2 Entrepreneurship education for ADM students

16 Pages·2007·0.65 MB·English

2.0 2.1
Introduction
Entrepreneurship
Thissectiondescribestherangeandtypeofentrepreneurshipeducation
deliveredinart,designandmediadepartmentsintheUK.Itproposesatypolo-
education for art,
gyforart,designandmediaeducation.Art,designandmediagraduateemploy-
mentisdiscussedtogetherwiththeaspirationsofstudentsfortheir
entrepreneurshiplearning.Findingsfromastudentvoiceexerciseprovidean
design and media
understandingofart,designandmediastudents’experiences,perceptionsand
expectationsofentrepreneurshipandentrepreneurshipeducation.
Thefindingsemergefromtwoexercises.Firstlyasurveyintheformofa
students
questionnairecompletedbyover80art,designandmediadepartmentsacross
theUKprovidedthedatarelatingtothetype,scaleanddistributionofentrepre-
neurshipeducation(seeappendix1).Secondly,aseriesofstudentfocusgroups
conductedinarepresentativesampleofdepartments,followedbythreenational
seminarsforart,designandmediastudentsandgraduates,whichtogether
formedtheStudentVoicecomponentoftheresearch(seeappendix2).
2.1 Thecurrentprovisionforentrepreneurshipeducation
Therearesignificantlevelsofentrepreneurshipeducationinart,designand
mediacoursesacrosstheUK.Infact,thereissomeformofprovisioninallof
thecoursessurveyed.Thereisalsoevidenceofconsiderablevariationinthe
rangeandtypeofdeliveryandlearningenvironments.Itappearsthatmuchof
thiscanbeattributedtolocalandregionalvariationsincontext.
Howareteachingandlearningactivitiesinentrepreneurshipdelivered?
TheDCMS(Wedgewood,2005)favourstheinclusionofentrepreneurship
teachingandlearningbyembeddingitinthecorecurriculum.However,this
researchsuggeststhatthemajorityofdepartmentsfavourseparatemodules.In
mostcourses,entrepreneurshipeducationisdeliveredinaseparate,profession-
al-studiesmodelassimilatedintostudio-basedorpractice-basedlearning.Eighty
percentofrespondentsindicatethatspecificentrepreneurshipteachingand
learningactivitiesaredeliveredattheirinstitution.Forty-sevenpercentofthese
confirmthatentrepreneurshipteachingandlearningaredeliveredinaseparate
moduleand31%statethatentrepreneurshipteachingandlearningactivitiesare
embeddedincorecourses.Inthemajorityofart,designandmediacourses,the
integrationofentrepreneurshiplearningisfavouredbutseenasanadjunctto
thedeliveryofthemaincourse.
37
2.1
Figure1:Howareteachingandlearningactivitiesdelivered?
Eighty per cent of
CreativeIndustries respondents indicate that
Separatemodule/unit
BusinessStartUp
Fullyintegrated
Individualclasseswithin
module specific entrepreneurship
Shortcoursedelivered Externalagencydelivers
withCIpartner support
teaching and learning
Varies
Liveexternalprojects Studentprojectsoutside
&competitions ofspecificmodule
activities are delivered at
their institution.
Onlyaminority(24%)siteentrepreneurshipteachingandlearningactivities
withingeneralbusinessstudiescourses.Theemergenceofspecificmodulesfor
entrepreneurshipeducationanditsintegrationintopractice-basedmodulesand
subject-specificprojectworksuggeststhatcurriculumdevelopersareawareof Most course curricula include
distinctionsbetweentechnicalbusinessskillsandtheneedtodevelopentrepre-
neurialcapacityingraduates.
Mostcoursecurriculaincludecombinedmodelsofdelivery.Over80% combined models of delivery.
embedtheteachingandlearninginproject-basedworkandbetween50and
90%ofthetotalentrepreneurshiplearningisdeliveredinthesecontexts.
Over 80% embed the teaching
Around10%suggestthatthelearningisembeddedinasingleprojectdesigned
toassiststudentsinapplyingentrepreneurialthinking.Tenpercentclaimthat
thislearningisembeddedinallpractice-basedandproject-basedlearning.The and learning in project-based
remainderaredividedequallybetweencourseswherethelearningisembedded
inmostorafewprojects.
work and between 50 and 90%
Figure2:Whereisthelearningembeddedinpractice?
of the total entrepreneurship
Inallprojects learning is delivered in these
Inmostprojects
Singleprojectdesignedto
support contexts.
