I still love IP: a spotlight on 10 years of designing the student experience

Topic There is a broad range of Intellectual property rights (IP) ; trademarks, patents, designs and copyright, designed to ensure that innovators are rewarded for their endeavours and to stimulate a competitive market (EPO/OHIM, 2013). The World Intellectual Property Office, observe that IP education should support learners to become IP creators, advocating that ‘their creativity should be developed, and they should be educated to respect the IP rights of others’ (OHIM, 2015, 11). Industries using Intellectual Property Rights intensively account for 1 in 3 jobs in Europe and seventy six per cent of Europeans feel that innovation and intellectual property go hand in hand (OHIM, 2014) and yet, in their UK study of HEI’s, Soetendorp et al (2016, 35) observe that less than a third of students surveyed had received any information about the topic whilst they were in school, college or University and moreover, that only 40% of students consider their current awareness of IP to be enough to support them in their future career (IPAN/IPO/NUS, 2012). Aim This study responds to calls within the entrepreneurship education literature, policy and guidance for students to have an understanding of intellectual property, to protect their own creativity and to avoid infringing the rights of others (QAA, 2012, Bacigalupo et al, 2016). The paper considers the evidence for integrating intellectual property into the entrepreneurial curriculum, addressing two specific questions, if entrepreneurship is seen as applied creativity (Rae, 2007), what are the implications of IP for educators? What approaches can be taken to incorporate IP in the enterprise educators’ toolkit, as an enabling strategy for developing the nexus between creativity and business? Method This is a single case study (Yin, 1994) using multiple sources of evidence to support a holistic investigation (Feagin et al, 1991) into the educational landscape in order to contribute to construct validity (Stake, 1995, Yin, 1994). The study was initiated by drivers and pedagogic approaches that were designed and developed 20 years ago by two educators, within a UK HEI, for raising awareness of Intellectual Property amongst students across all disciplines. Subsequently two of the papers authors have been advising UKIPO in a range of educational approaches and bring these insights to the debate. The evidence comprises; a review of entrepreneurship literature and policy for intellectual property to theoretically underpin the study, which are considered alongside anecdotal and observational contributions (Marshal and Rossman, 1989), from learners, graduates, educators and policy makers. Emphasis is placed on evidence collated within the past 10 years Contribution If IP is a key driver of innovation (Wang and Chang, 2005) and we accept the view that a sense of ownership is a critical factor in entrepreneurial success (Kirby, 2003, Gibb, 1993) a responsibility lies with those taking forward the entrepreneurship agenda to embed of awareness of IP within the curriculum. There are examples of good practice across the HE sector for integrating IP education, many of which are supported by the UK’s Intellectual Property Office (IPO, 2014, 2015) and Enterprise Educators UK (2017). However, the synergies between IP education and the enterprise educator have yet to be fully articulated. The study updates findings and discussions presented to the ISBE Conference in 2007, and then further contribute in terms of: • Evidencing the need for enterprise educators to raise awareness of intellectual property as a feature of their provision • Proposing potential ideas for intellectual property education, including considerations relating to adaption for educators’ own contexts

Through a design education lens: Are we reinventing the wheel for entrepreneurial education?

Entrepreneurial education is the fastest growing field of education, but the academic discourses have remained firmly planted in the business and management school literature, and miss insights from other disciplines. This thesis discusses a portfolio of 14 papers that were published during the period 2011 – 2020. These provided insights that would advance teaching, learning and assessment within enterprise and entrepreneurship education (entrepreneurial education), by drawing on experiences and discoveries made from working within design education. The portfolio demonstrates how the researcher’s personal academic and practitioner interests at a local level became of interest to international policy makers and researchers, and maps the progression of scholarly work against insights gained. The papers are all jointly written, and the contributions developed from the almost unique perspective of a business educator who become immersed in design education theory and practice. This positioning enabled the researcher to act as a translator between disciplines, and placed her in a position to clarify alignments between design-led and business-led educational goals. The thesis is a reflexive overview of the theoretical and empirical understandings in the published works, and provides insights and observations that led to a central tenet that entrepreneurial education can be advanced with understandings from the field of design education. The portfolio’s distinct contribution is a new lens through which to view and understand emerging trends in education, specifically when the goal is to develop 21st Century skills that embrace creativity and innovation

The Promise of Andragogy, Heutagogy and Academagogy to Enterprise and Entrepreneurship Education Pedagogy

Purpose – This paper addresses the recent development of heutagogy in the domain of enterprise and entrepreneurship education. Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and entrepreneurship education and offers suggestions as to the further development of such thinking in this domain

Value creation in entrepreneurial education: towards a unified approach

Purpose – This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy. Design/methodology/approach – This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when. Findings – In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators. Practical implications – There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fuelled by the ongoing development of purpose, agency and capability via cultivated reflection. Originality/value – This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation

