Freelancing, is it a ‘real business’?

Written by Megan Powell Vreeswijk

I have had the privilege to work across the enterprise education and business support scene for over 13 years now, not only in HE but around the world with the British Council and NESTA.

Though one thing does not seem to have changed in all this time. I still hear the same terms from some of our colleagues about how we should be supporting ‘real businesses’!

This has (and still does) make my blood curdle. I know what they are ‘trying’ to say (they mean companies that can raise investment, employ people and make great case studies or impact stories) and supporting these businesses is something we do. But what they forget to acknowledge is that, in 2020, there was a whopping 2.2 million people in the UK working as Freelancers (with 44% being female).  This is basically HALF (49% actually, according to IPSE) of all solo self-employed people during that year (yes there were around 4.4 million solopreneurs recorded in 2020 according to the ONS).

And, these past couple of years have made many people sit up and take stock of life in the fast lane, waiting on furlough street or basically realising that there is more to the ‘Life/Work’ balance and are seizing the opportunity to make the change. Freelancing is a great route to do just that.

What does it take to be Freelancer?

We know that you need your own set of skills and a passion to deliver, but what many people forget is that like ALL business, you still need some basic enterprise acumen, a deal of patience, some wicked marketing tricks, a bit more patience, understanding of finance and even more patience.

Taking the leap from employment to self-employment, no matter the form you choose, is an almighty big step for anyone, so having the offer of support is vital for many new venturers to help them explore and succeed.

At NTU, we realised that we had a high number of Future Freelancers, when in lockdown we decided to work with Alison Grade (of the Freelance Bible) and offer a specialist programme just for those who are or who are seeking to become Freelancers. Now, this was not done because we felt they needed something different, but we were aware that they felt their business model did not always fit into the ‘normal’ business support offer. So, when we had over 370 people register for our online programme (pretty much all from Nottingham), we knew we had done the right thing.

Future Freelance support with NTU Enterprise

We are now offering this programme every year with additional benefit to those that attend and complete by getting them registered on the Freelancer Club platform with the brilliant Matt Dowling, which promotes jobs, collaborations and offers additional business support post programme.

IPSE believe that our Freelancers could be contributing as much as £162 Billion to the UK economy, which leads me to note that so many of our organisations and ‘real’ businesses rely on Freelancers to a; get them going at the start, b; step in and deliver on skills that are not within the organisation and c; make up quite a chunk of our education (circa 180,000 teaching and education professionals) and healthcare system (healthcare professionals as freelancers rose by 19% in 2020).

So, when we talk about supporting ‘real’ businesses, we need to remind our colleagues that without our Freelancers, we probably would not support quite as many or such good ‘real’ businesses!

Sources of Data and additional information/reading:

IPSE 2020 report


Don’t disappoint me:,employed%20workers%20in%20the%20Uk

All figures from IPSE report 2020

An Honoured Position

Written by Dave Bolton

So over the last week I have had a lot of time to reflect. From beginnings in entrepreneurship working alongside Welsh Government to help people start businesses, to my initial skirmish into the world of academia, I have certainly had some experiences along the track.

My initial engagement with EEUK was at an event run at Glyndwr University in Wrexham where I was welcomed with open arms. This was back in 2013 and I quickly came to realise that there was something just a little special about the organisation, but more importantly, the people in it. The same faces kept appearing all the time and everyone was more than willing to share support and advice. As my career has developed over the past 10 years, the support from my ‘enterprise family’ has been a constant. I have looked forward to engaging at events and, of course, the legendary IEEC conferences (my first being Newcastle in 2014)

In 2019, I was lucky enough to be elected by the members to join the board. Having that massive dose of ‘imposter syndrome’ quickly brought me back to earth but, through the support of the illustrious names on the board at the time (you all know who you are), I quickly settled in working on the Richard Beresford Bursary scheme initially and latterly becoming Finance Director in 2021.

I still can’t quite believe that I have been elected as President Elect, and I’m sure that there will be a great deal of ‘imposter syndrome’ yet to come as I think about the names of the people who have gone before me.

It is truly an honour to be working with, and supporting, Emily during her final year as President and also with Megan, the incoming Vice President and the rest of the Board and Executive. We have big plans for EEUK in the short to medium term, but rest assured that the membership body will always be our driving force moving this organisation to the next level.

