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High Impact - IEEC 2016

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Jon Powell

on 5 September 2016

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Transcript of High Impact - IEEC 2016

12 university interviews. All face or had faced similar challenges of evidencing both activity and impact.

One interesting approach (Bangor University) is to embed enterprise across the curricula linked to employability and capturing all activity through an integrated IT system allowing tracking at an individual or cohort level.
Students earn points and get recognition and awards as they progress towards a certificate (Bangor Employability Award). The system is embedded across all faculties and linked to the central IT system for recording and data capture and reporting.
Learning from best practice
Campus based university
Collegiate system
12-13k students
"Research intensive" but not Russell Group
Enterprise team since 2009 with our first ERDF project
No PVC for Enterprise
LU context
Develop a framework for enterprise educators to draw on when designing and developing student facing enterprise activities:
contribution to achievement of university strategic goals
impact of the intervention on the learner

Purpose of this work

(1) Pro-forma for all staff engaged in enterprise education to provide a consistent source of evidence about the nature of the opportunities.
Record number of students taking part in activities under the 17 broad categories.
Record number of students who through learning opportunities have developed specific solutions to real-life business situation.

(2) Simple online survey after each enterprise opportunity to examine satisfaction.

Measuring Impact of Enterprise on the Individual
(3) Surveying of students/graduates before and after the activity and at specific times subsequently to capture enterprising behaviours, attitudes etc via:
Use of existing university surveys (modified) to provide evidence on enterprise ambitions/competencies of students.
Use of Enterprise Catalyst online self-assessment tool or Enterprise Factor self-assessment questionnaire to measure the enterprise characteristics and bahaviours of students before and after the enterprise activity.

(4)Specific interviewing of a sample of students to attribute the impact of enterprise activities on their behaviours, aspirations.

(5) Period surveys of staff and partners to capture the impact of student facing enterprise on the wider institution.
Measuring Impact of Enterprise on the Individual
Student facing enterprise also contributes towards the achievement of strategic goals:

Measuring Impact of Enterprise on the Institution
2015 study with three interns over three months
152 enterprise opportunities on campus
76% available to students , 20% to graduates, 22% staff (not mutually exclusive)
Mapping enterprise opportunities
Enterprise skills are an important aspect of employability.....but supporting employability does not generate entrepreneurial graduates.
Links between Enterprise and Employability
Any comments or questions?

Suggested discussion:
The enterprise mapping survey will be re-launched, will that help us?
What has helped you measure the impact of enterprise education and support at your institution?

Thank you
And here it is....
Enterprise Framework
Next steps:

This report is hot off the press is now with all PVCs (who were interviewed as part of the process).

Make it happen.....

So where are we?

1 - In the 2010 ISBE/NCGE survey of enterprise education in HEIs what proportion of universities supported student enterprise and graduate entrepreneurship?

2 - In the same survey, what was the average number of startups per university?

3 - From DLHE, which graduate destination has the highest level of employment?

On your feet!
And the winner is?
Please sit down...
High Impact
Evaluating Enterprise
We all tell stories....
Shuffling the cards in our favour...
Enterprise Team Manager - 12 years
Director - 3 years
A - 45% B - 77% C - 93%
A - 22 B - 28 C - 35
A - Engineering and building professionals
B - IT professionals
C - Retail, catering and bar staff
D - Self employment
Student facing enterprise is defined as "a process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen".
(in line with QAA)
Example enterprise characteristics and skills are vital to employable graduates:
Team working/building and leadership
Inter-personal skills (negotiating, decision making, dealing with conflict)
Communication skills
Managing projects and meetings
Evaluation and appraisal (using judgement)
Q - Does DLHE help enterprise educators?
35% of opportunities were wholly reliant on external funds.
Of the 65% internally funded, 82% were seen as business as usual by departments.
Mapping enterprise opportunities
These opportunities were then aligned to the university employability strands from the 2016 LU Graduate Employability Framework:
Q - How? Ask me later!
Research - REF, publications, reputation, awards, prizes, HEBCI
Teaching - TEF, teaching practice, linking theory with practice application with external partners
Engagement - increasing work with alumni, business and other partners, generating income and wider economic impact
Strategy breeds success!

Success leads to strategy...
EERPF 2015/16, thank you EEUK!
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