entrepreneurial behaviour role of pedagogy -...
TRANSCRIPT
Learning Outcomes Framework
A. Key entrepreneurial behaviours, skills and attitudes have been developed.
B. Student’s clearly empathises with, understand and ‘feel’ the life-world of the entrepreneur
C. Key entrepreneurial values have been inculcated
D. Motivation towards a career in entrepreneurship has been built and students clearly understand the comparative benefits
E. The students understand the process (stages) of going into business, the associated tasks and learning needs
F. Students have the key generic competencies associated with entrepreneurship
G. Students have a grasp of key business how to’s associated with the start up process
H. Students understand the nature of the relationships they need to develop with key stakeholders and are familiarised with them
'Developing Leadership in Entrepreneurship Education' 3
A - Entrepreneurial behaviour, attitude and skill development
Key entrepreneurial behaviours, skills and attitudes have been developed (these will need to be agreed and clearly set out)
To what degree does a programme have activities that seek clearly to develop: • opportunity seeking • initiative taking • ownership of a development • commitment to see things through • personal locus of control (autonomy) • intuitive decision making with limited information • networking capacity • strategic thinking • negotiation capacity • selling/persuasive capacity • achievement orientation • incremental risk taking
Cleaning teeth
Knowledge: discreet pieces of knowledge Skill: how to clean Attitudes: favourably disposed to
(health; beauty; image; norms) & Behaviour: you have to do it! –
(...and regularly!)
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What is your role? in enterprise?
• Teacher • Researcher • Inspirer • Trainer • Facilitator • Advisor • Mentor
• If not all of these…then what elements do you need and what signposting do you need?
'Developing Leadership in Entrepreneurship Education'
The Nine Masteries of Entrepreneurship Educators
Mastery of Pedagogy : ability to select from a wide range of pedagogies to meet key entrepreneurship outcomes. Mastery of Philosophy: ability to articulate the relevance of entrepreneurship education to meeting broader educational goals. Mastery of Strategy: ability to pursue appropriate strategies for embedding entrepreneurship education in the institution. Mastery of Operations: ability to apply strategy within the organization to move the Entrepreneurship Education agenda forward . Mastery of Networks: ability to harness the potential of all related stakeholder networks. Mastery of Process: ability to organise knowledge appropriately around problems and opportunities. Mastery of the State of the Game: awareness of key national and international developments. Mastery of Resource Acquisition: ability to identify and engage sources of support for programme development. Mastery of Personal Entrepreneurship: ability to demonstrate personal entrepreneurial behaviour and be a role model.
What are we assessing?
1 2 3
'Developing Leadership in Entrepreneurship Education'
Strategic Management Management / Operations Business Planning
What are we teaching?
GIBB (2002) Entrepreneurial Behaviours
Entrepreneurial Attributes Entrepreneurial Skills
Opportunity seeking & grasping Achievement of ambition Creative problem solving
Taking initiatives to make things happen
Self confidence & self belief Persuading
Solve problems creatively Perseverance Negotiation
Managing Autonomously High internal locus of control Selling
Taking responsibility for and ownership of things
Action Orientation Proposing
Seeing things through Preference of learning by doing Holistically Managing business/projects/situations
Networking effectively Hardworking Strategic thinking
Putting things together creatively Determination Intuitive decision making under uncertainty
Using judgement to take calculated risks
Creativity Networking
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Self Efficacy (Bandura 97)
• “people’s level of motivation, affective states and actions are based more on what they believe than on what is objectively true”
Self Efficacy
“People’s level of motivation, affective states
and actions are based more on what they believe than what is objectively true”
What then is our role in developing... Self Belief / ability / + or - experiences
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How do you learn? Personal Reflections on a task
EXCELLENT / WORST EXPERIENCE
• How did you feel? • Rate your confidence? • Recall emotions
• Skills? • Knowledge? • Behaviour?
