The Learning Ex ... ts at Somerset College.pdf

The University of Plymouth Colleges (UPC)
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The HELP CETL was part of a national network of 74 CETLs funded by HEFCE to reward
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The Learning Experience of Art, Design and Media Foundation Degree
Students at Somerset College
Fay Linacre
Back of report
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The Learning Experience of Art, Design and Media Foundation Degree
Students at Somerset College
Abstract
A small scale study was undertaken to investigate Art & Design students’ response to studying an
enterprise education module as part of their Foundation Degree courses. Two groups participated in
the study, one group was studying Graphic Design and the other was studying Fine Art. These
Higher Education programmes are taught at Somerset College of Arts & Technology, a mixed HE &
FE general education college in the South West.
The DfES defines enterprise education as the development of “enterprise capability — the ability to
handle uncertainty and respond positively to change, to create and implement new ideas and ways of
doing things, to make reasonable risk/reward assessments and act upon them in one's personal and
working life” ( HMSO 2002 :17) and this module was designed to promote this kind of personal and
professional development in graduates. Now the module is in its fourth year of operation, the Higher
Education Academy Art, Design and Media Subject Centre was interested to know how beneficial the
experience of studying the module was for learners.
The students’ perceptions were gathered using focus groups, questionnaires and written reflective log
entries over a period of six months.
The Graphic Design students unconditionally valued the Enterprise Module and the real experience of
the design industry they gained. They unanimously recommended the module to others. The Fine Art
students were more ambivalent in their evaluation of the module, but nevertheless they felt that it was
valuable to include a module in their degree course that prepared them for the world of work.
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The Learning Experience of Art, Design and Media Foundation Degree
Students at Somerset College
Executive Summary
The UK government is committed to developing entrepreneurial education for Higher Education
students since it sees enterprise and growth as crucial to the UK's economic success (Government
News Network 2007) [online]. In 2004 it set up the National Council for Graduate Entrepreneurship
“with the aim of raising the profile of entrepreneurship and understanding, developing and promoting a
culture of entrepreneurship within Higher Education.” (National Council for Graduate Entrepreneurship
2006: 90)
However, barriers have been identified by the Department for Culture, Media and Sport that have
prevented this development, not least the perceived bias towards business of much enterprise and
entrepreneurial education, (DCMS 2006).
Entrepreneurial education is of particular relevance for creative industry students who are more likely
to become self-employed compared with their peers in other subject sectors, yet many feel ill-prepared
for the realities of employment when they complete their courses (DCMS 2006).
To address this concern, in 2004, Somerset College of Arts & Technology, introduced an enterprise
education module, Enterprise Culture and Workplace Experience, to be taught to all Foundation
Degree students, irrespective of subject discipline. The college is a University of Plymouth Partner
College where both HE and FE programmes are taught.
The concept of enterprise and entrepreneurship embraced by this module reflects that set out in the
Davies Report (HMSO 2002:17) :
"The capability to handle uncertainty and respond positively to change, to create and implement new
ideas and new ways of doing things, to make reasonable risk/reward assessments and act upon them
in one's personal and working life."
The module seeks to develop behaviour, skills and attitudes that will prepare students for the
workplace, as Gibbs (2005) recommends. It incorporates work experience and requires students to
analyse their existing skills and attributes, plan ways to maximise their potential in future careers and
reflect on their performance in the workplace to improve their practice.
A small scale study has been undertaken to investigate the response of Art & Design students’
response to studying this module.
Two Art & Design groups participated in the study which lasted 6 months. There were 7 Graphic
Design students and 4 Fine Art students. The students’ perceptions were gathered using focus group
meetings, which were transcribed; questionnaires to survey attitudes towards the module and the
students’ perceptions of their enterprise qualities as defined by Moreland (2006); an end of module
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evaluation and written reflective log entries where students were asked to select significant
experiences relating to the Enterprise Module and reflect on what they had learnt from the experience.
Details of the methodology and research tools, including the list of enterprise qualities, can be found in
the full report.
The methods chosen facilitated detailed exploration of the students’ experience through both oral
discussion and individual written records. This allowed students to express personal views that may
not have reflected group opinion, as well as providing written confirmation of some of the issues raised
in the group meetings. The final collection of data occurred in June 2007 when the students had
completed all their assessments and could look back on their experience of the module.
For the Graphic Design students, the consensus throughout the research period was that they highly
valued the fact that the Enterprise module enabled them to gain experience of ‘real’ (their word) work
in the design industry, both through work placements and through direct contact with employers. They
appreciated the opportunity to meet designers and establish contacts with potential future employers,
the ‘know-who’ mentioned in the DCMS report (2006 :41). These views came through in both verbal
and written contributions. They felt much better prepared for employment as a result of undertaking
the module. They referred to gains in confidence and all students felt that it was relevant to their
course of study.
The Fine Art students perceived the Enterprise module in terms of the assignment they had to
produce to complete it. The work experience for these students was mainly studio work rather than
contact with employers as would be expected in the field of Fine Art. The nature and ethos of Fine Art
may make embedding the module into the programme more difficult. The students expressed more
negative feelings about the module and described it more as a ‘bolt-on’ than an embedded element of
their programme. Their responses to the different research measures were more individual than those
gathered from the Graphic Design group. At the beginning of the research period, they were not
convinced of its relevance to their course of study. However two of the four students did feel much
more positive about the benefits of the module by the end of the course and valued the opportunity to
take part in exhibitions to show their work and to meet practising artists. All of them felt they had
gained in confidence.
Vision and creativity were mentioned by this group reflecting the view expressed by DCMS (2006 :14)
that teaching approaches need to appeal to these students’ creative identity to encourage students “to
think creatively and identify opportunities, thus making them more open to entrepreneurial thinking.”
The students were encouraged to think laterally when designing their individual project for the
Enterprise module assessment and this helped them to view the learning in a more positive light.
Conclusions
The Graphic Design students unconditionally valued the Enterprise Module and the real experience of
the design industry they gained. They unanimously recommended the module to others. The Fine Art
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students were more ambivalent in their evaluation of the module, but nevertheless they felt that it was
valuable to include a module in their degree course that prepared them for the world of work.
Implications
1. For Management
This model of establishing a mandatory module as part of all Foundation Degree programmes has the
potential to facilitate contextualised entrepreneurial learning. The inclusion of the Enterprise Culture
and Workplace Experience module in Art & Design Foundation Degree programmes has ensured that
all students gain awareness of the concept of enterprise and leave their courses with some
preparation for employment. To enhance the learning experience further, management may wish to
consider ways :
• to use the findings to influence the design and delivery of the Enterprise Culture and
Workplace experience module
• to encourage sharing of good practice where the module is working well so that module
leaders can see the full potential of the module
• to encourage staff to approach the module creatively to maximise its relevance to specific
subject areas
• to consider carrying out a longitudinal study to discover the impact of enterprise education
post graduation
2. For Academic Staff
The embedded model of incorporating entrepreneurial learning is most effective from the students’
perspective. All students needed the reassurance of clear guidance on assessment requirements.
Live assignment briefs set by employers in creative industries seem to be most effective in promoting
rich learning opportunities for students. Where students can make links with people already working
in the creative industry sector and can undertake work placements, the learning gained is likely to
equip students well for their future careers. In Fine Art, where this is more difficult, participation in
setting up exhibitions of their work and in community projects helped students develop entrepreneurial
learning and gains in confidence. Practical advice and financial guidance on subjects such as
copyright and VAT were also valued.
3. For Students
The module was judged by the students to be worthwhile and relevant. It gave them the opportunity to
improve their own entrepreneurial qualities and develop a broader understanding of the concept of
enterprise that embraced the ideas set out in the Davies’ definition of enterprise: innovation, creativity,
risk-management, and a 'can-do' attitude (HMSO 2002). It provided them with learning experiences
making them feel better prepared for employment.
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The Learning Experience of Art, Design and Media Foundation Degree
Students at Somerset College
Introduction
This report sets out the policy, educational and local context in which this particular model of
enterprise education has been developed. The research methods used to carry out the investigation
are explained. A summary of the findings collected from the different research tools is presented and
the data collected is included in the appendices. The findings are discussed and conclusions are
drawn.
Aims
The aims of the study were to explore the students’ perceptions of the value of their experience of
Enterprise Education and to consider the benefits of including an Enterprise Education module in
Foundation Degree courses from the perspective of the students’ experience. As identified by DCMS
(2006: 7), there is a lack of common terminology, with the terms enterprise and entrepreneurship
being used inconsistently and interchangeably. For the purposes of this report, no distinction in
meaning is implied between the two terms. Much of the reading refers to entrepreneurial education;
however ‘enterprise’ was the term chosen by Somerset College for the title of the module delivering
entrepreneurial education to Foundation Degree students.
Context
Government Policy
Entrepreneurial education and enterprise are defined by the Higher Education Academy in a holistic
way as providing students “with an attitude to learning, which rewards and supports innovation,
change and development” (HEA 2005) and it is this broad definition that is used in this report.
The UK government has explicitly promoted the inclusion of enterprise in education since the
Enterprise in Higher Education initiative, an initiative which ran from 1988 to 1996 and was funded by
the Department of Employment (HE Academy 2006). It aimed to encourage the development of
generic skills to promote students’ personal development, and to provide all students, whatever their
chosen discipline, to gain some insight into Enterprise (Cannon 1991). In 1997 the Dearing Report
made recommendations to foster entrepreneurship in HE students and to develop work-based
learning opportunities (HEFCE 1997).
Several major policy initiatives have focused on ways to introduce entrepreneurship into the HE
curriculum (Gibb 2005) and the National Council for Graduate Entrepreneurship was set up in 2004
“with the aim of raising the profile of entrepreneurship and understanding, developing and promoting a
culture of entrepreneurship within Higher Education.” (National Council for Graduate Entrepreneurship
2006)
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More recently this interest in developing entrepreneurial skills has extended to other sectors of
education. The National Strategy for Enterprise Education allocated £60 million a year from
September 2005 to support enterprise education in secondary schools in England (Enterprise
Education for Schools 2007). Hannon (2006) suggests that one of the drivers to enhance graduate
entrepreneurship is high school entrepreneurship education participation.
Schemes are also being designed to encourage the development of enterprise skills in the primary
sector (Young Enterprise 2006).
Educational perspective
The DfES defines enterprise education as the development of “Enterprise capability — the ability to
handle uncertainty and respond positively to change, to create and implement new ideas and ways of
doing things, to make reasonable risk/reward assessments and act upon them in one's personal and
working life” ( HMSO 2002 :17) See Appendix A
Enterprise capability is also described as: innovation, creativity, risk-management, and a 'can-do'
attitude and the drive to make ideas happen (Academy of Enterprise 2007)
This is not, however, the general understanding of enterprise. In the HE sector enterprise education
has been developed by business schools leading to a business emphasis (Green 2005 cited in DCMS
2006). This narrow interpretation can lead to resistance in the HE sector where a tension between
learning for its own sake and developing employability skills and preparing students for setting up their
own businesses may be perceived.
This business focus was reinforced in the Leitch Review (HMSO 2006), which considered the nature
of skills development required to maximise economic prosperity. It emphasised the need to increase
transferable and economically valuable skills in the workforce and encouraged employer collaboration
in higher level skills in the Higher Education sector, stating that such higher level skills are “key drivers
of innovation, entrepreneurship, management, leadership and research and development.”
HMSO (2006)
To promote the acceptance of enterprise and entrepreneurial education in HE curricula, Gibb (2005)
suggests that a more appropriate model, incorporating the development of the kind of behaviours,
skills and attributes set out in the DfES definition, needs to be developed.
Baines and Robson (2001) cited in DCMS (2006 :13) argue that enterprise education is of particular
relevance to Higher Education in the creative sector, since people working in this sector are “three
times as likely as the working population in general to become self employed”. More recently, Carey
and Naudin (2006) report that self-employment rates in the Creative Industries are significantly higher
than other sectors; over 39% in 2002 compared with 12.6% of the general working population.
The DCMS report, Developing Entrepreneurship for the Creative Industries (2006), suggests that
many creative graduates leave Higher Education with little preparation to make the transition to
employment. The focus of the Task Group who produced this report was to explore the role of Higher
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and Further Education in maximising opportunities to develop entrepreneurship in the Creative
Industries. It recommends that HE institutions can play a valuable role in creating positive attitudes
towards entrepreneurship amongst students in the creative industries by adopting an alternative
approach such as that proposed by Gibb (2005) to entrepreneurial learning. It suggests that this is
likely to be most effective where this is embedded in the programme. The report argues that to
promote growth and development of the Creative Industry sector investment in graduate
entrepreneurship is needed.
Somerset College
It was in this context that Somerset College introduced a common module to be included in all
Foundation Degrees in September 2004.
The impetus behind introducing the Enterprise Culture and Workplace Experience module, according
to Paul Robottom, the Head of Division for Enterprise and Employer Relations, arose from a survey
undertaken by the Head of Division of Art & Design with Advertising students. (See Appendix C.)
Feedback from students suggested that they did not feel prepared for self-employment when they
finished their degree course. They said that they wished they had had the opportunity to learn more
about the commercial world whilst still at college. This sentiment resonates with the finding that many
creative graduates “often leave HE largely unprepared for the realities of forging a career in the
creative industries.” (DCMS 2006 :16). The Dean for Higher Education at Somerset College,
recognising the links with government strategy, responded to the findings of the survey by introducing
a module incorporating enterprise as mandatory for all Foundation Degrees in the college. The
module is entitled Enterprise Culture and Workplace Experience and programme teams are
encouraged to adapt the delivery of the module to suit the particular vocational identity of each
programme.
The module aims to raise awareness of the relevance of enterprise and sets the following learning
outcomes:
Students will learn through enterprise to:
• Identify their strengths and weaknesses in relation to their chosen career aspirations.
• Match key enterprise competencies against their skill profile to create a personal development
action plan
• Reflect and synthesise their performance in the workplace against their personal action plan.
Students will learn about and prepare for enterprise by:
• Adopting skills and techniques to maximise their potential in future careers
• Understanding the realities of enterprise and the workplace and be able to describe and explain
business structures and roles in the context of their chosen specialism.
(The Module descriptor can be found in Appendix B.)
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Methodology
This section describes in detail how the research was undertaken and may be of interest for the
purposes of replication. The various research tools designed to carry out the research are included in
the appendix and the first person is used to show research decisions made by the researcher.
1. Approach
A qualitative approach was chosen for exploring student perceptions of their experience of
Enterprise Education. Cohen and Manion (1994) confirm that this is an appropriate research
method when aiming to understand the individual’s subjective response to experience.
2. Research participants
Permission was obtained from the Head of Division of Art & Design and from the programme
leaders of two Foundation Degree groups; Graphic Design and Fine Art. The choice of groups
was made by the Head of Division. The programme leaders advised that students in the second
year of the programme would be most appropriate participants, since the Enterprise Culture and
