2 INSPIRE: Increasing Intrapreneurial Skills through Pedagogy

Probst, Heidi; Eddy, Angela; Eddy, David; Cummings, Jade

doi:10.11120/hsce.2013.00018

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…Studies such as Hallam et al (2008), Kansikas and Murphy (2010) and Probst et al (2013) discuss organisational prerequisites, students' perceptions and approaches to teaching intrepreneurial skills. However, each of these studies addresses a particular cohort of students enroled on a particular course.…”

Section: Pedagogy and Social Innovationmentioning

confidence: 99%

University teachers’ conceptions of “Changemaker”

Rivers

Nie

Armellini

2015

Education + Training

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2015),"The association between learning styles and perception of teaching quality", Education + Training, Vol. 57 Iss 5 pp. 575-587 http://dx.Access to this document was granted through an Emerald subscription provided by emeraldsrm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of "Changemaker", an institutional initiative to develop capacities for social innovation. Design/methodology/approach -The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis. Findings -Five different conceptions of Changemaker were found: Changemaker as university strategy; Changemaker as critical thinking, perspective shifting and problem solving; Changemaker as employability; Changemaker as social betterment; and Changemaker as personal transformation.Research limitations/implications -The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications -The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for social innovation education. Social implications -An initiative, such as Changemaker, works to enhance the capacities of university students to work as agents of positive social change. By building a research programme around this initiative, the findings from this work can be disseminated and used by other higher education institutions. Originality/value -The findings of this study will address the absence of literature on teachers' conceptions of phenomena related to social innovation, social entrepreneurship and intrepreneurship. Understanding teachers' beliefs of such phenom...

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Section: Pedagogy and Social Innovationmentioning

confidence: 99%

University teachers’ conceptions of “Changemaker”

Rivers

Nie

Armellini

2015

Education + Training

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“…Probst [22] adds that in order to develop intrapreneurial skills, it is important to introduce students the skills and characteristics of intrapreneurs so that they can aspire to develop or enhance these characteristics. The following figure shows the key stages leading towards entrepreneurial effectiveness Any entrepreneurship education programme that utilizes the right curricular and extra-curricular learning activities can contribute significantly towards the development of entrepreneurial and intrapreneurial skills.…”

Section: B Active and Experiential Learning Strategymentioning

confidence: 99%

“…An educational programme designed to develop intrapreneurial skills must focus on learning by doing, developing solutions under pressure, synthesizing information from different sources, solving problems or learning from failure [22] [26]. The modules incorporated in this MSc programme are aimed at developing such generic skills in terms of specific discipline-related and transferable skills.…”

Section: B Active and Experiential Learning Strategymentioning

confidence: 99%

Enhancing intrapreneurial skills of students through entrepreneurship education

Baruah

Ward

2014

2014 Information Technology Based Higher Education and Training (ITHET)

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Proceedings Paper:Ward, Tony orcid.org/0000-0002-6100-8845 and Baruah, Bidyut Jyoti orcid.org/0000-0002- 4733-6156 (2014) ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request.Enhancing intrapreneurial skills of students through entrepreneurship education Abstract-Innovation orientation in a modern society is experiencing extensive complexity due to rise in globalization, revolutionary changes in technologies and standard of living. Intrapreneurship defined as the innovative initiatives undertaken inside an organization is an effective strategy to address these complexities systematically. Successful ideas within an organization occur due to the tireless persistence and practical imagination of intrapreneurs who are the smart innovators actively involved in the design and creation of new products, ventures and business models. Today there is an increasing global demand for such intrapreneurs and different universities are therefore adopting various entrepreneurship education and training programmes to cater to this. Pedagogy in higher education is also witnessing a significant rise in new interdisciplinary programmes specifically designed for nonbusiness students such as art, engineering, and science students so as to develop their organizational management skills. This paper sheds light on these growing trends of different University programmes and examines their effectiveness. It utilizes an indepth study of one such successful case: the MSc Engineering Management programme in the University of York, United Kingdom in its role of enhancing intrapreneurial skills of global students. This paper explores how this programme has successfully incorporated active and experiential learning tactics within its teaching modules to gradually train and build up the intrapreneurial skills for working in multidisciplinary teams and industries.

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“…AD: In reference to that Dr Heidi Probst (10) did some work on developing an intrapreneurial enhanced pedagogy to increase post graduate practitioners innovative behaviour, what personal characteristics and professional attributes are displayed by these practitioners?…”

Section: Introductionmentioning

confidence: 99%

Advanced Practice in Radiotherapy and Oncology: an interview with Angela Eddy, MSc, Senior Lecturer and Course Leader for the MSc Advancing Practice in Radiotherapy and Oncology at Sheffield Hallam University, Sheffield, UK

2015

J Radiother Pract

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2 INSPIRE: Increasing Intrapreneurial Skills through Pedagogy

Cited by 5 publications

References 4 publications

University teachers’ conceptions of “Changemaker”

University teachers’ conceptions of “Changemaker”

Enhancing intrapreneurial skills of students through entrepreneurship education

Advanced Practice in Radiotherapy and Oncology: an interview with Angela Eddy, MSc, Senior Lecturer and Course Leader for the MSc Advancing Practice in Radiotherapy and Oncology at Sheffield Hallam University, Sheffield, UK

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