A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

Sanchez-Romaguera, Veronica; Phillips, Robert

doi:10.4995/head18.2018.8110

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…At the University of Manchester there is a varied approach to entrepreneurship with both on curricular (Papadopoulou and Phillips, 2019;Sanchez-Romaguera and Phillips, 2018) and extracurricular (Phillips, 2010;Phillips, 2017) activities widely used. A range of assessments are used rather than exams -such as consultancy reports, reflective journals (Phillips, 2008), posters, pitches, and feasibility studies.…”

Section: Introductionmentioning

confidence: 99%

A Post-Covid comparison of students’ usage of an online learning platform

Phillips

2023

9th International Conference on Higher Education Advances (HEAd'23)

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This paper explores the differences in the usage by students of an online platform for supplementary resources between a first year and final year entrepreneurship course which are traditionally face-to-face. We found a weak correlation between use of the online resources and higher marks. The average amount of time spent and other habits were identified. We can use this data to improve the online offering element for students at university where supplementary online resources are offered alongside face-to-face teaching.

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Section: Introductionmentioning

confidence: 99%

A Post-Covid comparison of students’ usage of an online learning platform

Phillips

2023

9th International Conference on Higher Education Advances (HEAd'23)

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“…These imbalances mean that the majority of students would finish without learning all the skills necessary to become a Social Entrepreneur. Lounsbury and Strang (2009) state that Social Entrepreneurship arises at the intersection of shifts in culture and organization structure, and therefore the best way to propel the field is to focus on a cross-disciplinary curriculum and indeed there are examples of using multi-disciplinary courses to aid this (Sanchez-Romaguera and Phillips, 2018). It is, however, noted even social enterprises need to apply business principles, with that knowledge 'residing in business schools' (Weber and Westley, 2012).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of the Inclusion of Social Enterprise in the Entrepreneurial Education Curriculum

Jones

Phillips

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.

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“…MEC offers a number of on and off curricular programmes for undergraduates (Sanchez-Romaguera & Phillips, 2018) and postgraduates Phillips, 2019 &. These, along with many entrepreneurship programmes in general (The University of Manchester, 2020b) would have elements of practice and teamwork which are not easy to replicate in a virtual environment especially switching to OL at a short notice.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Face-to-Face and Online Learning for Enterprise and Entrepreneurship Courses

2021

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Having moved predominantly online with the UK national lockdown of 2020, a comparison was made of two entrepreneurship courses at The University of Manchester, taught its first online academic year, with the previous year's versions which were face to face. It was found that students generally adapted well to online teaching, feedback and attainment were similar to previous years. However, students felt it was important to have additional access to their lecturers through live sessions, extra assignment help, and need longer time to absorb the material with recorded lectures broken down into smaller videos and activities to aid concentration. They found the live session helpful to meet and work with peers and as part of their studies they want access to both asynchronous and synchronous learning methods. Analysis and recommendations were provided on what the authors consider to be the contributing pedagogic factors of delivering a successful online pedagogic approach in entrepreneurship and make recommendations as to how online learning could be improved.

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A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

Abstract: Abstract

Cited by 4 publications

References 4 publications

A Post-Covid comparison of students’ usage of an online learning platform

A Post-Covid comparison of students’ usage of an online learning platform

A Qualitative Study of the Inclusion of Social Enterprise in the Entrepreneurial Education Curriculum

Evaluation of Face-to-Face and Online Learning for Enterprise and Entrepreneurship Courses

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