)12Interactionwiththe‘outsideworld’isakeyaspectofentrepreneurialeducation(Lackeus2013;Gibb2008)andD6:Associatestudentstorealcompaniesandtobusinesspeople(Source:OsloAgenda2006)13D8:EngageAlumniintheactivitiesoftheschool/uniandintheclassroom(OsloAgenda)&QAAScotland(p9)14“Achievingtheselearningoutcomesrequirelearningenvironmentsandteachingstrategiesthatofferstudentsopportunitiestoexperienceandexploittacitknowledgeandthatencouragethemtotakeownershipofthelearningprocess”(HEInnovate2016p6)

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Exposuretodemandsof‘realtime’decisionmakingCulturaldifferences Exposuretoculture/norms/differingbusinesspractice/customerneeds

Testingofassumptions(acrossEuropeanmarkets)Benefitstoallparties16 Personalandprofessionaldevelopment

NetworkExpansionandindustry/sectorexposureResearchandDevelopment/studentprojects

Determiningtheexpectedlearningwithinanyopen-ended/industryprojectcanbeachallengewhencomparedtothetransparentandunifiedapproachfoundintraditionalcasestudies.HoweverthereisincreasingamountsofguidanceavailableandaclearapproachcanbeidentifiedthroughuseoftheEuropeanEntrepreneurshipCompetencesFramework(2016)“ENTRECOMP”http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdfAssessmentandrecognitionoflearningoutcomesClarifyingtheassessment/learningneedsbeforemakinganapplicationwillbetimewellspent.Itisrecommendedtobeginwithreviewandclarificationoftheeducationalaspects,suchas:

• Programmeormodulelearningoutcomes(and/orkeystudypoints/expectedcontent)• Appreciatepriorstudentexperienceandknowledge(includinganylikelyexposuretobusiness

needsandpractice)sothatyouarepreparedtosupportyourlearnerseffectivelyandensurethedeliveryofaprofessionalexperiencewithintheexchange

• Assessmentstrategy/recognitionoflearningoutcomes(presentation;report;actionplansetc)ClearlyidentifyingandcommunicatingthelearningoutcomesyouareseekingtoachieveisthekeytomakinganappropriatematchandhavingaproductiveworkingrelationshipwithintheVirtualExchange.Duringtheexchangeapplicationprocessitselfyoumayfindithelpfultodiscuss(or‘translate’)theselearningoutcomesintobusinesscontextstosupporttheeffectivenessofyourmatch,soitisvitalthatyouhavethemclearinadvance.Youmayalsoconsideranyspecificentrepreneuriallearningoutcomes(seeEntreCompFramework2016)orskillsthatyouwishtodevelopduringtheexchange.TableAppendix2providesanoverviewofsomeoptionsforyourconsiderationwhenreviewingyourlearningoutcomes.Thisisdesignedtohelpyoudevelopyourexchangesothatitdeliversentrepreneurialoutcomes17foryourlearners.Reviewingtheseinadvancecanensurethatthe

15See1.Self-Efficacywhybelievinginyourselfmatters(Source:EcoSystemApp2017)16E3:Encourageinvolvementofprivatepartners(asanaspectoftheircorporatesocialresponsibility)OsloAgenda17Addressingthe2006callto“Bringentrepreneursintotheclassroomandinvolvestudentsdirectly(D10OsloAgenda)

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entrepreneuriallearningisintegrated18withinthefieldofstudyandthatstudentsdeveloptheirownownershipofthelearning19.TableAppendix2canbeusedtoprompttodevelopyourthinkingasyouworkthroughyourexpectationsfortheVirtualExchange.TableApp2:OptionstoconsiderdeliveringLearningOutcomesthroughtheVirtualExchangeExperience AcademicConsiderations Opportunitiestoconsiderandselectfromthefollowing:1 PedagogicalApproach20to

EntrepreneurialEducation21

AuthenticLearning22ProblemSolving(ProblemBasedLearning)23Experientiallearning(learningbydoing24andreflectionondoing)DesignThinkingAppreciativeInquiryCustomer‘discovery’(identificationofvalueproposition)ServiceLearning(matchingtoneedsofcommunity)

2 BuildingEntrepreneurialCompetences25

IdeasandOpportunities- SpottingOpportunities- Creativity- Vision- ValuingIdeas- EthicalandSustainableThinking