Workplace Experience Module was chiefly taught in year two. All students in both groups were
invited to a meeting to request their participation. Invitations were posted to all students at their
home address. (See Appendix 1)
Half of the students invited attended the meeting. The purpose of the research project, the timespan
and commitment of students who volunteered to participate were explained.
A recruitment form (See Appendix 2) was prepared and students were asked to complete and
return the form by a given date. It was tempting to ask for the students to complete and return the
recruitment forms at the meeting, to avoid having to wait to find out how many students were
willing to take part. However, I wanted the students to have time to consider whether they could
fulfil the commitment to a project lasting six months so I gave a deadline of a week ahead for the
forms to be returned. This decision ran the risk of students forgetting to return the forms as well
as incurring postage costs. In the event I had to enlist the help of one of the programme leaders
to remind the students to return the forms.
It was theoretical sampling, in the sense used by Miles and Huberman (1994), that the choice of
student groups was driven by the research question rather than by an attempt to be
representative. It was also driven by the need to gain a commitment over a six month period.
Students volunteered to participate and were therefore self-selected. The final sample consisted of
7 students from Graphic Design and 4 from Fine Arts; representing about 25% of the students in
each group.
All the students who took part in the project completed a memorandum of agreement (See
Appendix 3) and were given a copy of the ethical principles which would govern the research (See
Appendix 4). Their details were collected to facilitate payment and to enable me to contact them
between meetings (See Appendix 5).
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3. Means of collecting Data
Information was collected in different ways in an attempt to gain in-depth insight into the students’
experience of studying the Enterprise Culture and Workplace Experience module. This included:
Three Focus Group meetings
A reflective log that students were asked to keep of their experiences
A Likert style questionnaire on opinions about the module
A self-assessment questionnaire about enterprising qualities
An end of module evaluation form
Oral
4. Focus Groups
The purpose of the focus groups was to capture the students’ experiences and perceptions as the
module progressed and to explore how their responses changes over the period of study. Three
focus groups were held at the beginning of the project in January, at Easter and finally in June
when the students had completed the course. For each group meeting a list of questions of topics
was prepared to steer discussion and to facilitate comparisons (Dawson 2002). The questions
focused on the students’ experiences of studying the Enterprise module and what they valued
(See Appendix 6). The meetings were recorded and transcribed.
Focus groups were used as an appropriate method to gather the students’ attitudes and
experiences (Bloor, M. et al. 2001). Litosseliti (2003:32) comments that focus groups “are
normally made up of people with certain common characteristics and similar levels of
understanding of a topic”. The group meetings gave the opportunity to “listen to the user”
(Barbour & Kitzinger 1999 p.187). The group interaction during the discussion helped to generate
data (Barbour & Kitzinger (1999 p 4) and helped students remember issues they may otherwise
have forgotten (Dawson 2002). This approach also recognises the influence on opinion forming of
group interaction itself, (Bloor, M. et al 2001).
However, when the researcher also acts as moderator, there are potential limitations of the focus
group approach. Individuals can dominate the discussion and give the impression of what
Litosseliti (2003:21) refers to as ‘false consensus’. Dawson (2002) points out that one person’s
views may contaminate other individual’s opinions and that some people feel uncomfortable
speaking out in a group setting. All group members were encouraged to contribute and to feel that
all views and different perspectives were equally valued. Nonetheless, the group approach may
inhibit individuals from expressing views that contradict the general opinion of the group, and so
the students also completed individual feedback sheets at each meeting.
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To facilitate full participation of focus group participants, listening skills, creating a neutral and nonjudgemental
ethos and managing the discussion to keep it focused on the topic are all important
skills needed to stimulate and facilitate discussion (Litosseliti 2003).
The funding for the research project allowed for attendance fees to be paid for participants, as is
typically the case with focus group work (Morgan 1997). The fees were paid in instalments with a
completion fee paid at the end to encourage participants to continue their involvement throughout
the project.
In this case, this proved effective and all eleven students participated in all stages of the research.
After the first and second data collection stages themes began to emerge from the two groups of
students. These were used to construct the topics to steer the subsequent focus group
discussions.
Written
To complement the collection of perceptions through the group discussions in the focus groups, I
wanted to ensure that individual viewpoints could be expressed. These were collected in four
ways.
5. Self-Assessment
Before the first meeting, the students were asked to complete a numerical self assessment of their
judgements of their own entrepreneurial qualities. The qualities listed were based on
characteristics identified by the National Commission on Entrepreneurship (2003), by Yorke
(2004) and by Gibb (2005). This self assessment was repeated at both the second and third focus
group meetings so that comparisons could be drawn and changes identified. There was space for
students to comment on the qualities they would like to develop (See Appendix 7).
6. Likert Scale
Students’ perceptions of the Enterprise Education module were collected in a 4 point Likert Scale,
both at the start of the research and at the end to see whether their perceptions changed as the
students had more experience of learning from the module. The strength of the Likert scale
according to Neuman (2000) is that it is simple and easy for participants to complete. It is not a
scientific measure, but rather a way of collecting the feelings that the statements triggered in the
students (Dyer 1995). I decided not to include a neutral point to encourage the students to make
a definite choice between positive and negative responses. This could bias the results since the
students could not express a neutral viewpoint. The scale was completed at the start of the focus
group on both occasions, so students had the opportunity to voice any reservations they had
about completing the form. In practice, they did not. Dumas (1999) suggests that eliminating the
neutral point provides a better measure of the intensity of perceptions. The pro-forma also had
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space for students to comment on their perceptions of the strengths and weaknesses of the
Enterprise Culture and Workplace Experience module (See Appendix 8).
7. Reflective Log
Students were asked to keep a reflective log to record significant incidents that they experienced
during the Enterprise module. A pro-forma was designed for this purpose to encourage students
to identify key experiences, reflect on the impact of the experience on their personal and
professional development and identify how this experience could promote future learning (See
Appendix 9). Moreland (2006) suggests that routine analysis of experiences, leads to learning
and behavioural change in enterprising individuals.
Recognising that reflective writing is a skill, time was spent before the first focus group discussion
to clarify what was required in the reflective log. A guidance sheet was provided for the students
(See Appendix 10) and they were asked to write and submit a pilot log entry in the first week so
that they could be given feedback. They then recorded significant incidents in their log entries as
the term progressed. They submitted these logs at the second and third focus group meetings.
The logs could be produced electronically or in hard copy depending on the student’s preference.
8. End of module evaluation
Finally, the students completed an end of module evaluation at the end of the course. The format
for the evaluation included statements about the module delivery, space to comment on the
strengths and weaknesses of the module and a question asking how much of the module they
attended (See Appendix 11).
The initial self-assessment form was completed before the first focus group. The Log entries were
completed independently by the students. The other written forms of data collection were
completed at the start of the focus groups so that the questions the students had considered
individually were fresh in their minds to contribute to the group discussion. From a practical point
of view, it made it easier for students to submit the information.
The students were given a calendar showing when the different elements of the research would
occur. This is included in Appendix 12.
9. Timeline
January Recruit participants
February First focus group meetings and written surveys
February Sample reflective log entry for feedback
April Second focus group meetings and written surveys
Submission of reflective log entries
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June
Final focus group meetings
Written surveys
Submission of final reflective log entries
End of module evaluation
Results
The following section summarises the students’ perceptions of their experience of the Enterprise
module.
Student profile
In the Graphic Design group the ages ranged from 19 to 24; students all described themselves as
white; there were 2 females and 5 males; occupational backgrounds included 3
professional/managerial, 3 skilled and 1 unskilled.
In the Fine Arts group the ages ranged from 19 to 42; students all described themselves as white; all
four were female; occupational backgrounds included 2 professional/managerial and 2 skilled. (See
appendices p.61 for profile).
Graphic Design
The consensus throughout was that the Graphic Design students highly valued the fact that the
Enterprise module enabled them to gain experience of ‘real’ work in the design industry. By ‘real’ they
meant the opportunity to meet designers and establish contacts with potential future employers, the
‘know-who’ referred to in the conclusions of the DCMS report, (DCMS 2006:41). These views came
through in each of the measures employed as outlined below:
1. Focus group
The focus group discussions revealed very positive responses to the Enterprise Culture and
Workplace Experience module. They explained that the Enterprise module involved ‘real’ contact with
employers who set the students ‘live briefs’ to work on. The clients, working in the Graphic Design
industry, came into college and the students were required to give them a professional presentation of
the ideas they had been working on. The clients gave them feedback on how to improve. The
students identified the richness of the learning arising from this opportunity to meet with industry and
gain this real work experience. M said, “It’s much more real”. They mentioned the benefit of team
work in preparing the work for the live brief. Although daunting, they recognised that having to present
their ideas to a real employer had a benefit in developing their presentation skills to a professional
standard.
They felt that the module prepared them well for employment. They spoke of time pressure, and felt
that the time allocation for this element of the course was disproportionately short compared with time
allowed for other modules. However, they could also see this in a positive light, since, in the
workplace they felt they would be working under similar time pressure.
T: You have to work to deadlines like you’d have to in a real company, which is really good.
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V: I think it’s good that we have all the briefs and everything; it teaches us to juggle all the deadlines,
and you’d have to do that in industry.
Every member of the group asserted the value of work experience placements that also formed part of
the module:
T. It’s the work placement, actually working for companies and stuff.
M: I had a work placement last year. I kind of feel that it’s essential to do this, because, you only learn
certain things in college , like you go to these actual design companies and there’s stuff they can’t
teach you that you pick up, it’s really cool.
In the second focus group meeting the mood of the Graphic Design group was less positive than it had
appeared in the first focus group. Two factors appeared to have contributed to this change in mood.
The first was an assessment which had taken place the day before, the importance of which some of
the students had not recognised.
J: I went through it thinking it was just a crit, not an actual presentation, so I wasn’t really prepared for.
R: I didn’t know what to expect yesterday.
T: Yes, because we weren’t really too sure what to actually expect; we didn’t really know what to
prepare for; whether it was more like a crit or more like a presentation.
The second factor was linked to lack of clarity about one of the live briefs:
They expressed disappointment:
T: It doesn’t need to be that complicated. Well, that’s just how I’m feeling at the moment.
M: I just feel I don’t really know where I’m going and because it’s last minute and there’s no
information, sort of gathered, and then the organisation’s pretty poor.
V: Well, yes the same, I’m in the same group, doing the same brief, and I just feel from the start, it’s
been a nightmare … I haven’t done my best on it … which I’m disappointed with.
The focus for ways that they would change or improve the Enterprise Module was on organisation and
timing. All of the group felt under time pressure, saying that the live brief project was as big as other
assessed projects but was allocated much less time.
L: I think the live brief is good, but at the moment we don’t get enough time so maybe we need to do
more on live brief.
V suggested having, the whole day for the live brief.
Some of the group felt that clearer direction on what the brief involved would have helped them to
produce work of a higher quality, and that the original requirements were unrealistically broad.
Subsequent changes had made them more manageable, but only after they had spent valuable time
attempting the impossible:
M: the organisation’s pretty poor
J: it’s not organised
T: I just feel there’s quite a lot of flaws in how it’s done sometimes.
V: we didn’t know what we were doing … and gradually, they realised that and cut it down, but I feel
we’ve wasted so much time worrying about everything that we thought we were going to have to do,
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so that now we don’t have enough time, but we could have just focused on that right at the beginning
and done really well.
J: I think it’s just a break down of communication.
Nonetheless, the group was unanimous in their view that the module was relevant to them in
developing the skills to become Graphic Designers. J’s response was typical of the whole group:
J: Yes, I was going to say that, it’s still very relevant. It just drills in the fact that it happens like this in
the real world.
In terms of feeling better prepared for employment they all spoke of increased confidence and
competitiveness, for example:
T: I’d say, the general increased confidence in your ability, and that’s come from producing work for
the live brief and the other work we’ve done
L: Again contact with the clients, but also the competitiveness within the group. We all like to try to do
your best for your client, and you want the best project to show, so you’re looking round your group
and just trying to get one better.
At the final focus group, when the students had completed the module, all of the Graphic Design
students said they felt positive. They felt that the module had given them more confidence about their
work. A typical response was:
A: I think it’s helped my confidence as well to talk to people about the exhibition and approach people
and talk to them about my work.
They valued the interaction with the design industry as the comment below illustrates:
V: the whole kind of interaction with the designers was good, because I’ve made contacts with the
designers now.
They felt that their own enterprising qualities had improved as a result of doing the module.
Confidence was identified by four students; making contacts was mentioned by three and two
mentioned communication and presenting work. It was the real nature of the projects they had to work
on for this module which they believed had led to this improvement in their own qualities:
V: The actual brief was set by designers
J: Realistic time schedules.
They felt they had to take responsibility for succeeding and that this had helped them become more
independent:
A: Independence and time management … it was down to you … it was your responsibility.
This aspect was emphasised again when the students talked about their perceptions of what they had
learnt from the module:
V: One of the most important things is relying on yourself.
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Other things they had learnt included time management, mentioned by three students, adaptability,
mentioned by two, perseverance, confidence and communication.
All the students felt better prepared for employment as a result of doing the live brief:
J: so it’s like the workplace.
When asked whether they felt they had changed as a result of doing this module, all the students felt
they had learnt skills that would help them progress in the graphic design industry.
Two mentioned confidence:
T: I feel a lot more confident, not about my work, but about my ability to talk about it. I’m a lot more
focused about what I want to get out of the course and what I want to do afterwards.
A said, “I almost feel like I’ve grown up, really”.
M said, “ just more driven really, drive for achievement.
R: I think I’ve changed greatly, I’m more focused. At the start I thought I’d just do the course and go
and get a job somewhere, but now I want to do Year 3 and aim higher.
V: I’ve made contacts with the designers now, which is really good for the future and, again, the work
placement side of it has been really positive as well. The whole advisory thing, you get contact with
the industry, so it’s been really good for the future.
The group was unanimous that they would recommend that the module was included in Foundation
Degree courses in other colleges.
T: Yes, definitely. I think it’s invaluable to the course. It gives everyone links with the industry which
is basically what we’re here for – to get a job at the end of it.
The main criticism they voiced was that the mandatory workshop days, common to all Foundation
Degree students in the college, could be improved by making them more course specific.
2. Reflective Log
In their first Reflective Log entry, the significant experience every student in this group chose was the
experience of working on an assignment set by designers from the Graphic Design industry, referred
to by the students as the ‘live brief’. All but one mentioned a gain in confidence under the heading
‘how the experience has helped personal and professional development’.
The significant experiences chosen for the Reflective Log entries mid way through the module were
also predominantly related to work on the live brief.
Examples include
L: presenting work in progress to the client;
V: preparing a presentation to the brand manager;
A: preparing a work in progress presentation;
J: producing work to client standard.
In the reflections on how these experiences helped the students’ personal and professional
development, confidence was repeatedly mentioned, for example:
T: helped me feel more confident;
15

