Description
Brief information regarding the enterprising engineer glynis perkin, mathematics education centre.
The Enterprising Engineer
Glynis Perkin, Mathematics Education Centre/ Engineering Centre for Excellence in Teaching and
Learning, Loughborough University. Email: [email protected]
Abstract
This case study details a 3day event, 'The Enterprising Engineer', which was designed to be of
equal benefit to students intending to enter industry and students intending to start up their own
business. The event included invited speakers from industry, from Loughborough University and
from an external consultancy. Students, working in small groups, developed a new product. They
then produced a business plan, a patent application, a model of their product, a poster and a
presentation. The event culminated in a `Dragons' Den´ type situation with each group of students
trying to obtain funding for their business.
Background
The event was based around material obtained from 'Teaching Entrepreneurship: Resources for
Academics', developed by Kevin Byron. The Enterprising Engineer event used this material on day
one to set the scene for the following two days and supplemented it with a number of further
activities and invited speakers.
With the exception of first year students the event was available to engineering undergraduates
and those undertaking a taught postgraduate engineering course. Attendance was free and food
and drinks were provided. Students were responsible for organising their own accommodation.
Why run such an event?
With the majority of engineering undergraduates undertaking a work placement and the close links
that exist between Loughborough University and industry it was believed that this would be a
positive contribution to the student experience and be greeted favourably by future employers.
There is a growing belief that entrepreneurs are not just born and that entrepreneurship can be
taught (Rae, 1999:xixiii). Employers require graduate employees to have entrepreneurial skills, to
be intrapreneurs and to be enterprising (Council for Industry and Higher Education, 2005).
In addition to developing enterprise in the workplace it was also hoped that the time pressures
associated with the tasks and working for three days with previously unacquainted students, would
give a taste of project work in industry. It was also hoped that the team members would bond and
that a competitive spirit between the teams would evolve.
What skills and abilities are enhanced and developed?
The event attracted students from a wide range of departments and year of study. There was also
a wide cultural mix of home, European and international students. The group work provided ample
opportunity for the development of social, leadership, and time management skills, and the sharing
of roles and responsibilities.
As a result of the event, the students explored what is meant by creativity, innovation, enterprise
and entrepreneurship, and ways of generating ideas. They investigated the merits of divergent and
convergent thinking, creative problem solving and market research.
Topics presented by invited speakers included:
· intellectual property
· patents
· risk management
· mitigating and minimising the effects of a product recall.
Other wider benefits included the opportunity for students to meet with those from industry in a
noninterview situation. Embedded in the event was the development of a range of employability
skills such as team work and giving oral presentations.
What skills, attitude and attributes do students need to enrol on such an event?
No preparation was required for the event and students did not need to have previously attended
any courses on enterprise or entrepreneurship. It was hoped that participating students would be
enthusiastic and willing to participate. As participating students had chosen to attend and to do so
entailed missing three days of their holiday they were extremely committed to the event.
The role of the facilitator
From the outset, it was very important for the facilitator to provide a nonthreatening environment.
The students came from a range of cultural backgrounds, courses and years of study and most
had not met before. At the commencement, students were put into groups and led through some
creative tasks to which they reported back. This worked well and avoided the monotony of, and
stress associated with, a traditional introductory icebreaker activity. The students were initially
rather quiet but by midmorning of day one they were lively and involved in their group work. All the
tasks were related to the ultimate goal which was to find and market a new product.
As the first day was a series of presentations interspersed with group work which set the scene for
the following two days, this was labour intensive for the presenter. The facilitator needed to be
friendly, enthusiastic and encouraging to ensure the participants had a positive learning experience
and obtained maximum benefit from the event.
Links with industry
Presentations were given by recent graduates who detailed their own experiences of
intrapreneurship within large engineering companies. Another invited speaker had developed his
business idea into a company with sales in excess of £5m. He described his entrepreneurial
journey from his original concept to overseeing production centres in India as well as in England.
A senior employee from BAE Systems, which has close links with Loughborough University and
employs a large number of placement students and graduates was one of the three Dragons who
assessed the work of each group and was also available to talk with individual students.
All participants received a certificate of attendance and were encouraged to record their
attendance at the event on their curriculum vitae.