I look forward to meeting you all soon at our events.

Dave Bolton
President Elect

Reflections on the new QAA subject-specific benchmark statements

Written by Professor Andy Penaluna

From EEUK Honorary Fellow, Professor Andy Penaluna

As QAA announces new subject-specific benchmark statements, with a key criterion being a comment on enterprise and entrepreneurship for that subject area, Andy reflects on how the conversation started and the new opportunities for Enterprise Educators.

As many EEUK friends know, back in the mid 2000’s, my ex-bank manager wife Kath persuaded me to join the enterprise and entrepreneurship education debate. She told me that what I did as a design educator and designer when creating value for my clients through creativity and future visioning skills, were part of the goal of entrepreneurship education. I initially resisted, of course, as the entrepreneurship language was quite alien to me. However, the feedback from a rather cheeky approach of delivering the same paper to both the HEA’s Business and Art conferences with her convinced me, and was further confirmed when an updated version caught the attention of Prof. Allan Gibb. He persuaded us to go to Brazil to present our case. There we won a best international paper award, and a seed of a question emerged – how many other disciplines could contribute to what appeared to be a business and management dominated topic?

Where it all started – Leeds early 2010. Hosted by HEA (AdvanceHE) and EEUK, Steve Ball and Janine Swail lead a SWOT analysis for QAA.

I ended up leading HEA’s (now AdvanceHE) Special Interest Group in Entrepreneurial Learning, and the question began to be answered. Gaps were spotted and insights gained, so I presented my case to the Quality Assurance Agency for Higher Education. I suggested a new guidance document that could be used by any discipline, noting that theatre and performance had significant expertise in learning to be persuasive, medical education could offer real insights into decision making under stress and agricultural education provided excellent learning into future thinking. I even pointed out that history and classic Greek scholars were excellent at making decisions when presented with incomplete evidence to act upon.

In 2010, at the last IEEC in Wales, I was EEUK’s Chair, and a Concordat was developed with delegates that, amongst other things, called for better guidance in terms of quality of the education in entrepreneurship. Thus, the scene was set, and after consulting 32 of QAA’s Subject Benchmark Statement, and presenting the initial idea to QAA, a meeting hosted by Alison Price in Leeds Met (now Leeds Becket), confirmed QAA’s interest. The only problem was that something as interdisciplinary as this had never been done before, so we were breaking new ground. Tasked with inviting a team of experts to work on the concept, EEUK and its network came up trumps, and by 2012, the first version was out for national consultation, and the revised version was published within a few months. The concept also caught the attention of colleagues interested in Education for Sustainable Development, who subsequently produced their own first guidance in 2014 using a similar strategy. Both have subsequently been updated after National Consultations in 2018 and 2021.

QAA Quality Enhancement Network event in Glasgow – discussing potential links between enterprise and QAA Subject Benchmark Statement

As some of you will have noticed, we have now turned full circle, as the most recent suite of Subject Benchmark Statement all include Sustainability and Enterprise and Entrepreneurship. 14 examples, from Archaeology to Chemistry and from Earth Science to Policing echo Neil Coles’ seminal work on the A to Z of Enterprise, which in turn had caught the eye of Lord David Young in his ‘Enterprise for All’.

Key learning from the QAA’s work was that examination-dominated curriculum leads to learning for hindsight, as we can only talk about the past when dealing with certainty of facts. As a designer, I learned to develop opportunity spotting, which we termed insights. When insights are linked, they offer foresight, where well-informed best guesses come together to provide a vision of the future. It will therefore come as no surprise that each new Subject Benchmark is based on what they call ‘Vision Statements’, with enterprise and entrepreneurship at their helm. This makes the work of EEUK members more transparent to a range of disciplines and with increased visibility, increased demand is likely to follow.

The work of EEUK has never been more important.

Andy Penaluna, Professor Emeritus at University of Wales Trinity Saint David


Further information

QAA’s launch of 14 new Benchmark Statement can be found at:

QAA Benchmark Statements per subject:

The 2010 IEEC Concordat details five goals that were determined by delegate contribution. See:


Things That Have Made Me A Better Enterprise Educator

Written by Dr Lauren Ellse

Good jobs are enjoyable and fun, but the best jobs make you want to improve so that you can be better at them.

I feel this way about my role in Enterprise Education and I hope you do too.

