Enterprise Education in Schools and the role of Competency Frameworks

Purpose – The period 2002-2010 has seen significant growth in enterprise education in schools in England, accompanied by the growth of guidelines and frameworks to provide educational and assessment structures. This paper intends to explore the questions: What does “enterprise” mean in the context of 14-19 education? What is the purpose and contribution of competence frameworks and related structures for the learning and assessment of enterprise education? How effective are they? and How might enterprise education frameworks evolve in response to changes in the post- recessionary economic, employment and educational landscape? Design/methodology/approach – The paper conducts a critical review of competency frameworks introduced in England to assist with enterprise education primarily for the 14-19 age group. These are compared on the basis of their educational purpose and rationale (“why?”), their content (“what skills and knowledge they include”), and the approaches to teaching, learning and assessment they recommend (“how?”). Findings – The analysis discusses the following questions to reflect on the progress and direction of enterprise education: How broadly or narrowly should enterprise be defined? How useful is the term? Are the skills and related knowledge and attributes too broad or too soft?; and Is there too much emphasis on assessable outcomes, rather than on how enterprising learning takes place? Practical implications – The paper contributes to the development of enterprise education for researchers, policymakers and practitioners in schools at an important point in the economic, educational and political cycle. Originality/value – Enterprise education in schools requires critique of and reflection on what has been achieved, together with consideration of its future purpose, value, orientation and nature. There is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that assessment drives the curriculum. Changes to definitions, frameworks and pedagogy are needed to clarify its future educational role

Developing a Staged Competency Based Approach to Enterprise Creation

Entrepreneurialism is a concept which affects individuals in a range of different ways (Jones et al 2014). In this paper the authors are interested in exploring how entrepreneurial activity can improve a person's propensity to create new ventures and how educational frameworks applied in a university context can be devised to specifically support this development. Building on previous work (Churchill and Lewis, 1983; Gartner, 1985; Draycott and Rae, 2011; Lackéus et al 2016), the Authors will explore a range of frameworks to identify elements which are useful and then develop these to propose a model which, they believe, will support the facilitation of experiential entrepreneurship education to show tangible results in the creation and growth (Blank and Dorf, 2010) of new ventures. The authors believe that this is important to increase discussion surrounding the development of experiential entrepreneurial education programmes (Jones et al 2014, Lackéus et al 2016), their impact (Kozlinska, 2016) and the ways in which university-based entrepreneurship programs, incorporating real-life venture creation, can bridge the gap (Lackéus and Williams Middleton, 2015) between entrepreneurship education and enterprise creation within the university environment. The paper discusses how the focal competence needed depends on the stage of the business and not necessarily on the academic level, mapping these to the EntreComp: The Entrepreneurship Competence Framework (Bacigalupo et al., 2016). To achieve this the paper will propose a staged, process-based approach to entrepreneurial education design which draws on the work of Kuratko and Morris (2015) to break the entrepreneurial effort into specific stages, or steps. This staged framework for entrepreneurial development will map the focal competencies and skills required for each of the stages of development and with the requirements for the entrepreneurial process integrative framework. The model nine stages are: Discovery, Modeling, Startup, Existence, Survival, Success, Adaption, Independence and Exit. The first three stages bring about a robust business idea and formation which are core developments within an educational setting. The next three develop the venture and the entrepreneur into a sustainable business entity and the last three provide entrepreneurial pathways. The resulting framework provides an identifiable path for educators, researchers, managerial practice and quality assurance for the support of entrepreneurs and their businesses. In teaching, the approach should be structured around the frameworks to capture the full content of entrepreneurship as opposed to a more narrow focus on case studies, business plans, and other experiential exercises. This paper leads the educator to a more comprehensive understanding of the dynamic nature of entrepreneurship, the skills required, the processes involved, the relationship between the entrepreneur and the venture, and the stages required to achieve this. Description of the poster: This staged framework for entrepreneurial development maps the focal competencies and skills required for each of the stages of development and with the requirements for the entrepreneurial process integrative framework. The model nine stages are: Discovery, Modeling, Startup, Existence, Survival, Success, Adaption, Independence and Exit. The first three stages bring about a robust business idea and formation which are core developments within an educational setting. The next three develop the venture and the entrepreneur into a sustainable business entity and the last three provide entrepreneurial pathways. The resulting framework provides an identifiable path for educators, researchers, managerial practice and quality assurance for the support of entrepreneurs and their businesses. In teaching, the approach should be structured around the frameworks to capture the full content of entrepreneurship as opposed to a more narrow focus on case studies, business plans, and other experiential exercises

The Assessment of Enterprise Education in the Secondary Sector: A new approach?

