To be continued
To Be continued
To be continued
To be continued …
Before I go on to discuss my latest Enterprise Education initiatives and how these link to the ‘Creativity for Learning’ unit … I would like to introduce you all to my work in the Enterprise Education field.
Initially my employability work inside and outside of the classroom was unconnected to my research area which focused on the learning and decision-making processes of the entrepreneur. Although the PhD was never completed (I got to MPhil and successfully transfered to PhD before life got a little too busy with the arrival of babies in the house) I did create many outputs which in part started to inform my interest in student-employability in the curriculum. This later developed into an expansion of enterprise provision beyond the ‘walls’ of the business school. Indeed one of the later outputs was the use of our ‘tools/philosophy’ in the reeducation of women farmers in Uganda.
Okay … now I will get on with the ‘nitty-gritty’ of ‘why I am here?’
David W. Taylor · Oswald Jones · Kevin Boles
[Hide abstract] ABSTRACT: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Education + Training, published by and copyright Emerald Group Publishing Ltd. According to Woolcock, social capital can be defined as the “norms and networks facilitating collective action for mutual benefit”. Furthermore, Gabbay and Leenders suggest that social capital offers some potential for integrating the proliferation of network research that has been developed over the last 30 years. Examines an innovatory partnership between Manchester Metropolitan University Business School (MMUBS) and a number of agencies including the Prince's Trust to provide skills to entrepreneurs from socially disadvantaged backgrounds. The New Entrepreneur Scholarship Scheme (NESS) was the result of an initiative by the Chancellor Gordon Brown to encourage higher education institutes to make a larger contribution to the UK's entrepreneurial culture. MMUBS piloted the first NESS programme for 18 nascent entrepreneurs. It was decided to adopt an “action-learning” approach concentrating on the development of a realistic business idea as well as creating a supportive environment within the group. This intervention has aided NESS participants by building and strengthening networks that become the basis of their social capital.
Education and Training 05/2004; 46(5). DOI:10.1108/00400910410549805
David W. Taylor · Richard Thorpe
[Hide abstract] ABSTRACT: Full-text of this article is not available in this e-prints service. This article was originally published in Journal of Small Business and Enterprise Development, published by and copyright Emerald. Applying social concepts to the social relations that the entrepreneur maintains, this research seeks to identify the impact of these relationships, and the learning that might result from them, on the decision-making process. A social and conversational model of experiential learning is put forward, where learning and influence are seen to emerge as part of an ongoing negotiated process. This argument complements Kolb's “fundamentally cognitive” theory of experiential learning, by challenging the view that the learner should be viewed as an “intellectual Robinson Crusoe”, and stating that even when an individual reflects and theorises their thoughts have a social character. Data were collected using critical incident technique through one-to-one in-depth interviews over several weeks. The paper goes some way to confirm the importance of networks in the business development process, helping further to define how networks exist. The learning identified, is understood therefore as part of an ongoing negotiated process within a complex network of domestic, voluntary, commercial and professional relations.
Journal of Small Business and Enterprise Development 05/2004; 11(2). DOI:10.1108/14626000410537146
Fernando Lourenço · Tony G. Taylor · David W. Taylor
[Hide abstract] ABSTRACT: Purpose ‐ This paper seeks to highlight the role of entrepreneurship education in encouraging the growth of graduate entrepreneurship in the UK to help overcome the over-supply of university graduates in a very difficult employment market. This paper aims to discuss the design principle for entrepreneurship education that facilitates graduate entrepreneurship, and the design methodology that allows multi-faculty collaboration in the provision of entrepreneurship programmes. Design/methodology/approach ‐ This paper begins with the conceptualisation of design principles and frameworks based on current concepts found in the literature, followed by practitioner-based reflection to shed insights into the process of developing entrepreneurship education in higher education institutions (HEIs). Findings ‐ The authors have developed the "30/70 methodology" to guide the future design of entrepreneurship education, and the "80/20 methodology" to support cross-faculty entrepreneurship programmes to serve non-business students. Factors that impede or support academic entrepreneurship and effective integration of entrepreneurship programmes in HEIs are discussed. Originality/value ‐ This paper shares the authors' experiences, and their unique design principles and methodology to support the development of education for entrepreneurship.
