Description
During this such a detailed data interpret measuring the impact of student and graduate entrepreneurship.
Measuring the Impact of Student and
Graduate Entrepreneurship
Dr Kelly Smith
Setting the scene
What is enterprise?
Some Working definitions
Enterprise skills
– The ability to ‘be enterprising’
– E.g. idea creation; innovative thinking, opportunity spotting, problem
solving; identifying, sourcing and collecting resources; communicating;
enthusing others; project management; costing and managing a
budget…
Entrepreneurship skills
– Business and new venture start-up
– E.g. enterprise skills above plus strategic business planning; financial
planning; intellectual property use and protection, knowledge of legal
issues relating to starting and running a business…
QAA Guidelines 2012http://www.qaa.ac.
uk/Publications/InformationAndGu
idance/Pages/
enterprise-entrepreneurship-
guidance.aspx
QAA Learning Opportunities
Discussion
Where does student or graduate entrepreneurship sit in
your institution?
Are we failing students?
"A key consensus reached by this report is that, in Britain, we lack the kind of
education that stimulates entrepreneurship and innovation."
"University does not provide the know-how to launch or work in small, high
growth business skills would be really beneficial to many young people.”
Smith & Williamson report ‘Unleashing British Business’
“Research produced by a forum organised by Smith & Williamson, the business
group, along with Cubitt Consulting and The Centre for Entrepreneurs, argues
that schools and universities are failing to provide education to stimulate
entrepreneurship and innovation.
The Telegraph “UK schools are failing entrepreneurs” Sept 2014
Impact of Enterprise and
Entrepreneurship Education
“Enterprise and entrepreneurship education generally has positive
benefits that should be expected to lead to some students starting new
businesses and making contributions to the growth of existing
businesses … the evidence does not conclusively show the attribution
of this to enterprise and entrepreneurship education”
BIS (2013). Enterprise education impact in
higher education and further education (p7)
Some argue that for new business creation courses, objectives should
be primarily economic and include measures such as businesses
started or saved, revenue generation and growth, job creation and
retention, financing obtained and profitability
e.g. Storey, 2000; McMullan et al., 2001; c.f. Henry, Hill, and Leitch, 2004)
Higher Education Business and
Community Interaction Survey
HE-BCI
• Annual survey that collects information on a range of university-led knowledge
exchange activities between August and July.
• Data returned to HESA in December
• Collects information on graduate start-ups (also called graduate spin-outs)
defined by HE-BCI as all new business started by recent graduates (within
two years) regardless of where any IP resides.
• Undergraduate start-ups can be included where there has been formal
business/enterprise support from the HEI.
• Can have any enterprise structure (e.g. not for profit, partnership or sole
trader) but there must be some form of registration (e.g. with HMRC) before
they can be included in the survey (required from 2011/2012).
Higher Education Business and
Community Interaction Survey
HE-BCI
1. Number created
2. Number still active which have survived at least 3 years
3. Number of active firms - The total number of companies that are active,
including those entered under 1 and 2 above, plus those companies which
have been active for between one and three years.
