Embedding Enterprise Education into the Curriculum at a Research-Led University

Autor/in	Smith, Kelly
Titel	Embedding Enterprise Education into the Curriculum at a Research-Led University
Quelle	In: Education & Training, 50 (2008) 8-9, S.713-724 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/00400910810917082
Schlagwörter	Entrepreneurship; Curriculum Development; College Curriculum; Foreign Countries; Marketing; Program Descriptions; Barriers; Research Universities; Grants; Intellectual Disciplines; Educational Policy; United Kingdom + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Forschungseinrichtung; Grant; Finanzielle Beihilfe; Geisteswissenschaften; Politics of education; Bildungspolitik; Großbritannien
Abstract	Purpose: E[superscript 3], standing for Embedding Enterprise Education, started in August 2006 as a HEIF3 funded initiative to promote the learning and teaching of enterprise or entrepreneurship across all subject areas of the University of Birmingham. This paper aims to explore how the initiative was marketed to academic Schools at a time when the RAE was taking high priority, discuss the levels of engagement across campus, and provide examples of E[superscript 3] funded projects. Design/methodology/approach: Each of the 19 academic Schools of the University of Birmingham were encouraged to apply for an award of up to 10,000 British Pounds to help with the development of subject-specific enterprise education opportunities, linked to accredited modules of study for delivery in 2007-2008. E[superscript 3] was marketed and presented to Schools and individual staff in a variety of ways depending on their needs and local priorities. Findings: Discussions with Schools has suggested that enterprise education can be integrated into the curriculum without enterprise-related learning outcomes having to replace subject-specific outcomes. To date, 6 E[superscript 3] projects have been fully approved and several more applications are in progress. All 19 Schools have engaged with E[superscript 3] at some level and are more aware of the benefits that enterprise education can bring to their students. Schools have identified different priorities including issues around: entrepreneurship; social enterprise; self-employment and consultancy; or, perhaps not surprisingly for a research-led institution, using enterprise-related knowledge and skills to help identify, apply for, and manage research funds. Practical implications: E[superscript 3] has shown that enterprise education has relevance to and can be embedding within many subject areas in Higher Education. Not all Schools were able to engage with E[superscript 3] in its original format and the initiative has been altered and extended to help more Corporate Units, Schools, and Colleges engage in 2007-2009. Originality/value: E[superscript 3] is providing insights into if and how enterprise and entrepreneurship can be promoted to subjects and staff that may not previously been persuaded of its benefits, and for who research is often the top work priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10