Introducing EntreCompEdu - A European case study on enterprising the educators: Dafen Primary School, Wales

This presentation explores the crucial role of universities in supporting educators' entrepreneurial competence and mindset as a means of strengthening the enterprise pipeline. By fostering an entrepreneurial spirit among educators, universities can contribute to the development of a skilled and innovative workforce. This abstract specifically showcases a school in Llanelli, demonstrating how the collaboration between the university and the educational institution has facilitated the cultivation of entrepreneurial competencies through the EntreComp framework. The case study highlights the benefits of such initiatives, including enhanced teaching practices, increased creativity, and the ability to instil entrepreneurial skills in students, whilst contributing to a thriving entrepreneurial ecosystem

A methodology for closing the gap between the competences of students and recent graduates and labour market needs. The case of the Republic of North Macedonia

The youth unemployment is one of the most pressing problems for every economy. For addressing this issue in the Republic of North Macedonia, numerous project initiatives and activities are in the phase of planning and implementation. Part of these is the implemented project: ‘Building capacities for better employability’. Through the project activities, it was proposed to be institutionalized the stakeholder cooperation for matching education curricula according to labour market needs. In order to increase the employability of students and graduates, the main aim which is also the goal of this study, was developing a methodology for closing the gap between the skills of students and graduates and the Labour market needs, by enhancing the entrepreneurial education dominance in high education curricula. Through advanced understanding of the entrepreneurial mind-set, new opportunities in teaching and learning can enhance the University provision. For that purpose, case studies for the best UK practices in employability were developed and a survey for investigating the needs and requirements of the Macedonian high-educational sector was conducted. The research findings comprised rich informative set of recommendations that was a base for developing the methodology for closing the skills gap. The methodology was organised in four main levels with a number of institutions (actors) and activities (measures) related to them. The application of this methodology resulted with an outline of a stakeholder plan that offers insights into other areas of study and research possibilities. The contribution of this study is twofold. It adds on the literature for high-sector education and employability, but also it has practical implications for all stakeholders responsible in coping with the unemployment issue. The proposed methodology assists in monitoring the labour market changes and addressing them with improvements in the university curricula accordingly. It could be a powerful tool in the hands of the stakeholders for better employability of the students/graduates and can facilitate whole process. Overall, it will support the Republic of North Macedonia’s future strategies at Government, University and Faculty level in their strides toward creating more skilful and employable youth

40 Years of Entrepreneurship Education: UWTSD

Twenty-eight page overview of entrepreneurship education at UWTSD with case studies

In search of entrepreneurial competencies: Peripheral vision and multidisciplinary inspiration

This paper returns to the question of whether business schools alone can meet the challenges of enhancing creativity and innovation in entrepreneurial education. Policy makers have side-stepped definitional argumentation in order to embrace a more nuanced potential for entrepreneurial competency development, using multidisciplinary practice in learning and assessment that can be found beyond business and management discourse. Insights from other disciplines can be missed as different terminologies and definitions apply. Design education is inherently multidisciplinary and has been instrumental in facilitating significant policy-level changes. To delve more deeply into this phenomenon, the authors illustrate what actually happens in a classroom in which business and design intersect. Neuroscience research into the learning brain informs learning, teaching and assessment related to creativity, visioning and dealing with ambiguity – through the progressive development of flexibility and adaptability. The authors introduce the Crit, a common feature of Art and Design courses, as a tool of assessment, concluding that, before we dig deeper into business and management discourses, sideways glances into design education will continue to offer benefits

Developing entrepreneurial education in national school curricula: lessons from North Macedonia and Wales

In 2016, Eurydice reported that no country in Europe had fully integrated entrepreneurial education in schools and that teacher training was fragmented. However, supported by the World Bank, North Macedonia introduced a compulsory and progressively evaluated Entrepreneurship and Innovation curriculum in 2016, following policy decisions made in 2014. Teacher training initiatives from Wales informed progress. The Welsh Government decided to integrate an entrepreneurial culture within curriculum and assessment arrangements in schools which built upon prior work including education within Initial Teacher Training. This included funding to pilot training for teachers at all levels, from schools to universities and across all subject specialisms—to develop entrepreneurial education. Welsh Government’s Youth Entrepreneurship Strategy (YES) commenced in 2004 within the Ministry for Business and Transport (now Business Economy and Innovation), and since 2015, has been supported by the Ministry of Education and Skills. The sector now has 10 years of experience in entrepreneurial teacher training and has developed Doctoral-level study for educational leaders. In February 2020, the theme of ‘creative enterprising contributors’ was formally positioned as one of the four overarching ‘purposes’ of school education in Wales. This article provides reflective insights of knowledge exchange through the lens of the International Institute for Creative Entrepreneurial Development, in both a Macedonian and Welsh context, and will be of interest to those who wish to advance national policies and entrepreneurial educator development