Transcript Assessment Approaches in Enterprise Education

Assessment Approaches
in Enterprise Education
Dr. Luke Pittaway, Director, Enterprise and Regional Development Unit,
Sheffield University Management School
Research and Education Fellow, National Council for Graduate
Entrepreneurship
Introduction
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Step 1: Consider your current assessment approaches (15 minutes –
Groups of 2)
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Step 2: Consider advantages and disadvantages of these approaches (15
minutes – Groups of 4)
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What outcomes are being assessed?
What assessment mechanisms are being used?
How effective are these assessment strategies in meeting outcomes?
Are the outcomes sought correct?
Step 3: Introduction to the NCGE/ISBE workshop focus group brainstorming
exercise
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Is the NCGE outcome valid for entrepreneurship education valid for ‘enterprise’
education? Why, why not?
What do you think of the assessment mechanisms suggested? Likes, dislikes,
any challenges of implementation?
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
Context
• International Small Business and Entrepreneurship
Conference (November, Blackpool, 2005)
• Special Interest Group (SIG) workshop on
entrepreneurship education
• 45 Delegates from a variety of countries
• Brainstorming exercise
• Exploring the NCGE outcomes of entrepreneurship
education (developed by Allan Gibb)
• Identifying how one could assess these outcomes
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
A. Key entrepreneurial behaviours, skills and attitudes developed
External
Perceptions
Peer
Social
Assessment
Observation
Critical Incident
Peer Assessment
External Assessors
360°
Internal
Cognitive
Self-produced assessment
Imagination and stories
Active
Life Story
In-tray
Case Study
Self-assessment
Conversations
Diaries
Objective
Demonstrations (laboratory)
Portfolios of Evidence
Exams
Tests
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External
Benchmarking
Standards
Assessment
Questionnaire
Critical Reflection
Start, Middle and End
Performance against
goals
Psychological
Assessment
Compare to Success
SFEDI Standards
Competence Testing
B. Students ‘feel’ the life-world of the entrepreneur
Action
Action
and Imagination
24hr projects
Presentations
Business Games
Role Play
Residential
Weekends
Business
Simulation
SelfDirected
Creativity
and visualisation
Creative problem
solving
Decision trees
Creativity and
visualisation
exercises
Personal Development
Peer assessment; Publications, seminars,
workshops and conferences; Coaching and
mentoring; Writing conference papers;
Shadowing and buddying entrepreneurs
Planning
Assessing process of
business planning;
assessment of plan;
configuration options
Critical Analysis
Reflections on running own business
Risk evaluation of ideas
Discussion forums
Debates
Verbal and written synthesis and analysis
Reflection
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Functional
Business Skills
Obtaining capital; project
management; projects (idea to
implementation); group working;
case writing; longitudinal live
projects; other company projects.
External
locus of
control
Self-reporting
Student placements
Basic business consultancy
Networking and reflective reporting
Business intelligence
Network analysis
C. Key entrepreneurial values have been inculcated
 YAUP
 £1000 only-where to
 Cash Value spend?
 Dragon’s
Den
 Organise
conference
Energy (input)
 Exam
 Awards
 Business
Plan
 Focus
Group
 Pictures
 Jeopardy  Song and Dance
 Presentations
 Shadowing  Role Play
 Bake a
 Surviving deep-end
Cake
 Supplier for a
experience
 Day room day
 Elevator
 Charades
pitches
 Story-teller
 Knitting
 Films/DVDs
 Identity
 Electronic Voting
 Non-executive fly-  Diary-log (PDP)
on-the wall
 Venture capital
 Placement
 Would not
panel
 Working
 Would work with
holidays
(maps)
Energy (output)
 Ratings from local
suppliers
 Peer Assessment
 Networking
 Reverse Appraisal
 Interview
 Barometer
 League
Table
 Participatory Assessment
 Checklist
Traditional
 Reports
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
 Self
Assessment
 Start-up and
survival
D. Motivation to a career in entrepreneurship has been built
Observed Behaviour
Engagement in extra-curricula; Starting a
Business; Observing Behaviour; Scams or
number of projects being created; Diary or Blog
that reflects activity; Working pro-bono in
charity
Self-report
Retention
on course
(or leave
and go)
Self-profile
(PDP);
Essay about
entrepreneurial
lifestyle in relation to themselves; Student selfreport
Narrative Analysis
Write narrative of interaction; account of their
actions doing enterprising things
Scales Measured
Attitude
Attitudinal Scales
Cognitive
Construct analysis; Intentional Scales; Career
Choice-Decision; Change in career choice
Affective
Change in attitude relative to family
Conative
Semantic differential (language); Change in
meaning of case study accounts (longitudinal);
TAT Thematic appreciation test (narrative analysis)
Holistic
Longitudinal; holistic
Social Orientation
Who are your friend ‘associograph’ network
dialogue (start-end)
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
F. Students understand the process (stages) of going into business
 Exam
Theoretical
Critical/Analytical
 Group ‘How Case studies
to’
(live)
Presentations
 Case studies
(existing)
 Business
Plans
 Games with
 Market research
competitive element
studies (live)
 Essay selfselected
 Essay – set
question
 Project or
report (joint)
 Written test
 Presentation
 Project or
report
(individual)
 Set-up
organisation
 Peer Assessment
 Interview
 Poster
Presentation
 Operations
studies (live)
 Set-up virtual
organisation
 Simulation
 Role Play
 Taking a
business idea
 Start-up
from a business
process
setting up a
competition (in
new
stages)
venture
 Pilot run
 Competition for setting up a
business between novice and
experienced teams
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
 Shadowing
and report
Experiential
G. Students grasp the key business ‘how-to’s’ of the start-up process
Qualitative Methods
Ask them
Business Performance
Business Games
Feasibility Studies
Feel-Culture (amenable)
Assessment of Business Plan
Peer Assessment
Conversations
Student Feedback
Focus Groups
Exams
Employer Feedback
Vivas
Elevator Pitches
Business Creation Quality
Business Intermediary Feedback
Quantitative Methods
Applications for finance
Spin outs
Values (grasp how to start-up an office)
Membership of business organisations
Exit polling
Business creation number
Business turnover
Attendance at Extra-curricula
Number of failures
Occupancy of incubator units
Number of Start-up modules
Number of enrolments on modules
People using support quangos
Size of business
Occupancy of hatchery
GMENT Ranking
Region’s economic success
Bursaries or grants awarded
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
H. Students understand the
relationships they need to develop with
key stakeholders
Class Room
Ability to express
vision
Group assessment
Group work
Peer evaluation
Ability to work in a
team
Interview
Practical
demonstration
Community-Parental
Parental feedback
Case study
Mentoring business
organisation
Received publicity
Received recognition
awards
Membership of
community
organisations
Core Skills
Exam (written)
Exam (oral)
Analytical judgement
Ability to see opportunities
Prioritise needs
Competence testing
Start a business
Create a website
Incentive task
Ability
to manage others
Student
Presentations
Entrepreneur
Ability
to
deal with power and
Business Plan
authority
Role Play
Do needs assessment
Scenario Planning
Caution
Level of innovation
(lack off)
Extent of network
Evidence
of
External
risk
community value
propensity
added
Evidence of
risk
Connectionmanagement
Communication
Ability to teach others
Ability to communicate
Level of philanthropy
Ability to reuse seed
capital
20/07/2015 © The University of Sheffield / Department of Marketing and Communications
100
Years
Of
Excellence.