learningaboutentrepre-
neurship
Inafewprojects
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2.1
Wherethereisevidenceoffree-standingmodulesrelatingtoentrepreneur-
Seventy per cent of the
shipthereisalsogreateremphasisonapplyingthisinawiderrangeofproject
work.Thissuggeststhatasentrepreneurshiplearningbecomesamoresignifi-
courses surveyed cantfactorinthecurriculum,distinctionsbetweenentrepreneurshippractices
andcreativepracticesbecomelesssharplydrawn.However:
assess
• Thereisconflationofcreativepracticeandentrepreneurship.Thatis,
creativityisthoughtofasaproxyorsynonymforentrepreneurship(entrepre-
entrepreneurship
neurshipisembeddedinallprojectswithlittleseparatedelivery).
learning outcomes. • Whileontheotherhand,inasignificantproportionofcoursesthereis
atendencytosetentrepreneurshipinoppositiontocreativepractice(entrepre-
neurshipisembeddedinasingleproject).
Theassessmentofentrepreneurshiplearningoutcomes
Seventypercentofthecoursessurveyedassessentrepreneurshiplearning
outcomes.Inthosecoursesthatincludefree-standingentrepreneurshipeduca-
tionmodules,assessmentofoutcomesisspreadbetweentheseandpractice-
AROUND 50% OF ASSESSMENT OF basedandproject-basedlearning.Thereisawiderangeofassessment
instruments:themostcommonisacriticalreport,relatingtoeitherthestu-
dents’projectworkinanacademiccontextoroncritical,work-basedlogbooks
ENTREPRENEURSHIP RELATED
focusedonsomeformofreflectiononwork-basedlearningexperiences.
Figure3:Theassessmentofentrepreneurshiplearningoutcomes
LEARNING OUTCOMES IS BASED
ON APPLIED LEARNING AND Criticalreportontheirown Assignments,projects&
project exams
Productionofbusinessplan Presentationofwork
LEARNING IN THE WORKPLACE. Seriesofformalassignments Alignmentthroughnormal
studies
Variesfromcoursetocourse
Reflectivelearningjournal
Workbasedlogbooks,critical
reportontheirownproject Groupexhibition
Integratedwithstudio Alloftheabove
assessment
Itisheldtobegoodpracticeineducationtoalignassessmentwithlearning
outcomes.Around50%ofassessmentofentrepreneurshiprelatedlearningout-
comesisbasedonappliedlearningandlearningintheworkplace,suggesting
thatteaching,learningandassessmentactivitiesrelatingtoentrepreneurship
educationinart,designandmediacurriculaarebeingcarefullyplanned.
Thebusinessplanmaybevaluableasaninstrumentalbusinessskillbutfairly
40 41
2.1
limitedasanindicationofentrepreneurialthinking,howeveritfeaturesasakey
It is difficult to form a
elementinassessment.Itisdifficulttoformacoherentviewofwhatlearning
outcomesareassessedandthereisawiderangeofinterpretationsofwhatcon-
stituteseffectiveentrepreneurshiplearningoutcomes. coherent view of what
Entrepreneurshipeducationissupportedbyspecialistteachers
learning outcomes are
Specialistteachersarehighlyvaluedwithinart,designandmediacourses
acrosstheUK.Eighty-eightpercentofrespondentsconfirmthatspecialistsplay
assessed and there is a
akeyroleindeliveryandsupportforentrepreneurshipeducation.Theproportion
ofspecialistsdeliveringentrepreneurshipeducationrangesfromzeroto100%.
Onaverageonly10%ofentrepreneurshiplearningisdeliveredbyspecialists. wide range of
Figure4:Theproportionofentrepreneurshipeducationdeliveredby
interpretations of what
specialists
constitutes effective
0to10
11to20
21to30 entrepreneurship learning
31to40
41to50
outcomes.
51to60
61to70
71to80
81to90
91to100
Eighty-eight per cent of
However,contributionsbyspecialiststoentrepreneurshipeducationmight respondents confirm that
representarelativelysmallproportionofacourse.Thereisalackofclarity
aboutwhatmightconstituteaspecialist.Thismaybeateacheroutsidetheprac-
specialists play a key role in
ticeforexampleabusinessspecialistorlawyer.Therearesomecourses,
althoughtheyareaminoritythat‘buy-into’orhavespecialistmodulesdelivered
byotherdepartments,forexampleabusinessschool.Often,aspecialistisany delivery and support for
contributorwhoisnotafull-timeacademic.Significantnumbersofpart-timeor
fractionalteachersmayalsoworkinthecreativeindustries.Insmallercourses,
teacher-practitionersmaydeliveralmosttheentirecurriculum.Whereteacher- entrepreneurship education.
practitionersareconsideredspecialists,theproportionofspecialistsdelivering
entrepreneurshipeducationisdrivenupwards.Manydepartmentsseeemploy-
design sector.
ingteacher-practitionersasakeyinstrumentforensuringcoursecontentand
deliveryisalignedwithreal-worldpractice.
