How To Teach Creative Industries

Transcription

1 SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK SSCLLN BEST PRACTICE GUIDES : GUIDE SIX In Practice: Developing and delivering the University Certificate in Professional Development Author: Sector: Edwina Goodwin Creative Industries Creating opportunities for vocational learners

2 Introduction to SSCLLN Best Practice Guides About the Guides Lifelong Learning Networks were established across England to develop and promote opportunities for people with vocational qualifications and/or experience to progress more easily into and through higher education. The networks are made up of partnerships of educational organisations such as universities and further education colleges who are working together to streamline access to higher education, and open up routes to graduate and post graduate levels. The Skills for Sustainable Communities Lifelong Learning Network (SSCLLN), hosted by the University of Leicester, was established in The Network covers a sub-region of the East Midlands across Leicestershire, Northamptonshire, Lincolnshire and Rutland. The Network is funded until December 2010 by the Higher Education Funding Council for England (HEFCE). This best practice guide is part of a series of guides produced by the SSCLLN. These guides aim to share best practice used by partner colleges and universities to enable progression for vocational learners. Other guides in the series include: Targeting Vocational Learners Bishop Grosseteste Touring Company In Practice:Blueprint for Curriculum Development Developing vocational curriculum Constructionsite: Developing a shared resource Developing Progression Agreements Developing APEL: A unique approach If you would like any of these guides please contact us. SSCLLN BEST PRACTICE GUIDES: GUIDE SIX In Practice: Developing and delivering the University Certificate in Professional Development Author: Sector: Edwina Goodwin Creative Industries Introduction This guide is for anyone currently involved in the development and teaching of creative industries courses and aims to provide a model of best practice to help teach enterprise and entrepreneurship skills to students. The SSCLLN has worked with North Warwickshire and Hinckley College, Leicester College, South Leicestershire College and De Montfort University (DMU) to develop a suite of foundation degrees for creative students in subjects that include interior design, community theatre, dance and drama, music management and media. As Network partners worked together to develop these foundation degrees they realised the importance of including a module to develop business and enterprise skills, to help students go on to successful careers, particularly as a number of creative industries students become self employed. This module, included in all of the foundation degrees developed, can also be studied independently at DMU as a University Certificate in Professional Development (UCPD). The teaching model used has been tried and tested over the last 5 years with approximately 2000 students, 35 instructors and advice from over 50 entrepreneurs. You can read some of the student feedback in Appendix 2. This guide aims to share with you the importance of developing business skills in creative students and suggested best practice, which you can duplicate in your own college or university. A module pack and instructors manual has also been developed for the UCPD. Copies can be obtained from Edwina Goodwin, EGoodwin@dmu.ac.uk. T: E: ssclln@le.ac.uk Website: page 03

3 What are the Creative Industries? According to the Department of Culture Media and Sport, the creative industries can be defined as those industries which have their origin in individual creativity, skill and talent and which have a potential for wealth and job creation through the generation and exploitation of intellectual property. 1 The Department of Culture, Media and Sport (DCMS) have indentified the following as creative industries: Advertising Architecture Art Markets Antique Markets Computer and Video Games Crafts Design Fashion Film and Video Music Performing Arts Publishing Software Television and Radio Research undertaken by DCMS1 demonstrated that the Creative Industries are a significant contributor to the UK economy, accounting for 7.9% of GDP in 2000, and growing significantly faster than the economy as a whole. The UK creative industries deservedly enjoy a global reputation for excellence, creativity and innovation. British design, advertising, music and interactive leisure software companies are considered world class. It is important that students studying creative industries subjects have also developed good enterprise and entrepreneurial skills. This is supported by Alan Fisher, head of the centre for commercial music at the University of Westminster, to survive as a freelance worker requires a certain amount of entrepreneurial savvy, you [need] core business skills and the ability to be entrepreneurial in terms of outlook, he says. The industry is very fluid. If an opportunity comes along you cannot turn it down. That [flexibility] requires a certain degree of business skill. It also requires interpersonal and negotiation skills 2. Developing the UCPD: Enterprise and Entrepreneurship The UCPD developed by Network partners aimed to ensure that all creative industries students had the required entrepreneurial and enterprise skills to become a success. This course introduces the concept, importance, and significance of enterprise and entrepreneurial endeavour in our economy and introduces students to the relevant theory surrounding these topics. The key elements of building a successful enterprise is studied against a background of real life examples and the module begins by having students explore their own life journey and that of the entrepreneur. The module ends with real application of theory into practice; not only theory learned in this module but also other modules across a range of experiences. Students are inspired to use their imagination and learned skills in order to create a new hypothetical business venture and test its viability, pitting their wits against real entrepreneurs. Module Aims and Objectives The module aims to: Develop aptitude for putting theory into practice through example Encourage lateral thinking Assist students to make strategic, useful, personal choices Enable the student to learn about and appreciate the importance of the entrepreneur within an economy Enable the student to learn about and practice key milestones in setting up a business Identify and maximise individual strengths and manage weaknesses Increase students awareness and opportunities in a dynamic environment Provide students with the right mindset, guidance, and enthusiasm 1 Department of Culture, Media and Sport (DCMS) Creative Industries Mapping Document Times online article Creative industries cast recruitment net wider January 2008 page 05