I have worked in extra-curricular enterprise support at the University of Bristol since 2017 and have a scientific and entrepreneurial background. As enterprise educators usually work in small, innovative teams delivering programmes to meet specific needs, I am often struck by how similar it is to a start-up… albeit more secure. For me, this is part of the enduring appeal, but I have sometimes found it challenging to identify my skills gaps and ways I can progress. Just as we would recommend that founders focus on their own personal development as well as business success, perhaps we need to practice what we preach…

This blog is for those new to enterprise education who are keen to find development opportunities. EEUK has lots of ways to support you and recognise your achievements so please check out the development section of the website, but here are some personal reflections on things that have helped me so far…

Road trip!

Visiting other institutions can give you fresh ideas and allows you to see how their programmes work in the context of their city/town. Importantly, you will meet fellow enterprise educators working in similar roles who are great contacts for sharing best practice with moving forward.

I was fortunate enough to receive funding to visit three universities through the Richard Beresford Bursary in 2018 and would encourage you to apply.

Network your socks off

Attend as many events as you can in areas that interest you. IEEC is the ultimate networking event and a brilliant opportunity to showcase work as well as connecting with the enormous EE community. My top tip would be to talk about something your team are finding challenging and that has a broad impact. Neil Coles and I ran a session on the new Start Up Visa regulations for IEEC 2019. No-one had the answers, but the room was buzzing, and it started conversations which continued after the conference.

My other tip would be to attend events that are slightly out of your comfort-zone. Last year I found the IAN conference particularly insightful despite misgivings that our student enterprise team wasn’t really an accelerator. Conversations with incubator and accelerator managers helped me to benchmark the value on offer at Bristol and understand the challenges and opportunities at a national level.

Join the conversation

Join groups and networks where you can contribute to the conversation and learn from others. EEUK have Membership Advisory Groups (MAGs) which meet quarterly to discuss opportunities and challenges relating to your professional pathways and generate solutions to share throughout the network.  Another group I have found invaluable is the excellent Network for Coaching and Mentoring Entrepreneurs set-up by Dr Harveen Chugh and Victoria Nicholl. This group is all about sharing and discussion, sessions are expertly run and hugely impactful.

Be an advocate and find yours

It is a privilege to work with innovative future founders every day. I always try to find opportunities to be their cheerleader within my organisation. The insight we have is valuable because trends, needs and outlooks change quickly in this field, and I have found this has helped me build internal connections and programme awareness.

Finally, reach out to your network and ask for help and advice. Perhaps you’re fortunate, as I am, and have a supportive manager with whom you can discuss development opportunities with, but I would also suggest talking to a range of more senior colleagues working in different areas of enterprise education. Picking their brains about their career path and how they achieved their position might help you make your next step.

Dr Lauren Ellse, Enterprise Adviser, University of Bristol

The Queen and I

Written by Kate Beresford


Just as Queen Elizabeth II reflects on her 14 UK Prime Ministers, I have been thinking about the 14 wonderful Chairs and Presidents of Enterprise Educators UK, all of whom I have been honoured to work with since 2006.

In 2011 when I started my current stint at EEUK, Professor Andy Penaluna was Chair.  EEUK had just gone through a fairly turbulent time formalising its structure as a legal entity, and my regular ‘audiences’ with Andy were about steadying the ship, taking on greater responsibility for leading the annual conference (IEEC), and putting a plan in place to drive the membership up from 63 members.  We dreamt of 100, but at that point, it really did feel like a dream rather than a realistic ambition.

Going back a little further, I had an earlier period working with EEUK from 2006 to 2008 when the organisation was transitioning from UKSEC to EEUK.  I worked with Chairs, Dr Bob Handscombe, Dr Julie Holland and Chris Hall to remodel and rebrand the organisation.  Dr Simon Brown became Chair after I left but it would be remiss not to recognise Simon’s long slog, ably supported by Director and Company Secretary Brian Clements and former Chair Chris Hall, to establish EEUK as a Company limited by guarantee in 2010.