Educator Choice
• Curriculum Design – Role of failure in learning – Supported learning
• Role of feedback – Timing – nature
'Developing Leadership in Entrepreneurship Education'
Deep learning
• Experiential • Reflective teaching
develops self belief and self efficacy Use of pedagogy to learn from experience of
others as well as own experience (Rae)
'Developing Leadership in Entrepreneurship Education'
Kolb Learning Cycle (1984) Doing
Experience
Reflecting
Reflective observation
Theorising
Abstract Conceptualisation
Planning
Active Experimentation
Factors for successful learning (Race 09)
• Wanting to learn Intrinsic motivation
Interest and enthusiasm
• Taking ownership – needing to learn Extrinsic motivation • Learning by doing Practice; trial and
error; repetition • Learning through feedback Reactions to the
results • Making sense of what is being learned Reflecting; digesting;
turning information into knowledge
• Deepening their understanding Students explaining; teaching; coaching;
• Assessing learning & development Reviewing; confirming; judging
Guidance
• NCGE Outcomes
• QAA Guidance : learning outcomes
• Vitae Guidance
• Ped guides – the ‘how to’
'Developing Leadership in Entrepreneurship Education'
Learning Outcomes: Baume (2008) Active – it describes what students can do at the end of the
programme of study Attractive – students want to achieve it (meaningful to
them) Comprehensible – students know what it means (clear) Appropriate – to the student’s current goals and career
plans Attainable – most students will mostly meet it, with due
effort Assessable – we can see if it has been achieved
(demonstrable) Visible – in the course booklet and on any virtual learning
environment (accessible).
Ped guides • Small group teaching
• Entrepreneurial Facilitation • Use of Ice Breakers • Use of External Speakers/Presenters or Evaluators • Use of Drama • Use of Debate • Use of Drawing • Use of Hot Seats • Speed-Networking • Use of an Elevator Pitch • Use of Revolving Tables • Use of Brainstorming Using Post-its • Use of Panels • Use of Critical Incidents • Use of Organisations as Networks • Use of Empathy in Communication Exercises (with
Entrepreneurs) • Use of Shadowing • Use of Role Play • Use of Frames of Reference for Intuitive Decision making • Use of Psychometric Tests • Use of Locus of Control Tests • Use of Immersion • Use of Achievement Motivation
• Use of Personality Selling Exercises – The Balloon Debate • Use of Finding Opportunities (Ideas for Business) • Use of Ways into Business • Use of Leveraging the Student Interest • Use of Start up frames, Stages of Start-up; Tasks and Learning
Needs • Use of The Business Plan as a Relationship Management
Instrument • Use of Surviving in the Early Years of the Venture • Use of Segmenting the New Venture Programme Market • Use of Developing Operations Standards as a basis for
Estimating Costs and Controlling Operations • Use of Case Studies • Use of Exercises in Finding Ideas for Business • Use of Exploring the Enterprise Culture in a Globalisation
Context • Use of Programme Evaluation • Use of the Quiz • Use of Undertaking an Institutional Audit • Use of Sales Pitch • Use of Polls • Use of Simulating Entrepreneurial ‘Ways of’ • Use of Simulating the Entrepreneurial ‘Life world’ • Assessment • Use of Relationship Learning
A B C D E F G H Others Dependent
3. Use of Ice Breakers
4. Using External Speakers/Presenters Others Dependent
5. Use of Drama
6. Use of Debate Others Dependent
7. Use of Drawing
8. Use of Hot Seats
9. Speed-networking
10. Elevator Pitch
11. Revolving Tables
12. Brainstorming Using Post-its
13. Use of Panels
14. Use of Critical Incidents Others Dependent
15. Use of Organisations as Networks
16. Use of Empathy in Communication Exercises (with entrepreneurs)
17. Use of Shadowing Others Dependent
18. Use of Role play Others Dependent
19. Use of Frames of Reference for Intuitive Decision making
20. Use of Psychometric Tests
21. Use of Locus of Control Tests
22. Use of Relationship Learning
23. Use of Immersion
24. The Use of Achievement Motivation
25. Personality selling exercise – the Balloon Debate
26. Use of Finding Opportunities (Ideas for Business)
27. Use of Ways into Business
28. Leveraging the Student Interest
29. Start up frames, Stages of Start-up. Tasks and Learning Needs
30. The Business Plan as a Relationship Management Instrument
31. Surviving in the Early Years of the Venture
32. Segmenting the New Venture Programme Market
33. Developing Operations Standards as a basis for Estimating Costs and Controlling Operations
34. Use of Case Studies
35. Exercises in Finding Ideas for Business
36. Exploring the Enterprise Culture in a Globalisation Context
37. Evaluation of Entrepreneurship
38. Use of the Quiz Others Dependent
39. Use Of Institutional Audit
40. Use of Sales Pitch
41. Use of Polls Others Dependent
42. Simulating Entrepreneurial ‘ways of’
43. Simulating the Entrepreneurial Life World
44. Assessment of Entrepreneurship Education
What do I chose..?