How is the event assessed?
The teams were assessed by a panel of three Dragons. The winning group received prize money
of £250. This was donated by the Systems Engineering Innovation Centre at Loughborough
University.
Question time in the Dragons' Den Oral Presentation in the Dragons' Den
Considerations and Concerns
One consideration is that an event such as this needs to be held during a university vacation
period. This may present difficulties with accommodation for those students living in halls of
residence. Another consideration is that the planning of a three day event is also extremely time
consuming.
A concern that proved to be unfounded was that students who had registered would fail to attend
or fail to commit themselves to the event.
Evidence of Success
There was complete attendance on all three days, other than one student who became unwell.
There was a competitive spirit and evidence of bonding in the groups was witnessed. A high level
of commitment was demonstrated by groups working in the venue until late evening on the second
day. The Dragons were impressed with the quality of the work by all groups and found it difficult to
determine the winning team.
All feedback from students and presenters was positive, for example:
Enjoyed it, improved confidence and communication skills. Good networking.
Good event, keep it up. We do not need to wait to be employed. We can be employers.
[I enjoyed most] Exposure to various concepts and ability to work in group.
It was also mentioned that the event was professional, improved confidence, should be of longer
duration and held twice a year to enable a greater number of students to attend. In addition to the
comments on the feedback forms and conversations during the event there were numerous thank
you messages received from the students after the event.
Reflections and future developments
The event was enjoyed by staff who were involved in the delivery as well as by the students and it
is intended that this will be an annual event. It has been decided to allocate a little more time for
group work in future events.
The winning team
Acknowledgements
Kevin Byron from the Higher Education Academy Physical Sciences Centre, University of Hull, who
developed the material for ‘Teaching Entrepreneurship: Resources for Academics’ and allowed it to
be used prior to it becoming available as a teaching resource.
The Systems Engineering Innovation Centre at Loughborough University for providing the prize
money. The speakers, the 'Dragons', and staff who helped at the event.
References
THE COUNCIL FOR INDUSTRY AND HIGHER EDUCATION. (2005). Extract from the Note of the
44th Meeting of the Council on the Theme of Entrepreneurship (accessed 14 August 2007). http://www.ciheuk.com/docs/Council_minutes0510.pdf
RAE, D. (1999). The Entrepreneurial Spirit. Blackhall Publishing, Dublin, Ireland.
Recommended Reading
BARRINGER, B.R. & IRELAND, R.D. (2006). Entrepreneurship: successfully launching new
ventures. Pearson Education, Inc., New Jersey, USA.
INSTITUTE OF CIVIL ENGINEERS (ICE) & THE FACULTY AND INSTITUTE OF ACTUARIES.
(2005). Risk Analysis and Management for Projects. Thomas Telford Publishing, London.
IRISH, V. (2005). Intellectual Property Rights for Engineers, 2nd edition. The Institute of Electrical
Engineers, London.
RAE, D. (2007). Entrepreneurship: from opportunity to action. Palgrave Macmillan, Houndmills,
Basingstoke.
RAWLINSON, J.G. (1981). Creative Thinking and Brainstorming. Gower Publishing Company
Limited, Westmead, Farnborough.
Web links
Creative Thinking and Lateral Thinking Techniques (accessed 14 August 2007). http://www.brainstorming.co.uk/tutorials/creativethinkingcontents.html
The Elevator Pitch (accessed 14 August 2007). http://www.chrisoleary.com/projects/Communication/ElevatorPitchEssentials/index.html
The Higher Education Academy Engineering Subject Centre Enterprise and Entrepreneurship web
pages (accessed 14 August 2007). http://www.engsc.ac.uk/er/entrepreneurship/index.asp
The Higher Education Academy Physical Sciences Centre (accessed 14 August 2007). http://www.physsci.heacademy.ac.uk/Home/Index.aspx
The OsborneParnes Creative Problem Solving Process (accessed 14 August 2007). http://members.optusnet.com.au/~charles57/Creative/Brain/cps.htm
Contact Details
Author(s): Glynis Perkin
Mathematics Education Centre/ Engineering CETL, Loughborough
University, LE11 3TU
Email: [email protected]
Date: September 2007
doc_701113087.pdf
Brief information regarding the enterprising engineer glynis perkin, mathematics education centre.