I have mentioned Andy but who are the others from recent years?  Dr Kelly Smith followed Andy and was in turn followed by Dave Jarman, Dr Tom Williamson, Sheila Quairney, Dr Karen Bill, Professor Gups Jagpal, Professor Sarah Underwood, Jon Powell, and Gareth Trainer.  To bring us bang up to date, and with the new title of President, we have Dr Emily Beaumont at the helm of the good ship EEUK.  I have spent too long telling people that blogs must be short so won’t expand on all their many achievements.  However, I do want to recognise Gareth’s recent two-year spell, through the challenges of the pandemic, when he introduced a totally revised governance structure to enable EEUK Associates to have more input to the future direction of EEUK.

And then there was the Chair who sadly never became Chair.  Regular phone calls starting with his usual joke “Hello Kate, it’s your brother Richard” stopped abruptly and tragically in 2016 when Dr Richard Beresford, Vice Chair of EEUK, died suddenly. Richard and I were not related but he was a massive part of the EEUK family, and we were all immensely shocked and saddened to lose him.  The 2016 IEEC gala dinner in Liverpool cathedral saw Richard’s widow, Dr Nicolette Michels, bravely announce the new EEUK Richard Beresford Bursary which, to this day, provides bursaries to support the professional development of early career enterprise educators – a fitting tribute to Richard.

At the end of March, I leave EEUK where I have totally loved working with my colleagues Lynn O’Byrne and Alison Price and the many directors who have come and gone over the years, each leaving their own legacy.  And of course, the EEUK Members and Associates who make EEUK a truly collaborative and sharing organisation.  Rob and Sal Edwards are picking up the reins and I know they will do a brilliant job.  All I can say to them is – enjoy the ride!

But what happened to that dream of 100 members?  Well, we have reached 115, an achievement of which I am immensely proud, that could not have been reached without the collaboration and teamwork that makes the EEUK family a very special community to be a part of.

Kate Beresford

Outgoing Head of Membership and Operations and Director of IEEC, Enterprise Educators UK

Have you ever wondered why you do what you do?

Written by Dr Inge Hill


I get up in the morning to make a difference! And societal impact is on my mind most days.

Winning the Experienced Teaching Practitioner Award with the British Academy of Management in 2020 with an enterprise teaching innovation, meant that I was invited as keynote speaker to three national events in 2021. I want to share my learning – how to translate your passion about making a difference into a learning intervention, mine I called ‘Pop-up shops’.

Today’s post is particularly exciting for me because the need to address social enterprise and student interest in it has grown since I launched my first trial of pop-up shops in 2015. Raising awareness of what a social enterprise is can be tricky, I found it works well with the pop-up shops. And then organisations like the School of Social Enterpreneurs can help further after graduation and for those with an existing career.

One of the best bits of my role as an academic researcher and teacher is that I can try out new ideas in a safe place. If you are an academic teacher or an enterprise adviser, practitioner in our EEUK ‘speak’, you can gain permission from your line manager and students to try something new! Just do it! – is my first tip.

Thinking of a brand new idea or exercise never done before – is not needed. What about a different way of doing something you know? Something unexpected in the presentation, such as new packaging or colour, that raises attention, and changing the sequence of activities.

Here are some of my changes to an existing known activity, pop-up shops, for learning about and through enterprise. To start with, it is student-centred learning, I only provide space, time and basic resources such as table, chairs and an opportunity. STUDENTS:

  • Select a charity to give profits to
  • Design a service / product to sell for a day
  • Run a stall for a day in groups and find their own groups
  • Carry out a risk assessment
  • Write an assessed reflection
  • Bear the risks of not making enough money to cover costs for buying materials! Yes, indeed.


And a last piece of insight – re-imagine your role as the facilitator for learning, and not as a teacher or instructor. This insight means that your ‘advice giving’ is indirect, through asking questions or telling a story or a case you know – let the learners / start-ups make the links to what they are doing! This learning simply sticks and you can see the light bulb going on in their faces.

Let’s continue the conversation in the EEUK LinkedIn group or contact me to send you a copy of the associated book chapter (Hill and Bass, 2019 with lots more detail. Here is the ETC guidance to the pop-up shops.

Dr Inge Hill, Royal Agricultural University, Director Enterprise Educators UK

Bah Humbug, the EEUK ghosts of enterprise past, present and future.

Written by Emily Beaumont


It has become an EEUK Christmas tradition that I compose the blog for December and shamelessly attempt to squeeze Christmas based puns into a Christmas theme at any and every opportunity.  Yule (see!) be happy to hear that this year is Noel exception (I’m terrible aren’t I!). Therefore, let me take this opportunity to reflect on the engine house that is the EEUK board and bring to you the EEUK ghosts of enterprise past, present and future!

