“The QAA Guidance”
Quality Assurance Agency (QAA) (2018)
“Enterprise and entrepreneurship education”. Guidance for UK higher education providers, The Quality Assurance Agency for Higher Education: London
Required reading for:
All enterprise educators (academic; influencer; practitioner)
Why is this important?
This UK national guidance has been adopted by EEUK (2018). This report provides guidance for all those working in the sector as enterprise educators and builds upon the first version (2012). It has sections for all areas of enterprise and entrepreneurship and all the definitions you need to ensure you are aligned to UK education
practice; so if you only read one policy document, read this.
Keywords:
Definitions; graduate themes; institutional advice
“The Entrecomp user guide: Entrecomp into Action”
McCallum, Weicht, McMullan and Price (2018) “EntreComp into Action – Get inspired, make it happen: A user guide to the European Entrepreneurship Competence Framework” (Editors: Bacigalupo, M and O’Keefe, W)
Required reading for:
All those looking to use Entrecomp: Educators; Industry and business; Staff Developers; HR; practitioners; Influencers
Why is this important?
This is the companion guide to the EntreComp report and seeks to provide examples of how the framework has been used and adapted by educators, influencers, and practitioners. It’s full of ideas to adapt – but don’t print it off, read pages 13-29 and decide which cases you want to read in more detail.
Keywords:
Competence; inspiration; examples;
EEUK seeks to respond to all national, international and governmental consultations that will affect the work of members, or those working in the sector. The EEUK institutional member contacts will receive email requests for help and are invited to respond through survey or by email. In addition, EEUK welcomes additional comment from all members when consultations are open (see below).
Currently consulting upon:
EEUK members in policy spotlight
EEUK supports members to showcase their practice and influence policy. By canvassing our members, EEUK were able to provide the essential evidence to inform MPs and key stakeholders, such as in this All-Party Parliamentary Group report.
For more information or for media inquiries, contact alison@enterprise.ac.uk
The “Skills Agenda” continues to dominate the discussions around HE and innovation. Reports, such as The Future of Jobs 2025…
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Rumours abound when enterprise education is omitted from key discussions surrounding the student experience, and whilst the consultation on the…
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2025 is already shaping up to be the year to get your voice heard, share your 3E practice, shape the…
Read MoreHelp I am looking for support with:
(Re) validation
Page 13 of QAA (2018) Enterprise and Entrepreneurship Guidance
Working with external stakeholders
Looking for examples, visit ETCtoolkit or look in Part C of Entrecomp into Action
Addressing a senior management team
Pick up QAA (2018) or use pages 2-3 as background/evidence and 7 for definitions.
Engaging other departments
Look for cross-curricular examples in ETCToolkit and use the new diagram of Entrecomp to engage them.
Alumni
Enter “alumni” into EEUK’s ETCToolkit, search function (top right) for some genuine case examples, or look at Entrecomp into Action for more inspiration.
Examples of teaching practice
Over 200 examples and case studies can be found in ETCToolkit Consult the Entrecomp into Action User Guide for examples of practice in education.
Assessment
Turn to page p14 of QAA (2018) for guidance and ensure alignment to your learning outcomes. The Entrecomp Framework appendix can be a great source of relevant Learning Outcomes for Enterprise Education.
EEUK has adopted the QAA (2018) “Enterprise and Entrepreneurship” Guidance and recognises the definitions and terminology outlined within this UK national guidance above all others. However, the complexity of the environment in which enterprise educators work means that EEUK also recognise the following terms:
Institution owned knowledge exchange activities with spill over outcomes that relate to local growth and regeneration. By this we mean the generic KE activities that an institution is undertaking to meet its wider strategic goals, but as a consequence of these activities, local growth and regeneration outputs and outcomes are also achieved.
And Specific knowledge exchange activities that are targeted to make a difference locally. By this we mean targeted KE activity where higher education institutions, businesses, public sector and the wider civil society work together to achieve a strategic goal with a prime focus on local growth or regeneration in a self-defined local area. This may include local economic development, social inclusion, public space or infrastructure improvements and reconversion of brownfield area.
The framework is intended to increase efficiency and effectiveness in use of public funding for knowledge exchange (KE), to further a culture of continuous improvement in university KE by providing a package of support to keep English university knowledge exchange operating at world class standard.
Public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public [and communities]. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit.” National Co-ordinating Centre for Public Engagement.
A full list of recent publications can be found here
www.enterprise.ac.uk/publicationsFor more information, help or advice: contact
alison@enterprise.ac.uk