In terms of learning, the students valued the experience they had gained of the Graphic Design
industry and the ‘real’ world of work:
M: useful to see how a real design company works … it could be like this in industry;
V: I’ve had to work in a realistic industry time frame;
L: helped me know what clients expect;
J: preview of real work conditions;
A: working like a freelance designer and seeing the standard expected;
T: good use of initiative which will be useful when starting out.
This emphasis on ‘real’ experience was replicated in the final log entries at the end of the module.
The significant experiences all students chose to reflect on were presentations to clients, contact with
clients from the design industry during the advisory week and the live brief.
In their reflections, all of the students felt that these experiences had improved their confidence and
they noted the qualitative difference in the learning experience gained from working with ‘real’ clients,
for example:
M: I learn at a sharper pace from the live briefs;
T: Fantastic experience … amazingly beneficial; presenting my work to designers and having
feedback showed me my strengths and weaknesses;
V: Mixing with people from the industry was good for my professional development;
J: Best module this year. I’ve enjoyed, suffered, sweated and bled the most over the design. I love
the drive the project has given me to make my work perfect;
Their action plans also focused on preparing themselves to be ready for employment. They included
using the feedback from clients to improve their work (4), maintaining links with the contacts made (3)
and being prepared for the unexpected (3).
They all valued the experience of the world of work that they had gained through undertaking the
module.
3. Self assessment of enterprising qualities
The self assessment questionnaire asked the students to rate their perceptions of their personal
qualities in relation to the Enterprise module on a scale of 1 to 5, with 5 being high.
The Graphic Design students rated themselves highest on Drive for Achievement (4.85) at the start of
the project. This dropped to 3.6 midway through the project and then regained highest score (4.9) at
the end. They rated their quality of perseverance high: 4.7 at the start, 4 at the midpoint and 4.6 at the
end.
At the start, the quality for development most frequently identified students was confidence (3),
discipline (2) and confidence (2).
At the midpoint, communication was identified by 3; confidence by 2 and discipline by 2. At the end of
the module the students felt they had improved their drive for achievement (4), confidence (3) and
communication (2).
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There was a shift from 3.5 to 4.75 in the score they gave to how positive they felt about the Enterprise
module and they scored themselves higher at the end (4.4) for enterprise overall.
4. Likert scale
In the initial Likert scale of the students’ perceptions of the Enterprise Module, the response was
unanimously positive with most students strongly agreeing and all agreeing with the positive
statements about the value and relevance of the module. The students also agreed that the module
would better prepare them for employment. Only the question about the Enterprise Workshop Days
provoked two students to disagree and 1 to strongly disagree. (See Table 1)
Strongly Agree Agree Disagree Strongly disagree N/A
It is useful that a module about Enterprise is included in the Foundation Degree
7
The Enterprise Module is relevant to my degree
7
The Enterprise Module will make me feel more confident about applying for jobs
6 1
The Enterprise Workshop Days are useful
4 2 1
Table 1. February 2007
The positive comments all related to employability; six students said that working with clients from the
design industry was the most useful learning gained from the module and the seventh student said it
would make him feel more confident about applying for jobs.
Three of comments about least useful aspects of the module identified time pressure, three said they
felt the workshop days did not seem relevant and the remaining comment said that feedback was
sometimes confusing.
In the final Likert scale of the students’ perceptions at the end of the Enterprise Module, the response
was still unanimously positive with most students strongly agreeing and all agreeing with the positive
statements about the value and relevance of the module. The students agreed that the module had
helped them to be more effective as students, better prepared them for employment and given them
more confidence about applying for jobs. (See Table 2)
Strongly Agree Agree Disagree Strongly disagree N/A
It is useful that a module about Enterprise was included in the Foundation Degree
7
The Enterprise Module was relevant to my degree
6 1
The Enterprise Module helped me to be a more effective student
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6 1
The Enterprise Module helped me to reflect on my professional development
7
The Enterprise Module helped me develop skills that will be useful in future employment
6 1
The Module gave me more confidence about applying for jobs after I have qualified
7
Table 2 June 2007
After completing the module all the students chose preparation for future employment as having been
the most important thing they had gained from the module: five of the students identified contact with
industry and two mentioned presenting their work confidently to clients.
The aspects of the module they wanted to change also demonstrated the value they attached to the
module. Five mentioned more time allocation; one suggested having two smaller assignments to get
more contacts and one suggested seeing more of the clients.
5. End of module evaluation
In the end of module evaluation, positive satisfaction scores (3 or above) were recorded for all aspects
of the module and all students had attended more than 75% of taught sessions. The most important
strength identified was the links with industry (4). Other strengths were researching, communication
and perseverance and working on something different.
The main weaknesses related to timing (4) and wanting more contact with the client (3).
The experience of this group of students seems to illustrate the proposals set out by the Task Group
(DCMS 2006 p.39) that “live project based activities allow entrepreneurial skills to be delivered almost
by stealth” and that embedding entrepreneurial learning within the programme and providing “situated
learning experiences and placement opportunities” is most effective.
Fine Art Results
The responses from the Fine Art students were more individual than those gathered from the Graphic
Design group. In this subject discipline, where the focus is on individual creativity and future careers
are less likely to be as employees, it is perhaps more difficult to create contact with the industry and
work experience in the same way as in Graphic Design. The students tended to focus on the
assessment task for the Enterprise Module. At the beginning of the research period, this was
perceived by the students as hoop to jump through in order to fulfil the assessments requirements to
gain their qualification rather than an embedded part of their programme and they were not convinced
of its relevance to their course of study. However two of the four students did feel much more positive
about the benefits of the module by the end of the course and they were keen to learn skills that would
help them find work. The views they expressed through the different research tools are summarised
below:
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6. Focus group
At first the Fine Arts students expressed confusion about the Enterprise module and they were not
clear about how the Enterprise module related to the Professional Practice module. When the
individual comments quoted below were made all four students expressed their agreement.
K: I just think it’s difficult to define what is enterprise and what is professional practice
K. I don’t think many people even know what it is now.
A: I don’t know. That’s not clear either.
The students lacked clarity about what the assessment task, the purpose of the log / diary, what the
assessment involved and how different elements of the assessment were weighted. At this stage in
the course, they had not attended the Enterprise Workshop days organised on a cross-college basis.
There was some ambivalence about the benefits and value of the module to them and its relevance to
their subject discipline, and two students used the word, ‘pointless’ to describe the module. They saw
it as additional to their main programme, for example:
J: For an artist, it does get in the way a little bit
A: A lot of it is jumping through hoops to get the points. It has to be done.
There was some recognition of the potential relevance of the Enterprise module, albeit expressed with
some reservations:
J: Some of it is relevant, I’d say the copyright and even VAT.
A: well I agree with lots that has been said, but altogether, I think it’s useful in a course like this, I think
it’s relevant to a Fine Art course. I’m not so sure how relevant it is to me personally.
M: I think it depends what you want to do once you’ve finished this. If your intention was to go out and
run your own gallery, it wouldn’t be enough, but it would be enough to help you get started and help
you know what you have to look for.
They identified the exhibition they were working on as part of the Enterprise module and discussed the
value of team work and group involvement in preparing for the exhibition and the final show. They
commented positively on the usefulness of Professional Practice to their career progression.
Concerns about time pressure were also mentioned.
The second focus group with the Fine Art students also revealed a change in perspective on some
aspects of the Enterprise module. Three of the four students felt more positive about it than they had
in February and this appeared to be related to positive feedback to a recent assessment task but one
said she was not feeling positive at all. Some of the students had recently had individual interviews
with the module tutor and felt clearer about the assessment requirements. One student was still very
worried about the module.
The students had mixed feelings when asked whether the module helped them reflect on their
professional development:
J: I’m not so sure that’s the case
A: I don’t really know either to be honest.
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K: It helps me understand the whole concept of selling work and things like that, so I still think it helps.
M: I think we need to know about enterprise in more detail, because what we know now is quite basic.
They were not convinced that it was helpful preparation for employment but thought it might come in
useful later on:
K: Not right at the moment, but something to keep on the back boiler.
A: I think that it’s probably something you can reflect on later.
They felt that it was beneficial in principle and could see that it could give them the opportunity to be
creative and innovative, but they were concerned about time pressure;
K: I can see that there’s potential for being creative, but in practice time constraints meant that they
were more likely to rush something at the end to meet the deadline.
Much of the criticism of the module focused on their confusion about assessment requirements and
time pressure:
K: Where do these tasks fit in, do we get marked on that
All: It’s not clear
and
A: There are just too many things crammed into too small a space.
K: You just get so tired.
At the final focus group meeting the students still had mixed feelings about the Enterprise module and
these still focused on the assessment task. J, who had felt negative about the module at the second
meeting, now felt “very positive”.
M said, I felt very positive about it when I handed it in but on reflection of the marks, I think I didn’t
understand it.
K said she was “one of the most negative about Enterprise” and A said “Enterprise is split for Fine Art”.
Asked about how well the module had helped them to develop enterprising qualities, K did not feel it
had, M did not feel the module had helped her in any way; J felt it had helped her develop her
communication skills and A felt it had made her reconsider what enterprise means. She said, “I’d
always considered it to be to do with business, competitiveness, stuff I’m not interested in, but actually
I realise that just the things I do in my life, that I’m involved in in my community and with my family, all
the things I do, that’s enterprising in itself, and I think that’s what the module has taught me.”
J’s definition was conducting herself fully to achieve. K defined it as being self motivating, where you
are going to take yourself. M was still not particularly sure what it is.
Two of the students did not feel they had changed as a result of doing the module, but J: said her
attitude had improved greatly and A said that everything makes you change.
M’s response had changed markedly since the previous focus group meetings where she had
recognised the value of the module. In the final focus group meeting her reponses seemed to have
been influenced by her disappointment in her assessment mark and at this meeting she said that she
felt she had not benefited personally from the module. The other three students identified benefits in
terms of confidence, adaptability. A felt much more positive about the module compared with her
20

initial feelings, saying, “In the end I realised it was an opportunity to be creative, which is what the
course is all about.”
The Fine Art students focused on the final assessment throughout the focus group discussion,
whereas the Graphic Design students had focused on their client work.
7. Reflective Log
The significant experiences chosen in the Reflective Log entries were much more individual in nature
than those for the Graphic Design group. The initial entries included attending the Enterprise
workshop day about interviews and CV writing, approaching a local shop to display art work for sale,
planning an exhibition and planning how to fund-raise for the exhibition. These experiences were
related to the assessment task for both the Enterprise module and the Professional Practice module.
Although the experiences were diverse, three of the students reflected on their gains in confidence as
a result of the experience.
Midway through the project the students wrote log entries about a visit to Barcelona, individual
activities, meeting artists, fund raising events, personal projects, Enterprise assessment work and
workshop days, shows and exhibitions. Three of the four students chose a tutorial with the Enterprise
module tutor as one of their significant experiences, highlighting their focus on the assessment for the
module. The students had individual tutorials to help them design their individual project for the
Enterprise module assessment Concerns about the assessment requirements featured in other
sections of the reflective log for all the students in this group e.g.:
A: I want to pay attention to the criteria of the Enterprise module to apply it to the enterprising activities
that I already involve myself in within my community.
J: To pass our Enterprise module we have to present an enterprising moment in our past
K: I feel that I fully understand what is expected of us within both the presentation and the other work
needed to pass this module.
Although the experiences were very individual, the reflections the students wrote on their experiences
related to perceived benefits to employment post qualifying.
K described the value of a workshop she had attended on copyright, patents and trade marks and
about a session on how contracts are drawn up between artists and galleries.
J had benefited from meeting a practising artist and discussing the difficulties of working as an artist.
M felt she had learnt what was involved in setting up a private exhibition.
They all commented on useful experiences of networking and developing social skills, for example:
K: “Opportunity to network and talk about my work to the public”
Confidence was mentioned again with all four students feelings that the module had helped them to
become more confident about their work and about showing their work to potential customers and
sponsors. J’s views were representative:
J: “Promoted my development by … giving me the confidence to be expressive and daring”
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The reflections focused on the individual issues with which the students were concerned. M wrote
mostly about the private exhibition she was involved in helping to set up and her need to be more
assertive in decision making; A wrote about her emerging recognition that ‘enterprise’ need not carry
commercial connotations but could reflect her own creative and innovative approach to life; J wrote
about her personal artistic development and growing confidence and K focused on college activities
such as the Enterprise workshops, and the module assessment.
The action they planned to improve future learning was therefore also individual and varied. M
focused on being ‘more confident when expressing my opinions’. A and J illustrated the concept of
entrepreneurship as ‘opportunity spotting’ (DCMS 2006 p 18), which is described as part of
understanding how creativity fits into social activity in a wider context. Both students mentioned
making the most of opportunities that arise:
J wrote, I plan to take part in more enterprising activities. She also wrote about the rewards of giving a
talk to younger students wanting to find out about progressing to HE in Fine Art.
A wrote, Look out for opportunities to be involved. In other parts of her log, A reflected on her
participation in community projects.
Enterprise as creativity and innovation was mentioned in other log entries for the Fine Art group, for
example, home schooling, community art, taking art into primary schools and using a puppet show as
a vehicle for a presentation. As DCMS (2006) suggests, this aspect of enterprise could be the key to
increasing the perception of the relevance of Enterprise to Fine Art students.
There were more common experiences recorded in the final log entries. Three of the four students
chose the Enterprise project activity and three chose the assessment of this project. Other
experiences chosen were running an art stall, hanging paintings for a show and the final exhibition.
Two of the students again mentioned gains in confidence in their reflections
Two of the students expressed disappointment, one about how her work was displayed and one about
the mark given for her Enterprise project.
One student described the liberation of arriving at a creative response to the assessment task by
lateral thinking, enabling her “to express the essence” of what her “enterprise” was about. Other
students in this group also referred to vision and creativity, reflecting the view expressed in the DCMS
(2006) p.14 paper that teaching approaches on creative programmes encourage students “to think
creatively and identify opportunities, thus making them more open to entrepreneurial thinking.”
8. Self assessment of enterprising qualities
In the initial self-assessment of entrepreneurial qualities, using a five point scale with 5 as high, the
Fine Art students rated themselves highest on Vision (4.25), Perseverance (4) and Honesty (4),
reflecting, perhaps, the different attributes valued by creative artists.
The areas they wished to improve were in Confidence, Organization and Understanding.
Midway through the module, they rated Communication and Understanding equal highest (3.9) with
Vision and Honesty in equal second place (3.75). At this point the areas they wished most to improve
were time management, adaptability, networking and discipline.
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In their final self assessment of their enterprising qualities the group gave the highest rating to
Honesty (4.5). Communication and Adaptability were rated at 3.9 and Confidence was rated at 3.75.
Two students gave confidence as the area they wished to improve, one said vision and the fourth said,
“ Overall I think there are still a lot of gaps in my knowledge about enterprise in general.”
9. Likert scale
The initial Likert scale on their perceptions of the Enterprise module showed that they agreed in
general that it was useful. Two of the four did not think the module fitted in with the degree as a whole
and two of the four did not think the module would help them feel more confident about applying for
jobs after qualifying. All four responded to question 9, I like the work experience part of the Enterprise
module, as ‘does not apply’. (See Table 3.)
Strongly Agree Agree Disagree Strongly disagree N/A
It is useful that a module about Enterprise is included in the Foundation Degree
3 1
The Enterprise Module is relevant to my degree
1 3
The Enterprise Module fits in well with the rest of my degree course
1 2
I will use the skills and knowledge I learn in the Enterprise module when I start work
1 3
The Enterprise Module will make me feel more confident about applying for jobs
2 2
Table 3. February 2007
The final Likert scale gave a more positive assessment of the module with more responses to the
statements falling in the strongly agree and agree columns. There were mixed views over the benefit
of the Enterprise module in terms of applying for jobs and future employment. (See Table 4.)
Strongly Agree Agree Disagree Strongly disagree N/A
It is useful that a module about Enterprise was included in the Foundation Degree
1 3
The Enterprise Module was relevant to my degree
1 3
The Enterprise Module fitted in well with the rest of my degree course
2 2
I will use the skills and knowledge I have learnt in the Enterprise module when I start work
2 2
The Enterprise Module has given me more confident about applying for jobs
1 2 1
Table 4. June 2007
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The comments reflected the students’ focus on the assessment. They expressed confusion and
would have liked more time with the tutor so that they understood more clearly what was expected.
One student (A) felt that the most important thing she had gained was that there is more to Enterprise
than she had previously thought and that she could express her philosophy to life through it.
10. End of module evaluation
In the end of module evaluation, positive satisfaction scores (3 or above) were recorded for only three
aspects of the module;
Taught sessions helped understanding of concepts 4.3
Prompt and useful feedback was received on work 3.5
The module delivered the stated learning outcomes 3.0
There were five negative satisfaction scores.
Two students had attended more than 75% of taught sessions and two had attended between 50%
and 75%.
The most important strengths identified were different for each student:
o Most people already knew about enterprise.
o Freedom to pursue the idea of enterprise in my own way; tutor was positive and helpful.
o Learning about the workplace; practicalities like tax and galleries.
o The concept itself.
Three students felt that the main weakness was that they would have liked more tutor support and one
felt the main weakness was that the workshop days were compulsory.
Evaluation
1. Discussion
This was a small scale study and as such any findings cannot be generalised.
Nonetheless, there were clear indications from the two student groups that they felt positive about
undertaking a module about enterprise as part of their degree programme and about having the
opportunity to gain experience relevant to future employability.
The Graphic Design students expressed a positive attitude to the Enterprise Culture and
Workplace Experience module on all measures used in the research. The Likert scale showed
that they felt positive about the module at the start and even more positive by the end. The self
assessment questionnaires showed that they believed they had improved their personal
enterprising qualities over the period of the study. They all felt their drive for achievement and
confidence had increased. They recorded positive satisfaction scores in the end of module
evaluation.
24