Resources- Self-awarenessandself-efficacy- Motivationandperseverance- Mobilisingresources- Financialandeconomicliteracy- Mobilisingothers

IntoAction- Takingtheinitiative

18“Movingentrepreneurshipeducationbeinganextra-curricular“addon”toanintegralpartofthecurriculum”(p13-16BuildingEntrepreneurialMindsetsandskillsintheEU2012)andreferencingthe2006call“HEIsshouldintegrateentrepreneurshipacrossdifferentsubjectsoftheirstudyprogramme(D10:OsloAgenda)19Achievingtheselearningoutcomesrequirelearningenvironmentsandteachingstrategiesthatofferstudentsopportunitiestoexperienceandexploittacitknowledgeandthatencouragethemtotakeownershipofthelearningprocess”(HEInnovate2016p6)20FollowingOsloAgenda“B4:supporttheuseofpractice-basedpedagogicaltoolswherebystudentsareinvolveinaconcreteenterpriseproject(2006)21SeeLackeus(2015)section4foradiscussionofthesemethods)andEntreComp2016forlearningoutcomes.22See9.Makinglearningrelevanttoreallife:theconceptofauthenticlearning(EcoSystemApp2017)“Interactionwiththe‘outsideworld’isakeyaspectofentrepreneurialeducation”(Lackeus2013andD6:AssociatestudentstorealcompaniesandtobusinesspeopleSource:OsloAgenda(2006)24“Learningbydoing”hasbeenidentifiedas“givingstudentsassignmentsthatcreatevalue(preferablyinnovative)toexternalstakeholdersbasedontheproblemsand/oropportunitiesthestudentsidentifythroughaniterativeprocesstheyownthemselvesandtakefullresponsibilityfor”(Lackeus2015p26)25EntreComp:theEntrepreneurshipCompetenceFramework(2016)

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- PlanningandManagement- Copingwithuncertainty,ambiguityandrisk- Workingwithothers- Learningthroughexperience

3 SkillDevelopment Timemanagement;questioning;numeracy;presentationskills;communication;teamwork;

4 AssessmentMethod PresentationResearchreportCostedBusinessProposalActionPlanMarketingPlan

Identification,aswellasclearrecognitionandreward,ofthestudentlearningisrequiredtoensureasuccessfulexchangeexperience.Thiswillensurethatallcontributionsarevaluedandthattheauthenticlearningopportunitieshavemaximumimpact.Assessmentshouldbedesignedtoreflectthesequenceoflearning,andalignstoobjectives(Biggs2003).Itcanbehelpfultoconsiderwhat“evidenceofsuccess”(Race2005)youareseekingfromthischallenge/activitytohelpidentifywhatoutcomesareyouseekinganddeterminewhatisneededforassessment.Theassessmentactivitieswillbedefinedbythechallenge,butnotlimitedbyit,toensurethatlearnershaveopportunitytoreflectandlearnfromtheirdecisions/actions.Identifyingwhatwillbeseenasoutputfromtheworkundertakenandagreeingtheevidenceofsuccess(Race2005)willsupporttheassessmentstrategy.Focusuponthechallengeandtheoutputsrequiredwillprovideastructurewhichsuccesscanbeidentifiedandevidenceofsuchclearlyarticulated.Byfirstidentifyingclearlearningoutcomesthatthisactivityissupporting,andthroughconsiderationoftheskillsthatcanbedeveloped,anassessmentstrategycanbedevelopedthatprovidesstudentswiththeopportunitytopresenttheirlearning.“Real-world”activitycanbe“aligned”(Biggs,2003–seetextbox)withmoretraditionalassessmentmethods(reports;presentations;exams).Considerkeyquestions26suchas:

• Istheassessmentstrategyconstructivelyaligned–sothatthetaskmatchestheevaluationmethod?

• Doestheassessmentreward“GloriousFailures”wherelearningisevidencedthroughiterativedevelopmentssuchasprototypes?

