Since 2004 we have extended how we work across HE and FE, starting with our Flying
Start Programme for students and now supporting senior management, industry
partners, academic staff and graduates.
Our new name, the National Centre for Entrepreneurship in Education, is a more
accurate reflection of what we now do to stimulate and encourage a more
entrepreneurial education sector and to create the opportunities for more graduates
and learners to develop the capacities they need for an entrepreneurial future.
We deliver innovative learning opportunities across 3 core areas:
(1) Leadership and Management;
(2) Academic Entrepreneurship;
(3) Graduate Entrepreneurship
WWW.NCEE.ORG.UK
Danish Entrepreneurship Awards
Panel Debate
Professor Paul Hannon,
Chief Executive
14th November 2012
Key Questions
•
How can higher education support entrepreneurial skills and what are your experiences in creating
entrepreneurship excellence in education, please give practical examples.
•
Which university internationally, would you highlight in terms of entrepreneurial activities and why.
•
How can policies support best practice in the area?
•
What are the main barriers and challenges in creating an entrepreneurial university? If you could
remove one barrier, which one would it be?
•
How do we get from pilot projects to best practice and how can we use each other’s experiences in
a constructive manner?
•
How do we benchmark best practice in entrepreneurship education? Do we need new
instruments/approaches? Please give practical examples.
•
What can we do today? Name your top three low-hanging fruits.
Can we ‘make’ entrepreneurial graduates?
• NO!!
• But we can create the conditions that are conducive for
entrepreneurial graduates to emerge and develop
• And which conditions?
• We need to start at the end not the beginning ………….
What are we seeking to achieve?
Broadening our Conceptualisation
Entrepreneurship as different ‘ways of ……..’
Doing
Seeing
Behaving
Organising
Communicating
Learning
A STATE OF BEING
Gibb / NCEE
Entrepreneurial Learning Outcomes
A.
B.
C.
D.
E.
F.
G.
H.
Key entrepreneurial behaviours, skills and attitudes have been developed
Learners clearly empathise with, understand and ‘feel’ the life-world of the
entrepreneur
Key entrepreneurial values have been embedded
Motivation towards an entrepreneurial career has been built and learners clearly
understand the comparative benefits
Learners understand the processes (stages) of creating new ventures, the associated
tasks and learning needs
Learners have the key generic competencies associated with entrepreneurship
Learners have a grasp of key business how to’s associated with the start up process
Learners understand the nature of the relationships they need to develop with key
stakeholders and are familiarised with them
Gibb / NCEE
QAA Guidance, UK (2012)
A Whole Organisation Approach
• Not just about being only good at commercialising research or
graduate start-ups and spin outs:
– About how a university becomes an entrepreneurial organisation –
and creates an organisation that is globally competitive in uncertain,
unpredictable and complex environments;
– About creating the ecosystem conditions under which all students and
staff are given the opportunity and support to develop entrepreneurial
capacities – ways of thinking, behaving and doing
A SHIFT OF EMPHASIS FROM GRADUATE ENTREPRENEURS
TO ENTREPRENEURIAL GRADUATES - and staff! – across all
subjects and disciplines
Guiding Framework for the Entrepreneurial
University (DRAFT 2012)
INSTITUTIONAL CONTEXT
1. Strategy and governance
2. Resources and infrastructure
3. Recruitment, human resource development and incentives
ENTREPRENEURIAL CHALLENGES AND OUTCOMES
4. Entrepreneurship teaching support
5. Graduate start-up support
6. University-business relations/external linkages for knowledge
exchange
7. The entrepreneurial university as a dynamic, proactive organisation
How can policies support best practice in the area?
1. Creating an entrepreneurial institution
1.
2.
Leadership vision and direction
Embedded in policies, structures, practices
2. Creating learning environments for entrepreneurship
1.
2.
3.
4.
Relevance and autonomy
Rewards and incentives
Staff support and CPD
Student-led
3. Synergies
1.
2.
3.
4.
Mission, strategy and governance
Knowledge exchange
Internationalisation
Entrepreneurship education
How can higher education support entrepreneurial skills and what are your
experiences in creating entrepreneurship excellence in education, please give
practical examples.
• Create the institutional conditions in which the espoused
learning outcomes can be achieved, enhanced, recognised
and rewarded – in staff and students
• Shift of emphasis from what as content to how as pedagogy
• Shift of emphasis from entrepreneur to entrepreneurial
• Apply across all disciplines – notions of relevance
• Institutional challenges of leadership, academic staff
•
•
•
•
Visionary leadership: ASU / Northampton / Coventry
Stakeholder Engagement: Teesside / Plymouth / Nottingham
Transdisciplinarity: ASU / Strathclyde
Curriculum innovation: Queen’s / Hertfordshire
Some examples ................
•
•
•
•
•
•
Arizona State University
• Strong visible leadership/opportunity-driven/solution-centred – societal
transformation
Newcastle, England; Wales
• Use of small curricula development funds to stimulate change
Coventry
• Holistic approach for all employees
Queen’s; Salford
• Recognition of extra-curricula effort through academic credits
Kaospilots, Denmark
• Driven by a strong culture/value: head, heart and hands
Nottingham/Coventry
• Links into local authorities/city communities
•
•
•
•
•
Cambridge, England
• Entrepreneurial ecosystem
Stanford
• Ecorner: videos/podcasts; STVP hosted at Engineering School; Stanford
Entrepreneurship Network – global community building
Illinois at Urbana-Champaign
• Faculty Fellows Programme; Entrepreneurship Opportunity Fund for
staff/students; Entrepreneurship Affiliates Programme for
faculty/administrators; Scholars-in-Residence
Kauffman Foundation
• Cross-campus initiative: top support; matched funding; campus-wide
impact
SIFE
• Global approach: 47 countries; 1500 universities; social transformation
What are the main barriers and challenges in creating an entrepreneurial
university? If you could remove one barrier, which one would it be?
•
•
•
•
•
•
•
Leadership
Conceptualisations / language / shared meanings
Educational / curriculum reform
Fear of failure / transformation?
Strategy / Positioning
Organisational re-design?
Academic and Stakeholder relevance and autonomy
• One barrier?
Building an Entrepreneurial University (Crow)
• The organizational frameworks we call universities have not been
designed to accommodate change on the scale we are witnessing or the
attendant increases in complexity.
• Organizational constraints prevent them from realizing their
entrepreneurial potential.
• In our effort to produce abstract knowledge without regard for its impact,
many universities have lost sight of the fact that they are also institutions
with the capacity to create products and processes and ideas with
entrepreneurial potential.
• The only way to move forward is to replace what you have with
something better—to innovate and to create new technologies and
products and processes that replace those that already exist. We must
accelerate the pace of our academic culture to move in sync with the
needs of the world. And the ultimate driver is competition.
What can we do today? Name your top three low-hanging fruits.
There is much we can change!
Source: Prof Allan Gibb
INSTITUTION
CONCEPT
INSTITUTION
ORGANISATION
WHAT DO
YOU WANT
TO CHANGE?
WHAT CAN YOU
CHANGE?
INSTITUTION
STRATEGY
AND HOW?
INSTITUTION STAKEHOLDER/
COMMUNITY
ENGAGEMENT
INSTITUTION CURRICULUM
AND
PEDAGOGY DEVELOPMENT
“My greatest challenge has been to change the mindset of
people. We see things the way our minds have instructed our
eyes to see.”
Muhammad Yunus, MD, Grameen Bank
www.ncee.org.uk
CONTACT US