In their reflective log accounts they consistently chose experiences related to their contact with the
real world of the design industry and they discussed the benefits they felt they had gained from
this contact at length in the focus group meetings. They all felt that they had gained in confidence
from the work they had completed for the module. They unanimously recommended that the
Enterprise module should be included by other colleges in their Foundation degree programmes.
Their only reservation was on organisational points, not on the concept of the module itself. The
students all felt better prepared for working in the design sector as a result of taking the module.
The students felt that the module had successfully provided opportunities for the students to “link
creative ideas with commercial know-how” (DCMS 2006).
The Fine Art students expressed more individual and diverse opinions and overall were less
positive about the Enterprise module. In the different measures used they recorded an increase in
self confidence in the self assessment of enterprising qualities and this was the quality they
wished most to improve. In the Likert scale, their positive scores had increased in five of the
statements about the Enterprise module and were equal in two. The group felt less positive about
how helpful the Enterprise module was in terms of helping them reflect on their professional
development and less positive that they would use skills developed through the Enterprise module
on starting work.
In the end of module evaluation they recorded 3 positive satisfaction scores and 5 negative
satisfaction scores; the negative scores related to the assessment. This must be viewed in the
context that two of the group were disappointed with the mark achieved.
The log entries were varied but highlighted experiences that had led to the students feeling more
confident about showing their art work and talking about it to others. They showed evidence of
creative thinking and innovative approaches to the assessment task, commenting on the individual
tutorial support they were given to develop their project ideas. The two students who felt most
positive about the module at the end of the period of study had managed to express their own
creativity through the assessment task, illustrating that entrepreneurial learning need not suppress
the creative process but can enhance it (DCMS 2006).
The views expressed in the focus group meetings showed ambivalence towards the module
delivery and assessment, which students felt added to their workload. The focus of Fine Art on
the creative process may make it more difficult to embed the module in the programme. However,
two of the students felt that the module had helped them to develop a broader concept of what
enterprise and entrepreneurship meant by the end of the course, not unlike the definition given by
DCMS (2006: 19) of “a set of attitudes, beliefs and competencies that cut across all areas of life”.
A. said, “I’d always considered (enterprise) to be to do with business, competitiveness, stuff I’m
not interested in, but actually I realise that just the things I do in my life, that I’m involved in in my
community and with my family, all the things I do, that’s enterprising in itself, and I think that’s what
the module has taught me.”
25

Despite some of the misgivings expressed, the Fine Art group valued elements of their course
which they felt had better prepared them for employment post qualifying and they showed an
increase in positive attitude towards the module as the year progressed. The useful and relevant
aspects that the students valued related to helpful advice and information for future careers such
as writing a CV, finding out about tax and VAT, learning about intellectual property rights, running
an art gallery, exhibiting work and talking to potential sponsors and customers.
2. Conclusions
The evidence collected from both groups, without reservation for Graphic Design and to a lesser
extent for Fine Art, endorses the conclusion drawn by the report of the Department for Culture,
Media and Sport, that students in the creative industries benefit from “the chance to develop realworld
awareness, commercial know-how and know-who, self efficacy and confidence”. (DCMS
2006:41)
The Graphic Design students unconditionally valued the Enterprise Module and the real
experience of the design industry they gained. They unanimously recommended that the module
should be included in Foundation Degree programmes in other colleges.
The Fine Art students were more ambivalent in their evaluation of the module, but nevertheless
they felt that it was valuable to include a module in their degree course that prepared them for the
world of work.
3. Implications
(i) For Management
This model of establishing a mandatory module as part of all Foundation degree programmes
facilitated contextualised entrepreneurial learning for these students. The inclusion of the Enterprise
Culture and Workplace Experience module in Art & Design Foundation Degree programmes enabled
students to gain awareness of the concept of enterprise and leave their courses with some preparation
for employment. To enhance the learning experience further, management may wish to consider
ways:
• to use the findings to influence the design and delivery of the Enterprise Culture and
Workplace Experience module
• to encourage sharing of good practice where the module is working well so that module
leaders can see the full potential of the module
• to encourage staff to approach the module creatively to maximise its relevance to specific
subject areas
• to consider carrying out a longitudinal study to discover the impact of enterprise education
post graduation
26

(ii) For Academic Staff
The embedded model of incorporating entrepreneurial learning was most effective from the
students’ perspective.
For both groups the responses appeared to be coloured by assessment demands. It would be
worth considering this in making any changes to the module so that it drives learning more
effectively. All students needed the reassurance of clear guidance on assessment requirements.
Live assignment briefs set by employers in creative industries were most effective in promoting
rich learning opportunities for students. Where the teaching enabled students to make links with
people already working in the creative industry sector and provided opportunities for students to
undertake work placements, the learning gained appeared to equip students well for their future
careers. In Fine Art, where this is more difficult, participation in setting up exhibitions of their work
and in community projects helped students develop entrepreneurial learning and gains in
confidence.
(iii) For Students
The module was judged by the students to be worthwhile and relevant. It gave them the
opportunity to improve their own entrepreneurial qualities and develop a broader understanding of
the concept of enterprise that embraced the ideas set out in the Davies’ definition: innovation,
creativity, risk-management, and a 'can-do' attitude (DfES 2006). It provided them with learning
experiences making them feel better prepared for employment.
4. Evaluation of Method
The focus group meetings proved to be the most effective method for capturing the students’
experience of the Enterprise module. They gave the opportunity to respond to individual
responses and probe further opinions expressed so that ideas could be developed more fully.
They allowed students to talk about experiences not predetermined by the question schedule
prepared by the researcher. They also gave the opportunity for the researcher to check
interpretation of views expressed. If just one method was to be used, this is the one I would
recommend, although time constraints need to be considered as transcribing the recordings of the
meetings is a lengthy process.
The chief disadvantage of the methods employed was the volume of information collected.
However, collecting individual written responses from all students as well as verbal contributions in
the meetings, did ensure that individual students were free to express personal opinions without
fear of censure from the group. It also provided some level of triangulation in that the strength
and popularity of views expressed in the meetings could be evaluated on the basis of the
frequency of similar views appearing in the written measures. A second disadvantage was that
there was some duplication. However, this did provide another measure to confirm the accuracy
of interpretation of opinions.
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The sample was small and therefore generalisations cannot be made. However, the study does
provide an evaluation of one existing provider model, as recommended in the DCMS report
(2006).
Further studies of a similar nature in different settings would provide further evidence to judge
effective models to promote entrepreneurial learning in HE.
28

References
Barbour, R.S. and Kitzinger, J. (eds) (1999 Developing Focus Group Research. London: Sage
Bloor, M., Frankland, J., Thomas, M. and Robson, K. (2001) Focus groups in Social Research.
London: Sage
Carey, C. and Naudin, A. (2006) Enterprise Curriculum for Creative Industries Students. Working
Paper 034/2006. August 2006. National Council for Graduate Entrepreneurship.
Cohen, L. and Manion, L. (1994) Research Methods in Education. 4 th ed. London. Routledge.
Dawson, C. (2002) Practical Research Methods. Oxford: How To Books
Department for Culture, Media and Sport. Creative Industries Division (2006) Developing
Entrepreneurship for the Creative Industries. London. DCMS
Dyer, C (1995) Beginning Research in Psychology. Oxford: Blackwell
Gibb, A. (2005) Towards the Entrepreneurial University. Policy Paper #003 May 22 2005. National
Council for Graduate Entrepreneurship
Hannon, P.D. (2006) Graduate Entrepreneurship in the UK. Working Paper 012/2006 January 2006.
National Council for Graduate Entrepreneurship
HEFCE (1997) Higher Education in the Learning Society (Dearing Report) Middlesex. NCIHE
Publications
HMSO (2002) A Review of Enterprise and The Economy in Education: Howard Davies. HMSO
(February 2002).
HMSO (2006) Leitch Review of Skills. Prosperity for all in the global economy – world class skills.
Norwich. The Stationery Office (December 2006)
Litosseliti, L. (2003) Using Focus Groups in Research. London. Continuum.
Miles, M.B. and Huberman, A.M. (1994) Qualitative Data Analysis. 2 nd ed. London. Sage.
Moreland, N (2006) Entrepreneurship and higher education: an employability perspective.
No. 6 of the ESECT "Learning and Employability" series. York: Higher Education Academy.
Morgan, D.L. (1997) Focus Groups as Qualitative Research 2nd ed. London. Sage Publications
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Neuman, W.L (2000) Social Research Methods: Qualitative and Quantitative Approaches. USA: Allyn
& Bacon
Yorke, M. (2004) Employability in higher education: what it is – what it is not. No. 1 of the ESECT
"Learning and Employability" series. York: Higher Education Academy.
Electronic Sources
Academy of Enterprise (2007) [online]
www.academyofenterprise.org/page_viewer.aspsection=Enterprising+Learning&sid=44 (date
accessed : 7/9/07)
Davies Report (2002) [online] www.sleh.org.uk/ee-daviesreport (date accessed : 27/7/07)
29

Dumas, J (1999) Usability Testing Methods: Subjective Measures, Part II - Measuring Attitudes and
Opinions. American Institutes for Research. [online] Cited in www
.hkadesigns.co.uk/websites/msc/reme/likert.htm (date accessed : 27/7/07)
Enterprise Education for Schools (2007) [online]
www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation/
accessed :15.7.07)
(date
Government News Network Reference 2007/060 20 th September 2007
www.gnn.gov.uk/imagelibrary/detail.aspMediaDetailsID=216141. (date accessed 11/11/07)
Higher Education Academy (2006) Enterprise and Entrepreneurship [online] www.heacademy.ac.uk
(date accessed : 18/12/06)
Higher Education Academy (2005) Enterprise or Entrepreneurship Some Definitions
http://www.gees.ac.uk/projtheme/entrep/intro/definitions.doc (date accessed 11/11/07)
National Committee of Inquiry into Higher Education (1997) [online] www.leeds.ac.uk/educol/ncihe
(date accessed : 7/8/07)
National Council for Graduate Entrepreneurship (2006) [online] http://ncge.com/content/Page/90 (date
accessed : 28/8/07)
Young Enterprise (2007) [online] www.young-enterprise.org.uk/pub/public_teachers.do (date
accessed : 7/1/07)
30

Appendices
Appendix A
1. The "Davies" Report
In 2001, the Government commissioned a report on how to promote better understanding of
business, the economy and enterprise throughout the school and further education systems.
The resultant "Davies Report" 1 identified ways of helping young people, whatever their
choice of career, "to manage risk and change in their working and personal lives."
It suggested that three "outcomes" should be pursued: Business and Economic
Understanding, Financial Literacy and Enterprise Capability.
These are defined as:
Financial Literacy
"The knowledge, skills and attitude necessary to become a questioning and in formed
consumer of financial services and the ability to manage one's finances effectively.
Financial literacy can be divided into three interrelated themes."
Business and Economic Understanding
"A process of enquiry, focussed on the context of business, central to which is the
idea that resources are scarce so that choices have to be made between alternative
uses."
Enterprise Capability
"The capability to handle uncertainty and respond positively to change, to create and
implement new ideas and new ways of doing things, to make reasonable risk/reward
assessments and act upon them in one's personal and working life."
A Review of Enterprise and The Economy in Education: Howard Davies. HMSO (February 2002).
www.sleh.org.uk/ee-daviesreport. (date accessed July 2007
31

