Friday, 30 June 2017

Not an entrepreneur? Why this doesn't matter. (PART 2 OF 2)

In my previous post on this subject, I explored the idea of intrapreneurship (Pinchott & Pinchott 1978) in higher education, and highlighted a number of examples of where intrapreneurship as a concept is, itself, being used in the delivery of embedded enterprise education.

It seems true that in undertaking and delivering truly innovative curriculum development and teaching, the developers and deliverers of that teaching must sometimes behave as institutionally-located entrepreneurs.

But is this really the case? Are they truly supported to do so? Are the parallels between innovative learning and teaching, entrepreneurship, and intrapreneurship meaningful enough to be acknowledged as real?

And does it even matter whether they are, or not?

Thursday, 6 April 2017

Not an entrepreneur? Why this doesn't matter. (PART 1 OF 2)

I've previously confessed, in a blog post on University of Sheffield Enterprise's student-facing website, to the fact that, while I'm an enterprise education practitioner, I'm not an entrepreneur. Despite being immersed in this field for over six years, the word "entrepreneur" itself has always sat somewhat uncomfortably with me. I have never run my own business. I have never formally studied business. My professional experience is firmly rooted in education development, and learning and teaching innovation.

In the field of enterprise education, we suffer from a long-standing vocabulary issue. So many people seem to have issues with the words 'enterprise' and 'entrepreneurship'.

And I'm not alone in feeling like this.

Monday, 27 March 2017

CASE STUDY: Talking The Talk: Getting Science On Film



Title


APS 279 Talking The Talk: Getting Science On Film

Subject Area


Animal and Plant Sciences

Module Overview


Many science students express an intention to go into science communication as a career. Dr Millie Mockford, a University Teacher in Animal and Plant Sciences, realised that there was a lack of opportunity for students to gain real-life experience in this area, or to develop material for portfolios to present to employers or clients. Millie initially developed an extracurricular pilot activity in which students produced films to communicate departmental research, but since then the activity has developed into APS 279 ‘Talking the Talk’, a 5, soon to be 10, credit optional module.

Thursday, 23 March 2017

Assessing creativity - where to start? (PART 2 of 2)

In part 1 of this post, we looked at whether students believed creativity was something they experienced in the curriculum, and ways in which educators could begin to assess creativity, particularly in STEM subjects. In the first part, we looked at assessing creative outputs, in this post we will look at ways of assessing the creative process.

Monday, 20 March 2017

Assessing creativity – where to start? (PART 1 of 2)

‘Innovation and Creativity’ is one of The University of Sheffield’s five enterprise capabilities. We are discovering lots of new ways in which we can embed opportunities in the curriculum for students to be creative, but this remains one of the trickiest learning outcomes to assess, especially in STEM subjects. This two-part blog post concentrates specifically on assessment, rather than embedding creativity in teaching and learning activities – watch this blog space for more posts relating to that!

Tuesday, 14 March 2017

CASE STUDY: Student-led Grammar Revision: Empowering Level 1 Spanish Beginner Students to Facilitate Their Own Learning

Three Spanish beginner students deliver a teaching session, standing at the front of a classroom. Various members of the audience have their hands up in response to a question.
This Enterprise Curriculum Development Grant-funded project brought together, for the first time, Level 1 Spanish beginner students and local schools. As part of the mid-semester revision exercise of the written language course, students created presentations about a key aspect of Spanish grammar in order to present and explain it to their classmates in the first instance, and subsequently to Year 12 (AS level) students in local schools, also revising for their exams.

This project enabled the module tutor, Nashy Bonelli, to develop a revision activity within the taught curriculum that allows students to be creative, innovative and to develop skills which they could apply throughout their studies and beyond.

Wednesday, 22 February 2017

CASE STUDY: Engaging with Contemporary Visual Arts in France


What happens in the module?


This module is an optional unit run over two semesters by Amanda Crawley-Jackson for third year students studying French.

Students critically analyse the work and key themes of contemporary visual artists in France. They then work in groups to design their own virtual 3D art exhibitions, as well as an accompanying portfolio containing learning materials for visitors written in French. Students have the chance to interact with French artists and exhibition curators to help them to design their exhibitions. The students critique the work of other groups, and peer assess the final outcomes.