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2.1 2.1
Entrepreneurshipeducationissupportedbyinstitutionalfacilities Figure6:Extra-curricularsupportforentrepreneurshipdevelopment.
Ninety-sixpercentofrespondentsreportthattheirstudentshaveaccessto
institutionalfacilitiesandprogrammessupportingentrepreneurshiplearning.
Innovationor Liveassessedprojects
Thesemaybestructuredlearningexperiencesdeliveredincollaborationwith
entrepreneurshipscheme Shortcoursesavailableto
oneormorecreativeindustriespartners.Around30%reportcollaborationswith Studentsbecomeengagedin graduates
creativeindustriespartners.TheCoxReview(Cox,2006)advocatestheneedfor professionalinteractionswith Informalprogrammeof
moreandstrongerlinksbetweenuniversitiesandsmalltomediumsizedenter- eachother engagement
prises(SMEs)andemphasisesthattherearebenefitstoSMEs,institutionsand Formalprogrammesof Fundedprojects
engagementwithcommerce
students.Coxsuggeststhatthroughthisengagement,smallercompanieswill Creativegraduate
andindustry
developmentprogramme
benefitfromthespecialistknowledgeavailableaswellasfromresearchcapabili-
Careersdevelopment
Externaltrainingcourses
ty,accesstofacilitiessuchasprototypingandpotentialrecruitment.Equally orientatedtowards
institutionswillbenefitfrommoreopportunitiestotryoutideasinpractice, entrepreneurship AimHigherInitiatives
Externalcompetitions
placementopportunitiesandaccesstoalargepartofindustry.Althoughengage-
mentatthelevelofcoursedeliveryissignificant,thereisprobablyopportunity
toenhancethis.
Figure5:Institutionalsupportforentrepreneurshipeducation Despitehighnumbersbelievingthatstudentsbenefitfromsuchschemes,
only33%identifiedspecificextra-curricularprogrammessupportingentrepre-
neurshipdevelopment.Entrepreneurshipeducationcanfinditswayintoa
broadswatheofthecurriculumbutlearningoutsidethecurriculumisalsoan
InsightOut importantpartofthestudentexperience(UUK,2002).
IncubationCentre
CETL’s
InnovationUnit
Specialistteaching&learn- Fundingforsupportingstudentandgraduateentrepreneurship
Partnershipwiththe
CreativeIndustries ingfacilities TheHigherEducationFundingCouncilssupport22%oftheprogrammes
Youngenterprisegraduate ECCAdeliversmostofthe identifiedinthissurvey,inadditiontotheHigherEducationInnovationFund
items
programme (15%),theRegionalDevelopmentAgencies(14%)andtheEuropeanSocialFund
BDU
Enterpriseprogramme (12%).Asignificantproportionoffundingisinitiativefundinganditisnotclear
Allofabove thatsustainabilityisbuiltintodelivery.Respondentsindicatingthatfundingis
fromtheHigherEducationFundingCouncilsmayhaveaddressedthisbylocat-
ingentrepreneurshipeducationincoremodules.
Entrepreneurshipeducationissupportedbyextra-curricularfacilities
Asimilarlyhighnumberreportthatstudentsbenefitfromawiderangeof
facilitiesandprogrammessupportingentrepreneurshipbutnotaimedat
assessedlearningwithinthecurricula.Mostoftheseareaimedinsteadatthe
careerdevelopmentofstudentsandmanyareopentoalumni.Thereissome
overlapbetweenthesupportforaccreditedandfornon-accreditedlearningand
someacademicprogrammescallontheexpertiseofenterprisecentreswithin
theirinstitutiontosupportlearningandcareerdevelopment.Thereislittleevi-
dencewithinthesurveydataoftheeffectivenessoftheseschemes,but82%of
respondentsbelievethattheirstudentsdirectlybenefitfromfacilitiesandpro-
grammessupportedbythedepartmentorinstitution.
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2.1 1.0
Figure7:Fundingofentrepreneurshipeducationforart,designandmedia enterprisesinrelationtolargemetropolitaninstitutionspresentsdifficultiesfor
students bothcourseteamsandcreativeindustriespractitionersinformingeffective
links.TheMidlandsandtheNorthWestdohoweverreportasignificantlevelof
entrepreneurshipeducationdeliveredthroughcreativeindustriespartnersand
SectorSkillsCouncil Third-legFunding therearealsosignificantlevelsofcreativeactivityintheseregions.