4 The Module Pack To help deliver the UCPD a Module Pack for students has been created which contains a range of teaching and learning methods. This is of use to other universities, colleges, collaborative partnerships, as well as offering a route for Continual Professional Development for anyone wishing to start a business or enrich and develop a variety of skills in business and life in general. Copies can be obtained from Edwina Goodwin, EGoodwin@dmu.ac.uk. The pack includes: A lecture programme outlining key topics to be covered: Lectures or sessions should run in a similar order to chapters in at least one core textbook. Although there is in reality, no one way to deliver all the information needed to introduce enterprise and entrepreneurship, from research and experience of the author, it would seem that an organised structure with adequate resource support achieves good results especially in the novice. A tutorial programme: Each tutorial topic should mirror the lecture and follow within a time frame, which gives the student time to attend the lecture and prepare for the tutorial. Assignments: Assignment briefs should be summarised in an at a glance table, which summarises hand in and hand back dates, the word count and titles of each assignment. A blank criteria sheet should be attached to each assignment, comments and marks filled in by the marker, and returned to the student as a basis for further feedback. Grade descriptors: These may vary across institutions but the publishing of them in the guide ensures transparency and consistency of marking. Tips for the assignments as appropriate can be included after each assignment brief. Details of penalties and reassessment: This means all students are aware of the controls intrinsic to the module. A full resource list: Typically, this will include core textbooks, journals, websites and newspapers, which will enrich the learning process. Harvard referencing guidelines and other websites to aid reference learning and practice. Some interesting and relevant supplementary articles from a wide range of sources to embellish and encourage further reading and involvement in the subject. Supplementary resources such as DVD s, videos, YouTube to enhance and add to the learning process. Instructors Manual DMU have also developed an Instructors Manual for anyone delivering the UCPD, this helps ensure consistency of teaching and offer guidelines to delivery of the tutorials, and marking of assignments. This manual provides answers to tasks, guidelines and suggestions for assignments, speakers and delivery. Copies can be obtained from Edwina Goodwin, EGoodwin@dmu.ac.uk. UCPD: Teaching Methods and Learning Strategies The course consists of 20 key topics delivered through formal teaching and supported by 20 workshop sessions, which are designed to give students the opportunity to be creative, practice the topics taught, and think for themselves within a structured learning framework. The sessions are split into formal theory, interactive activities and video analysis. These can be studied on a full or part-time basis. There are four assessments, each challenge the student to exercise their imagination and display an understanding of the topics studied both verbally and on paper, through expressive and lively research and interaction with both peers and outside entrepreneurs! This course is divided into 3 parts, designed so that each part can be studied as a separate entity or in its entirety in consecutive sessions: Part 1: Understanding the entrepreneur and small businesses Part 2: Creating the entrepreneurial small business venture Part 3: Managing the entrepreneurial small business venture UCPD: Sessions and Workshops Part 1: Understanding small business and entrepreneurship Session Topics Introduction to the Module: Entrepreneurs and enterprise Teaching strategy, assessments, module team, self-motivation & analysis Show video of Dragons Den to wet appetite for Assignment 3 Defining and exploring the role of the Entrepreneur in our economy and society Defining and exploring the role of the small business in our economy Creativity and innovation Getting started: An overview Influences on entrepreneurial development: The macro environment Planning the venture: Identifying new ideas Researching the venture: Creativity and innovation Where do ideas come from? Planning the venture: Identifying the opportunities Workshops 1. Getting to know your way around the module and ice breakers 2. Self analysis & lateral thinking 3. Case Study Pete Waterman /Antipreneurs 4. Bums on Seats Commercial Theatre v Creative 5. Kirby Ch. 6 Academy of Music case study 6. Pros and cons of small businesses Stokes Ch1. Case Study p Where do new ideas come from? New product development task around STEEPLEN analysis page 07

