Entrepreneurial Behaviour Role of Pedagogy -...

Entrepreneurial Behaviour Role of Pedagogy

'Developing Leadership in Entrepreneurship Education'

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

The How & Why of Cleaning Teeth


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!)


What to teach?

Discuss...

Do Entrepreneurship Educators

need to be Entrepreneurs or Educators?

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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?


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.

Masteries


What are we assessing?

1 2 3


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

'Developing Leadership in Entrepreneurship Education' 15

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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

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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?

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HOW?

Integrated Enterprise Experiences

Educator Choice

• Curriculum Design – Role of failure in learning – Supported learning

• Role of feedback – Timing – nature


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)


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

Ripples: Race 2005-09

Feedback Wanting

Needing Doing Feedback Digesting Teaching Assessing

Guidance

• NCGE Outcomes

• QAA Guidance : learning outcomes

• Vitae Guidance

• Ped guides – the ‘how to’


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


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



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 7. Use of Drawing



15. Use of Organisations as Networks 8. Use of Hot Seats


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 10. Elevator Pitch



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




35. Exercises in Finding Ideas for Business 34. Use of Case Studies 40. Use of Sales Pitch


37. Evaluation of Entrepreneurship 23. Use of Immersion

44. Assessment of Entrepreneurship Education

25. Personality selling exercise – the Balloon Debate


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


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”

“Scaffolding” -Jerome Bruner

Class room Constraints

• Time; Physical Environment;

• Student Voice (& expectations) • Learning Styles:

– VARK stands for Visual, Aural, Read/write, and Kinaesthetic sensory modalities that are used for learning information (Fleming & Mills 1992)

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