Andy Penaluna's Presentation from Inspiring Enterprise 2011

1. Andy Penaluna - EEUK Inspiring Enterprise Conference 2011: Creativity, Innovation and Opportunity Recognition: experiences and approaches for enterprise education

2. What is education about? So if we started again, with a school of enterprise, what would that be about?

3. Do the maths? Enterprise and Entrepreneurship minus Innovation and Creativity = ?

4. Investment Innovation gates (based on Toyota) Search – Select – Implement – Capture Ideas assessment gate Development gate Test gate Launch Capture and profit Idea Idea Idea Idea Idea Idea Idea Idea Idea

5. What is the difference between learning about entrepreneurship and learning for entrepreneurship? What assessment implications might this have and what do we measure? … or evaluate? ..or test?

6. National Enterprise Context? Enterprise education requires educators to have the ability to develop their student’s creativity, innovation, problem solving and business acumen in addition to developing attributes like the capacity to cope with uncertainty, ambiguity and risk . While many of these are felt to be generic employability skills and attributes; enterprise education applies and develops these in situations and contexts that can lead to the students developing their individual entrepreneurial capabilities. Enterprise Educators UK manifesto for the new government of the UK

7. National Entrepreneurship Concept? Learning to use the skills, knowledge and personal attributes needed to apply creative ideas and innovations to practical situations . These include initiative, independence, creativity, problem solving, identifying and working on opportunities . (Hannon and Rae, 2010)

8. So… define creativity Lets get clear on a few things Now… define innovation Now try… opportunity recognition Where are the overlaps and where are the distinctions?

9. Why do we assess our students? Lets get clear on a few things What do we assess and how? What is the difference between evaluative (formative) assessment and grading or measurement (summative) assessment? Where are the overlaps and where are the distinctions? Where are the gaps? What’s missing?

10. An extension of problem-based learning – ‘Curiosity-based learning’ So what’s this approach about? It relies on the educator defining problems and setting contexts Is it student oriented learning? Challenging? What are the disadvantages of this strategy?

11. Einstein famously stated that developing the right questions is considerably harder than answering them! So what’s this approach about? Entrepreneurship educators need to ask the right questions – that is the innovation that leads to enterprise and entrepreneurship, not enterprise is a prerequisite to innovation ( NCGE)

12. The bigger picture? We are in a three act drama - 150 years so far in the industrial age. 1 – Industrial, needs physically strong and dependable people 2 – Information, knowledge is power and he or she who ‘knows’ more will get on 3 – Conceptual, knowledge is available easily – how can we make sense of it? (Pink 2008)

13. The bigger picture? So question ‘making’ becomes a key pedagogical tool in PBL approaches 1 – Industrial, needs physically strong and dependable people 2 – Information, knowledge is power and he or she who ‘knows’ more will get on 3 – Conceptual, knowledge is available easily – how can we make sense of it? (Pink 2008)

14. © 2007 ‘Dai’ Rees – Swansea Metropolitan University Alumni 1999… our big question… an idea?

16. Typical ‘warm up’activity In the next 3 minutes, write down as many uses for a metal coat hanger that you can think of In the next 3 minutes, write down as many things as you can that you cannot do with a metal coat hanger

17. Warm up How did you visualize your metal coat hanger?

18. Warm up – google metal coat hanger = Google results for metal coat hanger

19. Make words work for you Write as many short sentences as you can that includes the following words: Pressure Failure Creativity

21. Experience led to…

22. Biggest burgers campaign

23. Forced Divergent thinking - tasks Visualize a kitchen, you are about to make a meal But Dr Who has been around and you now have three hands Task – list what will you redesign in your kitchen to take advantage of this new opportunity

26. IDEO’s Tim Brown thinks… ( has arguably won more awards for innovation than any one else in the world ) ‘ It is hard to imagine a time when the challenges we face so vastly exceeded the creative resources we have brought to bear on them’ ‘ aspiring innovators may have attended a ‘brainstorming’ session or learned a few gimmicks and tricks… rarely do these temporary place holders make it to the outside world’

27. Key observations? Gerald Zaltman, a professor at Harvard Business School, is also a Fellow of the University’s Interdisciplinary Mind, Brain, Behaviour Initiative… artificial categorizations between disciplines “do not reflect how people actually live their lives”…“the most promising knowledge frontiers typically exist at the boundaries between fields rather than at the fields’ respective cores” (Zaltman, 2003, xii) .

29. Pause for thought

30. Pause for thought

31. Quick exercises – What do you really ‘know’? In small groups, respond to the question set out below. Turn over the paper in the middle of the table and keeping your discussion as confidential as possible, write a ‘visual’ description of the animal – imagine that you were describing it to someone who had never seen one before… without any reference to sound . Visual thinking - beyond the obvious

32. Ask interesting questions… Why is the US rail system 4’ 8 I/2” wide? So why is the British rail system 4’ 8 I/2” wide? For example… “Why do we always do it that way?”

33. Ask interesting questions… So why were chariot’s wheels that wide? “ Why do we always do it that way?”

34. Ask interesting questions… Conclusion 4’ 8 I/2” wide = 2 horses rears “ Why do we always do it that way?”

35. Ask interesting questions… The space shuttle is arguably the most advanced transport system in the world So why couldn’t they build the Solid Booster Rockets the way they originally designed them? “ Why do we always do it that way?”

36. Conclusion? “ Why do we always do it that way?”

37. Conclusion? Question why do we always do it that way!

39. … not the type of enterprise that is often synonymous with "third stream" activities but one that is borne out of high-quality delivery and outcomes supported by significant cultural change . http://www.guardian.co.uk/higher-education-network/blog/2011/may/19/positioning-universities-distinctiveness?INTCMP=SRCH

40. Distinctiveness strategies formed on this basis move beyond business-facing paradigms . In this new vision, enterprise in teaching, research and third-mission activities become part of what you do to achieve exceptional outcomes , not the story of what you are. http://www.guardian.co.uk/higher-education-network/blog/2011/may/19/positioning-universities-distinctiveness?INTCMP=SRCH

41. Andy Penaluna - EEUK Inspiring Enterprise Conference 2011: Creativity, Innovation and Opportunity Recognition: experiences and approaches for enterprise education