Routes into enterprise
This post is part of the ongoing commentary on the workshops I am conducting with Media Studies students at York St John University. The workshops are based on the Digital Footprints programme I have developed for HE, FE and Secondary Schools. You can read more about it by clicking here.
What is the larger picture?
In case this is the first post you are reading about the project, I have included a brief description of what is going on. I am working with second year media studies students at York St John University to create a web-presence for one of their departmental magazines. The students have been divided into 7 groups and each will pitch their idea for the web-presence. Along the way, they are also required to define an identity for their group by establishing the context within which they are operating. They also have to create a chronological record of their work/thinking through a blog. This will have an impact on their pitch.
Week 2!
We are now on week 2 of the programme. The initial exercise of self-reflection and subsequent formation of digital identities through the use of keywords produced some interesting results. At first it was difficult for the students to take a step back and reflect on their strengths and professional aspirations. But after a lot of discussion most of them have achieved some degree of self-awareness. This has had an impact on the way they are communicating their ideas to other members of a group. When I walk around the room I am happy to see some engaging debates taking place.
One voice…
Although individual students are aware of their professional aspirations, some groups are finding it difficult to merge these into a single, coherent voice. There are a number of reasons that can account for this, but I would like to focus on one particular aspect. Let me take the example of a group that includes an aspiring business manager, artist, fashion designer and a public relations officer. When it comes to communicating their professional aspirations to the other members, each student has mentioned a very specific career that is based on their perceptions of it. For example, fashion designers are glamorous, public relations officers lead exciting lives and so on. Unfortunately, every other member in the group has a different perception of the career, which has created a lot of confusion. This issue has been conveniently side-stepped by clubbing all careers into an umbrella term – marketing. So the group decided to work as a marketing agency.
From Marketing to Trend Spotting
I know just about enough of marketing as a profession to realize that it involves a period of rigorous academic study accompanied by extensive field work. When I put this to the students they were a bit disappointed. So we started discussing other career options which could act as a conduit to their marketing career. Along the way the students began voicing their professional aspirations in more personal/subjective terms. It emerged that every member was quite attached to the idea of trend-spotting. This immediately opened a number of additional avenues – A&R professionals for music companies etc. Once again students were disappointed by the lack of immediacy. You cannot just become an A&R executive. So we started looking at entrepreneurial avenues. Since they were all interested in trend spotting, I asked them to have a look at whatFace Hunter does. The man has built up an international reputation for himself by obsessively taking photographs of people from across the world and cataloguing them on his website.
This struck a chord with the group who were able to see a tangible/credible career based on their personal aspirations that did not fall into a pre-defined category. All ideas about marketing agencies and such were abandoned and the group began discussing how they could contribute their individual insights to create a convincing online trend-spotting agency.
Enterprise Development – scaling professional aspirations
This brings me to the point that even though enterprise development has gained a lot of importance in HEIs there is too much focus on the end-result rather than the journey. In order to become successful entrepreneurs students don’t necessarily have to conform to pre-existing standards. There needs to be a greater focus on self-reflection and awareness. This coupled with flexible thinking can create a readiness for opportunity rather than a sense of expectancy. Realize what you are good at, think of ways through which you can achieve professional satisfaction and then go for it!
28
Feb 10
Different routes into enterprise in education
Routes into enterprise
This past week I attended an event organized by Nybep on the theme of enterprise in education. It was very well laid out, starting with a series of inspiring presentations followed by an intense networking session that culminated in a group discussion. Despite the range of different activities the setting was quite relaxed and I had some interesting conversations with representatives from Yorkshire Forward, Business Link, The Prince’s Trust and so on.
The most interesting aspect of the proceedings was the group discussion that took place towards the end. We had to answer a series of questions related to enterprise development. As the people round my table were from different backgrounds, we ended up sharing some unique perspectives. This 20 minute discussion showed that the triggers of enterprise can be either objective or subjective. The latter aren’t necessarily any less pragmatic, but given their intangible nature, their benefits aren’t necessarily conducive to quantitative analysis.
This discussion confirmed my belief that there are a number of different routes into enterprise. Therefore, the process of embedding enterprise into students’ psyche should follow a more holistic approach.
One of the best ways to achieve this is by encouraging collaboration and dialogue. Not only should students work within their peer group, they should also be encouraged to interact with those outside their own disciplines. Consider the case of universities – it is natural for specialist groups and hubs to develop over time. There are a number of obvious benefits associated with these specialist clusters. However, there is also tremendous value in creating dialogue between them.
Fearless Entrepreneurs
Inculcating a tansdisciplinary approach to problem solving offers a number of benefits to students. For example, the ability to contextualize different perspectives and the ability to delegate responsibilities. These basic skills create entrepreneurs (and researchers) who are able to follow an intuitive approach, which in turn, is one of the best triggers of original thinking. The end result is that you get ‘fearless’ entrepreneurs who are comfortable with the notion of sourcing talent and ideas through collaboration with like minded people.
This resonates with the point of view expressed by one of the presenters at the event – it is not always the case of what you know, but who you know. My take on the ‘who’ is a vast and diverse pool of talented individuals who can make a positive contribution towards the realization of your goals. Collaboration in this way is also an effective combatant to nepotism.
Real time collaboration
Given the technology that is available at our fingertips, it is fairly straightforward to bridge the gap between the concept of ‘fearless’ entrepreneurs, which may appear to be idealistic at first glance, and the reality of mainstream education. With the ubiquity of social networks on the World Wide Web, it is easier than ever to share ideas beyond cultural and geographical barriers. Furthermore, there is the added advantage that most students are familiar with the mechanistic operation of these networks. They can setup individual profiles and navigate them to source information. What is lacking, is the ability to engage with them in the right context.
A blog is just a blog…
The blog is a good example of how a social media platform can become a valuable tool for communication and collaboration. Many people still prefer to think that a blog is a repository of discontinuous and jumbled narratives far too tedious to engage with. However, if you examine some of the features offered by popular blogging websites, the benefits become immediately apparently. For example, most websites allow you to add information through a content management system whose appearance is very similar to a word processing software. This does away with the need to know html/css. You can also change the appearance of a blog thanks to the large number of freely available themes or skins. Some of these themes can turn your blog into a website interface – with individual ‘pages’.
By simply registering for a blog and applying a theme you have a website to which you can easily add multimedia content – text/audio/video and so on. And as a consequence of the platform you have a number of powerful tools at your disposal to contextualize (tags) and syndicate (rss feeds) the information you upload. You can now invite meaningful interaction with your target audience.
The above approach is just one example of facilitating collaboration on the World Wide Web. Provided you follow some basic norms of creating and publishing information, there are scores of other platforms which offer varying degrees of flexibility and freedom to achieve what you want to do.
Safeguards
There are a number of issues related to facilitating engagement with social media. These include, protection of intellectual property, privacy, data protection and so on. I believe schools and HEIs are in a unique position to embed best practice by providing guided, hands-on experience to students as part of the mainstream curriculum and extra curricular activities. More about this in another post.