Journal of Small Business and Enterprise Development 07/2013; 20(3). DOI:10.1108/JSBED-04-2013-0052
Fernando Lourenço · Natalie Sappleton · Akosua Dardaine-Edwards · Gerard McElwee · Ranis Cheng · David W. Taylor ·Anthony G. Taylor
[Hide abstract] ABSTRACT: Purpose – The purpose of this study is to evaluate the success of a scheme, supported by the Ugandan Agribusiness Initiative Trust, to fund gender and entrepreneurship training for women farmers in the north of Uganda (Gulu District and Lira District). Moreover, this paper reflects upon our experience of delivering training for women farmers and highlights key observations related to women’s entrepreneurship in Uganda. Design/methodology/approach – A practitioner-based reflection which shares the experiences of the process of developing and delivering gender and entrepreneurship training for women in Uganda. Findings – Through the experience of running gender and entrepreneurship training for women farmers in Uganda, a series of barriers to female rural entrepreneurs are highlighted: lack of access to credit, gender inequality, poor infrastructure, lack of access to knowledge and education, negative attitudes towards women and few initiatives to facilitate economic and business success. Originality/value – This paper provides reflection of the experience gained from the delivery of training and interaction with women farmers and entrepreneurs in Uganda.
Gender in Management 09/2014; 29(7):382 - 401. DOI:10.1108/GM-05-2013-0054
“Is this the Portfolio?” I ask myself before I start the entry. I’m not actually sure. I’ll assume it is for now.
It’s been a very difficult few weeks with job disappointments, international travel, new initiatives beyond my work load model, building work at home and this Masters unit. Indeed Creativity for Learning is proving to be a challenge for me primarily due to the creative nature of the delivery of the unit, the use of an electronic portfolio, the numerous platforms directly or indirectly linked to the unit, and the wider networking opportunities. It’s all a bit over whelming.
Anyway, down to ‘Portfolio’ Business.
I’m going to start with where I was ‘in-the-beginning’ (there never is a beginning of course. My wife always says when we argue for, in my view, no reason … that somewhere in the murky past I messed up which has led to the current disaster, or my mother messed up when bringing me up … and so on). However, for convenience ‘in-the-beginning’ was the start of this unit.
IN-THE-BEGINNING – I currently run programmes with over 1400 students. These programmes are: Business Management (1250 students), M-Business (66) and Business Management with Law (90). My passion is student employability and for the past 15 years I have been using entrepreneurship/enterprise education to develop students career choices and general employability. Through a number of interventions (linked to the solving of a problem, the taking up of an opportunity or the following of a trend) I and colleagues have managed to move entrepreneurship/enterprise education from a peripheral activity for a few “odd-balls”/experiential learners (around 50 students in 2000) complimented by a number of outside curricula activities to a central part of the general business programmes (in any one year around 1200 students are engaged in these units). Not bad for a bandit, a renegade, an outsider, a fridge player, an irritant, an annoyance … (I’m quite proud of these labels. Though I prefer ‘the grit in the oyster’ analogy). More recently, we have expanded into the Hollings faculty and are starting to work more closely with the support of the Centre for Enterprise and the Institute of Enterprise and Entrepreneurs with other faculties. Our cross faculty work won us a National Enterprise Educators prize (see earlier post).
Okay … so that’s the background in brief …
How to make a Business Consultancy project (already fantastic for employability …. Better. Much better?
- Make the unit student-led
- Create a Student-Led consultancy practice
- Involve a business consultancy company in the development of the Consultancy Practice
- Play the ‘Joker’ when a particular project team require extra resource from another project team
- Red Card – throwing a spanner in the works with a sudden must-do project that has to be completed in 1 or 2 weeks
- Create opportunities for students in other faculties to become clients, partners or providers
- students develop their own leads and secure their own clients
Nice to have space away from the day job.
Harder being a student than I remember.
Remember to say less and listen more (than usual).