Finland – Team Academy ProAkademia

To be continued

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AN ASIDE – ENTERPRISE EDUCATION RESEARCH

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
Education and Training 05/2004; 46(5). DOI:10.1108/00400910410549805
David W. Taylor · Richard Thorpe
Journal of Small Business and Enterprise Development 05/2004; 11(2). DOI:10.1108/14626000410537146
Fernando Lourenço · Tony G. Taylor · David W. Taylor
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
Gender in Management 09/2014; 29(7):382 - 401. DOI:10.1108/GM-05-2013-0054

IN-THE-BEGINNING

“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 …

 

New idea for Creativity Project

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How to make a Business Consultancy project (already fantastic for employability …. Better. Much better?

  1. Make the unit student-led
  2. Create a Student-Led consultancy practice
  3. Involve a business consultancy company in the development of the Consultancy Practice
  4. Play the ‘Joker’ when a particular project team require extra resource from another project team
  5. Red Card – throwing a spanner in the works with a sudden must-do project that has to be completed in 1 or 2 weeks
  6. Create opportunities for students in other faculties to become clients, partners or providers
  7. students develop their own leads and secure their own clients