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The Hidden Curriculum : Enterprise Education at the University of St Andrews PowerPoint Presentation
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The Hidden Curriculum : Enterprise Education at the University of St Andrews

The Hidden Curriculum : Enterprise Education at the University of St Andrews

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The Hidden Curriculum : Enterprise Education at the University of St Andrews

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  1. The Hidden Curriculum: Enterprise Education atthe University of St Andrews

  2. Introduction: The University of St Andrews Enterprise Capabilities • Creativity and innovation • Opportunity recognition, creation and evaluation • Decision making supported by critical analysis and judegment • Implementation of ideas through leadership • Reflection and action • Communication and strategy skills

  3. Methodology: Mapping the curriculum • Stage 1: Mapping of enterprise across the Science, Arts and Medicine Curriculums

  4. Methodology: Mapping the curriculum • Stage 2: Mapping of capabilities in modules where enterprise has been identified

  5. Methodology: Mapping the curriculum • Stage 3: Mapping of capabilities in exemplar schools by degree programme

  6. Results

  7. Key Findings • Reflection is not clearly mentioned in most academic schools and modules • Opportunities for leadership and communication should be increased • Main challenge is to integrate enterprise capabilities into modules that currently only teach subject specific information

  8. Findings in the Science curriculum • Enterprise fits into 3 types of modules • Some schools are more effective at integrating enterprise capabilities and subject specific information, notably Earth Sciences • Reflection and action was only mentioned in Geography MA degree programme

  9. Findings in the Arts curriculum • Humanities such as Philosophy are highly creative, while social sciences such as Social Anthropology have a greater focus on opportunity recognition • Reflection and action was only mentioned in Management and Social Anthropology

  10. Findings in the Medicine curriculum • The focus on clinical skills and patient communication encompasses several enterprise capabilities • Whilst most skills are firmly based in the medical profession, more generic skills such as scientific report writing are mentioned throughout all 3 years • Creativity is not clearly visible, although clinical skills sessions and dissertation encourage opportunity recognition

  11. Conclusion • Students need to be made aware they are receiving these capabilities • Academic Staff need to know where they are currently delivering Enterprise Education and where they are not • Module descriptions in handbooks need to accurately describe the capabilities on offer in each module • Further mapping of degree programmes is needed, particularly in the Faculty of Arts

  12. Acknowledgements • Bonnie Hacking (Careers Centre) for her suggestion of mapping degree programmes • Catriona Wilson (CAPOD) for her thoughts on the importance of leadership skills • Catherine O’Leary and Jon Issberner (Proctor’s Office) for all their help and guidance during my Internship

  13. Thank you for your attention! • Questions and concluding comments