5 UCPD: Sessions and Workshops Part 2: Creating the entrepreneurial small business Session Topics Strategies for small businesses The business plan (Stokes ch. 6. Kirby ch. 10) Planning the venture: planning the business Alternative routes to market entry Planning the venture: Start-up, franchise? DVD UCPD: Sessions and Workshops Part 3: Managing the entrepreneurial small business Session Topics Managing people and resources Financial issues: Cash flow/profit and loss account Legal Issues: Intellectual property, patents, copyright etc Launching the venture Marketing/E-Marketing Assignment 2: Time constrained test The Art of Selling and Negotiation (SPIN video/dvd) Ethics and risk assessment Business plan revisited/exit strategies Assignment 3: Fox s Lair Pitches Workshops 8. Crosswords 9. Assignment 3, How to bullet proof your business 10. Business plan exercise 11. Differentiating & persuading for the Performing Arts Workshops 12. Helen O Grady case study 13. Franchise debate 14. Profit & loss account 15. You ve Been Framed Stokes p Marketing campaign for charities 17. Is e-marketing for all? 18. Play the SPIN model 19. Group mentoring for Fox s Lair 20. Fox s Lair Pitches Assessment Rationale The assessment approach is designed to match the learning objectives of the module. See appendix 1 for full assessment details. Students will need to be able to demonstrate that they can: Research and analyse information and offer sensible opinions based on theory, practical information and individual research (Assignment 1). Demonstrate an ability to understand key terms and definitions and be able to explain them succinctly and concisely within a time frame (Assignment 2). Work as a team, apply ideas and display organisational skill through creativity, research, thought and inspiration, culminating in a hypothetical business (Assignment 3). Formalise a new venture into a meaningful, interesting and understandable Business Plan (Assignment 3) to support their new venture for the Fox s Lair. They are able to undertake diagnoses to identify individual opportunities and personal development (Assignment 4). Module Assessment Summary Assessment Component Type Assignment 1 Individual Essay Assignment 2 Individual Time Constrained Test Assignment 3 Part (i) Group Project Part (ii) Presentation to Business Angels in the Fox s Lair Assignment 4 Individual Reflective Essay Assessment Description 1 x 1500 word essay on 2 entrepreneurs as set out in Module Guide 1 hour 30 minutes to write explanations of 20 words/ definitions covered in lectures, tutorials and/or books word Business Plan plus peer assessments Fox s Lair: groups pitch chosen business idea to panel of real entrepreneurs word reflective essay of individual journey Value The minimum pass mark for the module will be an overall average of 40%. If you would like to find out more about the UCPD, incorporating it in your course provision or obtain copies of the module pack and instructors manual, please contact Edwina Goodwin at DMU: EGoodwin@dmu.ac.uk. 20% 20% 50% 10% page 09

