HEA Conference 2008: Transforming the student experience
Sub theme: Learning and teaching
Paper presentation (30 minutes) (max. 3000 words)
The SheffieldHallamUniversityVenture Matrix: transforming the student experience of enterprise education.
Context:The concept and development of the Sheffield Hallam University Venture Matrix
The Sheffield Hallam University Venture Matrix isa pioneering and innovativelearning and teaching enterprise environment thatenables students to have a real yet supported experience of enterprise and entrepreneurship. The Venture Matrix extends the concept of enterprise education beyond the familiar tools of ghost companies and virtual business simulations. By enabling students to form their own businesses, social enterprises and other ventures and to trade with each other in person in a safe environment the Venture Matrix offers a real, yet supportedexperience of enterprise and entrepreneurship. This paper outlines the development of the Venture Matrix and its contribution to education, and investigates students' responses to their learning experience inthe Venture Matrix in the first year of its operation.
The Sheffield Hallam University Venture Matrix was developed to address three of the key agendas to have emerged nationally in the area of vocational education at HE level: foundation degrees as a component of governmental policy of widening participation,the emergence of enterprise education as an integral part of the curriculum, and the role of employers in HE (Gibb 2005).On 12 March 2008, The Department for Business Enterprise and Regulatory Reform launched its 10 year Enterprise Strategy,which sets out five key enablers to take forward the Government's policy for enterprise in the UK: a culture of enterprise; knowledge and skills, including a lifelong journey for enterprise education; access to finance; regulatory framework; and business innovation ( Venture Matrix embodies practices and values which will assist students in making use of these enablers in their university experience and beyond.
In addition the Venture Matrix responds to student interest in self-employmentand participation in social enterprise and provides a research framework for investigating learning, teaching and assessment issues in embedding enterprise education and entrepreneurship into the curriculum. Although the production of student start-ups is not an explicit aim of the Venture Matrix from this pilot year (2007/8) ten student ventures have approached the SHU Enterprise Centre to register for either the Business Planning Competition or to join the Placement Year Entrepreneurship scheme.
The initial concept of the Venture Matrix was formulated by the Enterprise in the Curriculum team in December 2005 in response to colleagues' concern regarding the difficulty in providing sufficient good quality work placements for their students.Many courses were experiencing problems in how to deliver significant levels of work related learning for their students as staff, employers and students themselves were losing confidence in the traditional industrial training placement. The use oftheoretical case studies and guest speakers as an alternative to the placementwas perceived by academics and students as a less effective substitute for real work related learning.
Throughout 2006 the team ran a series of workshops for staff and students to collaborate in the research and development of the Venture Matrix. In 2007 the structure of the Venture Matrix, its management,its bank and virtual currency, and the code of ethics for all participants were agreed and the website was developed (
The pilot phase of the Venture Matrix began in September 2007 and within weeks of its launch 450 students from courses as diverse as Business Studies and Information and Communication Technology, Management and Communication, Sport Sciences, Sport Equipment Design, Technology and Enterprise, Biological Sciences, Computer Network Engineering, Food Science, English, Media and Public Relations, and Engineering and Ecologybecame members. The studentsset up and ran 123 micro ventures trading within the confines of the University, supervised by 23 University academic and support staff, with their learning being assessed against approved learning outcomes. 50 opportunities (projects offered by academics, external commercial organizations and the students themselves) were created and posted on the Venture Matrix website, including contributing to a research project into the development of a sustainable eco-house, "greening" the University, sports and events management, publicity and promotions, product development, market research and social enterprises.In total 215 academic staff attended training sessions via the cross faculty, University-wide enterprise module Capability for Innovation,developed by the Enterprise in the Curriculum team,and as a consequence committed themselvesto increasing levels of involvement with the Venture Matrix through its pilot year.
In the second phase of development (2008/9) it is anticipated that many more of these colleagues will increase their participation by bringing students on their modules into the Venture Matrix. Foundation degrees will be involved in the next academic year, as will the partner colleges that feed students into the foundation degrees and top-up awards. Negotiations are underway with local entrepreneurs, SMEs and other regional organizations to provide real live projects and learning opportunities for students and student groups to work on.