Appendix B UNIVERSITY OF PLYMOUTH MODULE RECORD
MODULE CODE: CREDITS: 20 LEVEL: 1
MODULE TITLE: Enterprise Culture and the Workplace Experience
PRE-REQUISITE(S): None
CO-REQUISITE(S): None
IF LINKED, MODULE LINKED TO: None
SHORT MODULE DESCRIPTOR
This module creates heightened awareness and understanding of the concept of ‘Enterprise Culture’ through
self-exploration and the critical exploration of the workplace. It provides the necessary skill base, techniques and
support that the student will need in the work place and help them maximise their potential in future career paths. It
provides the student with a heightened awareness and understanding of their present skills in relation to ‘Enterprise
Culture’ through self-appraisal matched against the critical examination of the workplace or relevant enterprise
experience provided. The internal and external perspective of enterprise.
ELEMENTS OF ASSESSMENT COURSEWORK 100%
MODULE AIMS:
The internal perspective will enable students to:
• gain confidence in networking and communicating in a professional context
• be culturally aware of the social interactions in their sector specialism and that of other sectors
• research material and report/analysis synthesise
• gain project management/people and team skills
• identify personal level of attainment within business structure(s)
The external perspective will enable students to:
• gain an insight into the sector specialism and the role of enterprise
• have an awareness of business and social enterprise structures
• Identify roles of managers and owners
• have an awareness of operational issues
• understand the customer journey
LEARNING OUTCOMES: At the end of this module students will have:
Learned through Enterprise to:
• Identify their strengths and weaknesses in relation to their chosen career aspirations.
• Match key enterprise competencies against their skill profile to create a personal development action plan
• Reflect and synthesise their performance in the workplace against their personal action plan.
Learned about and prepared for Enterprise by:
• Adopting skills and techniques to maximise their potential in future careers
• Understanding the realities of enterprise and the workplace and being able to describe and explain business
structures and roles in the context of their chosen specialism.
INDICATIVE SYLLABUS CONTENT: • Legislation, eg H & S, Employment law etc
• Presentation/communication skills – internal/external • Marketing (new product development / innovation,
• Entrepreneurial skills
working with partners, supply chains)
• Product/business support services available • Project Management
• Funding / Investment / fund raising • Sustainability
• Costing / budgeting • Ethics
• Networking
VALIDATION: DATE OF APPROVAL: XX/XX/XX DATE OF IMPLEMENTATION
DATE(S) OF APPROVED CHANGE: XX/XX/XX
FACULTY: DEPT: dept relevant to PARTNER INSTITUTION: (for FHSW only) NAME OF SITE
Relevant to
associated
programme
associated programme SCAT
MODULE LEADER: (See relevant module that Terms 1,2,3,4
this replaces)
*For professional programmes only within Faculty of Human Sciences only
* *Please designate modules as Sl, S2, Sl/S2(=Sl or S2) or Sl+S2 (=S1 and S2) where Sl = Autumn (Semester l), S2 =
Spring (Semester 2)
32

Assessment Mode:
• Questionnaire
• Diary. Log book. Report – mapping the experience
• Presentation/seminar – summary to audience
• Document/project
• Posters – presentation of business proposal through an image and text poster/advert.
Project criteria
Appraisal and presentation of the work experience including creative and simulated opportunities for self enterprise
Assessment Criteria:
A learning portfolio which documents the students ‘enterprise model’ comprising of a combination of the following
evidence
Work placement
Log book illustrating the main management and customer models employed
Studio diary
A diary illustrating business models developed/created by the student
(simulated experience)
Enterprise proposal
A proposal which clearly shows the business structure and implementation plan
Schedule of Teaching and Learning:
Engagement of students in discussions related to terminology of professional practice and the concept of
‘entrepreneur’.
Networking/short event and follow up with subject specific case studies.
Research and investigation into entrepreneurship, intreprenuership
Invite ex students to come and discuss their experiences
Seminar – set task talking with people based in business community – develop own business model based on
discussions with external companies/organisations.
Students reflecting on own skills, what they have to offer and their aspirations.
Skills audit, learning styles
Create personal action plan based on feed back from external observations
Present enterprise proposals to other students across discipline
‘Conference’ event. Cross college teams organise the event, present, invite guests/speakers (if appropriate). Students to
present enterprise proposals using an appropriate communication format.
Networking event
Recommended Texts and Sources:
www.young-enterprise.org.uk
www.innovateur.co.uk
www.somerset.businesslink.co.uk
www.princes-trust.org.uk
www.spired.com
www.anewbusiness.co.uk
www.ukonlineforbusiness.gov.uk
www.sbs.gov.uk
A work experience handbook and student/tutor guide including case studies support this module.
(see also the existing work placement module for subject specific references)
33

Appendix C
Interview with Paul Robottom
Background to introduction of module March 2007
1. What was the impetus behind introducing the Enterprise Culture and Workplace Experience
module
Feasibility study done by HoD of A&D with Advertising students. Feedback from students implied that
they did not feel prepared for self-employment when they finished the degree course.
Dean for HE acted on this, recognising links with government strategy, by introducing module
incorporating Enterprising as mandatory for all Foundation Degrees in the college.
2. How was it developed
Remission time allocated to a member of staff in A&D to write the DMR in consultation with other FdA
programme leaders. The module had to replace the existing Workplace Experience module,
mandatory in all Foundation degrees. The new module was called ‘Enterprise Culture and Workplace
Experience’ and was written in a generic way. Divisions were responsible for delivering the module in
a way that was relevant to the subject discipline of each FdA.
3. What was the funding source
Curriculum Development money funded the time for RH to write DMR
External consultant, JB and LT were commissioned to prepare and write an Enterprise Log book
optional for use by module leaders.
4. When and how was it introduced
Initially introduced in induction week for new FdA students starting in September 2004.
Launched in the Conference and Enterprise Centre at a conference to which all new FdA students
across the college were invited. Log was issued. Module leaders then delivered module in taught
sessions.
Evaluation carried out; A&D groups felt it was introduced too early in the course. For 2005 entrants,
launch was delayed until January, and delivery encouraged to span both years 1 and 2.
5. How relevant do you feel it is for art, design and media graduates
Mistaken understanding of ‘enterprise’ leads some students to believe that it very business focused
and not relevant. The Enterprise Workshop days have a business focus because that was the area in
which module leaders felt they lacked expertise; the workshops were designed to supplement the
subject specific content delivered by module leaders. The workshops also focus on employability
skills to help better prepare students for gaining employment when they finish their degree courses.
6. What do you think has worked well and what less well in the module
Where module leaders are motivated and where they contextualise the delivery and assessment of
the module, it works well; when module leaders are not enthusiastic, the module is less successful.
Workshops on self employment have been particularly successful and well attended (38 students
chose this workshop in February 2007)
Module evaluations have taken place each year, and issues raised through the evaluation process,
addressed, e.g. making sure workshop days included sessions with specific vocational relevance.
7. Examples of good practice
Student case studies where innovative ideas have been developed: publicity raises profile of the
college as a provider of graduate employees in the county.
Business Link involvement in workshop days has led to sponsorship for annual HE Enterprise Awards
8. What current support and funding is available from higher education institutions to support
creative entrepreneurs
34

Regional Development Agency and Somerset County Council Economic Development Team have
committed funds to help the college develop the ‘Hot House’ incubation units to support entrepreneurs
in setting up small business and self-employed businesses.
Ex SCAT students have been invited to take advantage of this low cost opportunity to set up a
business. The facility is also open to all members of the local community
9. What would you like to see developed further
More staff development for the module teachers.
More commitment from module teachers to attend training and to attend workshop days.
Choosing appropriate staff to act as module leaders.
Other colleges following our lead and introducing the Enterprise module into their FdA qualifications.
10. Any recommendations
Review the timing of the module: more suitable in the second year of FdA programmes than in the first
year.
Curriculum development so that three year degree programmes also include an Enterprise module.
Programme leaders have been asked for their views on this
SPS: happy for an optional module to be available in their top up degree programme
SI : feel the topic is already covered in the Business Admin degree, so not keen on the idea
A&D : concerned about having time to fit in another 20 credit module, and not keen to replace an
existing module with it.
Bring in people who have been successful as entrepreneurs in to speak to current students.
11. Anything more to add
As ‘enterprise’ is so difficult to define, is it the best word to use in the module title
Enterprise summer school proved very popular for school pupils in 2006
Are we prepared for pupils coming from schools where enterprise has been part of the curriculum to
take the pupils further
Can we embed enterprise education on our FE programmes
35

Our Ref: ADM
Your Ref:
Wellington Road Taunton
Somerset TA1 5AX
T 01823 366 366
F 01823 366 418
www.somerset.ac.uk
December 19 th 2006
Dear Student,
Learner Experience of Enterprise Education in Arts & Design Foundation Degrees
A small scale project has been set up to capture the learning experience of Foundation
Degree students in the Division of Arts & Design who have participated in the Enterprise
Culture module. The two courses in the sample are FdA Fine Arts and FdA Graphic Design.
I would like to invite a small group of second year students to take part in this study.
If you choose to participate, this is what would be involved:
1. Keeping a log of your experiences relating to the Enterprise module from January to
June 2007
2. Taking part in focus groups to discuss your responses to this module
The project has a small budget to cover expenses.
If you are interested to be involved, please attend a meeting to discuss this in more detail on
Tuesday 16 th January at 14.00. I shall confirm the venue at the start of term. If you are
interested, but not able to attend this meeting, please e mail me. The e mail address is
Fay.Linacre@somerset.ac.uk
Yours sincerely,
Fay Linacre
36

HELP CETL HEinFE Research & Resource Development
Learning Experiences in the Enterprise Culture and Workplace experience Module
Thank you very much for volunteering to take part in the research study about your
experiences while taking the Enterprise Culture and Workplace Experience module as part of
your Foundation Degree.
I enclose information about your part in the project.
These include:
1. A memorandum of agreement
2. A bank details form
3. A timetable for the project
4. A pro-forma for the reflective log
5. An initial self assessment questionnaire
Please complete these forms and bring them with you when we meet next week.
The first Focus Group meeting will be held on Tuesday 6 th February at 11.00 in the Arts &
Design seminar room.
We shall spend the first part of the meeting going through any questions and queries you may
have, and I shall collect in the forms.
Afterwards, we shall have a group discussion about your experiences of the Enterprise module
up to now. I have to keep a record of the discussion, so I shall use a voice recorder.
The meeting will be over by 13.00 at the latest.
I look forward to meeting you again and am delighted that you have chosen to be part of this
project.
Fay Linacre
January 30 th 2007
37

Memorandum of Agreement
Programme:
Foundation Degree in
Fine Arts
Graphic Design
(please delete as appropriate)
Student name:
ID Number:
Agreement
I agree to:
1. Attend the three focus group meetings
2. Complete a reflective log, containing a minimum of one entry per week
3. Submit the log twice at specified deadlines
4. Complete an initial self assessment
5. Complete a final self assessment
6. Complete a module evaluation form
Signature of student:
Signature of researcher: Date: February 200
• You will be paid an attendance fee for the focus groups. This payment,
of £40 per attendance, will be made by BACS within three weeks of
each meeting.
• You will be paid £30 following the receipt of the first submission of the
reflective log, containing a minimum of one complete entry per week.
• You will be paid £40 following the receipt of the second and final
submission of the reflective log, containing a minimum of one complete
entry per week.
• You will be paid a ‘completion fee’ of £60 when the final log, the self
assessments and the evaluation form have been completed.
Payments will be made direct to you bank account within three weeks.
Please complete the attached bank details form for this purpose.
Thank you very much for your participation in this project.
Please do not hesitate to contact me if you have any queries.
My e mail address is: faylinacre@hotmail.com
Your E-Mail address:
Your Mobile tel. no.
38

HELP CETL HEinFE Research & Resource Development
Ethical principles governing the research
The research will be conducted according to the ethical guidelines of the University of Plymouth HELP
CETL
• The research findings will be used to write a report about the student experience of
enterprise education. The report has been commissioned by the Higher Education
Academy Art, Design and Media Subject Centre. Copies will also be given to the
University and the College. A summary will be available to student participants on
request.
• You have the right to withdraw at any time during the research project.
• Your participation in the project lasts from January to June, as shown on the
timetable.
• There will be time after each focus group meeting for individual participants to discuss
any issue that have arisen during the group meeting. You will also have my contact
details in case of any concerns you wish to raise with me.
• All contributions you make, both orally during the focus group discussions and in
writing from the log entries and the self assessment exercises, will be kept
confidential.
39

Student Details
Programme: Foundation Degree in
Fine Arts
Graphic Design
(please delete as appropriate)
Project Title:
The Learning Experience of ADM Foundation Degree Students at Somerset
College of Arts & Technology.
Payment Details
Name
(as it appears on your bank details)
Address
National Insurance Number
Name of Bank or Building Society
Branch of Bank or Building
society
Address of Bank or Building
Society
Sort Code
Personal Account Number at Bank
or Building Society
40

Focus Group One February 2007
Introduce the purpose of project
• To understand your experiences on the Enterprise Culture and Workplace experience
module
• To report on your perceptions of the value of this module in terms of your personal
and professional development.
Introductions
Papers to issue:
Contract
Ethics
Deadlines
Commitment
Collect
Signed memorandum of agreement and bank details
Completed self assessment
Reflective Log
Issue pro-forma
Explain how to write reflectively
Issue guidance notes
One trial log to be submitted for the coming week for feedback
Explain arrangements for submitting logs
Discussion
Start by issuing Likert baseline questionnaire for students to complete.
Start tape recorder.
1. How did you feel about this module at the start of the course
Can you write down up to 3 words(on post-it notes) that best convey your feelings at the start
of the course when you found out you had to do this module.
Put up on flip chart.
2. Discuss group’s response to the words on the chart.
Which words do you agree with
3. What did you understand by the term enterprise then
4. What do you think about enterprise now
5. What do you feel you have learnt from the module so far
6. How has the module affected you …
• Personally
• How you study
• Career ideas
• Other
Do you feel you need enterprising qualities to be successful in your chosen career
Do you feel this module is helping you to develop these qualities How What
Thank you.
41