4. Estimated current employment of all active firms (FTE)
5. Estimated current turnover of all active firms
6. Estimated external investment received - excluding any investment from
HEFCE/BIS third stream funds (such as Higher Education Innovation Fund)
HEBCI Statistics - Totals
Year Number
created
Number still
active which
have survived
at least three
years
Number of
active firms
Estimated
current
employment
of all active
firms (FTE)
Estimated
current
turnover of
all active
firms (£000s)
Estimated
external
investment
received
(£000s)
2008-2009 2048 1657 4008 7952
136,205
50,692
2009-2010 2357 1948 5064 9704
225,175
8,437
2010-2011 2848 2602 6413 11914
272,655
88,782
2011-2012 2726 2824 7036 13617
345,997
31,627
2012-2013 3502 3270 8127 15588
376,407
28,544
Totals for the six graduate start-up measures returned by universities by year
HEBCI Statistics –
Number of Returns
Year Number
created
Number still active
which have
survived at least
three years
Number of
active firms
Estimated
current
employment
of all active
firms
Estimated
current
turnover of
all active
firms
Estimated
external
investment
received
Total
number of
Universities
in survey
population
2008-2009 74 65 78 74 64 32 163
2009-2010 87 75 87 81 69 37 164
2010-2011 97 78 93 82 75 43 163
2011-2012 94 83 95 85 76 41 163
2012-2013 98 87 98 86 80 42 161
Number of HEIs returning data by year and graduate start-up measure
0 54 73 62 70 75 100
1 year 13 12 11 12 14 23
2 years 9 6 5 6 8 8
3 years 16 9 9 8 10 16
4 years 19 13 12 10 11 7
5 years 59 57 71 64 52 16
Number of years that a return was made by HEIs
HEBCI – Means
Year Number
created
Number still
active which
have
survived at
least three
years
Number of
active firms
Estimated
current
employment
of all active
firms (FTE)
Estimated
current
turnover of
all active
firms
(£000s)
Estimated
external
investment
received
(£00s)
2008-2009 28 25 51 107 2,128 1,584
2009-2010 27 26 58 120 3,263 228
2010-2011 29 33 69 145 3,635 2,065
2011-2012 29 34 74 160 4,553 771
2012-2013
36 38 83 181 4,705 680
Mean values for the six graduate start-up measures for data returning HEIs by year.
DLHE – Institutional Level
Self-Employment Business Start-Up Combined Number of
Respondents
Year N % N % N %
2008-2009 70 2.8 - - 70 2.8 2537
2009-2010 129 4.6 - - 129 4.6 2812
2010-2011 165 5.1 - - 165 5.1 3204
2011-2012* 161 4.8 24 0.7 185 5.5 3372
2012-2013 179 5.4 35 1.1 214 6.5 3285
University of Huddersfield self-employment and business start-up returns for DHLE Question 5
2011-2012 2012-2013
Question 30 Response N % N %
Very well 545 16.20 666 18.20
Well 749 22.30 812 22.20
Not very well 451 13.40 463 12.70
Not at all 511 15.20 495 13.50
Can't tell 1104 32.90 1224 33.40
Total respondents 3360 3660
Number and percentage of responses to Question 30 referring to how well the University prepared gradates for self-employment
* National average = 3.1 and 0.5%
HEAR
Experience of linking enterprise skills to the HEAR?
Lord Young’s Enterprise For All
HE Specific
1. Universities to have an elective enterprise module available to all
students.
2. An active and supported enterprise society in every university
3. A ‘start-up programme’ in all universities that have business
schools holding Small Business Charter status. This should include
specific provision for starting and funding social entrepreneurship.
4. Create an incentive and reward structure for enterprise activity at
universities by developing an enterprise “E-Star” award, under the
patronage of the Duke of York, to distinguish the universities that
are delivering the strongest enterprise ethos and outcomes for their
students.
Lord Young’s Enterprise For All
Wider Recommendations
1. The publication of a Future Employment and Earnings Record after leaving
education.
“Publishing this information through league tables would also promote
competition and improvement amongst educators in their response to raising
academic standards and their relevance to work and business.”
2. Developing an Enterprise Passport
“For young people to record and demonstrate their enterprise learning and
work experience throughout their education. This will be held digitally and
offer a pool of accredited enterprise schemes and resources to educators,
a differentiator for employers looking for proven employability skills alongside
educational qualifications in a young person’s CV, and an accessible tool for
Ofsted to assess the quality and level of a school’s enterprise commitment.”
Final Thoughts
• Universities help seed a substantial number of student
and graduate businesses
• Routinely collected data is likely to be an underestimate
• How do we better showcase and evidence what we do?
• How can we / should we be doing more?