Approach
As a university-wide, cross faculty initiative the Sheffield Hallam UniversityVenture Matrix incorporates both theoretical and practical aspects of learning and teaching.It enhances the development and synthesis of concepts, and addresses the necessity of inter-disciplinary approaches in preparing graduates for the world outside academia.Students from levels 4 to 6 participate in the Venture Matrix with the support of their tutors and gain module or course credits from their learning within the Venture Matrix. As more than a virtual experience the Venture Matrix improves students' personal, inter-personal and social communication in tandem with academic and enterprise skills.
Development of student centred learning activities
Participation in the Sheffield Hallam University Venture Matrix addresses different learning styles,encouraginginnovative approaches to problem solving and autonomous learning. Students within the Venture Matrix are able to engage with opportunities for personalreflection and so enhance their Personal Development Planning. Research has proven that applied experiential learning is more effective than traditional methods for skills development (Beard and Wilson 2006) and students' experience in the Venture Matrix in managing and taking responsibility for their own learning accords with research in constructive alignment (Biggs 2003).
Transforming the student experience of enterprise education - the student response
The Sheffield Hallam University Venture Matrix provides an opportunity for students to dip their toes in the water of enterprise and entrepreneurship and to practice and refine their skills, thus sampling the world of work in a safe way for both students and employers. Student feedback on involvement in first year of the Venture Matrix' operation indicated thatparticipants were more willing to be adventurous in their work because they felt supported and so were not afraid to take risks.If a student's Venture Matrix experience goes awry it provides an opportunity for reflection and self-evaluation, and a further chance to develop employability skills and confidence.
Student Feedback
The initial strategy employed in the pilot year was that level 6 students took on the role of developing a project/opportunity and then subcontracted out the management aspects of this to level 5 students, who in turn, employed level 4 students to do the 'leg work' e.g. market research. Structuring involvement in this manner gave a real opportunity for peer to peer learning both across and between levels. At the beginning level 6 students were reluctant to delegate work in this way and in the first few weeks of trading the level 5 students seemed more accepting of the Venture Matrix than the level 6 students. As a result, at first, the level 5 students copedmore skilfully with uncertainty, making better progress with their ventures. Virtually every one of the level 5 students made positive statements about their learning in the Venture Matrix in their personal reflective logs.
When the level 6 students were engaged to organise and run the face-to-face networking event and trade show for all the participating ventures in November 2007, which effectively kick-started the whole Venture Matrix, they became a fully committed and important part of the project. Unanimously the level 6 students said that despite lectures and handouts they had been unclear about the mode of operation of the Venture Matrix until the networking event and that within an hour of its beginning they were clear about the purpose and value of the Venture Matrix. This reinforces the importance of providing experiential learning in enterprise education activities.
The Venture Matrix networking and trade show allowed students to showcase skills and talents they had not had an opportunity to demonstrate in their university careers so far. Many students outside the design courses now identified design activities such as web design, graphic design, brochure, publicity and questionnaire design as something they have done and enjoyed.
Level 5 groups interviewed level 4 students to work in their ventures and made these serious selection events. Feedback to students from their peers has been frank in many cases for those who have not performed well, turned up late, been overly pushy or have not taken the activity seriously. Those who have taken the Venture Matrix seriously have been given work and some challenging activities to complete. All students made the direct connection to the importance of skills development, both their own and those of others more widely involved in the Venture Matrix.
The constant comment was that of the excitement as well of the anxiety of being given such freedom. It took the majority of the students the first term to realise that they could do almost anything with their ventures. They then began to revel in this and realise that their successes and failures were down to their own efforts, as well as understanding that the learning they achieve is also related to their commitment. What they get out is directly linked to what they put in.
The issue of sustainability of the Venture Matrix was highlighted when level 5 groups began to ask if,at the end of the academic year, they would be allowed to sell their ventures to current level 4 students who would then be able to start their level 5 year with a 'going ' concern. The Venture Matrix team are investigating ways in which graduating students can either prepare their ventures for sale at the end of each academic year if they do not want them as spin-offs in the world outside the University.
Independent researcher feedback
The Enterprise in the Curriculum Team requested researchers from the SHU Learning and Teaching Institute to undertake independent evaluation and analysis into the student experience of the Venture Matrix which would be compiled into a report and forwarded to the University's CETL for Enhancing, Embedding and Integrating Employability.
The methodology incorporated the use of a survey and focus groups. The main themes used for the analysis were as follows:
- Challenges of autonomy.
- Groupwork and communication(s).
- Motivation and engagement.