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Focus group 2. Graphic Design
Collect Log entries: Sign on receipt.
Pay claim 2: students to complete:
Attendance at Focus group : £40 Receipt of Log entries £30
Self assessment 2: Students to complete as stimulus for the start of the discussion:
Questions
Today I’d like to go round each one of you for every question.
Are you all happy with this
1. I’d like to talk about the self assessment first and about how positive you are feeling about the Enterprise
module at the moment. Can you each tell me how you are feeling, in turn.
2. Use the sheet to think of examples of the different qualities listed. I’d like you each to give me some
feedback on the one or two that are particularly important for you at the moment, and tell me why.
3. Last time, as a group, you rated highest on
9 Drive for Achievement 4.85
10 Perseverance 4.7
13 Honesty 4.7
how do you feel about these qualities at the moment Are there any that are more or equally important
4. You all agreed or strongly with the statements that the Enterprise module was helpful and relevant. Any
changes at the moment
I want to pick up on some of the themes that came out of the last focus group meeting to compare your ideas
now.
5. In Year 2 your positive experiences of the Enterprise module have arisen from:
Live briefs, Meeting industry, Real contact with employers, Work experience placements, Real work practice.
Can you each tell me at least one way that you fell you have changed because of this experience.
6. You mentioned Time pressure last time; how are you managing this at the moment.
7. Can you think of one experience that has helped you feel better prepared for employment
8. If you could change one thing about the ECWPE module what would it be / If you were in charge of
running the ECWPE module, what changes would you make
Query raised by students:
Would the FdA in Graphic Design include the live briefs, the work placement and the contacts with industry anyway, even
if the Enterprise Culture and Workplace Experience Module did not exist
42

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Self Assessment
Name:
Date:
How does studying the Enterprise Culture and Workplace Experience Module influence
your learning and development
This exercise will be repeated in March and June to review your ratings
Rating key:
5 (high) to 1 (low) against each descriptor.
At the start of Year 1 of the course, how positive would you
say you felt about studying the Enterprise Module
How positive are you feeling about it at the moment
Rating 5, 4, 3, 2, 1
Please consider the following qualities and rate how well Rating 5, 4, 3, 2, 1
you feel you score on each
1 Vision
2 Adaptability
3 Confidence
4 Communication
5 Discipline
6 Persuasiveness
7 Competitiveness
8 Organization
9 Drive for achievement
10 Perseverance
11 Problem Solving
12 Risk taking
13 Honesty
14 Understanding
15 Enterprise overall
Characteristics that The National Commission on Entrepreneurship (2003) suggests that
entrepreneurs typically have.
A set of achievements, understandings and personal attributes that make individuals more
likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The area I would most like to improve and develop is:
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your
community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and
ESECT. Learning and Employability Guides, 1
43

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Final Self Assessment
Name: _______________________ Date: June 2007
How has studying the Enterprise Culture and Workplace Experience Module influenced
your learning and development
Rating key:
5 (high) to 1 (low) against each descriptor.
How positive do you feeling about the Enterprise module
now you have reached the end of the course
Rating 5, 4, 3, 2, 1
Please consider the following qualities and rate how well Rating 5, 4, 3, 2, 1
you feel you score on each now.
1 Vision
2 Adaptability
3 Confidence
4 Communication
5 Discipline
6 Persuasiveness
7 Competitiveness
8 Organization
9 Drive for achievement
10 Perseverance
11 Problem Solving
12 Risk taking
13 Honesty
14 Understanding
15 Enterprise overall
Characteristics that The National Commission on Entrepreneurship (2003) suggests that
entrepreneurs typically have.
A set of achievements, understandings and personal attributes that make individuals more
likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The enterprising quality that I feel I have most improved is:
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your
community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and
ESECT. Learning and Employability Guides, 1
44

HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Name:
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Strongly
agree
Experience Module
1. When I started the course, I was pleased that
there was an Enterprise module included in the
Foundation degree
2. I am enjoying the weekly taught sessions for
the Enterprise module
3. I do not think the Enterprise module is
relevant to my degree
4. I think the Enterprise module is helping me to
be a more effective student
5. I think the Enterprise module is helping me to
reflect on my personal development
6. I think the Enterprise module is helping me to
reflect on my professional development
7. I think the Enterprise module is helping me
with career planning
8. I think the Enterprise module is helping me to
develop skills that will be useful in future
employment
9. I think the Enterprise module fits in well with
the rest of my degree course
10. I like the work experience part of the
Enterprise module
11. I would prefer it if the Enterprise module
was not compulsory
12. I think I will use the skills and knowledge I
am learning in the Enterprise module when I
start work
13. I think the Enterprise module will make me
feel more confident about applying for jobs after
I have qualified
14. I think the Enterprise Workshop days are
useful
15. The thing I like most about the Enterprise module is:
Agree Disagree Strongly
disagree
Does not
apply
16. The thing I like least about the Enterprise module is:
45

HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Name:
Course: FdA in ___________________
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Experience Module
1. It is useful that a module about Enterprise
was included in the Foundation Degree
2. The Enterprise module was relevant to my
degree
3. The Enterprise module helped me to be a
more effective student
4. The Enterprise module helped me to reflect
on my personal development
5. The Enterprise module helped me to reflect
on my professional development
6. The Enterprise module helped me with career
planning
7. The Enterprise module helped me to develop
skills that will be useful in future employment
8. The Enterprise module fitted in well with the
rest of my degree course
9. I liked the work experience part of the
Enterprise module
10. I will use the skills and knowledge I have
learnt in the Enterprise module when I start
work
11. The Enterprise module has made me feel
more confident about applying for jobs after I
have qualified
12. The Enterprise Workshop days were useful
Strongly
agree
Agree Disagree Strongly
disagree
Does not
apply
13. The most useful thing I have learnt from the Enterprise module is:
14. The thing I have found least useful about the Enterprise module is:
46

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically or it can be hand-written. Please make an entry in your log at least once a
week.
Name: Date: / / 2007
Course
Foundation Degree in
Significant
Experience
What happened
Reflection:
How the
experience has
helped my
personal and
professional
development
What action I
plan to take
to improve future
learning
Other comments
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
47

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
What is required in the Reflective Log:
some tips
‘It is not sufficient simply to have an experience in order to learn.
Without reflecting upon this experience it may quickly be forgotten,
or its learning potential lost. It is from the feelings and thoughts emerging
from this reflection that generalisations or concepts can be generated.
And it is generalisations that allow new situations to be tackled effectively.’
(Gibbs 1988)
Reflective writing provides an opportunity for you to gain further insights from your work
through deeper reflection on your experiences, and through further consideration of other
perspectives from people and theory. Through reflection we can deepen the learning from
experience.
‘We reflect in order to:
• Consider the process of our own learning
• Critically review something - our own behaviour, that of others or the product of
behaviour (e.g. learning.)
Gibbs (1988) outlines a structure to reflect on significant learning experiences. It is based on
Kolb’s (1984) Experiential Learning Cycle:
Description:
Feelings:
Evaluation:
Analysis:
Conclusions (general):
Conclusions (specific):
Personal Action plans:
What is the stimulant for reflection (significant incident, event,
learning ) What are you going to reflect on
What were your reactions and feelings
What was good and bad about the experience Make value
judgements.
What sense can you make of the situation Bring in ideas
from outside the experience to help you. What was really
going on
What can be concluded, in a general sense, from these
experiences and the analyses you have undertaken
What can be concluded about your own specific, unique,
personal situation or ways of working
What are you going to do differently in this type of situation
next time What steps are you going to take on the basis of
what you have learnt
Practising reflective writing
• Practise reflecting writing on the same event /incident through different people’s
viewpoints and disciplines
• Deepen your reflection / reflective writing with the help of others through discussing
issues with individuals and groups, getting the points of others.
• Always reflect on what you have learnt from an incident, and how you would do
something differently another time.
References
Gibbs, G. (1988) Learning by Doing. A Guide to Teaching and Learning Methods. FEU
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and
Development, Prentice Hall, New Jersey.
48

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
End of Module Evaluation 2007
Module: Enterprise Culture and Workplace Experience
FdA in __________________
Please circle the numbers below to show how much you agree with the statements.
5 means you strongly agree and 1 means you strongly disagree
1. Assignment requirements were clearly stated and explained 5 4 3 2 1
2. Taught sessions helped me to understand the concepts 5 4 3 2 1
3. Library resources for this module were satisfactory 5 4 3 2 1
4. I received prompt and useful feedback on my work 5 4 3 2 1
5. The quality of support materials for this module was good 5 4 3 2 1
6. The module delivered the stated learning outcomes (*listed below) 5 4 3 2 1
7. I received an appropriate amount of tutorial help 5 4 3 2 1
8. Overall I am satisfied with this module 5 4 3 2 1
Additional Comments
9. Approximately what proportion of the sessions did you attend
more than 75% 50% to 75% 25% to 50% less than 25%
10. The most important strength of this module was:
11. The most important weakness of this module was:
12. Other comments:
Learning Outcomes
* At the end of this module students will be able to:
1. Identify their strengths and weaknesses in relation to their chosen career aspirations.
2. Match key enterprise competencies against their skill profile to create a personal development action plan
3. Reflect and synthesise their performance in the workplace against their personal action plan.
4. Adopt skills and techniques to maximise their potential in future careers
5. Understand the realities of enterprise and the workplace and be able to describe and explain business structures
and roles in the context of their chosen specialism.
49

HELP CETL HEinFE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Appendix 13
Foundation Degree Graphic Design Year 2
2007 Schedule
w.c.
29 Jan Identify Focus Group members
Tuesday First Focus Group
6 th Feb Agreement issued
First self assessment form issued
Pro-forma for Reflective Log issued
Completed
12 Feb Hand in one Reflective Log entry by 16/2/07
19 Feb
26 Feb
5 Mar
12 Mar
Tuesday
20 Mar
26 Mar
Second Focus group
Hand in Reflective Log 1 covering period from end of
January to mid March
Easter April 2 nd to 13 th
16 Apr
23 Apr
30 Apr
07 May
14 May
21 May
28 May Reading days 28 th and 29 th May
04 Jun
11 Jun
Tuesday
18 th
June
Third Focus group
Final impressions survey
Collect final Reflective Log 2 Mid March to June
Module evaluation
Term Ends 22 nd June 2007
Focus Group meetings will be held in the Arts & Design seminar room at 11.00 am
50

HELP CETL HEinFE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Appendix 13
Foundation Degree Fine Arts Year 2
2007 Schedule
w.c.
29 Jan Identify Focus Group members
Tuesday First Focus Group
6 th Feb Agreement issued
First self assessment form issued
Pro-forma for Reflective Log issued
Completed
12 Feb Hand in one Reflective Log entry by 16/2/07
19 Feb
26 Feb
5 Mar
12 Mar
19 Mar
26 Mar
Easter April 2 nd to 13 th
Tuesday
17 Apr
Second Focus group
Hand in Reflective Log 1 covering period from end of
January to mid April
23 Apr
30 Apr
07 May
14 May
21 May
28 May Reading days 28 th and 29 th May
04 Jun
11 Jun
Tuesday
18 th
June
Third Focus group
Final impressions survey
Collect final Reflective Log 2 Mid April to June
Module evaluation
Term Ends 22 nd June 2007
Focus Group meetings will be held in the Arts & Design seminar room at 14.00
51

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Student Profile Analysis
Foundation Degree in Fine Art
Name Ethnic origin Occupational Age Gender
background
M White Professional 19 F
J White professional/managerial 20 F
K White Painter & Decorator 19 F
A White Carpenter / joiner 42 F
Foundation Degree in Graphic Design
Name Ethnic origin Occupational Age Gender
background
L White Unskilled 19 M
A White Professional/Managerial 20 F
M White Skilled 21 M
J White Professional/Managerial 21 M
R White Professional 22 M
T White Skilled 24 M
V White Skilled 23 F
52

Transcript 1 February 6 th 2007 Graphic Design
Q: Think back to the first year of the course when you first realised that enterprise was
part of your course. Was it in the first year that it was introduced Or did it just get
introduced in the second year
V: We did do it in the first year but I can’t think of anything specific that we did then,
like, we were encouraged to go on work placement in the first year as well.
Q: But the focus has really been in the second year
V: Yeah
A: I think we were aware in the first year that it was going to be part of the second year
as well
V: And just like things, we had kind of workshop days and stuff.
Q: Can you write down one word about how you felt when you knew Enterprise was
included in your degree course:
(Words posted on a sheet of paper)
Q: That’s what you have come up with
Curious, Confusing,, Business, Oh! , Pointless
How much do you agree with these
Q: How much do you all agree with these: Curious – do you all feel like that
V: Yes I suppose because it was nothing to do with Graphics, so I wondered what it was
going to be.
Q: So was this about relevance
A: Yes
J: The way it was explained as well, I didn’t quite understand how it was going to fit in,
sort of like it was businessy.
A&V: Yes, yes.
J: Someone just came in with this giant log book and we were going to have to fill it by
the end of the second year, and you were thinking, When What the heck is it for And
then we had the days and it still didn’t clear up anything.
V:We had done a study skills module in the first year and I don’t know if that was part of
the enterprise thing …
A:Yes, I think that might have been.
V: … and that just seemed a little bit kind of like vague really.
A: Yes
J: Yes, it was aimed at a broader audience, not just us,
It’s quite a specialised subject, graphics, and they were asking questions that were about
business and stuff like that. It didn’t really relate to anything.
Q: So a bit of ..I’m not sure how this is going to fit in How did that compare with your
response to all your other modules
53

V: Just that it was the one thing that was different. It was more like a collective thing
that all the other courses were doing as well. It wasn’t specific to our course.
J: It just felt like an add-on, like when you were at college you had to do Key Skills
because, you have to do it because of the government, it’s all part of that, you’re going
to do your degree, and it just felt like we’re just going to slap this on as well.
V: It felt like the business bit, that, you know, that everyone seems to have to do in a
degree course.
T: It kind of felt like just paperwork as well.
M: Yes, it did
L: It felt like you had to get this information, so that was the way it was going to be. It
wasn’t actually about us.
Q: A bit of negativity there
All: Yes
Q: Then, from what your tutor has told me you actually started having the taught
sessions in the second year, is that right How has it felt since you’ve started having
those taught sessions
T: Live briefs
V: In the first year it seemed like something that we had to do really, whereas this year
it seems more a part of the course, because we’re doing the enterprise module and we’ve
been given a live brief to work on for designers from outside.
A: Yes, so it’s actual work.
T: It’s a lot more relevant
M: It’s much more real
A: Yes
Q: So it sounds as if your feelings about it now are very different.
All: Yes
Q: Would you mind telling me what you are all doing as live briefs
A: I’m doing a range of postage stamps for a company called Blast. It’s a real brief
T: I’m working on the re-branding of Kew Gardens, re-packaging and stuff
Q: Do you have to go up to Kew to do that
T: We’re working with 2 designers, but there will be a meeting with Kew later.
J: We’re doing like a repeat brief, so we’re doing a brief that the company has already
done, Turner and Duckworth, and they had to re-brand power tools, lawn mower, hedge
trimmer and leaf blower. They’ve already done it, but we’re redoing it to see if our
outcomes different to theirs, see how we think.
M: I’m doing the same as T, re-branding Kew.
54