EEUK ghosts of enterprise past

At times this year there have been glimpses of normality and in November, I was able to attend the Chartered ABS annual conference in person, meeting face to face with colleagues and presenting to a live audience.  The highlight was bumping into Prof Sarah Underwood and Prof Gurpreet Jagpal, former Chairs of EEUK, and now Honorary Fellows.  Sarah and Gups are both great examples of benevolent spirits whose work whilst on the Board continues to impact EEUK and its members.  The EEUK Fellowship, Sarah’s legacy, was developed with Alison Price to help the sector to continue to increase the scale, scope and effectiveness of enterprise and entrepreneurship education and practice.  In her role as Chair, Sarah ensured the Fellowship was open to the full range of roles and responsibilities that support enterprise and entrepreneurship whilst also recognising that many staff bring expertise from their own discipline and/or previous employment/experience to deliver excellent enterprise education across their institution.  We now have over 40 Fellows making the EEUK Fellowship the professional standard for all those working to deliver entrepreneurial outcomes in others.

EEUK ghosts of enterprise present

More recently, we have just bestowed Honorary Fellowships on former board members Jon Powell and Neil Coles, our EEUK ghosts of enterprise present! Jon Powell joined the board in August 2013 and served for eight years which makes him the longest serving EEUK board member. Jon served as Vice-Chair from 2017 to 2018 then Chair the following year during which time he led an EEUK delegation to China which initiated a collaboration with the Zingy network. During his final two years on the board, he continued to strengthen the Chinese collaboration which continues today.

As a member of the Executive Team, Neil Coles instigated a financial infrastructure project to establish the transparent and streamlined accounting system used by EEUK today. He meticulously managed the accounts through the pandemic, ensuring member benefits and strategic ambitions were still met.  He even found the time to overhaul the National Enterprise Educator Awards!

EEUK ghosts of enterprise Future

But what about the EEUK ghosts of enterprise future.  Well, they are you, or certainly could be.  In 2022 we will be seeking nominations for EEUK board members and I hope you will consider this opportunity.  It is an opportunity to play a vital role in EEUK’s decision making whilst supporting a sub-committee that aligns with your own expertise and interest.  More than that however, it is a chance to work and collaborate with some fabulous people and organisations in support of our enterprise and entrepreneurship educator community.

Have a wonderful Christmas and a very happy New Year.

Dr Emily Beaumont, President of Enterprise Educators UK

Graduates from ethnic minorities and males were more likely to be running their own businesses – Jisc’s new graduate dashboards deliver the best insight we’ve ever seen on self-employment.

Written by Matt Clarke, Jisc and Gareth Trainer, EEUK


The data analytics team at Jisc in partnership with Enterprise Educators UK and other higher education (HE) sector professionals have co-designed and released a new interactive dashboard suite for careers guidance staff, start-up support teams and university planners called  discover graduate outcomes. This suite of data visualisations and analytical dashboards pull together the latest graduate data enabling year-on-year comparisons between 2017/18 and 2018/19 while also providing outstanding insight and sector benchmarking capability about what students do after graduation. Of particular interest is the inclusion of extensive graduate self-employment and freelance data from the Graduate Outcomes survey which has previously been sparse in the wider data landscape. In this blog, we look at the wealth of new data and insight available.

Creative subjects deliver high levels of self-employment

Analysis of the self-employment dashboards in discover graduate outcomes shows that the six subjects below deliver high proportions of self-employment for full-time, first-degree graduates. A pattern of interest is the volume of creative subjects that appear. Although the creative and cultural sector typically features a ‘short road to market’ for the self-employed (meaning starting up in this sector is often not as complicated or time consuming as others like healthcare or engineering), this data is also indicative of the fact that to work in this sector, self-employment is one of the major routes for a graduate. Prospective students aiming for self-employment could therefore consider the creative industries as viable study and career options.

Subject Proportion in self-employment*
1 Music 31%
2 Clinical dentistry 30%
3 Cinematics and photography 27%
4 Fine art 26%
5 Drama 24%
6 Design studies 24%


Graduates from ethnic minorities and males more likely to be running their own businesses

Further analysis of the self-employment data reveals trends in relation to gender and ethnicity. Full-time, first-degree male graduates were more likely to be in all forms of self-employment compared to female graduates including running their own business and developing a creative, artistic or professional portfolio. A higher proportion of graduates from ethnic minorities were running their own businesses compared to white graduates although the two groups performed similarly for the other forms of self-employment.

