15 April 2024, 12:00-13:00
In this webinar, the project team will share their learning from the project.
This project produced a toolkit to enhance the wider-scale impact of work-based learners on global issues.
Focusing primarily on practitioners studying part-time, the project team collated best practices on how these individuals – as student intrapreneurs and entrepreneurs (SIEs) driving change within and beyond organisations – can combine their practitioner knowledge with new academic learning outside the classroom to tackle significant societal issues.
The project builds on wider-scale drivers and initiatives towards impactful learning and research, which is applicable across the sector in various contexts.
Using discussion forums and generative sprint day activities to gather feedback from students and broader stakeholders and create new resources and activities, the project team produced a toolkit that enables SIEs to develop the skills and attributes required to underpin effective influential strategies for global citizenship.
This project team consisted of Liverpool John Moores University (Lead: Prof Tony Wall), University of Chester (Lead: Dr Lisa Rowe) and Oxford Brookes University (Lead: Dr Simon M Smith).
In this webinar, the project team will share their learning from the project.
This toolkit is designed to support teaching and learning staff who work with work-based learners in business and management. The toolkit aims to:
This toolkit of resources is split into three categories so that teaching and learning staff of all levels can embed impact into their teaching and learning practice at programme, module, and activity levels. There is also a repository of external resources from leading impact and teaching organisations to provide staff with broader guidance.
The resources in this section are for the programme level and include compiled resources that support embedding sustainability into the broader educational framework. These resources will benefit programme leaders seeking to enhance impact in the broader curriculum.
Author: Fiona Armstrong-Gibbs
The pedagogical approach underpinning the programme is inspired by the Finnish Team Academy model.
By using a variety of different coaching models, the programme provides a supportive and stimulating environment for students to engage in practical business activities and venture creation to gain an experience based understanding of sustainable business practice.
In a globalised world with grand challenges this programme focuses on heutagogy – the process of self-determined learning.
Use a process of ‘learning by doing’ and group learning approaches to explore personal and group approaches to sustainable enterprise.
Key to the success of this programme is encouraging students to develop the entrepreneurial competencies and behaviours to work effectively in teams. Throughout the programme teams will take an enterprising and proactive approach in creating and delivering value to customers and the wider community.
It is also essential that they develop the practice of critical reflection to support life-long learning and professionalism and the students become equipped with a range of transferable skills to enable them to make positive contributions in a range of contexts in business and society.
Learning is primarily achieved through experiential methods. Students are assigned to a team at the start of the course and work together for the duration of their studies to create and run business ventures and respond to business challenges, at the same time students are required to source and apply relevant knowledge and theory and engage in critical reflection.
As students’ progress through the levels of the programme they are required to engage in more complex and challenging business activities so by the end of their studies they will have gained an experience-based understanding of business and entrepreneurial practice. The experiential learning on the programme is supported by a coaching approach and structure based on the established Team Academy model.
Students engage in at least 9 hours of group coaching (training sessions) per week. The training sessions focus on supporting students’ self-directed learning in relation to their entrepreneurial practice and the business activities they are engaged in. Students will also have individual tutorials throughout the year focusing on personal development. In addition to the coaching / tutorial sessions there are a number of structured workshops that are delivered in the early stages of the programme to support the development of knowledge and understanding around the principles of business and basic business skills The acquisition and application of knowledge, understanding and practical skills/competencies is continually assessed across the three years of the programme. A range of assessment tools are used to ensure students are learning from the practical activities they engage in.
Learning portfolios are used in all modules except the final project. The portfolio is a flexible assessment tool that is designed to facilitate and promote reflective practice and collate evidence of business activity and related learning. Through the portfolios students demonstrate their practical and cognitive skills and their ability to apply knowledge in a practical setting.
Group assessments are also used in all modules except the project/dissertation to assess students’ ability to apply knowledge and work collaboratively to a given brief. Group assessments focus on the development of practical entrepreneurial skills and competencies (including creativity, decision making and resilience) and transferable skills such as teamwork and presenting. Group assessment include live business challenges (where students are required to respond to real business problems in a fixed amount of time), workshop design / delivery and business analysis reports. A range of formats are used for group assessments including poster presentations and business pitches.
Personal and professional development is a component of all modules on the programme though there is a specific emphasis on assessing it in three linked modules – one in each year / or level of the programme.
Learning contracts and psychometric profiling tools such as QUEST are used in these modules to support students’ critical evaluation of their competencies and professional objectives in the context of entrepreneurial practice and related theory. Critical analysis and general cognitive skills are most fully assessed through a project/dissertation at the final level. For their project, students are required to design a study that builds on their entrepreneurial practice and expands their knowledge in a specialist area of business.
Authors: Lilian Schofield, Lisa Rowe, Ann Hindley, Lisa Knight, Tony Wall
Authors: Oliver Marnett, Ruth Slater, Fiona Armstrong-Gibbs, Lisa Rowe
Authors: Geena Whiteman, Lisa Knight, Kalyana Kamber
Authors: Adam Frost, Geena Whiteman
Authors: Lisa Knight, Sandra Hopkins, Tony Wall
Authors: Martin Kerridge, Lisa Rowe
Author: Fredrick Agboma
Authors: Ann Hindley, Tony Wall
• Principles of Social Value
• International Network for Social Value
Authors: Martin Kerridge, Ruth Slater, Tony Wall
The resources in this section are for the module level and include compiled resources that support embedding sustainability into individual units of study. These resources will benefit module leaders seeking to incorporate sustainability into their curriculum.
Authors: Lilian Schofield, Martin Kerridge, Lisa Rowe and Geena Whiteman
The process of this would be as follows:
Assessment criteria:
Ways to extend learning:
Authors: Ann Hindley and Tony Wall
Author: Geena Whiteman
Authors: Lisa Rowe and Geena Whiteman
Authors: Sandra Hopkins and Geena Whiteman
Authors: Tony Wall, Ann Hindley, Alison Lui and Lisa Rowe
Authors: Tony Wall, Ann Hindley and Fran Shollo
The resources in this section are for the activity level and include compiled resources that support short-term and one-off sustainability, business and management activities. These resources will benefit staff with significant teaching responsibilities, such as sessional tutors, lecturers and trainers.
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.