HEIF NESTA
HEFCE SIE Figure8:Rangeofentrepreneurshiplearningsituations,byregion(Fig.2b)
EuropeanSocialFund
LocalCityCouncil
ArtsCouncil
CreativeIndustry
RegionalDevelopment Partnerships 12
Agency
StudentInitiatives
DepartmentofTradeand 10
ArtsCouncil
Industry
8
RegionalEconomicInitiative
6
4
ThereareothersupportersincludingNESTA,ArtsCouncilEngland,the 2
DTI,andtheSectorSkillsCouncils.Fundingbylocalauthorities,creativeindus-
0
triespartners,regionalofficesoftheArtsCouncil,theRegionalEconomic
(cid:1) Separatemodule (cid:1) Dedicatedcourse
InitiativeandtheRegionalDevelopmentAgenciestargetedatbenefitsforthe
(cid:1) Individualclasseswithinmodule (cid:1) Partofcreativebusinessstartuppro-
regionsrepresentasignificantproportion(25%)ofthetotalfundingsupporting (cid:1) Shortcoursesdeliveredinpartnershipwith gramme
entrepreneurshipeducation. citybasedmediacentre (cid:1) Externalorganisation
(cid:1) Fullyintegrated (cid:1) Specificunt
Regionalvariationsintheprovisionofentrepreneurshipeducation (cid:1) Alloftheabove
Thereissomealignmentbetweenthenumberofresponses,thedistribution
ofthecreativeindustries,andthedensityofart,designandmediaprovision.
Forexample,28%oftheresponseswerefromdepartmentslocatedinLondon
andtheSouthEastofEngland.TheCreativeIndustriesMappingDocument Amorestraightforwardrelationshipexistsbetweentherangeoffunding
(DCMS,1998,2001)showsastrongconcentrationofcreativeindustriesin agenciessupportingentrepreneurshipeducationandthevarietyofcontextsin
LondonandtheSouthEast,accountingforhalfofallcreativeindustriesemploy- whichentrepreneurshipeducationisdelivered.London,theSouthEast,South
eesintheUK.Theseregionsalsohavethegreatestnumberofart,designand WestandNorthEasteachbenefitfrommorethanfourdifferenttypesofexter-
mediastudentsstudyinginthehighestconcentrationofinstitutions. nalfundingincludingRegionalDevelopmentAgencies(RDA),Higher
TheEastMidlands,London,NorthWest,SouthWestandWestMidlands EducationInnovationFund(HEIF),HigherEducationFundingCouncil
eachrepresented10-11%ofthetotalresponses.Theseregionshaveastrongpost- (HEFC),ArtsCouncil,DTI,SectorSkillsCouncilandthirdlegfunding.
industrial/manufacturingbaseanddepartmentsintheseregionshaveahigher
levelofengagementwithcreativeindustriesandspecialistteachingandlearning
facilities.Regionswithlowerresponserates-theEastofEngland,Wales,North
East,YorkshireandHumberside-havelowerlevelsofcreativeindustriesactivi-
ty,fewerart,designandmediacoursesandthereforelowernumbersofstu-
dents.Entrepreneurshipeducationintheseregionsissupportedmainly
throughinstitutionalinitiativesandsupportnetworks,includinginnovationand
incubationunits.
OnemighthaveexpectedthatrespondentsinLondonandtheSouthEast
wouldrecordthehighestlevelofpartnershipswiththecreativeindustries,how-
everthisisnotthecase.Itmaybethatthevolumeofmicroandsmallcreative
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2.1 2.1
Figure9:Rangeoffundingtoentrepreneurshipeducation,byregion(Fig4b) 2.1 Summary
•
Themajorityofentrepreneurshipteachingandlearningskillsaredelivered
12 throughasubject-specificmoduleforentrepreneurshipandnotaspartofa
generalbusinessstudiescourse.
10
8 • Themajorityofentrepreneurshipteachingandlearningisalsointegrated
6 intopractice-basedandproject-basedlearning.
4 •
Ademonstrationofentrepreneurialskillsformspartofundergraduateand
2 postgraduateassessmentinthemajorityofart,designandmediacourses.
0
•
Art,designandmediacoursesthatdeliverentrepreneurshipeducationasa
separatemodulearemorelikelytoincludeademonstrationofentrepreneur-
ialskillsaspartofstudentandgraduateassessment.
(cid:1) RDA (cid:1) ArtsCouncil
(cid:1) EuropeanSocialfund (cid:1) DTI
• Specialistpractitionersmakesignificantcontributionstoentrepreneurial
(cid:1) LocalCityCouncil (cid:1) SectorSkillsCouncil
learning.Thisisbelievedtobeakeyfeatureofentrepreneurshipeducation
(cid:1) HEIF (cid:1) ThirdLegFunding
inart,designandmedia.
