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Neil Coles @ 1NeilColes ColesN@Cardiff.ac.uk Senior Enterprise Learning Officer

Neil Coles @ 1NeilColes ColesN@Cardiff.ac.uk Senior Enterprise Learning Officer National Enterprise Educator 2013. Cultural Change: Leading academics to deliver skills for . “From Archaeology to Zoology; an A-Z of enterprise in the curriculum”

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Neil Coles @ 1NeilColes ColesN@Cardiff.ac.uk Senior Enterprise Learning Officer

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  1. Neil Coles@1NeilColes ColesN@Cardiff.ac.uk Senior Enterprise Learning Officer National Enterprise Educator 2013 Cultural Change: Leading academics to deliver skills for...

  2. “From Archaeology to Zoology; an A-Z of enterprise in the curriculum” Best practice workshop at the International Entrepreneurship Educators Conference 2013. University of Sheffield.

  3. College of Physical Sciences and Engineering Mathematics Level 4 A flipped classroom framework encourages students to develop core knowledge of mathematical based coding skills. Once a developed knowledge can be demonstrated students are asked to apply it to the development of their own business idea. Students’ are expected to be able to discuss the benefit of their product/ service to their chosen customer (outlining SWOT). Engineering & Physics/AstronomyLevel 6 Student driven business ideas engage learners in a simulated commercial project. External speakers, academics’ with commercial experience provide a narrative and case studies detailing aspects of the commercialisation process. 11/12 Electrical Engineering students 12/13: Mechanical 13/14: Physics and Astronomy

  4. College of Biomedical and Life Sciences BioscienceLevel 6 Aim is to introduce commercial awareness contextualised through at biotechnology specific project that builds towards enabling students to begin the process of constructing notions of professional identity, interests and ambitions prior to work placement. Working through a (fictional) technology students’ test the feasibility of the concept, hearing from and having to present to industry experts. Pharmacy and Pharmaceutical SciencesLevel 7 Engaging a range of active learning pedagogies, the module is centred on a simulated drug development and its commercialisation. Students are given a specific pathology and a lead medicinal chemical compound and asked to develop a new drug that addresses key aspects of the lab to market process (eg identifying a target market)

  5. College of Arts, Humanities and Social Sciences History, Archaeology and Religion Level 5 Students work on real projects that interface with society to gain an appreciation of how heritage can affect public perception. They consider the value of building materials that are relevant to the public so that the broader benefits of their academic learnings are well communicated within society. Through the module students gain an awareness of how an idea or concept can be translated for relevance to a new audience. WelshLevel 6 Professionally orientated ‘company teams’ are assigned real translation projects where students are expected to work together to liaise with an external customer in delivery of the project. Throughout the process academic feedback is provided to ensure the standing and context of the translation.

  6. Recognise that language can be a barrier. Engineering “business; start-up; entrepreneurship; commercialisation; innovation” Chemistry/Bioscience “commercialisation; innovation; entrepreneurialism; intellectual property” Maths “enterprise; contextualised skills; impact on society” Medicine/Healthcare “quality improvement; improving practice; making a difference; innovation” 1000 lives+ Humanities/Social Science “critical thinking; creativity; outlining an argument; being intuitive; making things happen; social impact”

  7. “Everyone is trying to get something in” … Somake the connection! egQAA (Nov13) Education for Sustainable Development / Digital literacy needs a project Context is everything. The subject is the number one priory. “The contextualisation of subjects provides particular opportunities for skills development.” Wilson, T. (2012) A Review of Business–University Collaboration Use research to add context.Research led teaching is compatible. Use modern pedagogic approach. Enables deeper learning. The academic must lead on any intervention. Alternative - bolt on, therefore not offering cultural change and it willbe dropped.

  8. Neil Coles@1NeilColes ColesN@Cardiff.ac.uk Senior Enterprise Learning Officer National Enterprise Educator 2013 Cultural Change: Leading academics to deliver skills for...

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