A B C D
3. Use of Ice Breakers 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters 4. Using External Speakers/Presenters
4. Using External Speakers/Presenters 5. Use of Drama 5. Use of Drama 14. Use of Critical Incidents
5. Use of Drama 16. Use of Empathy in Communication Exercises (with entrepreneurs) 8. Use of Hot Seats 15. Use of Organisations as Networks
6. Use of Debate 17. Use of Shadowing 16. Use of Empathy in Communication Exercises (with entrepreneurs) 17. Use of Shadowing
7. Use of Drawing 19. Use of Frames of Reference for Intuitive Decision making 17. Use of Shadowing
19. Use of Frames of Reference for Intuitive Decision making
8. Use of Hot Seats 21. Use of Locus of Control Tests 19. Use of Frames of Reference for Intuitive Decision making 20. Use of Psychometric Tests
9. Speed-networking 23. Use of Immersion 43. Simulating the Entrepreneurial Life World 28. Leveraging the Student Interest
10. Elevator Pitch 24. The Use of Achievement Motivation 34. Use of Case Studies
11. Revolving Tables 36. Exploring the Enterprise Culture in a Globalisation Context
43. Simulating the Entrepreneurial Life World
12. Brainstorming Using Post-its 42. Simulating Entrepreneurial ‘ways of’
13. Use of Panels 43. Simulating the Entrepreneurial Life World
14. Use of Critical Incidents
15. Use of Organisations as Networks
19. Use of Frames of Reference for Intuitive Decision making
20. Use of Psychometric Tests
23. Use of Immersion
36. Exploring the Enterprise Culture in a Globalisation Context
42. Simulating Entrepreneurial ‘ways of’
E F G H
10. Elevator Pitch 12. Brainstorming Using Post-its 10. Elevator Pitch 3. Use of Ice Breakers
13. Use of Panels 13. Use of Panels 13. Use of Panels 5. Use of Drama
14. Use of Critical Incidents
14. Use of Critical Incidents
14. Use of Critical Incidents 7. Use of Drawing
15. Use of Organisations as Networks
15. Use of Organisations as Networks
15. Use of Organisations as Networks 8. Use of Hot Seats
22. Use of Relationship Learning
26. Use of Finding Opportunities (Ideas for Business)
25. Personality selling exercise – the Balloon Debate 9. Speed-networking
29. Start up frames, Stages of Start-up. Tasks and Learning Needs
29. Start up frames, Stages of Start-up. Tasks and Learning Needs
29. Start up frames, Stages of Start-up. Tasks and Learning Needs 10. Elevator Pitch
30. The Business Plan as a Relationship Management Instrument
30. The Business Plan as a Relationship Management Instrument
30. The Business Plan as a Relationship Management Instrument 11. Revolving Tables
31. Surviving in the Early Years of the Venture
32. Segmenting the New Venture Programme Market
32. Segmenting the New Venture Programme Market 13. Use of Panels
34. Use of Case Studies
33. Developing Operations Standards as a basis for Estimating Costs and Controlling Operations
33. Developing Operations Standards as a basis for Estimating Costs and Controlling Operations
15. Use of Organisations as Networks
35. Exercises in Finding Ideas for Business 34. Use of Case Studies 40. Use of Sales Pitch
22. Use of Relationship Learning
37. Evaluation of Entrepreneurship 23. Use of Immersion
44. Assessment of Entrepreneurship Education
25. Personality selling exercise – the Balloon Debate
30. The Business Plan as a Relationship Management Instrument
40. Use of Sales Pitch
‘Real world’ Tensions
Tensions as an Entrepreneurial Educator Classroom (“safe”)
Real (“risky & complex”)
Bounded exercises
Open … endless?
Resources limited /fixed/clearly defined
Resources shift – dependent upon “others”
Supported “Practice what we preach”
Parity & Transparency Variety of learning and assessment experiences
Control Learner Empowerment
Log or Action
'Developing Leadership in Entrepreneurship Education'
It’s Your Decision
A: File it
“I knew that” / Doing it: compare
and contrast
“Interesting...” : Might need it
later
B: Action it
Need to know more: take action
read (policy; papers) or discuss
Need to do more: take action
Action plan - activity or task
ISSUES: ZPD
Zone of Proximal Development (Vygotsky 1896 – 1934).
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers”