Pundit Predictions: How Artificial Intelligence can change Enterprise and Entrepreneurship Education in 2024.

Written by Dr Cherisse Hoyte

Happy New Year! At the start of each New Year, we may make resolutions or goals that we would like to focus on. Some of these are more a wish list of do-good habits than a conscientious effort for change and improvement. To kick off the New Year, I thought we could start off on the right foot and reflect on how entrepreneurship education might change and improve for 2024.

What is trending at the moment is artificial intelligence and how this can be embedded into teaching, learning and assessment in an appropriate and ethical manner. Our students were already enquiring last semester as to whether they are allowed to use AI-generated images in their infographic coursework assessment for our first year entrepreneurial thinking module. We foresee much more inquiries and even bold attempts to push the boundaries in using generative AI tools like ChatGPT. In truth, while there has been a great deal of hype about ChatGPT, this is just one example of one type of AI tool. Besides large language models (LLMs) like ChatGPT, there are translation tools and AI detection software.

In terms of teaching, learning and assessment, AI tools that transform content, paraphrase content or correct grammar/spelling such as Grammarly, Quilbot and Google Translate, have been used by students for quite some time now especially among international students. For 2024, might we consider how these tools might change and improve enterprise and entrepreneurship education? For example, we know that the word “entrepreneurship” is a very western concept and many of our international students find it challenging to relate to this concept and see themselves as entrepreneurs or intrapreneurs. AI translation software can be encouraged in this instance to help students with their reading, writing and comprehension. We may even find that there is a more holistic and systemic concept that is palatable to a wider group of students. ChatGPT suggests “entrepreneurialism” as it “might be used to denote a broader cultural or societal ethos that is supportive of entrepreneurial endeavours, implying a quality or an ideology that embodies the spirit, attitude, or ethos of being entrepreneurial

As educators, we are all too familiar with the AI detection tools such as, Turnitin. Some other examples are Copyleaks and GPTZero. You will also be aware that none of these tools presently provide the depth of accuracy or reliability we need to confirm academic misconduct by our students. So for 2024, might we consider how we can make our assessments more authentic? We are after all enterprise educators, and our students should not be writing 2000-word business plans. At my university, we have significantly reduced written essays and reports from our enterprise and entrepreneurship curricula and replaced these with digital storyboards, 6-minute group pitching, vlogs and consultancy projects. I challenge you to do the same.

Ultimately, we circle back to LLMs like ChatGPT and similar generative AI content creation tools, including Midjourney, Bard, Minerva, and Perplexity.ai, to mention a few. It is within our gift as enterprise educators to lead the way in how these tools can be used. I firmly believe that we should seek to understand more about these tools and incorporate them into our teaching, learning and assessments rather than present these tools as an enigma or forbidden fruit. For instance, tools like ChatGPT and Midjourney are proving to be quite useful for our digital storyboarding assessments as students can generate images using their own prompts to empathise with consumer/market needs. It provides a sense of inclusivity for those who are not good at drawing or sourcing images and the assignment becomes more about the story-telling, insights into the consumer and market research rather than artistic drawing.

Integrating AI in enterprise education will come with its risks, but the opportunities for personalised learning, real-world relevance and enhanced collaboration that can foster innovation and critical thinking is one that we cannot afford to miss out on. The future is AI.

Views expressed are my own and not that of my university.

OpenAI. (2023). ChatGPT (Mar 14 version) https://chat.openai.com/chat

EEUK President’s New Year Thoughts

Written by Dave Bolton

Dear Members and Friends of EEUK

As we stand on the threshold of a new year, I extend my best wishes to each one of you and your organisations. May the coming year bring us all success, growth, and prosperity for our institutions and for EEUK.

As your President, I am privileged to lead a community of dedicated individuals, and I look forward to navigating the challenges and seizing the opportunities that the future holds. Let us make sure we continue to work together, fostering innovation, collaboration, and excellence.

One element that always inspires me is the focus on perspective that the New Year brings. I’m sure 2024 will bring us renewed energy and determination to achieve our collective goals. Here’s to a year of accomplishments, milestones, and shared success. (And of course, the first IEEC outside of mainland UK, Belfast here we come!!)

I do, however, find myself pondering what the coming year might bring in terms of growth for enterprise education as a discipline across all levels of learning. These are obviously my opinions, however, broader trends observed in recent years have pointed towards a number of innovative strides in the discipline.

  1. Digital Transformation in Education: The integration of technology into education is likely to continue, with a focus on digital platforms, online courses, and interactive learning tools. Enterprise educators may adopt innovative technologies to enhance the learning experience for students.
  2. Adaptation to Remote and Hybrid Learning: The experience gained during the COVID-19 pandemic may lead to a more permanent adoption of remote and hybrid learning models. Enterprise educators may continue to explore ways to effectively deliver content in both traditional and virtual formats.
  3. Focus on Practical Skills: There might be an increased emphasis on practical skills and real-world applications in enterprise education. Employability and preparing students for the workforce may become central themes, with a focus on experiential learning, internships, and industry collaborations.
  4. Global Perspectives: With the increasing interconnectedness of the global economy, enterprise educators may place a stronger emphasis on providing students with a global perspective. This could involve international collaborations, cross-cultural learning experiences, and a focus on global business trends.
  5. Entrepreneurship and Innovation: The importance of fostering an entrepreneurial mindset and cultivating innovation skills may continue to grow. Enterprise education programs may incorporate more elements related to startup incubation, design thinking, and creativity.
  6. Soft Skills Development: In addition to technical skills, there may be an increased recognition of the importance of soft skills such as communication, problem-solving, and critical thinking. Enterprise educators may design programs that holistically develop students for success in a professional environment.
  7. Diversity, Equity, and Inclusion: There might be a heightened focus on promoting diversity, equity, and inclusion in enterprise education. Efforts to create inclusive learning environments that reflect the diversity of the business world may become more pronounced.
  8. Lifelong Learning: The concept of lifelong learning is likely to gain more prominence. Enterprise educators may explore ways to offer continuous learning opportunities for professionals throughout their careers.
  9. The integration of Artificial Intelligence (AI) in enterprise education is becoming increasingly prevalent. While AI offers numerous benefits to enterprise education, it’s essential to address ethical considerations, data privacy, and ensure that human oversight remains integral to the educational process. Additionally, ongoing research and development will likely bring about new and innovative applications of AI in the field of enterprise education.

I am excited to see what the next 12 months brings for us and once again I am proud to lead the organisation, YOUR organisation for another year. I wish you and your families a Happy, Healthy and Prosperous  New Year!

David Bolton

Associate Professor Swansea School of Management

President – Enterprise Educators UK

EEUK President’s Address 2023

Written by Dave Bolton

A photo of Dave Bolton. He is wearing a suit and smiling at the camera.For all our EEUK members, collaborators and friends.

As we come towards the end of yet another year, I extend warm and heartfelt greetings to each and every member and friend of EEUK. This festive season is a time for reflection, gratitude, and celebration, and I am really pleased to have the opportunity of writing this short message.

This year has been filled with challenges, triumphs, and moments that have tested our resilience as individuals and as a collective community. Yet, through it all, the strength of the EEUK ‘family’ has remained, proving that together, we can overcome any obstacle that comes our way.

The festive season provides us with a big opportunity to express our appreciation for the ties that bind us—ties forged through shared goals, common values, and the collective dedication to the mission of EEUK. It is a time to acknowledge the hard work, passion, and commitment that our Board of Directors, Operations team and most importantly what each and every member brings to our organisation, contributing to its success and growth.

As we celebrate this special time of the year, let us also remember those who may be facing challenges or difficulties. EEUK stands as an advocate of support and compassion, and it is through our actions that we can make a meaningful impact in the work of others. This festive season, I encourage each member to consider how we can extend a helping hand to those in need and foster a spirit of generosity within our community in the spirit of entrepreneurship and collegiality.

Looking ahead to the coming year, personally, I am really excited about the opportunities that lie before us. IEEC Belfast in September 2024 will be the first time we have taken the conference outside of mainland UK and will open up the support EEUK can provide to a wider audience. We are also looking forward to forging links in other parts of the world in conjunction with our partner organisations. Together, as part of a wider community, I am positive we will continue to strive for excellence, innovation, and positive change. The collaborative efforts of our diverse membership will undoubtedly propel EEUK to new heights, creating a lasting legacy for the years ahead.

In closing, I want to express my deepest gratitude for the privilege of serving as your President. It is an honour that I hold with great humility and pride. On behalf of all the EEUK Board and wider team I want to express my wishes for a happy and peaceful Christmas period, and I also hope that the New Year brings prosperity, fulfillment, and continued success to each and every member of our EEUK.

Wishing you and your loved ones a Merry Christmas and a Happy New Year!

Warm regards,

David Bolton

President Enterprise Educators UK

Photo by Annie Spratt on Unsplash

Making sense of enterprise education?

Written by Steve Aicheler

Hidden on page 24 of the Entrecomp framework is a learning outcome which says “I can combine my understanding of different contexts to transfer knowledge, ideas and solutions across different areas.” It’s part of the Creativity competence, level 6 of being curious and open. So with that in mind I’d like to tell you a story of how I hope we, as Enterprise Educators can demonstrate this competence.

Like all good stories I need a cast of characters, so let me introduce Martin Lackéus – well known to many of you and our keynote speaker at IEEC. My second character is Nick Gibb who was until recently Education Minister in the UK government. Finally, David Snowden, a keen mountain walker, although that fact is probably not relevant.

At IEEC Martin challenged us as Enterprise Educators to take the Red Pill, to peel the scales from our eyes and to peer, curiously, under the hood of our practice to understand both what we are trying to achieve, and what is or isn’t working. As in the 1999 film The Matrix, reality may not be a pleasant experience – but is it better to live in reality or to continue to fool ourselves that we have reached the sunlit uplands of ‘perfect’ Enterprise Education?

Now let me take you to two other interests of mine, life after all does exist outside of EE (no, really it does!) To de-stress I try to run on a regular basis, although on this particular occasion I decided to engage with another interest – that of politics. If, like most, you despair at the shallow, soundbite politics of the moment then the “Political Thinking” podcast on BBC sounds does offer a more nuanced, non-aggressive deep dive into understanding the motivation and approaches of politicians. On this particular run I chose to listen to an interview with Nick Gibb an education minister who I feel would not immediately fall in love with the approaches often used in EE practice.

The conversation, led by Nick Robinson took the listener through why Nick Gibb feels that his approach to education is valid. On one of his keynote policies, that of synthetic phonics Nick tells us of his evidence led approach – both in the introduction of phonics, in its roll out and in his ongoing resistance to those who feel other approaches may be more effective. One argument used is that phonics reduces the number of sounds to be memorised from 1000’s to only 40+. This feels like a logical argument to me, a reduction in the need to memorise 1000’s of basic words, coupled with an evidence base that the approach is effective.

This contrasts to another of Nick Gibb’s key policies, the ‘knowledge curriculum’. From the evidence of this podcast alone, this policy seems much more based on personal experience, anecdote and the unevidenced opinion of ‘experts’. Counter to the phonics approach, this requires the memorisation of many facts.

Listening to this interview I couldn’t help but to make a connection to Martin’s presentation and his call to build the evidence that Enterprise Education is developing real value and is not merely a construct that is giving us the illusion of satisfaction – are the approaches we are taking in EE evidence led like phonics, or based on gut feel and personal experience like the ‘knowledge curriculum’, and how can we tell the difference?

This is where I need to introduce my final character, because in reality, Enterprise Education is more complex and more chaotic than teaching young children how to read*. The Cynefin Framework, from the Welsh, Cynefin – a sence of place,  developed by the mountain walking David Snowden is a decision making framework designed to help leaders to make better decisions. It does this through a process of sense-making. Perhaps too often in EE we find ourselves in a state of disorder, leading to difficulty in developing effective solutions, or believing that the answers must be simple, we attempt to categorise what we are doing as obvious and search for ‘best practice’. While this may work for teaching children to read using phonics, in EE this is leading to what Martin has referred to as the McDonaldisation of EE, a set of practices which don’t respond to where we, or our learners are.

Different elements of EE may fit in one of the three remaining Cynefin domains, situations which are chaotic, complex or complicated. How we support an individual student to progress with an idea may often be chaotic, the development of Entrepreneurial Competencies within a program constrained by PSRB requirements is complicated – but can be guided by ‘good practice’ whereas the development of accelerator programs or extracurricular work would be complex, governed by rules of thumb, but allowing for emergent or adaptive practice.

So before we are able to provide the evidence that Martin has challenged us to produce we must first understand the domain in which the different elements of our work may sit and therefore the type of practice which may best help us to achieve the outcomes we desire and a true understanding of what is actually working.

We need to look to other fields, such as decision making and combine this understanding within our context. We must also understand the factors which lead to those decision makers like Nick Gibb who are able to influence policy to choose to follow the evidence or to choose to follow their instinct. We must remain curious and we must encourage and find time for proper conversations with colleagues from other fields to enable us to truly respond to Martin’s challenge.

*Other than limited experience in reading with my own children I cannot claim to have first hand knowledge of teaching children to read, so it may well actually be complicated and chaotic.

I’d like to thank Mark Neild for reviving my interest in Cynefin, a concept I came across a number of years ago – I knew it was relevant but hadn’t quite connected the dots.

Education for the post Covid generation

Written by Dave Bolton

I’m approaching these thoughts on education from my experiences of teaching enterprise skills competences and entrepreneurship. How do we integrate these elements into education to make it more relevant to today’s world? To make education more relevant, in general,to the post-COVID generation, we need to consider these approaches:

1. Digital Integration: Embrace technology for hybrid learning, incorporating online resources, virtual classrooms, and interactive educational apps.

2. Flexibility: Offer flexible learning models that accommodate different learning paces and styles, including remote and in-person options.

3. Real-World Application: Focus on practical skills and real-world problem-solving to prepare students for the challenges they’ll face in a changing world.

4. Mental Health Support: Prioritize mental health and well-being, providing resources and counseling to help students cope with the pandemic’s emotional impact.

5. Interdisciplinary Learning: Encourage interdisciplinary studies, fostering creativity and adaptability.

6. Global Perspective: Promote global awareness, teaching students to be culturally competent and prepared for a globalized job market.

7. Resilience and Adaptability: Teach resilience and adaptability as essential life skills to navigate uncertain times.

8. Personalised Learning: Tailor education to individual needs and interests, allowing students to explore their passions.

9. Collaborative Skills: Emphasize teamwork, problem-solving, and communication skills, as collaboration becomes crucial in a post-COVID world.

10. Health Education: Include comprehensive health education, focusing on public health and hygiene practices.

11. Remote Work Skills: Teach remote work skills, including time management, online collaboration, and digital communication.

12. Environmental Awareness: Highlight sustainability and environmental issues to prepare students for a world increasingly focused on environmental concerns.

13. Continuous Learning: Instill a lifelong learning mindset, encouraging students to adapt to new technologies and industries.

14. Assessment Innovation: Rethink assessment methods to measure skills and knowledge effectively.

15. Teacher Training: Equip educators with the tools and training to deliver relevant, engaging content in various formats.

Adapting education to the needs of the post-COVID generation will help them thrive in an ever-changing world.

TEF Enterprise Blog

Written by Alison Price

Having heard IEEC2023 keynote Amanda Selvaratnam, Associate Director Research Innovation and Knowledge Exchange (Impact), University of York made the case for “being part of the change you want to see” by actively engaging with the knowledge exchange agenda and its reporting within your institution, whether that is formally through KEF, KEC or by following KEC principles (Scotland) or

However, knowledge exchange is not the only route to securing the enterprise agenda within your institutional approach. Today (28th Sept 23) sees the release of the Teaching Excellence Framework (TEF) ratings, from which it is clear that enterprise can be the key the delivering outcomes for students, and significant results for institutions through other key metrics.

The TEF ratings were designed to spotlight on the quality and encourage the higher education sector to improve and deliver excellence in the areas that students care about the most: teaching, learning, and achieving positive outcomes from their studies. Enterprise activity can be source of the narrative examples, that both achieves those positive outcomes, and can be used to provide uplift to scores and initial rankings. By capturing student’s enterprising experiences, entrepreneurial challenges and skill development, source examples can be used to illuminate the metrics, providing the depth needed within the supporting narrative, and clear evidence of how you have made a difference to your students.  Within TEF, students have the opportunity to submit their views on the quality of their educational experience and outcomes through a student submission and these experience, together with clear examples of you practice can evidence the role of #EntEd in your institutional excellence.

EEUK enables excellence in enterprise and entrepreneurship education by connecting and supporting educators and invites your examples of how you have formed part of your institutional response as we work to secure #EntEd into the core of HE.

Complete and share – survey for new EEUK SIG in light of climate and ecological crisis 

Written by Catherine Brentnall

Complete and share – survey for new EEUK SIG in light of climate and ecological crisis 

A survey has opened to gather input to inform a proposal for a new Special Interest Group (SIG), for educators interested and concerned about how Enterprise Education should change in light of unsustainability challenges.

The survey was launched at a lunch-and-learn session at IEEC at the University of Surrey, where participants had a brief introduction to Business-as-Usual trendlines, climate tipping points and social tipping points.

At this session participants discussed their personal and professional concerns about the climate crisis, what should change in Enterprise Education and what they would want from a new SIG (the three questions that the survey includes).

An interesting question was posed (by Matteo Giusti, a Future Fellow from the University of Surrey who presented in the Sustainable Development Goals track), who said participants should ask themselves what Enterprise Education/Educators should stop doing (rather than just what they should just innovate).

The survey is open to any educator or stakeholder interested in informing the SIG proposal. The SIG proposal is being convened by Catherine Brentnall, from Manchester Metropolitan University’s Department for Strategy, Enterprise and Sustainability and David Higgins, from the University of Liverpool’s Management School. A dissemination event for the EEUK-supported research project Catherine and David developed last year – Enterprise Education and Planetary Sustainability: What can EE do?  – is also being planned.

The survey will be open for a month and responses will inform the proposal as well as providing a mechanism for interested colleagues to express an interest in getting involved.

Complete the survey/share the link here: https://forms.gle/jjErcfDrE7XQNev67

Reflections on IEEC 2023

Written by Dave Bolton

IEEC 2023 was a remarkable experience that brought together educators, professionals, and experts from many institutions both in the UK and further afield.  As the incoming President of EEUK there was a great deal of trepidation hoping that the event would set the tone for my Presidency over the next two years. The conference was lauded as a huge success and much of this was underpinned by several key factors that made it a memorable and enriching event.

Firstly, the conference’s diverse and inclusive nature fostered cross-cultural exchanges and encouraged the sharing of ideas from different perspectives. Attendees hailed from various institutions, each bringing unique insights and approaches to enterprise education. This diversity of thought created a vibrant atmosphere of learning and collaboration.

Secondly, the quality of speakers and presenters was exceptional. Renowned experts in the field of enterprise education delivered thought-provoking keynotes, workshops, and panel discussions. Their expertise not only enriched our knowledge but also inspired us to push the boundaries of our teaching and research.

Moreover, the conference embraced innovative technology and platforms especially from our sponsors, making enterprise education accessible to a potentially global audience. Interactive forums allowed all participants to engage fully, further expanding the reach and impact of the event.

University of Surrey and the EEUK Conference team’s meticulous planning and attention to detail were evident in every aspect of the conference, from seamless registration processes to well-structured sessions. Networking opportunities were abundant, fostering connections and collaborations that will undoubtedly lead to future projects and partnerships.

One of the most significant takeaways from this conference was the emphasis on adaptability and resilience in enterprise education. As we navigate an ever-changing global landscape, the conference underscored the importance of equipping students with the skills to thrive in an uncertain world.

The success of IEEC 2023 was a testament to the power of collaboration, diversity, and innovation in advancing the field of enterprise education. It left all attendees with a renewed sense of purpose and a wealth of ideas to implement in our teaching and research endeavours. This experience serves as a reminder that, when educators as a community of practice come together, the possibilities for positive change and growth are boundless.

Enterprise Education across all Curricula?

Written by Dave Bolton

While enterprise education is becoming increasingly popular and important in today’s educational landscape, it may not be taught in every discipline………yet. Its integration into various disciplines is growing due to the recognition of its value in fostering entrepreneurship, innovation, and critical thinking skills.

The inclusion of enterprise education in different disciplines depends on various factors, including the educational institution’s curriculum design, the goals and objectives of specific programs, and the prevailing educational trends in a particular region or country. Here are some points to consider:

  1. Business and Management Programs: Enterprise education is most commonly found in business and management programs, where it forms a core part of the curriculum. These programs are designed to specifically prepare students for entrepreneurship and managerial roles.
  2. Engineering and Technology: With the rise of technology-driven entrepreneurship, some engineering and technology programs are incorporating enterprise education to equip students with the skills needed to commercialize innovative ideas and develop startups.
  3. Science and Research: In scientific and research-oriented disciplines, there is an increasing emphasis on promoting entrepreneurial skills among researchers and scientists. This helps them translate their discoveries and innovations into viable commercial applications.
  4. Social Sciences and Humanities: While less common, some social sciences and humanities programs have started to incorporate enterprise education to encourage students to think critically and apply their knowledge and skills in entrepreneurial ventures or social enterprises.
  5. Cross-Disciplinary Initiatives: Many universities and institutions are promoting cross-disciplinary initiatives and courses that encourage collaboration between students from different disciplines. In such programs, enterprise education may be offered to all participants, regardless of their primary field of study.
  6. Entrepreneurship Centers and Incubators: Some institutions establish entrepreneurship centers or incubators that offer enterprise education and support to students from various disciplines interested in starting their ventures.
  7. Elective Courses and Workshops: Even in disciplines where enterprise education is not a core component, elective courses, workshops, or extracurricular activities related to entrepreneurship may be offered to interested students.

While enterprise education’s integration into every discipline is becoming more feasible, it must be remembered that its principles can be applied and adapted to various contexts. It is essential for educational institutions to recognize the importance of nurturing an entrepreneurial mindset and providing opportunities for students to explore and develop their entrepreneurial potential, regardless of their chosen field of study

The Ripple Effects of Encouraging More Diverse Members to Join Boards and Committee Groups

Written by Rifhat Qureshi

In September 2019, I attended my first International Entrepreneurship Educators Conference (IEEC) at Oxford Brookes. For three days, I was able to listen to keynote speeches, Pecha Kucha presentations and inspirational experts on my favourite topic: entrepreneurship. I was hugely inspired by the event as I learnt of the original approaches and new research in the area of entrepreneurship. Connecting with like-minded people who were equally as passionate about entrepreneurship as me and sharing good food was an absolute pleasure.

During the pandemic, the conference moved online but in 2022, the IEEC was held in person at Swansea University. Again, I walked away with some extremely inspiring and noteworthy developments in Entrepreneurship Education. However, when I reflected on the conferences in the wake of what had taken place between the two years of the pandemic, I felt a sense of disappointment. I began to realise that despite entrepreneurship being a universal topic, there was very limited representation of ethnic minorities at these conferences. I began wondering what could be done to change this when an email arrived in my inbox from EEUK Director Steve Aicheler (Cardiff Met) asking if I would like to join EEUK’s Nominations and Representation Committee. Being someone who believes that change only happens through collaboration and action, I jumped at the opportunity to join.

In our first meeting, I felt unsure if there was anything I could add to the committee as all the members had great ideas on how to drive the equality, diversity and inclusion agenda forward but by the second meeting, I could see there was work that still needed to be done. In the run up to our second meeting, an email had gone to members requesting nominations for board members and I wanted to find out if any of the applications had come from ethnic minority members. As NARC Chair and EEUK Vice President Megan Powell Vreeswijk commented, ‘The data was not there and as a committee, we realised it needed to exist for us to drive change. So, this is the first year that EEUK are actively collecting our additional EDI data to help ensure we are all represented, and that the organisation can become one that truly reflects its members’.

Having Steve encourage me to join the NARC committee gave me confidence and assurance to join other committees and boards. As I look forward to attending my third in-person IEEC at the University of Surrey, and my continued work with the Nominations and Representation Committee, I feel hopeful.  The ripple effect of positively encouraging more diverse members to join management boards and senior level groups will in time result in EEUK becoming as diverse in nature as entrepreneurship is.

The Nominations and Representation Committee is a sub-committee of the EEUK Board of Directors to which it reports and is accountable. Volunteering to monitor equality, diversity and inclusion across the organisation and its activities, ensuring the organisation is representative of its membership and recommending appropriate controls to the Board and ensuring that the Committee’s activities support the strategic and operational objectives of EEUK. The Committee is currently recruiting for new members – please visit https://www.enterprise.ac.uk/structure-and-governance-of-eeuk/ for more information.

Applications to become an EEUK board director are now welcomed from staff at EEUK member organisations. Deadline 16th June 2023. If you would like to put yourself forward, please complete the online nomination form. Terms of Reference for Ordinary Directors can also be found on this page. Or alternatively, please click here to download a word version for completion. Please return to lynn@enterprise.ac.uk, together with a letter of support from your line manager.

If you wish to propose someone from another member organisation, please contact that person and arrange for the form to be completed.

Please check whether there is already a board member at your organisation by clicking here but bear in mind that their terms may be ending this year.

The deadline for completed nomination forms is 11.59pm on 16 June 2023.

Please note that our constitution states that there should be no more than one board member from any one member organisation on the board at any one time. If there are two candidates from the same university, the one with the highest count goes forward.