• Doestheassessmentconsiderself-evaluation,especiallyinteamworkingscenarios?“Constructivealignment”startswiththenotionthatthelearnerconstructshis/herownlearningthroughrelevantlearningactivities.Theteacher’sjobistocreatealearningenvironmentthatsupportsthelearningactivitiesappropriatetoachievingthedesiredoutcomes.Thekeyisthatallcomponentsintheteachingsystem–thecurriculumanditsintendedoutcome,theteachingmethodsused,theassessmenttasks–arealignedtoeachother.(Biggs21stMarch,2003HEA)26AdaptedfromPenalunaandPenaluna,(2015)Keyissuesp20

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Theadditionofarewardedreflectiveelement(suchasalearninglog,reflectivepieceordiary)canusefullydrawoutthelearningfromtheauthenticexperience(challenge).Withinthisspecificdirectiontoandrecognitionof“takeaway”or“feed-forward”elementscanbeparticularlyvaluable.Byaskingstudentstodrawoutareasofskilldevelopment,orlessonsthattheycanuseinfuturecoursework,groupworkorinspecificbusinesssituations(interviews;workingwithexternalsetc)willbuildself-efficacyandsupportthedevelopmentoftheentrepreneurialmind-set.

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ApplicationForm:ThankyouforyourinterestinjoiningtheVirtualExchangeProgramme.Pleasecompletethisapplicationform,providingasmuchinformationaspossible.Name:BusinessAddress:(name/institution;address;Countryofbusiness)Webaddress:URLwww.Contactdetails:

• Officephone• Mobile• Email• Twitter• LinkedinProfileURL• SKYPEname• Other:

PleaseindicatewhichmethodsareyourpreferredchoiceofcommunicationforupdatesWhatsectordoyouworkin?(pleaseindicate)

• Aeronauticsindustries• Automotiveindustry• Biotechnology• Chemicals• Construction• Cosmetics• Defenceindustries• Education• Electricalandelectronicengineering

industries• Foodindustry• Gambling• Healthcareindustries

• Maritimeindustries• Mechanicalengineering• Medicaldevices• Postalservices• Pressureequipmentandgasappliances• Rawmaterials,metals,mineralsand

forest-basedindustries• Socialeconomy• Space• Textiles,Fashionandcreativeindustries• Tourism• Toys• Other

(provideadditionaldetailhere:……………………….)Whatisthesizeofyourbusiness?Company category Staff headcount Turnover or Balance sheet total Large Medium-sized < 250 ≤ € 50 m ≤ € 43 m Small < 50 ≤ € 10 m ≤ € 10 m Micro < 10 ≤ € 2 m ≤ € 2 m Whatisyourbusinesstype?ForProfitSocialCharity/volunteering

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Whatisyourstageofbusiness?• Pre-start• Start-upPhase• Trading• 1styear• 1-5years• 5years+

HaveyouIdentifiedChallenge/needthatyouthinktheVirtualExchangeProgramme(VEP)canhelpyouwith?Ifso,whatisit?……………………………………………….Whatisyourprimedriverinterest/motivationinjoiningthescheme?Pleaseindicatewitha“1”onthetablebelowPleaseindicatesecondarydriverswitha2BusinessInterest Accesstolatestthinking/trends(research

areasorsectortrends;Problemresolution;Accesstospecificdemographic(suchasyoungpeople)

PersonalDevelopment

Network;Confidence;Contacts;Self-efficacy;Development;Examples;Insight

ProfessionalorOrganisationalNetwork

Reputation;reflectionandlearning;Shapingfuturestrategy;Planning;Resolutions

Whatwider/additionalinterestsorbenefitsdoyouhopetoaddressthroughVEP?Arethereanycriteriathatiscriticalforyourmatch?

• Region/nation• Nationality• Language• Other:………………………….

PleaseindicateHowmuchtimeyouareabletogivetosupporttheexchange(typicallytheremightbeanopportunityfor2-7videoexchanges)

(length;regularity;timescales)

Availabilityofthethattime(woulditbepossibletoengageduringclasstime,orwhetheroutsidecore

(timing;accessibility;accesstomutual

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workinghourswouldbemosteffectiveandlesslikelytochange) technology)Experience,expertiseandlearningthatyoumightwishtoshare/gainfromtheexperience(considerpersonal,organisationalandsectorlearning)

(reviewbenefitsandconsideryourownpersonalmotivations)

What issues of business confidentiality might be involved (in order tocheckwhat information can go into the public domain or be released toeitherthestaff/students/entrepreneursinvolved)

(Dataprotection;businessadvantage;strategyissues)

What benefits could be gained from cultural differences/transnationalworking?

(approach;demand;marketing;trends)

Whattypeofchallengesdoyoufacethatyoucouldusefullyexplore? ReviewscenariosPersonalTimeandAvailability:DataandnumberofsessionsIstherearespecifictimeconstraintswithinyouravailablity?

