The Entrepreneurial Summer School
The Entrepreneurial Summer School
The Entrepreneurial Summer School
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To cite this document:
Amanda CollinsMartyn Robertson, (2003),"The entrepreneurial summer school as a successful model for teaching
enterprise", Education + Training, Vol. 45 Iss 6 pp. 324 - 330
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(2010),"Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators", Education +
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(2006),"Assessing the impact of entrepreneurship education programmes: a new methodology", Journal of European
Industrial Training, Vol. 30 Iss 9 pp. 701-720 http://dx.doi.org/10.1108/03090590610715022
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Introduction
The entrepreneurial
summer school as a
successful model for
teaching enterprise
Amanda Collins and
Martyn Robertson
The authors
Amanda Collins is Project Manager and
Martyn Robertson is Head, both at Business
Start-Up@Leeds Met, Leeds Business School, Leeds
Metropolitan University, Leeds, UK.
Keywords
Business development, Education, Teaching, Learning,
Entrepreneurialism
Abstract
What is the most effective approach to teaching
enterprise? A residential week-long event brought
together students and tutors from a variety of
backgrounds and with differing expertise. The result was
a melting-pot of ideas, some of which generated new
businesses. This article critically examines the approach
taken on the first of what have become an annual event
and includes evaluation by the participants themselves. A
literature review of teaching in enterprise is given as a
back-cloth to the format of the event itself. Qualitative
reports from the participants show a significant degree of
success, the main factors in which are highlighted and
advanced by recommendations for taking students
through to subsequent stages of start-up.
Electronic access
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Education + Training
Volume 45 . Number 6 . 2003 . pp. 324-330
# MCB UP Limited . ISSN 0040-0912
DOI 10.1108/00400910310495978
Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Enterprising
325
Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Further:
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Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Evaluation
Evaluation of the programme was based on a
qualitative review of individual experiences.
This method was chosen because of a wide
variation in degree of participant readiness to
start and prior business experience, and the
need to gain an insight into the different
experiences of the programme. The
researchers were involved in neither the
design nor the delivery of the programme.
Feedback focuses on experiences common
to at least three participants and each
statement draws on at least two of the three
sources of data used. The data sources were
end-of-programme feedback forms,
transcripts of end-of-course focus group
discussions and individual accounts which
provided personal profiles.
Participant profile
There was a balance of male and female
participants on the programme, the males
representing 49 per cent. In terms of age
distribution (Figure 3), the majority were
recent graduates; however, there were
significant numbers of students still within the
higher education system (under 21) and also a
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Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Progression
One of the personal profiles illustrates the
progress participants made through the
course programme. A male, aged 21, was
already self-employed and looking for
knowledge and skills specific to his field. He
moved from a fair or good assessment in
terms of awareness of what is involved in
running a business, experience, ability,
confidence and strength of intention to
excellent, after the week's tuition.
Negative feedback
Areas of the programme deemed least helpful
were specific topics, notably finance and
specific guest speakers, although these were
couched in positive terms:
I didn't enjoy the banking session as much, but it
was useful.
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Education + Training
Volume 45 . Number 6 . 2003 . 324-330
Conclusion
The first entrepreneurial summer school took
place in July 2002. Influenced by the work of
Gibb (1993a, b, c) and Newby (1998), the
design of the summer school followed a
``student-centred'' model and an ``enabling''
approach to teaching and learning in
enterprise. The key learning outcomes desired
were achieved and participants left the course
well prepared and inspired to go down the
path of setting themselves up in business.
Feedback has helped crystallise thought on
subsequent support to young entrepreneurs.
This includes a virtual support network,
regular electronic updates comprising useful
contacts and follow-up sessions, usually oneto-one through an incubation service. The
summer school is now an annual event,
facilitating the generation of additional
evaluation and research data on enterprise
education and training.
References
Ames, M., Runco, M. and Sejrest, S. (2002),
Revolutionizing Enptrepreneurship Education:
Beyond Anecdotes to Reality-based Systematic
Assessment, available at: www/sbaer.uca.edu/
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(accessed 12 march 2003).
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Brockhaus, R.H. (1980), ``Risk-taking propensity of
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Churchill, N.C. and Lewis, V.L. (1983), ``The five stages of
small business growth'', Harvard Business Review,
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Education and Skills (2003), The Future of Higher
Education, Government White Paper, p. 44,
available at: www.dfes.gov.uk
Enterprise in Higher Education Training Agency (1990),
Enterprise in Higher Education: Key Features of the
Enterprise in Higher Education Proposals, Enterprise
in Higher Education Training Agency, London, p. 3.
Gibb, A. (1987), ``Enterprise culture its meaning and
implications for education and training'', Journal of
European Industrial Training, Vol. 11 No. 2.
Gibb, A. and Ritchie, J. (1982), ``Understanding the
processes of starting small businesses'',
Further reading
Greiner, L.E. (1972), ``Evolution and revolution as
organisations grow'', Harvard Business Review,
July-August.
Henderson, R. and Robertson, M. (2000), ``Who wants to
be an entrepreneur? Young adult attitudes to
entrepreneurship as a career'', Career Development
International, Vol. 5 No. 6, pp. 279-87.
330