Eye catching statistics from analysis of the discover graduate outcomes self-employment and student characteristics dashboard:

  • Black and minority ethnic (BME) graduates were more likely to be running their own business (2%) than white graduates (1%)*
  • Male graduates were more likely to be running their own business (2%) than female graduates (1%)*
  • Male graduates were more likely to be developing a creative, artistic or professional portfolio (4%) than female graduates (2%)*
  • Male graduates were more likely to be in another form of self-employment or freelancing (4%) than female graduates (2%)*

The discover graduate outcomes dashboards give higher education providers the opportunity to determine whether these sector-wide trends are reflected in the same way locally and some dashboards include additional student characteristics such as disability, age and low participation neighbourhoods in easy-to-use lookups and visualisations. This is a level of detail rarely accessible in the past and can influence the strategic direction of enterprise education and start-up support in universities; particularly as they seek to close the gap between under-represented groups and the wider student body, while also looking at ways to support the creation of new graduate-level opportunities.

Jisc’s new graduate dashboards deliver the best insight we’ve ever seen on self-employment. Gareth Trainer, Director, EEUK and Head of Employability, Enterprise and Entrepreneurship, Newcastle University.

Culture, media and sports dominate self-employment and freelance work

The Freelancing and self-employment dashboard from discover graduate outcomes shows that approaching half (40%) of full-time, first-degree graduates in highly skilled freelancing or self-employment occupations worked in Culture, media and sports in 2018/19*. The next highest is way down at 13% showing how much one occupation group dominates the area*.

The running a business dashboard reveals that in 2018/19, almost a fifth (19%) of businesses being run by full-time, first-degree graduates were in the industries of wholesale and retail trades along with the repair of motor vehicles and motorcycles*. This suggests that graduates may view retail businesses as a good platform to begin and build their entrepreneurial careers.

Graduate entrepreneurship isn’t always linked directly to the subject of study, but most subjects involve the use of materials, equipment and goods so can be an obvious starting point for budding entrepreneurs; often with a view of bringing a better product or an innovative combination of existing devices to the market. It is also true that students have spending power, particularly in a social and recreation context, so providing new food or drink products, or leisure concepts are often the inspiration for new graduate businesses. As the self-employment dashboards can be filtered by subject, it is now possible to investigate how strong the connection is between degree studies and the entrepreneurial destination. This brings evidence into conversations that are often anecdotal.

A powerful, visual benchmarking tool

Discover graduate outcomes has been designed to make strategic benchmarking seamless. The overview dashboard example below (using synthetic data) pulls together key graduate metrics such as the percentage with positive outcomes and compares them with other providers in the sector. The overview dashboard also shows indicators that compare metrics to the previous year as well as quartile positioning in the sector. The filters in the top of the dashboard ensure that you get the exact group of graduates you need for meaningful analysis.

Above: An example graduate overview dashboard from discover graduate outcomes using synthetic data.

The latest insight on graduate movement, employment and further study

The dashboard suite uses maps to visualise the location of graduates as shown in the example below (again using synthetic data). This includes where in the UK they were recruited from to study, their study location and then where they went on to work after graduation. Such mobility insight has never been so accessible and offers instant big picture analysis. The insights also provide employment information relating to the basis of employment as well as top industries, occupations and subjects.

Above: An example providers, domiciles and employment dashboard from discover graduate outcomes using synthetic data.

Multiple years of trusted data to strengthen your analysis

Discover graduate outcomes includes the latest data from the 2018/19 Graduate Outcomes survey as well as the 2017/18 data for year-on-year benchmarking analysis. This trusted, reliable data over time allows you to be confident in your conclusions and resulting strategic goals. The year of data being analysed is shown in the top left of the dashboard as seen in the dashboard example below (using synthetic data).

Above: An example self-employment overview dashboard from discover graduate outcomes using synthetic data.

Subscribe to discover graduate outcomes

Contact the Jisc data analytics team to find out how you can subscribe to discover graduate outcomes. Let us know how you found us by picking EEUK Blog from the how did you hear about us field.