• Weekly• Monthly• Longer:(pleaseindicate)

Whatisyournativelanguage?Whatother(second)languagescanyouoffertoconductVEPin?(pleaseindicate–noneor…….)Whatisthehighesteducationallevelyouhaveobtained?Whatisyourprimaryrole/responsilbity?WholeOrganisation(soletrader;CEO)DirectorlevelManagerialLevelOperationalresponsibilityPointofProductionSalesPleaseindicatewhatvideoconferencingFacetime(Apple)SkypeGotoMeetingOtherPleaseshareanyadditionalinformationthatsupportustofindanappropriatematch(Pleaseindicateanyspecificrequirementsyouhaveoradditionalaspectsyoucanoffer)

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Challenge Exampleofchallenge/studentproject Pleasetick1 Researchtrends

/issuesIdentifystrategicissue/opportunityforstudentresearch,resultinginthepresentationofaproposal/recommendationforcompanyaction

1A

2 ProblemSolvingChallenge

Identifyproblemforresearch/reviewinordertopresentproposalforaction(orrecommendation)

2A

CustomerIdentification

IdentifyandresearchnewmarketsacrossEurope(presentingoptionsandhowtoaccess–marketingstrategy)

2A

NewProductDevelopment

Research,developandprototypenewproduct 2BResearch,identifyandpresentnewusesforexistingproducts/servicesoropportunitiesforbrandextension

2C

Scenario(existingsituation)

Usingcustomerfeedbackorbyundertakingmarketresearch,recommendopportunitiesforproductorservice/processimprovementorimprovedcustomerservice

2D

3 DeliveringStatedLearningpointsOutcomes

Drivenbytheteachingtopic,reflectionsandexperiencesofspecificmodels,frameworks,techniquesormethods.Providingcontenttoillustratekeypointsorilluminatespecificlearning.

3A

4 Thematicinterview(topics)

Interviewtheindividualtoexploretheirentrepreneurialstoryusingspecificthemes/topics(linkedtoteachingprogramme)

4A

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ExampleScenariosScenario:“Wherenext”–SettingtheEntrepreneur’sproblemTheentrepreneur/businesssharesoneshortstatementrelatingtoacurrentproblem(suchasanissuewithcustomerfeedback;shortfallinexpectedincomeinparticularmonths;lackoffootfalloutsidemajoreventsorholidays).Ideallythisispresentedwithin2/3sentences,illustratedwithspecificdata(%shortfallor%increaseofcustomercomplaints).Studentgroupsarethenchallengedtoresearchandexplorethisissueinordertoask3questionswhichcanhelpthemwiththeirresponse.Questionsaretakenfromeachgroupinturn,witheachgrouphearingtheresponsesofothersandpotentiallyhavingtheirquestionanswered(andthenpotentiallytakinguptheopportunitytoaskotherquestions).Shortandspecificanswersaregivenbytheentrepreneur/businessinresponse(eitherbydirectvideolink,ortheycouldhavebeenpresentedbythetutoroutsideclass,inamoremanagedprocess).Studentsthenhavetoworkonpresentingasolution(presentationorwrittenreport)toaddressthebusinessproblemset.(Entrepreneur/businessinvolvementwiththestudentoutputcaneitherbefirsthandduringlivevideolinkofpresentationsorpresentedasanoverviewbytutorina1-2-1update).Scenario:FocusedInterview(withopportunitytoexploretheEntrepreneur’sLifeworld”(Gibb2005)Bypre-arrangingtoconductshort,regularinterviewswithyourpartner,youhavetheopportunitytoprovidekeybusinessexamplesweekbyweekduringyourteaching,oralternativelytocreatearolemodelcasestudyforyourstudents.Therolemodelinterviewdiffersfrombusinessissuesinthattheinterviewfocusesupontheir“life-world”(Gibb2011)whichexplorestheirdailylivesandtheiremotionalexperienceofbeinganentrepreneur.Typicallyyouwouldnotexploreanytraditionalaspectsthatwouldcreateabusiness“casestudy”.Theaimofyourinterviewisnottoexplorethebusiness,theproductortheirbusinessstrategyoreventalkabouttheircustomersorcompetitors-buttoascertainwhattheyfeelhaschangedintheirlifeasaresultofstartingabusiness.Thingstocovermightincludetheirpersonalreflectionson:

• Motivation• Senseofownership• Responsibility• Potentialforrejection(ofideas,product,service,selfasabrandambassadoretc)• Impactonfamily/relationships/Work-lifebalance• Dealingwithstakeholdersandinvestors• Livingwithuncertainty• Senseofachievement

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Scenario:“NedSnogard”-DragonsDeninreverseSeveralentrepreneurs/externalsareinvitedtotakepartintheliveeventandaregiventhechancetopickfromalistoffictitiousbusinessscenariosorcomeupwithoneoftheirown.Theirtaskistopreparea5minutefundingpitchtoanaudienceofstudentsandthenbequestionedbythestudentsforanadditional5minutesFormoredetailsseeEtcToolkit:http://www.etctoolkit.org.uk/entrepreneurship-case-studies-library/dragons-den-in-reverse-qaa-2-7/Scenario:ProfessionalDilemmaByfocusingtheexchangesonidentifyinganeventoradecision(ideallypresentedwithcostsintermsoftime,resourcesetc)itispossibletopresentstudentswitha“professionaldilemma”thatneedstheirresearch,judgementand/orbusinessskillstoaddress.Bysharingashort‘story’ofcustomerserviceissues,demandstosupportcharity/localcommunitygroup,oranissuewithescalatingcosts,studentsareinvitedtoeither

a) Makeaninformeddecision,throughdiscussion/groupwork,withinaspecifictimeor

b) Undertakeresearch(whichmayincludeadditionalquestionsifthatispermissible)inordertowriteaformalresponse,oractionplantoaddresstheissue.

Typicallywiderissuesofcost,professionalism,ethics,PublicRelationsetccanallfeatureinthediscussion.Finallytheactualresponsecanbesharedandreviewedbythestudentgroup.

References:AllPartyParliamentaryGroupforMicrobusiness(2014)reporton“AnEducationSystemFitforanEntrepreneur”http://www.herts.ac.uk/__data/assets/pdf_file/0010/55639/Final-Report-An-Education-System-Fit-for-an-Entrepreneur.pdfBacigalupoM,KampylisP,PunieY,VandeBrandeG(2016)“EntreComp:TheEntrepreneurshipCompentenceFramework”JRCScienceforPolicyReportECEUR27939ENBiggs,J(2003)“Aligningteachingforconstructinglearning”HEAhttps://www.heacademy.ac.uk/aligning-teaching-constructing-learningDGEnterpriseandIndustry(2011)“EntrepreneurshipEducation:enablingteachersacriticalsuccessfactorhttp://www.abdn.ac.uk/spe/documents/Entrepreneurship_education_European_Comission/Enabling_Teachers_as_a_Critical_Success_Factor.pdfFFE-YE(2012)ImpactofEntrepreneurshipEducationinDenmark2011inVestergaarfL,MobergKandJorgensenC(Eds)Odense:TheDanishFoundationforEntrperenuership–YoungEnterprise.QuotedinBacigalupoM,KampylisP,PunieY,VandeBrandeG(2016)“EntreComp:TheEntrepreneurshipCompentenceFramework”JRCScienceforPolicyReportECEUR27939EN

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EU(2012)BuildingEntrepreneurialMindsetsandskillsintheEU2012)http://s3platform.jrc.ec.europa.eu/documents/20182/84453/no.1_entrepreneurial_mindsets_en.pdf/7b1597bc-7df1-4177-bbda-fd8655ba7364Gibb,A.A.(2005)‘TowardstheEntrepreneurialUniversity.EntrepreneurshipEducationasaleverforchange’APolicyPaperfortheNationalCouncilforGraduateEntrepreneurship(NCGE)HEInnovateAnalyticalPaper(2016)releasedaspartofHEInnovateprojecthttps://heinnovate.eu/sites/all/modules/features/hei_sa_feature/files/heinnovate_analytical_paper.pdfQAAGuidance(2012)“EnterpriseandEntrepreneurshipEducation:GuidanceforHigherEducationProviders”http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdfLackeus,M(2015)“EntrepreneurshipinEducation–What,Why,When,How”OECDEuropeanCommissionPenaluna,A.andPenaluna,K.2015.EntrepreneurialEducationinPractice,Part,2–BuildingMotivationsandCompetencies,Entrepreneurship360ThematicPaper,OrganisationforEconomicCo-operationandDevelopment(OECD)andtheEuropeanCommission(DGEducationandCulture).