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Education + Training

The entrepreneurial summer school as a successful model for teaching enterprise


Amanda CollinsMartyn Robertson

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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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(1994),"Entrepreneurship Education and Training Programmes:: A Review and Evaluation Part 1", Journal of European
Industrial Training, Vol. 18 Iss 8 pp. 3-12 http://dx.doi.org/10.1108/03090599410068024
(2006),"Assessing the impact of entrepreneurship education programmes: a new methodology", Journal of European
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Introduction

The entrepreneurial
summer school as a
successful model for
teaching enterprise
Amanda Collins and
Martyn Robertson

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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
The Emerald Research Register for this journal is
available at
http://www.emeraldinsight.com/researchregister
The current issue and full text archive of this journal is
available at
http://www.emeraldinsight.com/0040-0912.htm

Education + Training
Volume 45 . Number 6 . 2003 . pp. 324-330
# MCB UP Limited . ISSN 0040-0912
DOI 10.1108/00400910310495978

The issue of the most effective approach to


teaching enterprise has been one that has
raised regular discussion and debate since the
introduction of the Enterprise in Higher
Education (EHE) initiative, created by the
Department for Education, in 1987. How do
higher education institutions ``encourage the
development of qualities of enterprise''
(Enterprise in Higher Education Training
Agency, 1990) through teaching programmes
and therein produce capable, skilled and
enterprising individuals?
The enterprise education agenda is broad
and encompasses generic graduate skills
which will ``equip them for a lifetime in a fastchanging work environment'' (Education and
Skills, 2003). It is also linked to employability
and career development, which the
government is seeking to consolidate through
the student ``progress file'' (Education and
Skills, 2003). Given the overarching
education context, it is incumbent on
enterprise programmes to deliver generic
enabling skills as well as skills and knowledge
specific to entrepreneurship.
The model of an entrepreneurial summer
school for teaching enterprise will be
evaluated in this paper. It critically examines
the approach taken on the first of what has
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.

The development of enterprise


education
Whiteley (1995) provides a historical
perspective on government intentions
regarding EHE. The government couched
enterprise, something that may be viewed
negatively in academic circles, in between the
cushions of employability and lifelong
learning. Buffered by inordinately large sums
of money, enterprise teaching began to find its
way into curricula. In some cases the ground
was fertile and enterprise flourished, in others
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Amanda Collins and Martyn Robertson

a heavy dose of scepticism and the bitter pill


of politics combined to keep it comfortably on
the periphery of everyday university life. In
between, promising examples of how
enterprise might be fully embedded persisted
(Gibb and Ritchie, 1982; Gibb, 1987).
Gibb (1993a, b, c) argues that learning is
not just information, knowledge or
understanding, but a process for embedding
behaviour. He identifies key factors in small
business learning and translates them for
educators in enterprise (see Figure 1).
Gibb (1993a, b, c) found that the learning
mode for enterprise was the opposite of the
didactic approach commonly used within
higher education institutions (see Table I).
Kennedy (1998) advocated learning in a
completely free-form environment,
suggesting:

rooms . . . snooker halls, shopping malls. Our


inventiveness should see no limits in creating all
kinds of community learning centres which feel
right to the user.

Approaches to teaching and assessing


enterprise learning
An understanding of the process of learning
underpins any approach to a teaching
programme. Newby (1998) argues for a
balance between education for ``knowing
about'' and education for ``doing''. The Royal
Society for the Arts' (RSA) Capability
Manifesto (RSA, 1978) states:

The trick is to take learning to the learners,


wherever they are in family rooms, in primary

The idea of the ``educated'' person is that of a


scholarly individual who has been neither
educated nor trained to exercise useful skills;
who is able to understand but not to act. Young
people in secondary or higher education
increasingly specialise, and do so too often in

Figure 1 The enterprise environment for education

Table I Didactic and enterprising learning modes


Learning modes
Didactic

Enterprising

Learning from teacher alone


Passive role as listener
Learning from written texts
Learning from ``expert'' frameworks of teacher
Learning from feedback from one key person (the teacher)
Learning in well organised, timetabled environment
Learning without pressure of immediate goals
Copying from others discouraged
Mistakes feared
Learning by notes

Learning from one another


Learning by doing
Learning from personal exchange and debate
Learning by discovering (under guidance)
Learning from reactions of many people
Learning in flexible, informal environment
Learning under pressure to achieve goals
Learning by borrowing from others
Mistakes learned from
Learning by problem solving

Source: Gibb (1993a, b, c)

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Amanda Collins and Martyn Robertson

ways that mean that they are taught to practise


only the skills of scholarship and science. They
acquire knowledge of particular subjects, but are
not equipped to use knowledge in ways that are
relevant to the world outside the education
system.

Further:

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This imbalance is harmful to individuals, to


industry and to society. A well-balanced
education should, of course, embrace analysis
and the acquisition of knowledge. But it must
also include the exercise of creative skills, the
competence to undertake and complete tasks
and the ability to cope with everyday life; and
also doing all these things in co-operation with
others (RSA, 1978).

Hynes (1996) questioned the traditionally


mechanistic approach to business teaching in
relation to enterprise, deeming its systems and
techniques ineffective in this arena. A flexible
environment which encourages creativity is
encouraged. Gibb (1993a, b, c) stated that,
for the entrepreneur, learning is:
Through a process of personal interaction rather
than by the written word of formal instruction.

The personality of the entrepreneur should


also be considered when creating a teaching
programme in enterprise. Robinson et al.
(1991) concluded that student entrepreneurs
are not the same as non-student
entrepreneurs and that entrepreneurial
characteristics are not stable but rather
dynamic across time and situations.
Consideration of the differing stages and
therefore attitudes amongst participants was
important, to provide information which
would be useful within the programme and
remain so at any point thereafter.
Equally, Brockhaus (1980) suggests that
risk-taking propensity may not be a
distinguishing characteristic of entrepreneurs,
so we should not assume so nor encourage it
from the point of view of responsibility. Liles
(1974) outlined the financial and emotional
consequences of failure, which can be the
result of risk. Liles suggested that the
potential entrepreneur is well advised to
analyse carefully the risks associated with the
proposed business and then to determine
whether or not he is willing to take them. Liles
concluded that the decision depends to a
great extent on the entrepreneur's
understanding of the risk involved.
Robertson (2000) recommends that the
first session of any enterprise-related course
should also promote the issue of self-concept.
How does the young person see him/herself?

What do they want in life? How can they get


it? What can they achieve through this course?
Robertson also recommended action in
respect of businesses to develop partnerships
and shared resources, contributing to the
education experience in a way that reflects
back on the business as well as forging a
valuable bridge between learning (education)
and doing (work).
Student assessment may be more difficult,
but not impossible, within a loose structure.
The EHE initiative resurrected the concept of
work-based learning in order to find a bridge
between work and study. Clearly, milestones
are required to accommodate motivation in
the absence of a defined structure for
learning. The goal is to decide on a course of
action and its implementation (Levin, 1999).
Further, Ames et al. (2002) advise that
milestones be set across the course of study to
enable an effective system of monitoring and
assessment.
Participants in the summer school are
subject not so much to assessment as to
support. The summer school is presented as
part of an integrated service for young
entrepreneurs. They are encouraged to use
the Business Start-Up Web site as a reference
point, to make an appointment with a small
business adviser following the summer school
and to proceed to the business incubator,
should they wish to start trading. At each
stage of their journey to start-up they receive
peer assessment that is practical and based on
experience.

Educational approach to the


entrepreneurial summer school
Tutors with a wide range of knowledge and
skills in the small firms arena are best
equipped to handle the complexities of
teaching enterprise. The course director of
the summer school has over 20 years'
experience in running and advising small
firms. He and his fellow tutors have taught
enterprise at both undergraduate and
postgraduate levels and hold professional
memberships such as the Chartered
Association of Certified Accountants Small
Business Committee and the National
Council of the Small Business Research
Trust. These highly skilled individuals are
able to respond to students with up-to-date
and correctly contextualised information from

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Amanda Collins and Martyn Robertson

the regional, national and international


perspectives.
Whilst academic theories and models,
notably Churchill and Lewis (1983) and
Greiner (1967), are used to underpin the
course programme, delivery is creative rather
than academic. Greiner related the skills and
knowledge required to the stage of the
business (see Figure 2).
Newby (1998) said enterprise teaching
programmes should provide an equal focus on
the development of skills and personal
qualities for taking successful action, and the
intellectual understanding of the context of
action. The intent behind the summer school
was that students should not leave with a
theoretical mastery of relevant concepts but
instead with the skills or personal qualities
necessary to act, or at least the inclination to
do so. They should be facilitated both in
stretching their brain to its limits and in
making their individual contribution greater
than those of all the tutors and guest speakers
combined. If they are ultimately to be
self-employed, they have to do their own
thinking and solve their own problems.
In practice, participants spend very little
time passively listening to an endless stream of
tutors, small business advisers and
accountants. Should they do so, it would be for
no more than half an hour, at which point they
would be away into their groups to work out a
problem, pose some questions or illustrate an
idea. The focus is constantly on the issues that
are specific to small firms. In terms of content,
Berryman (1983) and Boyle and Desai (1991)
highlight the causes of failure. Gibb (1984)
raises problems that entrepreneurs experience
Figure 2 The Greiner growth model

when dealing with information, those being


comprehension, diagnosis of problems and
articulation of needs.
Boredom is not an option open to
participants of the entrepreneurial summer
school. Students must be active in their
participation. They are asked to make
personal and group presentations throughout.
Once they have clarified their business idea,
they have the opportunity to talk it through
one-to-one with a small business adviser. If
the adviser does not have knowledge specific
to the idea and/or industry, he will
recommend people who do, so that
momentum is not lost and participants can
take forward their ideas. These contacts,
together with those made on the course
through group activity, are invaluable in
facilitating development of the business idea.
The value of networking is reinforced by
participant feedback, which shows
consultation and maintenance of contacts to
be the two most critical factors in building on
the programme.
There is a sense of responsibility towards
participants in outlining the risks as well as
the rewards of setting-up in business.
Inevitably, there are casualties at the end of a
week-long programme, which has shown
everything that possibly could go wrong but
that is as it should be. The programme begins
with the question of motivation and also ends
with it in order to ensure as far as possible that
nobody is set up for a fall.
A partner approach facilitated capacity
building to afford the best possible offering.
The key learning outcomes were agreed at the
start of the programme as:
.
the development of analytical skills;
.
provision of broad frames of reference;
.
provision of environmental knowledge
and personal networks;
.
development of interpersonal skills; and
.
development of structuring skills.
Benefits to the partners included learning
from one another, sharing ideas about
developments, collaborating in the delivery of
outputs and growing individual expertise and
range and scale of provision.

Content of the programme


The summer school covers the key areas of
start-up of which all participants need to be
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aware, regardless of whether they have done a


lot of homework themselves already or have
only initial ideas. Raising money, marketing,
managing finance and operations are the
staple ingredients. These are complemented
by the softer but no less important subjects of
motivation, networking, skills and knowledge.
A number of people contribute to the
summer school through the week. Experts
provide insights into these areas in a
humorous, inclusive way, through role-plays
and group activities that facilitate learning by
``doing'' rather than passive absorption.
Entrepreneurs play a critical part in inspiring
participants and are a valuable source of
relevant information and practical advice.
The relative successes and failures of real
entrepreneurs provoke and often crystallise
thought in the most powerful way. The
advantages of involving a number of different
people approaching the same subject in
different ways are twofold: it enables
participants to get a variety of perspectives,
which enhances their thinking in relation to
their own business idea and it serves to move
the event along apace.

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.

Figure 3 Age profile of participants

group who had acquired work experience


and now felt prepared to explore
self-employment.
Participants came from a number of higher
educational institutes (Figure 4), although
the majority were from Leeds Metropolitan
University. The diversity in course subjects
offered across these universities served to
enrich the experience for all concerned.
Students from Leeds Metropolitan
University, for example, came principally
from the business studies area, whilst
students from the London College of
Printing could be defined as creative, since
they study subjects such as design,
photography and multimedia.
Initial feedback
Statistics show that 75 per cent of participants
felt more confident about their intention to
set up a business after the course and no
participant was less likely to start up. In
response to ``Do you feel able to start up a
business now?'', a total of 80 per cent said yes
with varying degrees of confidence and
different timescales. Qualitative
reinforcement included:
Yes, I'm looking forward to really getting stuck
in now and making it happen.
Figure 4 Origin of participants

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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Amanda Collins and Martyn Robertson

I need to do more research in the area of interest


at least for a year.

Development of interpersonal skills


Expectations of the course included to:
[. . .] become more confident in dealing with other
business people and selling my ideas to people.

I feel I would need continuous help. A follow-up


course would be nice.

In terms of timescale to start-up (Figure 5)


the figures indicate a good rate of progression.

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Key findings in terms of learning


outcomes
Development of analytical skills
Analytical skills were developed through the
course and registered at the end of the
programme. Participants had ``more of an idea
of where to go next''. They demonstrated
awareness of the value of analytical skills ``I
need to do more research . . . at least for a year''.
Provision of broad frames of reference
Frames of reference were viewed in terms of
knowledge. For example:

Group activity maximised opportunities to


talk to others:
I enjoyed the informal and inclusive atmosphere
where everyone could feel like equals.

This interaction was considered to add to the


enjoyment of the event, notably:
[. . .] the team spirit of the participants and the
efforts expended by all in solving problems
presented throughout the course.

Development of structuring skills


It was considered important to provide
direction and hence structure, regardless of
the nature of delivery. This was successfully
achieved:
It's made me think about how I'm going to
approach something or overcome an obstacle.

It has raised awareness of the many aspects that


are paramount for the success of an idea.

I know more about the timing and stages of


starting up a business.

It has opened my eyes to what's involved.

The contextualisation of knowledge was also


important:
I have A-level Business Studies and want to add
more to my background [in that area].

I wanted to get some funding help on the business


plan development and on getting a patent.

Provision of environmental knowledge and


personal networks
The number of different sources of
information provided through the course,
together with group activity and
encouragement to learn from one another,
was powerful. Participants spoke of the
benefits of:
[. . .] meeting others in a similar situation good
for support.
[. . .] meeting people from financing and
investment.
[. . .] good resources and networking links . . . I'm
more than satisfied (because) I picked up things
I didn't know.
Figure 5 Timescale to start-up

Specific information to add to a skeleton


structure, which may already have been set in
place by a participant, was also successfully
gained:

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.

One enthusiast complained about things


being rushed through lack of time! Other
complaints were:
[. . .] staying in the same group all week.
[. . .] students who were not sure of ideas took up
group time.
[. . .] too much lecturing.

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Amanda Collins and Martyn Robertson

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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.

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Further reading
Greiner, L.E. (1972), ``Evolution and revolution as
organisations grow'', Harvard Business Review,
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be an entrepreneur? Young adult attitudes to
entrepreneurship as a career'', Career Development
International, Vol. 5 No. 6, pp. 279-87.

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Metropolitan University, Leeds, UK.Martyn RobertsonMartyn Robertson is Head, at Business StartUp@Leeds Met, Leeds
Business School, Leeds Metropolitan University, Leeds, UK.. 2003. Issues in marketing enterprise initiatives within a
university culture and framework. Education + Training 45:6, 317-323. [Abstract] [Full Text] [PDF]

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