- Employability and enterprise skills and attributes.
- Assessment and feedback issues.
- Sustainability of (and within) the Venture Matrix.
The feedback from these independent researchers has been positive, confirming thatthe students' concept of'ownership' of their respective participating ventures has been the major factor of enjoyment of working within the Venture Matrix. The small number of groups that were 'given' a concept for their business (some level 6 students) struggled with motivation and practical issues as they felt on some level that they did not own their venture.
The successes of the Venture Matrix have been the confidence the students now feel in articulating employability skills in interviews, incorporating their Venture Matrix experience into their CVs, and in dealing with clients and giving and receiving feedback. Students said they felt their experiences in the Venture Matrix had empowered them to participate and compete in the world of work by giving them real world business experience and the skills and ability to enhance their survival in business and social enterprise. By being able to put their knowledge into practice in the Venture Matrix students had become more confident in their capabilityto be autonomous and to communicate effectively at all levels with peers, other students, clients, University staffand outside agencies.
The areas ofconcern were students' initial confusion as to the purpose and operation of the Venture Matrix and their insecurities as to how they would be assessed and how risk taking would be valued or otherwise. This pertained particularly to students coming from courses unrelated to business. However with continuing support and guidance from academic staff the pedagogical value of the Venture Matrixbecame clear and was accepted with enthusiasm.
One piece of evidence that has strongly come to light is that any aspects of the Venture Matrix perceived as 'unreal' are demotivating to students. This was particularly interesting in light of students' initial reluctance to trade with the Venture Matrix bank and its virtual currency, 'squids'. The Venture Matrix administration team are now actively considering some form of in-house accountancy and legal firm to supervise banking within the Venture Matrix and are re-examining the automated banking system that was planned for introduction on the website in the new academic year.
The more often students are put in the position of having to utilise services in order to progress, the deeper the learning experience becomes. For example, many students felt that providing contract templates circumnavigated an important aspect of business legal practice. They would rather have lawyers available in the Venture Matrix so that they have to engage in the process of drawing up contracts themselves and so learn thereby. This was particularly interesting in light of students' initial reluctance to trade with the Venture Matrix bank and its virtual currency, 'squids'. The Venture Matrix administration team are now actively considering some form of in-house accountancy and legal firm to supervise banking within the Venture Matrix and are re-examining the automated banking system that was planned for introduction on the website in the new academic year.
The researchers from the SHU Learning and Teaching Institute,Ester Ehiyazaryan and Nicola Barraclough have submitted a paper based on the Venture Matrix to 'ASET': The Work-Based and Placement Learning Association, Department for Innovation, Universities and Skills (DIUS), for their conference in September 2008 (
Reflection
Experience and feedback gained in this pilot year indicates that the Sheffield Hallam University Venture Matrix compares more than favourably with the usual way of providing students with work related learning. The Enterprise in the Curriculum team, with colleagues from across the four faculties of the University, are working to expand the Venture Matrix to collaborate with other FE and HE institutions and employers to enhance students' experience of enterprise and entrepreneurship.
Having now had an opportunity to carry out independent evaluation of the learning it is clear that students developed essential tacit knowledge and experienced the holistic nature of working both in their chosen professions and in a wider context. In addition to the many benefits to the students from engagement with the Venture Matrix, staff also benefited from the networks that formed across the community, the exposure to new pedagogies, new assessment tools, new knowledge, new research initiatives andnew opportunities for Continuing Professional Development. They have also engaged positively with the Venture Matrix as a tool for delivering enterprise teaching within existing curricula.Engagement with organizations such as Enterprise Educators UK will ensure that the Venture Matrix concept expands and allows the University to maintain its position as the leader in the field of work based learning and graduate employability.
The academic year was rounded off in April 2008 with a student led and organised Venture Matrix conference which disseminated good practice and celebrated the high lights of the learning from the year. The positive response of the students and their pride in their achievementshas encouraged more students and academics from courses not yet involved to commit to entering the Venture Matrix in 2008/9.
Conclusion
The Sheffield Hallam University Venture Matrix has provided work related learning in areas where this had not existed before.By providing something real and tangible that goes beyond business games and computer simulations the Venture Matrix allows students, academics, and support staff to take part, work with and learn from one another. It has transformed the student experience of enterprise and entrepreneurship education and has enabled students to develop and have confidence in a wide range of skills for entering work.