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The Oslo Agenda for Entrepreneurship Education in Europe, 2006

The Oslo Agenda for Entrepreneurship Education in Europe, 2006. recommends 'better integration across subject areas improved practice-based pedagogical tools , and better approaches to teamwork , whether internal or external (through collaboration with industry and business )'.

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The Oslo Agenda for Entrepreneurship Education in Europe, 2006

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  1. The Oslo Agenda for Entrepreneurship Education in Europe, 2006 recommends 'better • integration across subject areas • improved practice-based pedagogical tools, and • better approaches to teamwork, whether internal or external (through collaboration with industry and business)'

  2. languages & entrepreneurship at Sheffield Hallam University Our languages programme delivers: • 'work-ready' linguists • practical pedagogy in the classroom • holistic skills development through the placement framework • direct collaborationwith industry

  3. Integration across subject areas • applied language programmes at SHU • single or dual linguists combining language study with international business, marketing, tourism, Law or TESOL • importance of complementary skills for linguists - academic, technological, commercial

  4. 'work-ready linguists' • students have chosen how they wish to use their language skills in the workplace and are developing the skills to do so from the first day at university • collaboration with other faculties & universities across the world develops language provision across SHU

  5. practice-based pedagogy outside the classroom • developing enterprise skills by engaging in the range of employability & entrepreneurial projects offered in H.E. • Language-specific projects - working as associates with regional SMEs to research export potential in European markets; translation projects • uphold the value of linguists

  6. practice-based pedagogywithin the classroom • 2 research projects through: • Centre for Excellence in Professional Placement Learning at University of Plymouth • Centre for Learner Autonomy at Sheffield Hallam University • Sheffield Business School Teaching Excellence Scheme Award winner 2011

  7. practice-based pedagogywithin the classroom • academic and business expertise, currency and knowledge of the linguist's role in the global economy • expertise in business and sector-specific developments in target language countries • how? regular visits & discussions with SHU placement company line managers, academic perspective through research, practical perspective through groups on LinkedIn • guest speakers from French business - further collaboration with other faculties • leading by example

  8. practice-based pedagogywithin the classroom • developing enterprise skills in the TL • assessed business pitches (product presentations & email prospecting) • assessed report on potential opportunities of an product or company in the TL country • assessed negotiation in the TL

  9. practice-based pedagogywithin the classroom • SHU languages placements • approved on the basis of linguistic and professional development opportunities • portfolio of placement companies • extensive support from placement officers in application process

  10. practice-based pedagogywithin the classroom • level 5 pre-placement - demonstrating skills to employers • Skills audit in the TL • practical, assessed support - CV, application letters & placement interviews in the TL

  11. practice-based pedagogywithin the classroom • level 5 pre-placement - aligning skills to specific employer needs • analysis of placement job specifications & profiles • written business report on the placement company student wishes to apply for

  12. practice-based pedagogywithin the classroom • 'engaged in scenarios that challenge their thinking and make explicit the need for creativity and innovation.....enable students to relate their learning to their subject or industry context and to personal aspirations' (QAA, 2012)

  13. Experiential Learning • specific, real-life scenarios from specific SHU placement companies • scenarios developed in collaboration with placement companies • students select scenario of choice • time-constrained, small group activities • think on feet to develop strategies and produce real-life outcomes • roles plays in graduate interviews

  14. the placement period • framework to incorporate the placement period into a holistic development of graduate skills • simulating the graduate recruitment market in a safe & supportive environment - being proactive, showing initiative, the highs & lows • how to secure a placement - share expertise, including recruitment through social media • industrial placements which ensure the development of professional as well as linguistic skills • reflection on experiences

  15. An enterprising language graduate • workshop to demonstrate and articulate individual profile at graduate interview in the TL • workshop to articulate the unique skills of linguists to non-linguists at graduate interviews • examples of current language graduate vacancies

  16. An enterprising language graduate • academic's expertise in • who's recruiting linguists and in which type of roles? • links with employers recruiting graduate linguists

  17. investment in languages & enterprise • lobby - value of your expertise & success rates in compulsory placements • quality means investing time and energy

  18. investment in languages & enterprise education • 'adaptability, flexibility and the ability to work in situations of ambiguity and risk' • a definition of the linguist's placement period • and what defines a global graduate according to research for the Association of Graduate Recruiters, the Council for Industry & Higher Education (CFE Research and Consulting, 2010)

  19. An enterprising language graduate • 'the candidates who end up with job offers also demonstrate determination and resilience, and are able to work hard and thrive in difficult situations......able to cope if they are sent half way across the world to work on a client project.' • graduates should 'build resilience and get out of their comfort zones.' • Stephen Isherwood, head of graduate recruitment at Ernst & Young, (international consultancy), Personnel Today, 2012

  20. increased competition for graduate vacancies • developing the entrepreneurial mindset -placement opportunities in start-ups & SMEs • be an intrapreneur in an SME • "The main reason I was able to secure my graduate job was having prior experience in pro-actively targeting specific customers and successfully achieving set goals through this sales channel." Current final year student • guest speakers & Alumni events

  21. Centre of Applied Positive Psychology (Capp) survey 2012 • graduates "aren't always willing to take risks and can struggle to recover from setbacks". • weaknesses highlighted by the survey included: resilience; time optimisation; showing courage at overcoming their fears; taking risks; and making themselves the centre of attention.

  22. creating excellent linguists • language learning & teaching must remain core to our programmes for our students to function effectively in multilingual working environments • Dr David Docherty, chief executive of the Council for Industry and Higher Education: • 'we must not lose sight of the talent universities are really put on earth to deliver. They must provide us with people with the ability to continually learn, to think critically and theoretically, to be reflective and reflexive, to innovate and break the status quo, and to navigate in the unstable waters of the global economy.'

  23. References CBI, (2102), Employability Skills, [online], last accessed 15/04/12 at http://www.cbi.org.uk/business-issues/education-and-skills/in-focus/employability Centre of Applied Positive Psychology, (2012), Strengths based graduate recruitment, [online], last accessed 15/04/12 at http://www.cappeu.com/Advisory/Assess/AssessmentSolutions/GraduateRecruitment.aspx Council for Industry and Higher Education, (2012), Employability: university education isn't just about developing skills, [online], last accessed 15/04/12 at http://www.guardian.co.uk/higher-education-network/blog/2012/apr/04/employability-university-education-developing-skills Personnel Today, (2012), Graduate attitude 'more important than degree', says survey, [online], last accessed 15/02/12 at http://www.personneltoday.com/articles/2012/02/11/58339/graduate-attitude-more-important-than-degree-says-survey.html QAA, (2012),Enterprise and entrepreneurship education Guidance for UK higher education providers, [online], last accessed 15/02/12 at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/EE_Draft_Guidance.pdf

  24. References The European Commission, (2006), The Oslo Agenda for Entrepreneurship Education in Europe, [online], last accessed 15/04/12 at http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdf The Guardian, (2012), Employability: university education isn't just about developing skills, [online], last accessed 15/04/12 at http://www.guardian.co.uk/higher-education-network/blog/2012/apr/04/employability-university-education-developing-skills UK Government Department for Business, Innovation & Skills, (2011), Students at the heart of the system, [online], last accessed 15/04/12 at http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf World Economic Forum, (2009) Educating the Next Wave of Entrepreneurs: Unlocking entrepreneurial capabilities to meet the global challenges of the 21st Century, Report of the Global Education Initiative, Switzerland, [online]' last accessed 15/04/12 at https://members.weforum.org/pdf/GEI/2009/EE_ExecutiveSummary.pdf

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