Higher education users will need access to Heidi Plus before being able to access this this dashboard suite. If your institution already subscribes to Heidi Plus but you don’t yet have a user account, please contact your Lead Contact who is usually located in your Planning Office.

If you’d like to enquire about subscribing to Heidi Plus as an organisation, you can call 0333 015 1170 or email Jisc’s  Customer Success team.

Full list of dashboards contained within discover graduate outcomes dashboards:

  • Graduate outcomes overview
  • Employment overview
  • Employment and student characteristics
  • High skilled employment
  • Employment destination
  • Occupations and industries
  • Providers, domiciles and employment
  • Positive outcomes
  • Outcomes and student characteristics
  • Reflections and student characteristics
  • Self-employment overview
  • Self-employment and student characteristics
  • Freelancing and self-employment
  • Running a business
  • Further study overview
  • Further study and interim study

Above: A list of dashboards contained within discover graduate outcomes along with Jisc’s production partners.

*Information taken from the relevant dashboard from discover graduate outcomes at the time of writing. Data based on full-time, first-degree graduates in 2018/19 with any additional filters quoted in the statistic itself.

Authors – Matt Clarke, Content insight manager, Jisc and Gareth Trainer, Director, EEUK and Head of Employability, Enterprise and Entrepreneurship, Newcastle University.



Your network needs you!

Written by Gareth Trainer


When I became Chair of EEUK I wanted to ensure that the organisation was fit for the future of enterprise education and start-up support, but also fit as a not-for-profit organisation returning value to its members and meeting expectations of how forward thinking, socially and environmentally responsible organisations should function.

Having spent winter 2019 with the Board of Directors thinking about the above, then discussing further with EEUK Fellows and Associates from a range of backgrounds and perspectives, it became clear that in order to satisfy the above needs and expectations, EEUK should seek to increase transparency, accountability and cognitive diversity.

As part of the next stage of delivering these improvements I am pleased to be able to use this blog to launch our new Structure and Governance webpage which briefly outlines how decisions are made and who makes them, supporting the transparency and accountability points. However, most importantly I think, this new page introduces over 150 ways, via nine new EEUK committees and groups, for you, our EEUK Associates, to get directly involved in developing EEUK.

As enterprise educators we know how important it is to consider as many perspectives as possible when trying to creatively solve problems or when preparing to take advantage of an opportunity. By opening access and dramatically increasing the number of ways for your points of view and ideas to contribute directly to what EEUK offers and how we offer it, we hope you will help the Board of Directors to make sure our network goes from strength to strength.

We would like to appoint Associates from across the membership to our new committees and groups to ensure we are maximising the cognitive diversity behind our decision making, planning and service delivery, and we believe these roles will be a hugely rewarding way to give back to your network, but also develop your practice and partnerships from a national perspective. The full terms of reference for each group are available from the website, but here is a brief introduction…

Advisory Council

The Advisory Council usually meets annually to help the EEUK Board of Directors determine strategic and operational priorities. Several groups of stakeholders are invited to participate including, EEUK Fellows, past Directors, and strategic partners. In addition, each Member Institution is represented by one of their Associates. There are currently 115 vacancies.

Policy, Research, and Impact Committee

This committee is responsible for overseeing all of EEUK’s activity to develop and support policy, commission and review research, and collect and report on the impact of enterprise education. Members of the committee will help to organise and allocate our Enterprise Education and Research Project Fund (EERPF) as well as oversee our Communities of Interest and Special Interest Groups around key policy and research areas. There are four places on the committee for EEUK Associates, and four vacancies currently.

Nominations and Representation Committee

This committee supports the election of EEUK Directors and the appointment of EEUK Associates to the Advisory Council and the Board’s Sub-committees. It is also responsible for monitoring equality, diversity and inclusion across the organisation and its committees. There are four places on the committee for EEUK Associates and four vacancies currently.

Governance and Risk Committee

As well as supporting the governance of EEUK and overseeing its financial performance, this committee is responsible for the environmental impact of our organisation and activities, and the relationships we have with strategic partners. Members will also be involved with business development activity to support the growth of EEUK. There are three places on this committee for EEUK Associates and three vacancies currently.