V: I’m doing that as well.
L: I’m re-branding for Clark’s shoes, the, what is it, 9-12 year olds’ shoes which is called
‘bootleggers’. I’ve got to come up with a new logo.
Q: Right, so you’ll all have some feedback from those real employers
All: Yes
Q: What happens in the sessions then, with the module tutor
J: It starts off that we’ve been given the brief and the first few weeks we all had to go to
the design company, and then we just do crits each week. You go on and do your work
and like with the two tutors you see how you’re getting on; and we’re now at the point
when you get your second meeting, so a lot of people, I think Kew have already had their
2 nd meeting, and when we go to London, we’re going to ours.
A: Mine’s on Friday
L: Mine’s next Thursday. They’re coming down here. We have to do a talk too.
We’re going to see them at the same time.
Q: What other things do you see Enterprise as including at the moment, if anything
V: The work placement scheme. They encourage you to go on as many work placements
as you can, as well as doing the live brief.
Q: What work placements have you already done or do you want to do
L: I’d like to get a placement in Clarks, after I’ve finished doing the Clark’s brief.
Q: Does that sometimes happen because you’ve done a brief
All: Yes
V: At the end of last year, I went on two work placements, one at Clark’s, and then
before Christmas I went to a packaging company just outside London, which was a 2
week placement.
M: I had a work placement last year. I kind of feel that it’s essential to do this, because,
you only learn certain things in college , like you go to these actual design companies
and there’s stuff they can’t teach you that you pick up, it’s really cool.
All: Definitely
J: I’ve been on interviews but no placements yet, but if we do this brief, you can get a
placement out of it and things like that; it’s just getting a portfolio together.
T: I had a placement in the first year in London. I’m going back to the same place.
Q: Is that linked to Kew or different.
T: Completely independent.
Q:Do you feel the same as M
T: Yes. I think it’s really useful, not like in the first year. It was just, I don’t know, it
didn’t teach me anything. The placement taught me a lot more about how industry
works; what actually goes on, rather than how it works in the studio.
55

A: I went to Clark’s last year for two weeks and a packaging company this year. I’ve just
come back from two weeks as well.
Q: You all agree that it really helps
All: Yes. Definitely.
Q: Go back to this idea that you had at the beginning that the module had a business
focus, and that you had mixed feelings, what are you ideas now about what enterprise
means How have they changed
L: It just feels like getting you ready for, like, when you go out there, really, just like, the
work placements show you what to expect.
M: In the first year, it was, go into this big room , with someone standing up at the front,
with all courses, and it was a kind of general thing, but you’re in the second year now,
you’re really into your course and you want to pass and you know what you want to do,
it’s definitely more useful now.
A: It was always too broad before, but now they’ve narrowed it down in relation to us, so
it’s quite useful. We can understand it more
J: That’s what it lacked in the first year. You go to these talks and it can be absolutely
about anything and you sit there and you just think, well, you nod off, it’s a good two
hour kip.
M: Yes
All: Laughter
J: You just sit there, and it’s like, why have you brought me here And you don’t see the
relevance, whereas if they sort of refine it straight away we’d get the point of what we’re
doing. Because we’ve only just picked up, what it’s about.
L: You didn’t sort of interact with it.
M: You just thought, what’s the point Why do we have to do this It just felt like
wasting time when we could have been getting on with our work.
V: The other thing was the things that we did for it, you didn’t really know it was for the
Enterprise module, you just kind of did them, whereas this is definitely for it, we’ve got a
module booklet and things like that, whereas before it was just kind of like other things
could have happened that could have been like part of it, but you wouldn’t know, they
just happened.
J: I think what would help is if you did placements in the first year; I mean they did give
placements out in the first year, but very few people go, so it’s not as hard hitting as it is
now, so if they sort of changed the direction and they’d go in the first year; that’s for
them to decide, but, if they go at it in a different way, so rather than piling kids into a
room to just listen to this bloke talking about this, they could do it a different way, like
do these live briefs, or something, but then it would sort have broken it quicker, because
it’s like a year that you’ve wasted.
V: The trouble with that is, that when you’re in the first year, you don’t really know what
you’re capable of, you can’t really be let loose on clients.
J: Well, no, maybe not live briefs, but re-use last years. You obviously couldn’t give
them a million pound contract
All: Yes.
56

J: Like give them simulations, in the first year they could be asked to design this.
We did the T shirt competition, and when people were doing it they quite enjoyed it, it
was something different to the day in day out modules.
All: Yes
T: And people do come down from companies and talk to us which is definitely very
useful, and there again it’s more specific, so you’re more interested.
Q: So you think it would have been better to do simulated briefs in the first year
L: Have more interaction with design agencies, ‘cause I think, in the first year, we were
kind of like isolated. When the agencies come down to talk, if there was enough room,
let the first years sit in on those rather than just say it’s a good idea to go.
Q: Sorry, can you explain
T: If they like had a design agency coming into talk to the 2 nd years and 3 rd years, make
the first years go too. I know there might not be enough room.
J: Obviously now I’m a 2 nd year, so now I want to go, but if I was a first year again, you
need that sort of inspiration.
M: Cause in the first year, it’s just learning the basic skills, like drawing skills and it’s like
a little taste of what’s going to happen.
J: It could be the module that links the three years together, because the way they
teach, you can’t fault it, because last year it was great, and now it’s even more fun,
because we’ve been taught the right way, so now you can actually come up with your
own ideas. In the first year it was like half yours and half the tutor’s because they had to
sort of show you how to develop an idea, whereas now, it’s just, well, if you haven’t got
an idea, well, come back tomorrow with another one. You’re constantly getting used to
this, trying things from a different angle.
V: It’s a lot more fast moving as well
T: You have to work to deadlines like you’d have to in a real company, which is really
good.
J: The first year could be, I don’t know, you could move it a bit. The tutors could still
control how the learning goes. They could just give that bit of freedom that they might
need.
L: It seems to have happened more this year, we have things in the lecture theatre, we
don’t ever see them.
T: I think possibly, when we did the packaging project, we had to present to other tutors,
it would be good to present to other students as well. It would be helpful for them to
see; it’s a good indicator of what the second years do, so that was good.
V: I think actually that might have been part of the Enterprise module as well, we had to
do, like for the project we were doing, we’d have to do a presentation, a year
presentation in front of everyone. I think that’s part of the Enterprise module, to learn
how to go up in front of people an present your ideas, and then present to three people
that you wouldn’t normally be with.
Q: So, a bit daunting, but quite good practice
M: Was that part of Study Skills
57

A: I think it might have been
J: I remember I had to present in the lecture theatre, but I never know what it was for.
I just knew we had to do it.
V: I think we were marked on it, and it think it went towards the Enterprise module
J: Right.
Q: Do you know how the marks will be allocated at the end Have you got a clear view
V: Yes. We’ve got a module booklet now which is good, and it has a brief and it’s got
listed what we have to do and the marks; we have to do the workplace diary and the live
brief and other things as well.
A: t’s like we have for our other modules as well.
Q: In terms of the end product, the actual live brief, is that a substantial part of the final
mark
All: Yes.
Q: So now, in February, what do you think you’ve got out of the module so far
Silence for a while …………
L: Time Management skills would be one
M: The phrases they use, that you just wouldn’t hear in our studio. The way they go
about working
Q: So you’re talking about the time you spend in the company.
M: Yes, or when they come down.
Q: Let’s split it into two, what you’ve got out of it from your work placement and what
you’ve got out of it from the college part. Let’s do the college bit first.
M: I don’t think it’s any different from the others, it’s just another brief, but with the
Enterprise, it’s just another brief, but the live bit is what’s different.
A: I don’t really see it as a separate thing, but we’ve got so much on, it’s just one other
thing that we’ve got on, really.
M: It’s not like, special, it’s just the same as any other brief.
L: It’s just you get another opinion from other people
T: It’s the client exchange that makes it better.
M: Otherwise it’s just the same, like we have crits for all our projects, so it works the
same as all our projects work
Q: So it’s the only one where you meet the clients
T: Yes, unless we do other live briefs, when you meet the clients too.
Q: The time management thing, why did you relate that to Enterprise
58

L: Well obviously, if we didn’t have the brief we’d have more time on the other ones, but
putting this one in, it’s a bit more like a real live deadline.
M: And we don’t get as much time for it was for other projects. We get seen once every
three weeks for this live brief and it’s like a big, it’s like a five day a week brief. It’s just
as big, if not bigger than all the other briefs rolled out.
V: The time allocated to it in college time is one morning a week, which is a lot less than
what we’d have as class time for our main projects, which would normally be like two
days, plus a crit.
R arrives late
Q: Can you explain how this live brief fits into all the other briefs that you’re doing.
L: It’s kind of just squeezed in.
J: Personally, I think they could have made the second year really easy, but the way it’s
set up, is to absolutely screw you; basically it really tests you. It really does. So they’ve
given you these massive projects, I mean Kew is enormous. They were smaller briefs to
start with, but then there’s more involvement. The project on stamps sounds very easy,
they’ve probably designed hundreds of stamps by now, so they’re not actually, they’re
still doing a load of work, and you try to fit that in in a morning and it’s just not enough
time.
M: You can’t do what you need to do.
A: It’s a shame, because I think people are kind of enjoying it, I know that the stamp
people are enjoying it, I think for Kew, but if you did get more time then you’d feel more
at ease with it.
V: It’s just like on a Monday we’ll have our main module and that would be my crit and
then you’d be working on in self study, so you can do everything you need to. Tuesday
it’s self study. Wednesday would be crit again for the main module. Thursday morning is
the library. Then the afternoon is Moving Image and Friday’s Visual Culture, and then
we’ve got like two Moving Image briefs, an extra brief which is a competition brief.
J: And animation.
V: Yes, there’s actually two Moving Image briefs, well three really, and another brief last
term which was another competition brief, so that took up a lot of time. So we’ve got
like 8 projects on the go so by the time you get to Tuesday you’re like doing things for
Wednesday and by the time you get to Wednesday, you think, oh no, I’ve got live brief
on Thursday, but you haven’t really got time to do the work for it.
M: Yes, your work suffers
T: You’ve probably got work to do but it’s Thursday before you have time to look at it.
V: And because it’s a live brief, you need the time, you kind of don’t have the time to
spend on it to do it justice really.
Q: Do you all feel like that
All: Yes
L: Cause, moving image, I think that’s an NCFE. Is that right Is it
A: I don’t know. You need it to get on to the third year.
59

V: It’s not, there’s the little thing on the notice board and it’s got all out credits and it’s
got Moving Image at the bottom and it says it doesn’t have any credits.
R: It’s just an extra part of it. Although the tutor says that if you fail NCFE then you
can’t go on to the third year, it is just a by product of our course. It’s not for credits.
T: Yes but, you can’t get out of it, even if you’ve taken on extra projects, like the live
brief, it’s a lot of work, but you’re not given any extra leeway.
V: When you go on work placements as well, you’re still expected to keep up with all the
projects while you’re away. You’re losing out on two weeks, I mean, obviously you’re
gaining but you still have to keep up.
Q: Okay, you’ve described the live brief, how does that differ from the briefs the college
sets
J: They all have deadlines, but they keep moving the deadlines on this one, because, if
your person can’t come and see you, then you just keep working until when they can see
you, so you might be at one stage, say, ideas, but they might not be able to see you and
then they won’t see you again until it’s nearly finished for your next crit.
L: So you might not get feedback, so it’s really hard.
V: It’s because it’s real designers who are doing it with us really.
J: That’s why they have to move the deadlines. The whole module in total is giving us a
lot more confidence and everyone’s always seeking criticism now. First year, most
people hate being criticised for what they’ve done and now everyone’s seeing the
benefits of being critted, talking with each other, and confidence wise, most people are
going to go with their first few ideas now, whereas before it was, I don’t want to do that
just in case I get shot down, basically.
Q: And you think it’s the Enterprise module that’s made that difference
J: Yes. Well the whole set up here, because you have such an intense time, but because
they’re bringing in another source to crit you, you look forward to that, because you
don’t know what these companies are going to say, so you’re seeking that approval, so
you’re building up, I know you’ve got no time to do it, but you’re still trying to do it, you
want to make sure that when you go to them, because you’re being critted all through
the week, you think they don’t like you, so you’re thinking right, get all this stuff, go and
see them, and because you get such a good response back, you feel better, and you
keep going for it. I think that’s what the Enterprise module, or call it the live brief, or
whatever, that’s what I think it’s bringing to the degree.
Q: Do you want to say a bit more about what you get out of the links with the employers.
M: It’s just another environment, it’s totally different from being here. It’s what we
talked about before, the move from the first to the second year, it give you insight into
the work, it definitely gives you a headstart.
A: You get a lot better experience in this college, because I know a lot of other Grahic
design courses don’t have the live briefs.
M: We might complain about a lot of work, but I know there are hundreds of courses
where you don’t see the tutors in two weeks.
J: I’ve got friends that go to other colleges and they don’t get the support from tutors.
We get critted every day if we want. They get a brief on Monday and don’t see anyone
till Thursday. It’s a different way of teaching there. Whether they come out with the
same level I don’t know, but this strategy of learning is so much better.
60