(cid:1) HEFCE (cid:1) NESTA
•
Entrepreneurshipskillsareassessedinwork-basedlogbooks,criticaland
TheEastofEngland,NorthernIreland,NorthEast,Wales,WestMidlands, reflectivereportsonstudentprojects.
YorkshireandHumbersidehavetheleastrangeoffundinginitiatives.Theydo
•
receiveadditionalHEFCfundstosupportentrepreneurshipeducationforart, Moststudentsandgraduateshaveaccesstoinstitutionalfacilitiessupport-
designandmediabuttheyalsoreportlessvarietyinthekindsofsupport ingentrepreneurshipeducation.
offeredtostudents.Institutionsintheseregionsaremostlikelytorelyonsub-
•
ject-specificentrepreneurshipmodulesandonlearningthatisembeddedin Themostcommonsupportforstudentandgraduateentrepreneurshipis
practice-basedandproject-basedlearning.Howeverthereislittleevidenceto throughpartnershipswithcreativeindustriesandthroughenterprisedevel-
suggestthatgreatervarietyinitselfoffersanymeasurablebenefitintermsof opmentprojects.HowevertherearevariationsacrosstheUKinthescaleof
enhancedlearningoutcomes. provisionandbalancebetweenthetwo.
•
Networksand‘soft’supportfordevelopingentrepreneurshipeducation Moststudentsonart,designandmediacourseshaveaccesstoandaresup-
Althoughthissurveywasnotdesignedtorevealtherangeofinformalor portedbyinnovationand/orentrepreneurshipschemesduringandafter
‘soft’systemsforsupportingentrepreneurshipeducationinart,designand theirtimeatuniversity.
media,itisclearthattheseplayamajorpartindevelopingstudents’andgradu-
•
ates’perceptionsandcapacityforentrepreneurship. ThemajorityofrespondentsusefundingfromtheHEFC,HEIF,European
Thestudentfocusgroupsrevealahighvaluegivenbystudentsandgradu- SocialFund(ESF)andRDAstosupportentrepreneurshipeducation.Most
atestoinformalandoftenself-directedactivities.Buildingpeernetworksand fundingisinitiativefundingandthismaypresentdifficultiesforachieving
alsocontactsmadewithandthroughtheirteachersareseenascritical.Hard sustainableentrepreneurshipeducation.
evidenceisdifficulttocapturebutstudentsandgraduatesconsistentlyreported
thisasapositiveaspectoftheireducation.Studentsandgraduatesbelievethey
benefitinparticularfromtheconnectionsformedthroughteacher-practitioners.
Theyvaluethesemorehighlythanthespecificknowledgeandskillsthat
teacher-practitionersbringtothecurriculum.
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2.2 2.2
2.2 Atypologyforentrepreneurshipeducationinart,designandmedia Type2:Integratedwiththecurriculum:Learningformsacorecomponentof
thecurriculumandisdeliveredbyexternalagentsasacontributiontothecur-
Althoughthisresearchisnotintendedtoidentifybestpractice,atypologyof riculum.Thecourse(s)aremanagedbythedepartmentorcourseteam,theyare
practiceforentrepreneurshipeducationinart,designandmediacanbeformed. creditratedandmaybemandatoryoroptionalwithinabroadersetoflearning
Thistypologydescribesformsofstudentlearningexperienceaimedatdevelop- aimsandoutcomes.Forexample,coursesdeliveredbyvisitingorguestteach-
ingentrepreneurialcapacity.Thetypologydoesnotdescribeawards(thatis, ers,workshops,situatedlearningandsoon,delivering‘specialist’knowledge
wholeundergraduatecourses)anditisclearfromthedatathatmanystudents withinthecontextofthesubject.
will,duringtheirtimewithintheacademicprogramme,haveopportunitiesto
enhancetheirentrepreneurshiplearningeitherthroughformalcoursesaimed Type3:Alignedwiththecorecurriculum:Learningthatiswhollydeliveredby
atdevelopingentrepreneurshipaspartofthesubjectlearningorbecausedepart- anexternalagency.Thecourse(s)arenotmanagedbythedepartmentbutare
mentsorinstitutionsofferstructuredsupportintheformofinstitutionalunits creditrated.Learningmayberelatedtobutnotintegratedwithcorelearning
(forexample,thecareersservice),free-standingprojects(forexample,anenter- outcomes.Modulesarecompulsoryoroptionalwithinabroadersetoflearning
priseorinnovationunit)orstandingrelationshipswithextra-academicpartners aimsandoutcomes.Forexample,coursesorlearningdeliveredoutsidethecon-
includingthecreativeindustriesandsupportagencies.Manystudentshave textofthedepartmentmayincludebought-incoursesfromanotherdepartment,
opportunitiesforlearningexperiencesbasedonmorethanasingletypeofprac- coursesdeliveredbyindependentunits(forexample,businessdevelopment
tice.Finally,itisclearfromthestudentfocusgroupsthattheirlearningexperi- unitsorinnovationandenterprisecentres),and/orassessedwork-basedlearning.