The Enterprising Engineer
Glynis Perkin, Mathematics Education Centre/ Engineering Centre for Excellence in Teaching and
Learning, Loughborough University. Email: [email protected]
Abstract
This case study details a 3day event, 'The Enterprising Engineer', which was designed to be of
equal benefit to students intending to enter industry and students intending to start up their own
business. The event included invited speakers from industry, from Loughborough University and
from an external consultancy. Students, working in small groups, developed a new product. They
then produced a business plan, a patent application, a model of their product, a poster and a
presentation. The event culminated in a `Dragons' Den´ type situation with each group of students
trying to obtain funding for their business.
Background
The event was based around material obtained from 'Teaching Entrepreneurship: Resources for
Academics', developed by Kevin Byron. The Enterprising Engineer event used this material on day
one to set the scene for the following two days and supplemented it with a number of further
activities and invited speakers.
With the exception of first year students the event was available to engineering undergraduates
and those undertaking a taught postgraduate engineering course. Attendance was free and food
and drinks were provided. Students were responsible for organising their own accommodation.
Why run such an event?
With the majority of engineering undergraduates undertaking a work placement and the close links
that exist between Loughborough University and industry it was believed that this would be a
positive contribution to the student experience and be greeted favourably by future employers.
There is a growing belief that entrepreneurs are not just born and that entrepreneurship can be
taught (Rae, 1999:xixiii). Employers require graduate employees to have entrepreneurial skills, to
be intrapreneurs and to be enterprising (Council for Industry and Higher Education, 2005).
In addition to developing enterprise in the workplace it was also hoped that the time pressures
associated with the tasks and working for three days with previously unacquainted students, would
give a taste of project work in industry. It was also hoped that the team members would bond and
that a competitive spirit between the teams would evolve.
What skills and abilities are enhanced and developed?
The event attracted students from a wide range of departments and year of study. There was also
a wide cultural mix of home, European and international students. The group work provided ample
opportunity for the development of social, leadership, and time management skills, and the sharing
of roles and responsibilities.
As a result of the event, the students explored what is meant by creativity, innovation, enterprise
and entrepreneurship, and ways of generating ideas. They investigated the merits of divergent and
convergent thinking, creative problem solving and market research.
Topics presented by invited speakers included:
· intellectual property
· patents
· risk management
· mitigating and minimising the effects of a product recall.
Other wider benefits included the opportunity for students to meet with those from industry in a
noninterview situation. Embedded in the event was the development of a range of employability
skills such as team work and giving oral presentations.
What skills, attitude and attributes do students need to enrol on such an event?
No preparation was required for the event and students did not need to have previously attended
any courses on enterprise or entrepreneurship. It was hoped that participating students would be
enthusiastic and willing to participate. As participating students had chosen to attend and to do so
entailed missing three days of their holiday they were extremely committed to the event.
The role of the facilitator
From the outset, it was very important for the facilitator to provide a nonthreatening environment.
The students came from a range of cultural backgrounds, courses and years of study and most
had not met before. At the commencement, students were put into groups and led through some
creative tasks to which they reported back. This worked well and avoided the monotony of, and
stress associated with, a traditional introductory icebreaker activity. The students were initially
rather quiet but by midmorning of day one they were lively and involved in their group work. All the
tasks were related to the ultimate goal which was to find and market a new product.
As the first day was a series of presentations interspersed with group work which set the scene for
the following two days, this was labour intensive for the presenter. The facilitator needed to be
friendly, enthusiastic and encouraging to ensure the participants had a positive learning experience
and obtained maximum benefit from the event.
Links with industry
Presentations were given by recent graduates who detailed their own experiences of
intrapreneurship within large engineering companies. Another invited speaker had developed his
business idea into a company with sales in excess of £5m. He described his entrepreneurial
journey from his original concept to overseeing production centres in India as well as in England.
A senior employee from BAE Systems, which has close links with Loughborough University and
employs a large number of placement students and graduates was one of the three Dragons who
assessed the work of each group and was also available to talk with individual students.
All participants received a certificate of attendance and were encouraged to record their
attendance at the event on their curriculum vitae.
