Entrepreneurship education: Embedding entrepreneurial practice into the curriculum

1. Entrepreneurship education: Embedding entrepreneurial practice into the curriculum Prof Lester Lloyd-Reason Prof Roger Mumby-Croft Leigh Sear BAMF Conference 2009 Engaging Employers April 28th-29th Cardiff

2. Presentation • The context and the current state of play within UK Higher Education • A case study: BA (Hons) Enterprise and Entrepreneurial Management • Conclusions and further thoughts

3. Context: Enterprising students? • Contribution of enterprising students particularly through business start-up – contribute 6%-8% of national GDP in USA (Hannon at al 2004) • Mis-match between supply of graduates and skills required by employers

4. Context: What do practitioners say? ‘It appears that while many graduates hold satisfactory qualifications, they are lacking in the key ‘soft’ skills and qualities that employers increasingly need in a more customer focused world.’ Council for Industry and Higher Education (CIHE) 2008

5. Context: What does the policy community say? ‘Entrepreneurship education is currently taught primarily through modules in business school courses and extra-curricular activities. HEIs need to enhance the perception and relevance of entrepreneurship education, so students and staff recognise the value of its contribution of innovation, creativity, collaboration and risk-taking skills to a wide range of disciplines’. National Council for Graduate Entrepreneurship (NCGE), National Endowment for Science Technology and the Arts (NESTA) The Council for Industry and Higher Education (CIHE).

6. The current state of play within UK HEIs • Enterprise peripheral and not central • Enterprise v Entrepreneurship • Enterprising skills v Start-up • Formulaic and traditional teaching methods • Integrated learning and innovative use of technology • Creativity, problem solving, understanding innovation, risk management, culture change, decision making and confidence building • Academic culture resistant to open engagement with entrepreneurs and enterprising individuals • Such individuals must be part of the development and delivery process

7. A Case Study BA (Hons) in Enterprise and Entrepreneurial Management

8. Why is this different? • Student numbers capped at 28 • Walter Herriot, MD of St. John’s Innovation Centre • Entrepreneur in Residence network

9. Entrepreneur in Residence Network • Advise on the structure of the pathway • Advise on the content of individual modules • Joint delivery between academic and entrepreneur • Each student has an entrepreneur as a mentor for the three years of the degree

10. Billy Boyle Co-founder and director of Owlstone which develops and commercialises MEMS chemical sensors for industrial and military use. Founded in 2004, Owlstone currently employs 30 people, has raised $10M in the USA and has won a $3.7M contract from the US Department of Defence.

11. Bev Hurley Bev’s career spans inner city regeneration in London, a corporate career with a global north American mining company, and the growing of three successful companies, in healthcare packaging, the creative industries, and her own management consultancy. She was appointed CEO of YTKO in 1999, an economic development and business consultancy which has helped hundreds of businesses to start, raise funding, and get to market. Bev is a member of the Advisory Committee of the Industry and Parliament Trust

12. Micah Styles Founder and Managing Director of the CLR Global Group, a Group of specialist international recruitment consultancy companies, which has been operating on a truly global scale since 2001. A ‘Born Global’ entrepreneurial business, the CLR Global Group have operations in Qatar, China, Brazil and Mauritius.

13. Julie Thorne In 1989 Julie founded Oakland Innovation Ltd to provide information and consulting services to support service and product innovation in science and technology based companies and universities. Sold in 2006 when it became the business outside the USA to be bought by Microsoft (for £130m). Julie now provides business consulting and coaching to senior executives in the corporate, SME and public sectors.

14. The academic programme: Year 1

15. The academic programme: Year 2

16. The academic programme: Year 3

17. The key is not what you do, but the way you do it • Use of theatre • Expert teaching team • Innovative delivery methods • Innovative forms of assessment

18. What do the students say? • amazing • can’t believe my luck • this will change my life forever • unique • fantastic

19. What do we say? • It is exhausting • Incredibly rewarding • Exciting • Exhilerating • Full of potential for development • Make it sustainable and create an exit strategy

20. Conclusions and further thoughts • Enterprising students clearly contribute to economic development • Growing interest in enterprise education • Evidence of traditional teaching methods, enterprise at the periphery lack of meaningful engagement with practitioners • HEIs need to move from a model of educational orthodoxy to a more integrated approach which interacts in a more meaningful way with the entrepreneurial world • Practitioners must be embedded in the development and delivery process and the case study provides an example of how this can be done efficiently and effectively

21. CONTACT DETAILS: Prof. Lester Lloyd-Reason Director, Centre for International Business Ashcroft International Business School Anglia Ruskin University East Road, Cambridge, CB1 1PT Tel: 0044 1223-363271 ext. 2479 Fax: 0044 01223-417700 Email: lester.lloyd-reason@anglia.ac.uk Website: http://www.anglia.ac.uk/cib http://www.anglia.ac.uk/enterprise