enceisnotlimitedtothecurriculumorstructuredsupport.Manystudentsseek Types1-3formpartofthe“managedlearningexperience”.Theyarecredit
outopportunitiesbeyondtheacademicinstitutiontoenhancetheirexperience, rated,formingpartofcorecurricula.
includingself-directedwork-placement,competitionsorcollaborationsinsocial
enterpriseprojects. Type4:Facilitatedlearning:Facilitiesthatareprovidedbythedepartmentor
TheDCMSCreativeIndustriesandHigherEducationForumdescribefive institutiontosupportthestudents’entrepreneurshiplearning.Thesearenot
“emergentprovidermodels”(DCMS,2006b)forentrepreneurshipeducation. likelytobecorecurriculumactivitiesorcreditrated,butwillimpactindirectly
Thesearecurriculumembedded(furtherdividedintobolt-onandassimilated), onassessment.Forexample,specialistlibraries,visitinglectureandworkshop
extra-curricularactivities,postgraduatecourses,continuingprofessionaldevel- series,careersservice,innovationandenterprisecentre.
opment,andexternalagencyprovision.Whilethesehaveaddedtoourunder-
standingofthecurrentprovisiontheyaredescriptiveandfocusonthe Type5:Self-directedlearning:Thestudentlearningexperienceisenhanced
providers.Oneofthedifficultiesisinseeinghowtheseprovidermodelsimpact throughextra-curriculaactivities.Theseareneitherpartofcorecurriculum
onthestudents’learningexperienceofentrepreneurship. activitiesnorcreditratedbutmayindirectlyimpactonassessment.Forexample,
Thisstudyrevealsthatthecurriculum-embedded/assimilatedmodelmay studentcompetitions,self-directedwork-basedlearningandbusinessstart-up.
notofferconsiderablebenefitsforbothinstitutionsandstudentsifassessment
isnotalignedwiththeaimsortheaimsarenotexplicit.Althoughthereare Adiscussionoftypesofentrepreneurshipeducationandlearning
manyinterpretationsofembeddednessthereisalsoevidencethattheseparate Itisclearfromstudentandgraduatefocusgroupsandconsultationswith
butsubject-specificmodule,whenlinkedtoapplied,practice-basedandproject- practitioners(AdvocacyGroups,seeappendix3)andprofessionalsworkingin
basedlearningwillpromoteandsupporteffectiveentrepreneurshiplearning. thecreativeindustriesthatsomeformsofteaching,learningandstructuralsup-
Thetypologyofferedbelowisintendedasananalyticalframeworkrelatingto portarevaluedmorehighlythanothers.
thestudentexperienceratherthanfocusingontheprovidermodels.
Embeddedlearning
Type1:Embeddedinthecurriculum:Learningformsacorecomponentofthe Courseteamsandcurriculumdevelopersarethinkingcarefullyaboutdefini-
curriculumanditisdeliveredandmanagedwhollywithinandbythedepart- tionsforentrepreneurshipthatarebroaderthanbusinessstart-upasthesoleor
mentorcourseteam.Itiscreditratedandmandatory,thatis,assessmentof primaryaimofentrepreneurshiplearning,particularlyincoursesthathaveless
learningoutcomesformspartofthefinaldegreeaward.Forexample,orprojects conventionalcareerpaths.Mostcoursesdeliverteachingthatfocusesonthe
orassignmentsformingpartofpractice-basedlearning,projectswithafocuson technicalaspectsofbusiness,includingbusinesspractice,financing,healthand
commercialdevelopment;thesemaybelinkedexplicitlytomodulesorcompo- safety,andsoon,butthereissignificantefforttoensurethatstudentsaredevel-
nentsofmodulesthatarefreestanding,forexamplelecturecourses. opingsoftskillssuchasnetworking,team-buildingandteam-working,verbal
andoralpresentationskills.Manyprogrammesnowincludemixedaudiencesin
50 CREATINGENTREPRENEURSHIP 51
2.2 2.2.
presentationssupplementingacademicteamswithindustryrepresentatives, education.Work-placementschemesarealsoanexampleofalignedlearning.
clientsandexpertconsumers. Alignedlearningmaybeoptional,ifsoentrepreneurshiplearningmaynotform
Thenatureofembeddedentrepreneurshiplearningisthatithasanexplicit acoreaspectofthestudent’slearningexperience.Thekeyweaknessisapoten-
relationshipwiththecoreaimsoftheprogramme.Itistheformingofrelation- tialdisconnectionbetweendeliverypartnersandthedisciplinecontext.