Comments and questions?
doc_304045683.pdf
During this such a detailed data interpret measuring the impact of student and graduate entrepreneurship.
Measuring the Impact of Student and
Graduate Entrepreneurship
Dr Kelly Smith
Setting the scene
What is enterprise?
Some Working definitions
Enterprise skills
– The ability to ‘be enterprising’
– E.g. idea creation; innovative thinking, opportunity spotting, problem
solving; identifying, sourcing and collecting resources; communicating;
enthusing others; project management; costing and managing a
budget…
Entrepreneurship skills
– Business and new venture start-up
– E.g. enterprise skills above plus strategic business planning; financial
planning; intellectual property use and protection, knowledge of legal
issues relating to starting and running a business…
QAA Guidelines 2012http://www.qaa.ac.
uk/Publications/InformationAndGu
idance/Pages/
enterprise-entrepreneurship-
guidance.aspx
QAA Learning Opportunities
Discussion
Where does student or graduate entrepreneurship sit in
your institution?
Are we failing students?
"A key consensus reached by this report is that, in Britain, we lack the kind of
education that stimulates entrepreneurship and innovation."
"University does not provide the know-how to launch or work in small, high
growth business skills would be really beneficial to many young people.”
Smith & Williamson report ‘Unleashing British Business’
“Research produced by a forum organised by Smith & Williamson, the business
group, along with Cubitt Consulting and The Centre for Entrepreneurs, argues
that schools and universities are failing to provide education to stimulate
entrepreneurship and innovation.
The Telegraph “UK schools are failing entrepreneurs” Sept 2014
Impact of Enterprise and
Entrepreneurship Education
“Enterprise and entrepreneurship education generally has positive
benefits that should be expected to lead to some students starting new
businesses and making contributions to the growth of existing
businesses … the evidence does not conclusively show the attribution
of this to enterprise and entrepreneurship education”
BIS (2013). Enterprise education impact in
higher education and further education (p7)
Some argue that for new business creation courses, objectives should
be primarily economic and include measures such as businesses
started or saved, revenue generation and growth, job creation and
retention, financing obtained and profitability
e.g. Storey, 2000; McMullan et al., 2001; c.f. Henry, Hill, and Leitch, 2004)
Higher Education Business and
Community Interaction Survey
HE-BCI
• Annual survey that collects information on a range of university-led knowledge
exchange activities between August and July.
• Data returned to HESA in December
• Collects information on graduate start-ups (also called graduate spin-outs)
defined by HE-BCI as all new business started by recent graduates (within
two years) regardless of where any IP resides.
• Undergraduate start-ups can be included where there has been formal
business/enterprise support from the HEI.
• Can have any enterprise structure (e.g. not for profit, partnership or sole
trader) but there must be some form of registration (e.g. with HMRC) before
they can be included in the survey (required from 2011/2012).
Higher Education Business and
Community Interaction Survey
HE-BCI
1. Number created
2. Number still active which have survived at least 3 years
3. Number of active firms - The total number of companies that are active,
including those entered under 1 and 2 above, plus those companies which
have been active for between one and three years.