Practice and Professional Development Committee

The EEUK Fellowship, our Enterprise Exchange and Fast Track events as well as our Richard Beresford Bursaries and ETC Toolkit are the responsibility of this committee. Members will be involved in promoting, organising, and evaluating these headline activities, ensuring they are accessible and effective at developing the professional practice of our community. There are four places on this committee for EEUK Associates and four vacancies currently.

Conference Steering Committee

This committee is responsible for supporting the Conference Director to design, develop and deliver EEUK’s annual International Entrepreneurship Educators Conference (IEEC) and is composed of EEUK Directors as well as up to three EEUK Associates nominated by the Conference Host organisation. As we recently learned, Swansea University will be hosting IEEC2022 and will join this group.

Membership Advisory Groups

These three groups focus on the needs of EEUK Associates that align with the three professional pathways identified by the EEUK Fellowship; Academic, Practitioner and Influencer. Members of the groups advise the Board of issues and opportunities related to the specific pathway as well as generate ideas on how EEUK can develop its offer. The groups are also responsible for the production of targeted marketing materials, communications and online resources. Each group has six places for the relevant EEUK Associates and each has six vacancies currently.

Back in winter 2019 no one had any idea what unprecedented circumstances were ahead of us and two years later I don’t think anyone is totally sure what the future holds. However, there is no doubt in my mind that EEUK, its Members, Fellows and Associates will be instrumental in shaping it and in so doing help our students and graduates to create economic, social and cultural value for others, so we can all prosper, using difference as a strength, and with the happiness, health and wellbeing of our communities foremost in their minds. By volunteering your time to these new roles, you’ll be further enabling EEUK to support this process and our fantastic profession.

Find out more here and do consider contributing.

Gareth Trainer, Director and former Chair of EEUK

Diversity by Design: 3 ways to increase diversity in your teaching

Written by Harveen Chugh and Tamara Friedrich


We recently co-led the first run of a new Core Module for approximately 600 Warwick Business School undergraduate students called Entrepreneurial Mindset. Looking back over the module, one of the things we feel proud of is how we demonstrated the diversity of entrepreneurs to students. This was certainly no coincidence; it was, in fact, diversity by design. Here we share 3 ways you can also increase and demonstrate diversity in your teaching:


  • The ‘who’ – consider your cast: Think about the opportunities to feature people in your module that represent the breadth of humanity, not just a select few. You can do this through guest speakers, your teaching team, or videos. We made a concerted effort to examine who was appearing on the module, not to tick any particular box, but to ensure a breadth of experiences and perspectives were presented and there was a collective and overall representation. It is of course the easier option to call on the first few names or cases that come to mind, but this could naturally skew towards our own unconscious biases. Taking time to think about the overall composition of your module’s cast (e.g., gender, race, age) will help to counteract this.


  • The ‘what’ – consider your content: In addition to the people who appear on the module, diversity runs through all the materials such as the books you assign, research you reference, podcasts you link to, or examples you give. Everywhere a name is mentioned (individual or organisation) is also an aspect where you can think about diversity. You can make a list of all the elements in your module where you will be mentioning names and increase diversity across all these dimensions. It may also be an opportunity to consider the values represented by those you cite or discuss. For instance, there may be scholars or organizations you discuss who have expressed harmful views that you could be inadvertently promoting.


  • The ‘why’ – consider your mission: Ask or remind yourself why increasing and demonstrating diversity through your teaching is important. We have a globally diverse student body and are conscious of the power and privilege we hold in deciding what students see as possible, now and for their future. Increasing and demonstrating diversity will be just one way we can all help to get them there. We are two female co-module leaders and could easily think we have this covered, but this alone is not enough. It is also easy to fall into the trap of using well-known examples with a wealth of information available on them. For us in entrepreneurship, it may be tempting to discuss Mark Zuckerberg or Elon Musk, but if we truly want a learning experience that all of our students connect with and see themselves in, we should also be talking about entrepreneurs like Whitney Wolfe Herd, the CEO of dating app Bumble and the youngest woman to take a company public, or Kiran Mazumdar-Shaw, a pioneer in the field of biopharmaceuticals and EY World Entrepreneur of the Year.


We hope these practices will inspire you to increase diversity in your teaching too.

Harveen Chugh, Associate Professor of Entrepreneurship, Warwick Business School

Tamara Friedrich, Associate Professor of Entrepreneurship and Innovation, at Warwick Business School