Purpose: This article explores the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students. It is necessary because although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. The article challenges this position by investigating the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. Approach: The paper has two stages; firstly by presenting a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using this data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work. Findings: A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning. Practical Implications: The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond. The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research. Value: In this important topic it is vital that new approaches are developed which can a broader debate is created especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field

The effect of maternal dietary fat content and omega-6 to omega-3 ratio on offspring growth and hepatic gene expression in the rat

© The Authors 2020. Omega-6 fatty acids have been shown to exert pro-adipogenic effects whereas omega-3 fatty acids work in opposition. Increasing intakes of LA (linoleic acid; omega-6) vs ALA (alpha-linolenic acid; omega-3) in Western diets has led to the hypothesis that consumption of this diet during pregnancy may be contributing to adverse offspring health. This study investigated the effects of feeding a maternal dietary LA:ALA ratio similar to that of the Western diet (9:1) compared to a proposed 'ideal' ratio (∼1:1.5), at two total fat levels (18% vs 36% fat w/w), on growth and lipogenic gene expression in the offspring. Female Wistar rats were assigned to one of the four experimental groups throughout gestation and lactation. Offspring were culled at 1 and 2 weeks of age for sample collection. Offspring of dams consuming a -36% fat diet were ∼20% lighter than those exposed to a 18% fat diet (

Exposure to maternal obesity during suckling outweighs in utero exposure in programming for post-weaning adiposity and insulin resistance in rats

Exposure to maternal obesity during early development programmes adverse metabolic health in rodent offspring. We assessed the relative contributions of obesity during pregnancy and suckling on metabolic health post-weaning. Wistar rat offspring exposed to control (C) or cafeteria diet (O) during pregnancy were cross-fostered to dams on the same (CC, OO) or alternate diet during suckling (CO, OC) and weaned onto standard chow. Measures of offspring metabolic health included growth, adipose tissue mass, and 12-week glucose and insulin concentrations during an intraperitoneal glucose tolerance test (ipGTT). Exposure to maternal obesity during lactation was a driver for reduced offspring weight post-weaning, higher fasting blood glucose concentrations and greater gonadal adiposity (in females). Males displayed insulin resistance, through slower glucose clearance despite normal circulating insulin and lower mRNA expression of PIK3R1 and PIK3CB in gonadal fat and liver respectively. In contrast, maternal obesity during pregnancy up-regulated the insulin signalling genes IRS2, PIK3CB and SREBP1-c in skeletal muscle and perirenal fat, favouring insulin sensitivity. In conclusion exposure to maternal obesity during lactation programmes offspring adiposity and insulin resistance, overriding exposure to an optimal nutritional environment in utero, which cannot be alleviated by a nutritionally balanced post-weaning diet

Does Entrepreneurship Education Deliver? A Review of Entrepreneurship Education University Programmes in the UK.

The student is a consumer of education and is motivated by their graduate outcomes. Entrepreneurship provides the opportunity for substantially greater graduate outcomes, but does it deliver? This paper reviews the undergraduate bachelor Entrepreneurship Education Programmes (EEPs) offered by universities in the UK. It explores the active and engaged approaches to learning through the module themes offered and considers the challenges of using routinely collected data to understand the impact of these programmes. By using data which is publicly available, we build a national viewpoint on the subjects that lead to greater continuation, student satisfaction and earning potential. The results of this study provide five key insights about EEPs. First, they focus mainly on entrepreneurship but lack a high proportion of entrepreneurship-specific modules. Comparative analysis with other disciplines is needed for context. Second, the number of entrepreneurship modules generally increases throughout the programme, but researchers face challenges such as ambiguous module naming. Third, EEP students show lower satisfaction than those studying for other business degrees, indicating a potential impact of unique pedagogies. Fourth, higher EEP continuation rates are not evident, although this may be mitigated by more selective entry requirements. Finally, EEP graduates have higher employability rates than their business degree counterparts but lower initial earnings, reflecting their entrepreneurial career paths. From this work, we identified a range of calls for further research and suggestions for practice

How to specify healthcare process improvements collaboratively using rapid, remote consensus-building: a framework and a case study of its application.

BackgroundPractical methods for facilitating process improvement are needed to support high quality, safe care. How best to specify (identify and define) process improvements - the changes that need to be made in a healthcare process - remains a key question. Methods for doing so collaboratively, rapidly and remotely offer much potential, but are under-developed. We propose an approach for engaging diverse stakeholders remotely in a consensus-building exercise to help specify improvements in a healthcare process, and we illustrate the approach in a case study.MethodsOrganised in a five-step framework, our proposed approach is informed by a participatory ethos, crowdsourcing and consensus-building methods: (1) define scope and objective of the process improvement; (2) produce a draft or prototype of the proposed process improvement specification; (3) identify participant recruitment strategy; (4) design and conduct a remote consensus-building exercise; (5) produce a final specification of the process improvement in light of learning from the exercise. We tested the approach in a case study that sought to specify process improvements for the management of obstetric emergencies during the COVID-19 pandemic. We used a brief video showing a process for managing a post-partum haemorrhage in women with COVID-19 to elicit recommendations on how the process could be improved. Two Delphi rounds were then conducted to reach consensus.ResultsWe gathered views from 105 participants, with a background in maternity care (n = 36), infection prevention and control (n = 17), or human factors (n = 52). The participants initially generated 818 recommendations for how to improve the process illustrated in the video, which we synthesised into a set of 22 recommendations. The consensus-building exercise yielded a final set of 16 recommendations. These were used to inform the specification of process improvements for managing the obstetric emergency and develop supporting resources, including an updated video.ConclusionsThe proposed methodological approach enabled the expertise and ingenuity of diverse stakeholders to be captured and mobilised to specify process improvements in an area of pressing service need. This approach has the potential to address current challenges in process improvement, but will require further evaluation