4. Estimated current employment of all active firms (FTE)
5. Estimated current turnover of all active firms
6. Estimated external investment received - excluding any investment from
HEFCE/BIS third stream funds (such as Higher Education Innovation Fund)
HEBCI Statistics - Totals
Year Number
created
Number still
active which
have survived
at least three
years
Number of
active firms
Estimated
current
employment
of all active
firms (FTE)
Estimated
current
turnover of
all active
firms (£000s)
Estimated
external
investment
received
(£000s)
2008-2009 2048 1657 4008 7952
136,205
50,692
2009-2010 2357 1948 5064 9704
225,175
8,437
2010-2011 2848 2602 6413 11914
272,655
88,782
2011-2012 2726 2824 7036 13617
345,997
31,627
2012-2013 3502 3270 8127 15588
376,407
28,544
Totals for the six graduate start-up measures returned by universities by year
HEBCI Statistics –
Number of Returns
Year Number
created
Number still active
which have
survived at least
three years
Number of
active firms
Estimated
current
employment
of all active
firms
Estimated
current
turnover of
all active
firms
Estimated
external
investment
received
Total
number of
Universities
in survey
population
2008-2009 74 65 78 74 64 32 163
2009-2010 87 75 87 81 69 37 164
2010-2011 97 78 93 82 75 43 163
2011-2012 94 83 95 85 76 41 163
2012-2013 98 87 98 86 80 42 161
Number of HEIs returning data by year and graduate start-up measure
0 54 73 62 70 75 100
1 year 13 12 11 12 14 23
2 years 9 6 5 6 8 8
3 years 16 9 9 8 10 16
4 years 19 13 12 10 11 7
5 years 59 57 71 64 52 16
Number of years that a return was made by HEIs
HEBCI – Means
Year Number
created
Number still
active which
have
survived at
least three
years
Number of
active firms
Estimated
current
employment
of all active
firms (FTE)
Estimated
current
turnover of
all active
firms
(£000s)
Estimated
external
investment
received
(£00s)
2008-2009 28 25 51 107 2,128 1,584
2009-2010 27 26 58 120 3,263 228
2010-2011 29 33 69 145 3,635 2,065
2011-2012 29 34 74 160 4,553 771
2012-2013
36 38 83 181 4,705 680
Mean values for the six graduate start-up measures for data returning HEIs by year.
DLHE – Institutional Level
Self-Employment Business Start-Up Combined Number of
Respondents
Year N % N % N %
2008-2009 70 2.8 - - 70 2.8 2537
2009-2010 129 4.6 - - 129 4.6 2812
2010-2011 165 5.1 - - 165 5.1 3204
2011-2012* 161 4.8 24 0.7 185 5.5 3372
2012-2013 179 5.4 35 1.1 214 6.5 3285
University of Huddersfield self-employment and business start-up returns for DHLE Question 5
2011-2012 2012-2013
Question 30 Response N % N %
Very well 545 16.20 666 18.20
Well 749 22.30 812 22.20
Not very well 451 13.40 463 12.70
Not at all 511 15.20 495 13.50
Can't tell 1104 32.90 1224 33.40
Total respondents 3360 3660
Number and percentage of responses to Question 30 referring to how well the University prepared gradates for self-employment
* National average = 3.1 and 0.5%
HEAR
Experience of linking enterprise skills to the HEAR?
Lord Young’s Enterprise For All
HE Specific
1. Universities to have an elective enterprise module available to all
students.
2. An active and supported enterprise society in every university
3. A ‘start-up programme’ in all universities that have business
schools holding Small Business Charter status. This should include
specific provision for starting and funding social entrepreneurship.
4. Create an incentive and reward structure for enterprise activity at
universities by developing an enterprise “E-Star” award, under the
patronage of the Duke of York, to distinguish the universities that
are delivering the strongest enterprise ethos and outcomes for their
students.
Lord Young’s Enterprise For All
Wider Recommendations
1. The publication of a Future Employment and Earnings Record after leaving
education.
“Publishing this information through league tables would also promote
competition and improvement amongst educators in their response to raising
academic standards and their relevance to work and business.”
2. Developing an Enterprise Passport
“For young people to record and demonstrate their enterprise learning and
work experience throughout their education. This will be held digitally and
offer a pool of accredited enterprise schemes and resources to educators,
a differentiator for employers looking for proven employability skills alongside
educational qualifications in a young person’s CV, and an accessible tool for
Ofsted to assess the quality and level of a school’s enterprise commitment.”
Final Thoughts
• Universities help seed a substantial number of student
and graduate businesses
• Routinely collected data is likely to be an underestimate
• How do we better showcase and evidence what we do?
• How can we / should we be doing more?
Comments and questions?
doc_304045683.pdf