How is the event assessed?
The teams were assessed by a panel of three Dragons. The winning group received prize money
of £250. This was donated by the Systems Engineering Innovation Centre at Loughborough
University.
Question time in the Dragons' Den Oral Presentation in the Dragons' Den
Considerations and Concerns
One consideration is that an event such as this needs to be held during a university vacation
period. This may present difficulties with accommodation for those students living in halls of
residence. Another consideration is that the planning of a three day event is also extremely time
consuming.
A concern that proved to be unfounded was that students who had registered would fail to attend
or fail to commit themselves to the event.
Evidence of Success
There was complete attendance on all three days, other than one student who became unwell.
There was a competitive spirit and evidence of bonding in the groups was witnessed. A high level
of commitment was demonstrated by groups working in the venue until late evening on the second
day. The Dragons were impressed with the quality of the work by all groups and found it difficult to
determine the winning team.
All feedback from students and presenters was positive, for example:
Enjoyed it, improved confidence and communication skills. Good networking.
Good event, keep it up. We do not need to wait to be employed. We can be employers.
[I enjoyed most] Exposure to various concepts and ability to work in group.
It was also mentioned that the event was professional, improved confidence, should be of longer
duration and held twice a year to enable a greater number of students to attend. In addition to the
comments on the feedback forms and conversations during the event there were numerous thank
you messages received from the students after the event.
Reflections and future developments
The event was enjoyed by staff who were involved in the delivery as well as by the students and it
is intended that this will be an annual event. It has been decided to allocate a little more time for
group work in future events.
The winning team
Acknowledgements
Kevin Byron from the Higher Education Academy Physical Sciences Centre, University of Hull, who
developed the material for ‘Teaching Entrepreneurship: Resources for Academics’ and allowed it to
be used prior to it becoming available as a teaching resource.
The Systems Engineering Innovation Centre at Loughborough University for providing the prize
money. The speakers, the 'Dragons', and staff who helped at the event.
References
THE COUNCIL FOR INDUSTRY AND HIGHER EDUCATION. (2005). Extract from the Note of the
44th Meeting of the Council on the Theme of Entrepreneurship (accessed 14 August 2007). http://www.ciheuk.com/docs/Council_minutes0510.pdf
RAE, D. (1999). The Entrepreneurial Spirit. Blackhall Publishing, Dublin, Ireland.
Recommended Reading
BARRINGER, B.R. & IRELAND, R.D. (2006). Entrepreneurship: successfully launching new
ventures. Pearson Education, Inc., New Jersey, USA.
INSTITUTE OF CIVIL ENGINEERS (ICE) & THE FACULTY AND INSTITUTE OF ACTUARIES.
(2005). Risk Analysis and Management for Projects. Thomas Telford Publishing, London.
IRISH, V. (2005). Intellectual Property Rights for Engineers, 2nd edition. The Institute of Electrical
Engineers, London.
RAE, D. (2007). Entrepreneurship: from opportunity to action. Palgrave Macmillan, Houndmills,
Basingstoke.
RAWLINSON, J.G. (1981). Creative Thinking and Brainstorming. Gower Publishing Company
Limited, Westmead, Farnborough.
Web links
Creative Thinking and Lateral Thinking Techniques (accessed 14 August 2007). http://www.brainstorming.co.uk/tutorials/creativethinkingcontents.html
The Elevator Pitch (accessed 14 August 2007). http://www.chrisoleary.com/projects/Communication/ElevatorPitchEssentials/index.html
The Higher Education Academy Engineering Subject Centre Enterprise and Entrepreneurship web
pages (accessed 14 August 2007). http://www.engsc.ac.uk/er/entrepreneurship/index.asp
The Higher Education Academy Physical Sciences Centre (accessed 14 August 2007). http://www.physsci.heacademy.ac.uk/Home/Index.aspx
The OsborneParnes Creative Problem Solving Process (accessed 14 August 2007). http://members.optusnet.com.au/~charles57/Creative/Brain/cps.htm
Contact Details
Author(s): Glynis Perkin
Mathematics Education Centre/ Engineering CETL, Loughborough
University, LE11 3TU
Email: [email protected]
Date: September 2007
doc_701113087.pdf