shipsbetweendiscretelearningoutcomesthatdetermineswhetherlearningis Curriculummanagersmaylackinfluenceovercontentandqualityatthepoint
embedded.So,whilemostart,designandmediacourseshavefree-standing ofdeliveryandteachersandstudentsmayhavedifficultiesinfindingappropri-
entrepreneurshipmodules,mostalsohavecomponentsinothermodulesthat atemechanismsforintegratingknowledgeintopractice.Workplacementpres-
providestudentswithanopportunitytotestandapplyentrepreneurshipinprac- entsparticularchallenges,especiallyintermsofensuringaconsistentqualityof
tice,usuallythroughproject-basedlearning.Itisinthenatureofentrepreneur- experienceforallstudentparticipants.Employersnaturallyhavedifferentpriori-
shiplearningthattechnicalandinstrumentalknowledgeneedstobesituated tiesandstudentshavedifferentlevelsofskillandability,inevitablypresenting
beforestudentscanfullyunderstandhowitisappliedappropriately.Lectures challengesforwork-basedsupervisors.Someprogrammesrequireworkplace-
andseminars,sometimesdeliveredbyspecialists,arewellsuitedtothistask. menttobeundertakenbutdonotdirectlyassesstheoutcomes,althoughnew
Howeverbeforethisknowledgecanbeconsideredasembeddedineitherthe skillsandabilitiesacquiredthroughworkplacementmaybeassessedinsubse-
curriculumorthestudent’slearningtheremustbeanopportunityforstudents quentpracticeandproject-basedlearninginacademiccontexts.Mostcourses
totestandapplytheknowledgeinpractice.Atthecoreofembeddingentrepre- nowseektomanagethesechallengesbyformingmixedmodesofstudyand
neurshiplearninginthecurriculummustbe:clarityofaims,inputsandlearn- supportforboththeindustrypartnerandstudent.Thismayincludeacademic
ingoutcomes;therelationshipbetweenteachingandlearningactivitiesand supervisionandsupport,assessmentintheformofreflectivereportsandlog
learningoutcomesacrossfree-standingandpractice-basedsituations.Itisthe bookstorecordandreflectontasksundertakenandskillsacquired.Somepro-
explicitexpressionofentrepreneurshipeducationinthecurriculumratherthan grammesengagetheemployerintheassessmentdirectly.
deliveryby“stealth”(DCMS,2006b)thatiskeytoembeddingentrepreneurship Thereisgrowingsupportforwork-basedlearningtobeatthecentreof
educationinthecurriculum. entrepreneurshiplearning.Work-basedlearningisdevelopedasacollaboration
betweeneducationandcreativeindustriespartners,thisisdistinctfromplace-
Integratedlearning mentlearningthatisdeliverybytheemployerandsupplementedandassessed
Manyofthecharacteristicsofintegrated-learningmodelsarethesameas byacademics.Itismorestructuredandthereareclearintentionsforwhatwill
embedded-learningmodels.Infacttheoutcomesforstudentsmayremainthe bedelivered,therangeoflearningoutcomes,howtheseareassuredandhow,
same;thatis,theyareabletounderstandandputintoeffectlearningfroma whereandwhoisresponsibleforassessment.Thiscontrastssharplywithmany
widerangeofsituationsincludingknowledgeacquiredindidacticsituationsand work-placementexperienceswherestudentsareassumedtoacquirenewknowl-
developthisintoknowledgetestedinpractice-basedlearning.Otheracademic edgeandskillsthroughimmersionintheworkplace.Thismayhappenbutitis
departments,forexampleabusinessschoolorenterprisedevelopmentunitmay difficulttoguaranteeeffectiveentrepreneurshiplearningthroughworkplace-
delivermodulesorcomponentsofmodules.Thelearningmaybedelivered ment.Theassumptionthattheworkenvironmentisnaturallyentrepreneurialis
throughexperiencesincommercialpractice,offeringaccesstoliveprojectsand untenable.Manystudentsinplacementprojectswillnotbeexposedtothesitua-
situatedlearningopportunityorbyexpertcontributorsandassessorsfromcre- tionswhereentrepreneurialactivityoccursand,evenwheretheyare,theymay
ativeindustriescollaborators.Finally,learningmaybedeliveredbyasupport notrecogniseitassuch.
agencysuchastheDesignCouncil,alocalorRegionalDevelopmentAgency.
