Emerald | Education + Training

Using toolkits to achieve STEM enterprise learning outcomes

Carys A. Watts, Katie Wray — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK. Design/methodology/approach – The paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework. Findings – The paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to “be an entrepreneur”. This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools. Research limitations/implications – Evaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions. Practical implications – Consideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose. Originality/value – This paper reveals patterns of tool use and their effectiveness across science and engineering.

Evaluating enterprise education: why do it?

Louise-Jayne Edwards, Elizabeth J. Muir — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to argue that evaluations of enterprise education need to develop beyond the economist viewpoint of business start-up and business growth and promote the notion that evaluations of enterprise education should encompass prime pedagogical objectives of enterprise education, enabling students to grow and develop and to shape their own identities in the light of their learning experiences. Design/methodology/approach – The paper reports on one of the key findings (self identity and the entrepreneur) from a PhD study of 18 case studies/life stories of graduate entrepreneurs and their experiences of enterprise education from one university. Findings – It is found that graduates who start their own businesses are reluctant to call themselves “entrepreneurs”; they question the meaning of the word and its relevance to them and findings suggest that “Entrepreneur” is a label given to them by educators and peers. Research limitations/implications – The present study provides a starting point for further research of evaluating enterprise education, through the lens of students and graduates that have taken/are taking part in accredited and non-accredited enterprise education whilst at university. Originality/value – The study has proven to be useful in improving the format, content and delivery of enterprise education on campus and also the development of appropriate evaluation tools.

Fashion entrepreneurship education in the UK and China

Jiwei Jenny Shi, Yudong Chen, Elena Kate Gifford, Hui Jin — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU). Design/methodology/approach – It is a three-stage action-oriented PMI2 project (Second Prime Minister's Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi-structured interviews and focus groups were employed to deliver the results at this stage. Findings – The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness. Research limitations/implications – Due to geographical restrictions and limited resources, smaller-scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU. Practical implications – This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China. Social implications – This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics. Originality/value – This research contributes to the current knowledge and best practice of fashion entrepreneurship education.

International enterprise education in Sri Lanka: a blended approach

Dulekha Kasturiratne, Jonathan Lean, Andy Phippen — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by both staff and students in moving away from a traditional delivery method. Design/methodology/approach – Adopting a case study approach, the paper describes a blended, incremental implementation strategy aimed at developing staff and students’ understanding of enterprise education in a gradual, supportive and culturally-sensitive manner. Evaluation is conducted through an analysis of formal assessment performance and qualitative module review. Findings – The paper demonstrates the impact of enterprise education in an international context and a capability amongst most students to engage with it successfully, whilst also highlighting the challenges of delivery in a different culture. Practical implications – The adaptation of enterprise education to an international setting can be shown to add value in various ways, including the development of soft skills and building confidence in team working and communication. It can also be shown to empower staff in delivering teaching using non-traditional techniques. However, consideration of context is essential to effective delivery. Originality/value – This study makes a contribution to the fields of transnational education and enterprise education in international contexts. It shows the value of enterprise education in challenging traditional delivery methods and the acceptance of such by both staff and students.

Becoming an entrepreneur: researching the role of mentors in identity construction

Clare Rigg, Breda O'Dwyer — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide a theoretical discussion of a developing epistemology and methodology for a qualitative study of participants of enterprise education in south-west Ireland, run collaboratively between third level academics, a regional development agency, and entrepreneurs. Design/methodology/approach – The perspective taken is social constructionist, drawing on ideas from identity theory and social learning theory. A discursive approach to entrepreneurship suggests that an entrepreneurial aspect of human identity (as with other aspects) is emergent and relational, developed through dialogue with family, customers, employees, suppliers, competitors and others. In the education programme, aspiring entrepreneurs’ exposure to and close engagement with a network of national and international mentors, coupled with their engagement in risk taking, can be understood through the notion of becoming, through and in relation to others. Findings – The mentor network in the education programme is conceptualised as a community of practice that provides induction for nascent entrepreneurs for stimulating their learning of how to be, their acquisition of status and identify, and not simply their development of practical skills. Practical implications – The immediate practical implication is that greatest insight would be achieved by a longitudinal study that follows nascent entrepreneurs from start to completion of an education intervention and takes an ethnographic approach. Originality/value – Findings and the proposed methodology will be of value to those designing and researching entrepreneurship education, where outcomes are desired that go beyond knowledge acquisition.

Develop.evaluate.embed.sustain: enterprise education for keeps

Victoria Harte, Jim Stewart — 2012-05-25 00:00:00.0

Abstract

Purpose – The purpose of this paper is to discuss the proposal that curriculum designed for and about enterprise education can be sustained via a cyclical model of evaluation. Such an approach takes into consideration an important aspect of enterprise education which is “context”, a significant aspect overtly linked to the differing subject disciplines offering such curriculum. Design/methodology/approach – The design of this research project was driven by the authors’ suggestion that to evaluate the impact of enterprise education pedagogy different factors to those that are currently prescribed need to be taken into consideration. Current evaluation practice is to take a global, generic approach, often utilising quantitative techniques, but the authors argue that evaluation of enterprise education should consider local, contextual factors only – key contextual factors being subject discipline, along with the lecturer's own context, teaching and learning materials and implicit and explicit notions of enterprise education. The research utilised two different modules and approaches to evaluation: first, a questionnaire designed using module materials such as learning descriptor and module outcomes which produced quantitative data that could be linked directly to the module learning and teaching inputs as well as lecturer's approach; and second, a focus group-type approach undertaken with students on a completely separate and distinct module returning qualitative data, The former module was explicitly enterprise education and the latter module had a very implicit nature in relation to enterprise education. The students for the latter module were not aware of the enterprise connotation of the module. Findings – The authors’ notion that contextual evaluation has real value was upheld in each case. Both lecturers used the data collected to improve and make productive changes to their module content and teaching and learning materials for the following cohorts of students. Practical implications – It is the authors’ belief that contextual evaluation offers enterprise education pedagogy the opportunity to be evaluated in a more useful and practical forum, with results not only illustrating the impact on students but also on the module content and how this has been instrumental in the students’ progress. Originality/value – Those wishing to embed and sustain enterprise education by keeping the topic up to date on an annual basis will find this case study useful and, upon request, may have access to the evaluation methods used by the authors.

Evaluating enterprise education: issues in current practice