6 Appendix 1: Assignments Assignment 1: A case study of two entrepreneurs Format: words Task: Using appropriate theory from textbooks and individual research from newspapers, internet and journals: Find out what you can about two of the following entrepreneurs and their companies. Compare and contrast them as people: Adam Goodyer and James Perkins (a team) Gill Thomas Raymond Gubbay Walt Disney Stephanie Manuel Rosemary Conley Maria Kempinska Research your chosen two entrepreneurs as thoroughly as possible using the wide range of resources available: Find out about their background, what inspired them, where did they get their ideas from, describe their characteristics, and what drives them. Identify problems they encounter and how they overcome them, what risks if any? Describe their business(es) including if possible competitors, markets served, size, turnover, unique selling points What are your impressions of their company culture? Assignment 2: Time Constrained Test Format: 1 hr 30 minutes Task: Students are asked to briefly define/explain the meaning of 20 terms, which they will have come across in lectures, workshops, and/or textbooks or Task: Students complete 30 multiple choice questions about terms and definitions, which they will have come across in lectures, tutorials, and/or textbooks Assignment 3: The Fox s Lair! Part I: Fox s Lair group business plan on new business venture idea. Format: 2, words Task: Using the guide and information on a business plan provided (and any other independent research) outline your business idea as if you were really presenting it to an investor to persuade them your idea will work. Part II: Fox s Lair Presentations Format: 15 minutes to present, 10 minutes for questions. There will be no PowerPoint or OHP S used. Flipcharts may be used within reason and samples may be brought along. Task: Work as a team and think of a brilliant idea for a product or service as if you were forming a new company. You will research your idea with a view to feasibility, research possible competitors, decide on a target market, and develop the idea as if it was going to survive in a commercial world, consider your strategy and your marketing plan. You will present this to a panel of four business angels with the aim of convincing them to help you either with advice, money or both.will work. Assignment 4: Individual Reflective Essay Format: words Task: Submit an individual reflective account, examining the range of experiences encountered during the module and assessing the impact they have had on your personal approach to the elements endemic within it; your time spent studying the module this year, and how it may have helped you prepare for year 2 and life in general. There is no right or wrong way to develop a reflective diary. For some people a free-form approach might work. Below is a format, which you could adopt and focus on for the main body of your essay: Introduction What did you expect the year to be like, and what did you get out of the course? How it met (or did not meet) your expectations? What you have learned from it? How it has helped (if at all) you to move forward and be prepared for your second/third year. Has it helped you to prepare you for life after University and if so in what ways? Content of course: What you liked or did not like and what you found easy/enjoyable/difficult? Has it developed your skills? Has it made you think about your strengths and weaknesses? Conclusion Appendix 2: Thoughts and Feedback from past students It inspired me to become like an entrepreneur, and I believe that with enough hard work and commitment your own dreams are achievable...the course helped me to prepare for my second year as I have now experienced how to work effectively in a group, and also how to allocate tasks to group members. The most enjoyable moments of the course were when the group was encouraged in lectures and tutorials to join in discussion and present their own thoughts. It has helped improve my communication skills and become a more confident speaker and in fact person. Krishan Patel I think now I will be able to cope with second year and third year presentations as the Fox s Lair! has given me a great deal of confidence Rupa Rughan I was a bit scared of what this module was all about at first but now I feel I have benefitted because not only has it developed some important skills that I will no doubt use in the future, but it has broadened my mindset to see outside the box Ceri Linton I got the chance to manage my communication skills...my main weakness at the beginning was my confidence, and although it is still not very good it is better than it was. I believe the main skill I have learned is how to project myself and voice opinions. I have also learned the skill to be persuasive in a discussion, mainly due to the Fox s Lair! Vikesh Patel page 11

7 Appendix 2: Thoughts and Feedback from past students I believe I can manage my time and pressure better. I am more aware of my strengths and weaknesses. I have developed better evaluation skills and I now know I am good at researching Peter Crofts Assignment 3 taught me a lot about team work, especially how to build friendships in order to gain trust from individuals. I also learnt that not everyone is willing to put equal amounts of work into a project. I think this is perhaps what the real working world may be like so I feel better prepared. I was extremely happy with the course and now looking back I cannot believe how negative I was about it. Daniella Peyton The Fox s Lair! has been a major influence, it has taught me to be assertive when discussing ideas, yet I am more willing to listen to other people s ideas, opinions and thoughts. Nicola Mills The Fox s Lair! assignment has been something I truly enjoyed. I felt I could be as creative as I wanted, and within the group we bounced ideas off each other...we acted like professionals and had to rely on each other, this inspired me more to be more motivated. I feel the skills and theme of this module compliments the other modules and has enabled me to push harder and learn to a greater level Gareth Powell SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK T: E: ssclln@le.ac.uk Website: Skills for Sustainable Communities Lifelong Learning Network University of Leicester 14 Salisbury Road Leicester LE1 7QR page 12