Thedeliverymaybeinfreestandingmodulesorcomponentsofoneormore Facilitatedlearning
modules.Studentsmaybeofferedoptionstoselectfromarangeofentrepre- Manydepartmentsandinstitutionsprovidefacilitiestosupportentrepre-
neurshiplearningelectives,butto‘qualify’aspartofanintegratedprogramme neurship.Theaimisoftentoprovokechangesinthecultureandenvironments
ofstudytherewouldbenooptionnottotakeanentrepreneurshipeducation ofhighereducationbysupportingentrepreneurialactivityofstaff,studentsand
module.Tobe‘integrated’thelearningmustcontributetoacoherentprogramme alumni.Facilitiesincludespecialistcareersservices,librarymaterials,online
oflearning. informationandservicesandenterpriseandinnovationcentres.Thereareasig-
nificantnumberofcentresacrosstheUKmanyofthemsupportedbytheHEIF.
Alignedlearning Thereisevidencetoshowthatstudentsstudyingart,designandmediaaresig-
Aspecialistunit,inaself-containedprogrammeoutsidethecontextofthe nificantclientsfortheseservices.Studentandgraduatefocusgroupsconducted
department,maydeliverentrepreneurshipeducation.Forinstance,abusiness aspartofthisresearchsuggesthighlevelsofawarenessanduseofspecialist
schoolmaydelivergenericorspecialistcreativeindustriesentrepreneurship institutionalservices.Thereisevidencethatdirectcontributionstocurriculum
52 CREATINGENTREPRENEURSHIP 53
2.2
bystructuredlearningfacilitiesissignificantandsomecoursesreportthat
The assumption that the work
optionsor‘open-learning’modulesallowstudentstouseworkundertakenwith
thesupportofstructuredlearningfacilitiestobecreditedintheirdegrees.
environment is naturally
Self-directedlearning
Focusgroupsconductedaspartofthisstudyindicatethatextra-curricular
entrepreneurial is untenable. andexperiencesbeyondthoseacquiredthroughformalprogrammesandfacili-
tiesplayamajorpartinthedevelopmentofstudents’andgraduates’entrepre-
neurialcapacity.Studentsandgraduatesseekoutopportunitiesofferedby
Many students in placement
outsideagencies,forexample,theNCGE’sFlyingStartProgramme,NESTA’s
CreativePioneerProgrammeorEnterpriseScotland’sGraduateEnterprise
projects will not be exposed to Programme.Thereisevidencethattheseprogrammesarehighlyattractiveto
graduatesfromart,designandmediasubjects.TheCreativePioneer
Programmeistargetedspecificallyatsupportinginnovativegraduatesinstart-
the situations where
ingnewsustainablecreativebusinesses,theFlyingStartProgrammedoesnot
sharethisfocusbutasignificantnumberofparticipantsaregraduatesfromcre-
entrepreneurial activity occurs ativeindustries-relatedsubjects.
Graduatesinparticular,relyonnetworksbuiltupduringtheirperiodof
studytosupporttheirearlyyearsofpractice.Thisistrueofallsubjectareas
and, even where they are,
includingthosewheregraduatesproceedtonot-for-profitandsocial-enterprise
activities.Focusgroupsascribehighvalueandpositiveoutcomestonetworks
sustainedbytheirteachers,manyofwhomarecreativeindustriesprofessionals
they may not recognise it as
oracademicswhohaveforgedlinkswiththecreativeindustries.Theselinkscan
bepersonal,basedontheirownworkinacommercialenvironmentorinaca-
such. demicprogrammes.Thenetworksappeartoworkwellbecausetheyarefluid
andresponsiveandfrequentlyoperateinaninformalway,distancedfromthe
formalstructuresofthehighereducationinstitution.Howeverthesestrengths
arealsotheirgreatestweakness.Focus-groupparticipantsreportthatnetworks
oftencollapseiftheparticularstaffmemberleavestheinstitutionorifthestruc-
tureoftheprogrammechanges.Alackofsustainabilitymeansthatbenefitsand
effectivenessarenotbuiltintothecapacityoftheinstitutiontomaintainsupport
forstudentsandgraduates.Studentsandgraduatesalsoparticipateinawide
rangeoflesstangibleorregularactivitiestosupporttheirentrepreneurship
learning,includingsingleprojectventures,oftenthroughnetworksbuiltduring
theirstudies,andcompetitions.Itisdifficulttogathertangibleevidenceforthe
broadeffectivenessoftheseinformalnetworksandactivities.
2.2 Summary
•
Thetypologyofentrepreneurshipeducationinart,designandmediacours-
espresentedheredescribestherangeofpotentialstudentlearningexperi-
enceswithinart,designandmediadepartmentsintheUK,namely:
embeddedlearning;integratedlearning;alignedlearning;facilitatedlearn-
ing;andself-directedlearning.
54 55