Rich Exchanges
Using Fundraising as a vehicle to
experience enterprise and evaluate
entrepreneurial potential
Entrepreneurial Creativity: doing what
it says on the tin!
• We wanted a module ‘for enterprise’ not just ‘about
enterprise’
• The module team wanted students to be able to
practice enterprise and engage in creative activities
• Lourenco and Jones (2006) suggest entrepreneurs
learn primarily though learning-by-doing and
reflection. They cite Cope and Watts (2000) and
Deaking and Freel (1998) ‘ learning by copying and
opportunity taking; and learning from making
mistakes’ Gibb (1997).
• This involved us taking risks as well and placing our
trust in the student body
Motherhood and apple pie….
• Raising funds for local charities proved most opportune,
they are always looking for people to help (They need
our help more than ever!) and institutionally it was the
least contentious route. It is difficult to disagree with a
good cause!
• It provided a degree of creative freedom, was not
resource or time hungry and introduced the students to
the work of the Third Sector.
• Lourenco and Jones (2006) less than 3% of HEI’s made
use of action/experiential learning which are regarded as
‘the most effective route to entrepreneurial education’
(McKeown 2006; Pittaway and Cope 2006)
• Though I suspect here I am preaching to the converted!
Understanding and evaluating
entrepreneurial potential
• An opportunity for self reflection and analysis
• Students were introduced to the FACETS model
(Focus, Advantage, Creativity, Ego, Team and Social Bolton and Thompson 2003; Thompson2003), using
online diagnostics and workshop activities on
creativity, team roles, personality and IQ tests and
culminating with an assessment via the Bolton and
Thompson Entrepreneurial Indicator
http://www.efacets.co.uk/login.aspx.
• Creativity techniques and creative problem solving
methods including Hermann Brain model (Lumsdaine
and Binks 2007), idea showers, combining ideas and
Scamper techniques to enabled students to consider
the issue of fundraising from new perspectives.
Barry’s FACETS Schematic from the B&T
Website
•
One conclusion? I’m probably better at talking about it than
doing it – but at least I’m in the right profession!
Expert Help
• Our partners the Compton http://www.comptonhospice.org.uk/
• and Severn Hospices http://severnhospice.org.uk/
• And also this year Wolves community trust
http://www.wolvescommunitytrust.org.uk/wt/home and the
Steve bull Foundation http://thestevebullfoundation.co.uk/
• provided a framework in terms of fundraising
• We all learned from their experience and used their resources
• We created event approval forms and risk assessment
templates and Exemplars students needed to complete prior
to their fundraising
Further Richness - Awards and Prizes
• An ‘exhibition’ of ‘applied creativity’ provided the opportunity for us to
share and showcase what had been achieved.
• Prizes were provided by a KTP company we were working with, Fabweld
Steel Products Ltd and there were awards for the groups that raised the
most money and those who were most creative in the opinion of the
module team.
• Fundraising winners – Liaised with a local school and organised a music
event with pupils, raised £400 which was used to pump prime an event at a
local hotel (they negotiated the price down from £850 to £200) with a
band, food, raffle and auction (secured donated prizes) selling 120 tickets
at £10 per head, followed by themed bag packing at a superstore. 5
Students raised £2,000 over a 3 week period
• Creativity winners – group set up the Charge society in conjunction with the
students union, to ensure fundraising was continued and to channel
student fundraising across the university. A small sum was raised during the
exercise but the sustainability of the idea was judged as very creative, they
are engaging with other students and business organisations
Benefits - students
• Students were the decision makers and were active
• They began to understand why the Third Sector exists, why it
is likely to grow in significance and the opportunities it might
offer for them – ‘The Big Society’?
• A vehicle for the release of creativity
• An opportunity to assess and take risks in a structured
environment
• Confidence, initiative and experience
• Learning by doing
• Adding CV value
• Understanding of the principles and practice of fundraising
• The potential gap between theory and practice, requiring
them not only to think dynamically but to act dynamically
Active learning
• The students were enthused, had to make real things happen,
many were moved out of their comfort zone and had to
change their modus operandi.
• They had to take decisions and evaluate risks, contact and
negotiate with third parties, plan and implement.
• Their creativity was challenged throughout, they had to
deliver an exhibition of their efforts and assess and reflect on
their entrepreneurial potential through their research and
experience.
Benefits - Charities
• £33,000 plus in terms of funds raised
• They were able to spread their message
• To engage with demographic segments and
community groups outside their normal sectors
• The opportunities to ‘capture’ activists and fund
raisers at an earlier stage of their lifecycle
Benefits – Business School
• The opportunity for the university to stimulate active
involvement, giving back and produce more ‘valuable’
and well rounded graduates
• It strengthened partnerships with business and Third
Sector organisations and provided a good PR message
• We are able to contribute to ‘our’ community
• Given all the above we felt this activity was win-win for
all partners
Does it work? Yes according to our student feedback
Excellent
Very
Good
Good
Average
Poor
Clarity of module aims and learning outcomes?
16
25
20
2
0
Structure and quality of content?
13
30
20
1
0
Classroom sessions/ lecturer?
22
18
15
7
1
Support for learning out of the classroom (e.g.
WOLF?)
20
22
20
6
0
Clarity of assessment criteria and tasks?
13
25
19
8
0
Feedback/ Discussion with tutor in class or online?
13
19
16
12
1
Contribution of this module to my overall
programme of study?
16
28
15
5
0
Value of this module to my knowledge, practical skills
20
and general learning?
29
19
1
0
17
28
15
1
0
•
Enjoyment of the learning experience?
What did they like? - Summary of
comments
• What have been the BEST aspects of this module?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Practical x12,
Teaching x 7
Fundraising x7
Creative x6
Active x2
Brainstorming,
Structure,
Add to CV
Different
Exciting,
Blended Learning
Confidence
Freedom
Groups
And us?
• Staff have been reminded of how fulfilling a creative approach
to teaching and assessment can be
Just do it!
Sources
• Bolton, B and Thompson, J. The Entrepreneur in Focus, Thomson Learning
2003, London.
• Laurenco, F. & Jones, O. (2006) Developing Entrepreneurship Education:
Comparing Traditional and Alternative Teaching Approaches, International
Journal of Entrepreneurship Education 4: 111-140
• Lumsdaine, E and Binks, M Entrepreneurship from Creativity to
Innovation, Trafford 2007, Oxford
• Thompson, J. (2004) The facets of the entrepreneur: identifying
entrepreneurial potential, Management Decisions Vol 42 No. 2