The impact of exposure to cafeteria diet during pregnancy or lactation on offspring growth and adiposity before weaning

Exposure to maternal obesity during early-life can have adverse consequences for offspring growth and adiposity. We aimed to assess the relative contributions of exposure to maternal obesity, induced by a highly varied cafeteria diet, during pregnancy and lactation on these measures in rat offspring prior to weaning. Female Wistar rats were fed either a control (C) or cafeteria diet (O) for 8 weeks before mating, throughout pregnancy and lactation. Offspring were cross-fostered at birth to a dam on the same (CC,OO) or alternate diet prior to birth (CO,OC). Feeding a cafeteria diet based on 40 different foods, was associated with a sustained period of elevated energy intake before birth and during lactation (up to 1.7-fold), through increased sugar, total fat and saturated fat intake, and lower protein consumption. Cafeteria fed dams sustained greater weight than animals fed a control chow diet and greater perirenal adiposity by the end of lactation. Exposure to obesity during pregnancy was associated with lower offspring birth weight and body weight in early-postnatal life. In contrast, exposure during lactation alone reduced offspring weight but increased adiposity in male CO offspring before weaning. This research highlights that exposure to maternal obesity during lactation alone can programme adiposity in a sex specific manner

How can entrepreneurial interventions in a university context impact the entrepreneurial intention of their students?

This paper explores the link between the entrepreneurial intention of students in higher education and the entrepreneurial interventions an institution can provide to support them. The study uses data collected from 679 undergraduate students from Chinese and UK Universities. The instrument for data collection was a paper-based questionnaire. This study uses the integrated model of entrepreneurial intentions as the theoretical underpinning for this approach. The initial findings highlight the perceived need for a range of entrepreneurship interventions, with business training programmes being the highest priority, followed by mentoring, specialist business advice, low-cost finance, business networking events and enterprise clubs. It also shows that those with different Intention Horizons do request a different portfolio of interventions. The paper provides an evidence-based approach to entrepreneurship education design and the development of interventions to support a range of students with and without entrepreneurial intention. This work suggests a previously under-articulated relationship between the nascent entrepreneur’s Intention Horizon, university interventions, and entrepreneurial action. There are numerous calls for further contextualisation of entrepreneurship education which this paper fulfils (Baron and Shane in Psychol Entrepreneurship 19-39, 2007; Byrne et al. in Edward Elgar Publishing, 2014). It further develops the narrative around both contextualisation, the previous experience of the students and the range and importance of these interventions to support the creation of a new venture

Training for managing impacted fetal head at caesarean birth: multimethod evaluation of a pilot

Background Implementation of national multiprofessional training for managing the obstetric emergency of impacted fetal head (IFH) at caesarean birth has potential to improve quality and safety in maternity care, but is currently lacking in the UK. Objectives To evaluate a training package for managing IFH at caesarean birth with multiprofessional maternity teams. Methods The training included an evidence-based lecture supported by an animated video showing management of IFH, followed by hands-on workshops and real-time simulations with use of a birth simulation trainer, augmented reality and management algorithms. Guided by the Kirkpatrick framework, we conducted a multimethod evaluation of the training with multiprofessional maternity teams. Participants rated post-training statements about relevance and helpfulness of the training and pre-training and post-training confidence in their knowledge and skills relating to IFH (7-point Likert scales, strongly disagree to strongly agree). An ethnographer recorded sociotechnical observations during the training. Participants provided feedback in post-training focus groups. Results Participants (N=57) included 21 midwives, 25 obstetricians, 7 anaesthetists and 4 other professionals from five maternity units. Over 95% of participants agreed that the training was relevant and helpful for their clinical practice and improving outcomes following IFH. Confidence in technical and non-technical skills relating to managing IFH was variable before the training (5%–92% agreement with the pre-training statements), but improved in nearly all participants after the training (71%–100% agreement with the post-training statements). Participants and ethnographers reported that the training helped to: (i) better understand the complexity of IFH, (ii) recognise the need for multiprofessional training and management and (iii) optimise communication with those in labour and their birth partners. Conclusions The evaluated training package can improve self-reported knowledge, skills and confidence of multiprofessional teams involved in management of IFH at caesarean birth. A larger-scale evaluation is required to validate these findings and establish how best to scale and implement the training