M: It’s more interactive and that’s the way the live brief works as well.
J: It’s really good, cause when you go to an agency, when you go up for the day, you
see that they’ve got the studio, and separated space, just like we have, they’ve got the
crit room, they’ve got the studio, separate space.
L: Just like we have
J: It gives you that, you start to break through those boundaries, you start to find out
what it will be like.
V: The other thing is the tutors are always talking about the workplace, they are always
referring to it; you don’t feel isolated in college because they are always talking about
what it will be like in real life, and that’s really important, things like coming from,
because I used to be employed before I came to college, and it would have been awful to
come back into education and it almost be like being at school again, rather than
remembering what it’s like outside, so it keeps you in touch for going back out there
again.
Q: So links with industry are good
M: Yes, it’s a smooth transition. You finish the third year, and you’re ready for work.
T: And for getting jobs
V: It’s like the advisory, in the second year you get to meet people from industry, they
are always interested in building up your confidence with people outside, that’s why they
send you out on work placements. You network and things like that.
L: People have been known to get a job in the 2 nd year, because of like the Enterprise
module I think, they are actually ready for it.
Q: Can we go back to the Log for a minute. Where does the log fit in
M: It doesn’t really fit in. We weren’t actually given one.
J: No
Q: So you are not required to do that log
V: Do you mean the workplace diary
J: No that big log book that we were shown in the first year. It’s like at school when you
get those workbooks and you have to answer lots of questions. That’s what it was like.
That chap showed us it on the Enterprise Work shop days.
They said, we’ll get you a copy. That book, where you have to go through every page.
A: We never had one, We don’t have to do it.
V: Oh, that’s it.
R: It was like a school diary thing.
A: No, but we do have a work placement diary to do.
J. The reason, I think, behind the work placement diary, is obviously to write a report on
what we’ve done, but it’s more about the design of it.
A. It’s not just a diary, you have to plan the design of it as well.
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Q. So you are using your graphics skills
L. It’s good for our CV
A. It’s that nice relation again, it’s relating it back to our course instead of just doing it
for the sake of it.
J. I think the great thing about the 2 nd year, is that even if we do a project badly, they
say, don’t worry about that, just have another go, so you don’t have to put it in your
folder, so what you have in is what’s best as possible. It seems that they want, they are
more focused now, on how good is your portfolio, because when you go to these design
agencies, they don’t care what grades you get, they want to see actually what you can
do, because you could be the worst student, but produce the best work and that’s what
they are looking at, who can come up with the best ideas.
Yes, so this Enterprise module, the reason why they are pushing it quite hard at the
moment, is that everyone’s doing something, it’s all different from everyone else, but it
could be that good, that it could be a piece that seals you a job, and that is the deal.
Q. That portfolio isn’t just Enterprise, it’s all your briefs
All: Yes.
Q. What do you think are enterprising qualities
M. I thought it was business, setting up your own business, money, that sort of thing,
but now in the 2 nd year I see it just as the word they use, it’s everything.
T. It’s the work placement, actually working for companies and stuff.
L. So I think that’s getting across what it is.
M. They ought to have been more specific in the first year like it is now, having four or
five different groups that are real live projects.
V. If I look at being enterprising, then I look at it as being confident and being able to set
yourself up and being able to go out there and compete against people and win, so
therefore what we’re doing is enterprise, like setting yourself up, all that
J. It’s everything, you know right back in September, we had to bring in our portfolios,
and present to the group, admittedly it was before we knew, but then you could ask
anyone whatever you wanted and what have you done this for. It’s just getting you
ready to just stand up and talk. There are still people in the group that are scared of
talking, but they’re getting a lot better, like they’re not shaking.
All: Laughter
A. The more we do, the easier it gets.
J. I think now, I don’t know if I’m just speaking for myself, but you want to see everyone
do well now. You think, oh if you do it like this, it sounds better, and you’re hoping that
you’re helping them to be better and it makes you feel good that you want their work to
be the best. It’s partly crit and it encourages them.
The group has changed from the first year.
M: It encourages us
T: We’re more of a group
Q: How has it changed
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J: In the first year no-one spoke to each other. There was a divide from what college
you’d come from, and the biggest group was Weston college, which is where I came
from; there were 12 of us, they were the majority of the group. A lot of them were
rubbish. I think there’s only about 4 of us left, no 3 of us. It’s like they all went,
wasters, but then it allowed more people in and you met different characters and it’s
just a lot better.
V: It’s good, some people dropped out and, d’you know what I mean, the ones that are
left, they’re the serious people.
Q: Do you all feel there’s a lot of support amongst the group
All: Yes
R: Yes, since I’ve been doing the live brief, I’ve learnt a lot more about different people’s
styles and we’ve come closer together, a lot of people will talk about my work and their
work. I think that’s really helped an awful lot of people, doing that.
L: And also, perhaps some people are good on the computer and some people are good
at drawing, we are all more used to each other
Q: Do you share those strengths between you
All: Yes definitely.
R: When you do it as a crit, on Thursdays, some people do actually just pop round to
each other and say this is what I’ve done so far, this is how I’ve done it, what do you
think
It’s pretty good.
Q: That’s good team work isn’t it
J: That’s where this added confidence is coming from.
V: Yes, it’s like we were saying earlier, like everyone, it doesn’t matter if they get
someone and they criticise it, because they want to help and they want you to give it
your best. I think that’s what’s made the difference.
R: Everyone has trust in everyone else’s ability. It’s good to push people.
Q: Are there any activities than you’ve done in Enterprise to prepare you for interviews
and to prepare for careers
A: Interviews, yes, that was in front of the whole group, right at the beginning before we
started the live brief.
V: It was useful.
M: I think the crits help you to talk about your work, then translates into jobs.
A: And we’re made to present our work as it would be if we were doing a client
presentation, even if it is just in front of us and the tutor.
Q: What’s involved
A: Just little things like, mounting up, layout plans, you need to think up a few ideas and
print them out, and mount them up, you’re expected to do that in a professional way, so
it looks good
V: And they always, like, pick you up, if you’re presenting your work, somebody says,
well I don’t really like your idea, but they’re always pulling you back and say no, because
if you were presenting that to a client, you’d have to have the confidence. Like everyone
pulls you up.
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J: Another thing tutors are picking up on at the moment is the people who don’t speak as
much. The ones who just sit back and watch, they’re not being picked on, they’re being
chosen. If it’s a crit and they’re not speaking, they’ll put the focus on you.
All: Laughter
J: Okay, it’ll put a lot of pressure on you, but it starts you to get thinking, well I should
get more involved in this. I mean we get marked on a thing called studentship which is
10% of your grade, and those that talk the most get free marks, basically, but then
there’s no reason why everyone shouldn’t get the first 10% of the grade for free sort of
thing, and that’s what they are trying to motivate by this process, by saying why aren’t
you speaking and what do you think of it
T: It’s a very easy open question, it’s not a criticism it’s just getting them involved.
L: Tutors can see that when they get to an interview, they’re not just going to sit there
and stare at these people, ‘cause they’re going to talk and be able to develop a view
quickly, they’ll be able to say, this is what I tried to do, and they’ll take the feedback in,
because we’re constantly getting used to this role, this way of criticising.
Q: What do you think has been the most significant experience in Enterprise in the 2 nd
year
All: The module tutor
Everyone in agreement
Q: What is the tutor doing that makes it so good
R: She just is putting people into the motions and she sorts everything out and saying
all the right things to do. I think the first crit we had in her class after coming back, you
felt a lot more confident. I think she helped that. She prepared us to deliver it.
A: Yes really I think she’s the stepping stone to help us go to clients, and helped us to
feel good about our work and made sure we were happy before we went.
Also she’s the one that gives us the opportunity to do work placements as well. She’s
the one that gets involved and gets the contacts.
T: I think, for me, the biggest thing, is meeting the designers, I mean that comes
through her, it’s her contacts, but it’s actually meeting them and talking to them about
work with them that I’ve found most beneficial.
J: I feel that if she wasn’t here we wouldn’t have an Enterprise anything basically. She
does more than anyone, really, because she does all the live briefs, she gets all the work
placements, she then makes sure you’re doing the live briefs, so she’s always around,
she always chasing things up, like she gives us competitions. We’ve just been given
another one today. She’s always doing something and I think if we didn’t have her, this
would just flop, because there’s no-one pushing us otherwise.
M: She’s just good at organisation, a go-between really, she pushes things forward.
V: Yes, I don’t think I’d have been able to go on work placements if it wasn’t for her,
‘cause she’s the one that pushes you to do that, and she would never give up. If you’re
struggling with what you’re doing, she’ll give you a brief that pushes you a bit more, and
although that might be hard, because we’ve got the clients, it can be three different
things, and you never have the time, sometimes it’s not really that helpful, but then it’s
also useful to have the clients, because you see a completely different view from them.
Being outside of college, sometimes they have a completely different view of it, so it can
be contradictory. It contradicts the tutors to the point where you feel I’m pleased about
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that, because it makes you feel that I’ve got a point. Like, for example, we’re always
told that it’s got to have a point behind it, and then you meet your own designers in your
company and then it’s like, well, no it doesn’t, so it kind of helps get your confidence
back, when you’re being told it has to be like this, but then it makes you see a different
light on it, and that there’s a different way of looking at it.
L: It’s perhaps giving you someone else to talk to, as well as the other tutors, which is
like the live briefs. She’s always approachable, she’s always very nice and helpful.
Q: How was it decided who would do each brief
M: No idea.
A: We don’t know if we were picked or if it was random.
Q: How did you feel about that
R: It’s not like the best students get the best briefs. It’s not like that. It is slightly set.
There’s a range of people in each group. I think that’s true for everybody. They’ve all
got different abilities.
J: I think they were just trying to mix people up because I’ve never really been with
anyone in the group that I’m with.
Q: So important as team building
T: Yes
V: Yes, and working with new people helps you to get confident in yourself. Everyone
has to explain themselves because you can’t just discuss your ideas as you would
normally, because they’re not people you usually work with and that’s good for us.
M: It would be interesting to know, it makes me think sometimes, did they pick a set for
this brief because they needed that bit of work for their portfolio, or could they do with
sharpening up their skills, so it’d be quite interesting to know why they gave you that
brief.
Q: How many people are there in a group
L: 8 or 9
M: We’re down to about 6 now.
A: We only have 5 now.
J: You get about 4 or 5 other opinions in a group, but it’s people that you’ve never
spoken to before, which is always good because you get to talk to someone else.
Q: How did you feel about the live brief right at the beginning
M: Not really any different because it’s the same as any other briefs and we’ve been
doing it for one and a half years now. It’s just another brief, another crit.
J: I think it didn’t phase most of us, I know there were one or two people that struggled
at first, that didn’t have ideas for a few weeks. They just didn’t do anything because
they didn’t really talk about it in the group, but now they’re fine. I depends who you are,
most of us didn’t have a problem, but there are people that would have. The way it was
designed was to help them, so it worked well.
Q: So this was set up the same way as all your other briefs
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J: Yes.
Q: Any other feedback on the live brief
L: Just the time issues really, how much work there is and there’s so little time.
M:The amount of time you get seen.
V: I think it’s good that we have all the briefs and everything; it teaches us to juggles all
the deadlines, and you’d have to do that in industry. I don’t know about you, but we’ve
just had our brief cut down quite a bit, because they realised that it was just impossible
to get it all done, apart from everything else we were working on something we’d never
done before, working on identity and stuff like that which was a big project to undertake,
so yes, that’s why.
M: It’s more manageable
V: It’s manageable, but we still have all the briefs to manage at once.
Q: So, you are saying that all the briefs you are working on are similar, so what’s
different about Enterprise
M: It’s just the fact that you speak to industry, contacts with the outside.
R: It’s the one brief that we actually go and meet the people that we’re doing the brief
for.
L: We get a different point of view in the crits.
J: More graphics experience, what you know, who you know.
R: We get experience about what the work will be like.
A. We find out about the standard and level of what’s expected. You feel under pressure,
but you need to use that, because it’s what it would really be like.
V: It’s like the real thing. It’s more professional.
Q: Let’s look at the statements you filled in about Enterprise at the beginning.
It sounds from the discussion we’ve had as if most of you think it is very relevant to your
degree.
All: Yes
Q: Do you think this module makes you better as a student
A: It increases your confidence. That’s what I found anyway.
M: It has helped me with industry and stuff like that. It goes back to the same old, you
just get to see what’s going on.
L: Time management.
J: It gives you that chance to practise better which is basically what we’re trying to do.
V: And be ready to go out there
Q: What sort of things did you do in Study Skills
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V: We had a booklet. You just had to fill it in. It was research exercises that were based
on a project that we did. We had to list the books we’d used, and that kind of thing, just
to familiarise ourselves with the way we’re doing it, to make sure we were doing it right,
looking in the right places.
A: I think it was also analysing yourself, to see how you worked, if you could improve
that.
Q: Did that link to Enterprise
V: Yes, because in the first year we had to do a self development plan and then later on
we had to do it again and we had to review it to see how we‘d changed.
Q: So there were things that fed into Enterprise
J: I think it was quite good. The tutor was trying to make it as easy as possible by giving
us this project and the final grade and all the comments were what you put into this
book. So they tried to make it a lot less, but it’s not as cleverly thought out as what
we’re doing now with the live brief. I think it was just a bit dumped on them; you’ve got
to do this. I think it was last year; I think it was the first year, so, to incorporate it at
short notice was a challenge, but with more planning, there’s no reason why the first
year couldn’t be as successful as the second year in terms of what they could do.
R: It’s true, they just sort of gave it to us, and said do this, do that, I think if they did
like scheduled things it would be better.
Q: Do you feel the way you work in the Enterprise module makes you reflect
V: I don’t think just in this module, I think it’s in general, on everything that we do.
T: All the crits.
M: Yes.
L: I think perhaps, also with the live brief, it’s a different person so that helps with your
crits, so that helps.
Q: Are you conscious of that, thinking it through and taking on board what they’ve said
All: Yes.
Q: Anyone want to add anything about how the Enterprise module helps with career
planning
J: You get to see the studios, what you might like to work in, and you meet people as
well. People ask what it’s like; when you go, it’s just seems like they’re kind of having a
party all of the time, they’re just enjoying it that much. You see what it’s like so it helps
you decide this is the kind of place I want to work. If you went on a work placement and
you hated it, you’d know you don’t want to work there, so it’s teaching you, well showing
you, this is who you are, and you know where you’re going to best fit by going out there
and seeing it.
Q: Were there opportunities that you hadn’t known about
J: Yes, I’d thought it was just graphics, but there’s packaging, and really specialist
things, you know there’s people that will take you just for one skill, so if you’re very good
at using typography, then most people want you; if you’re good at packaging design.
You are just narrowing your skills down to just eing very good at one particular thing.
Q: Do other people feel the same
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V: Also in a similar way, our designers at Kew Garden, the ones that set us the live brief,
they were saying that they started off in advertising, but now they’re doing something
completely different, so it can change, so if you go down one route it doesn’t limit you to
that, you can change direction.
Q: Does anyone want to say any more about work experience
L: It’s good to be in the environment that you’d be working in, deadlines, like how they,
like the timescale, what time you have to get up, when you finish, how long the days are.
Q: Anyone had a bad experience
J: One person in our group has. She didn’t enjoy what she was doing, because you start
at the bottom, you’re doing the tedious jobs, I think she was doing the photocopying,
and they sent a replacement and hopefully they’ll get on alright.
All: Laughter
R: In the first year, I think the tutor was actually setting us up for the second year, for
going on to work experience, by doing exercises, teaching us how to do basic stuff,
‘cause, it is all about, when we do work experience, it is, well you think it’s going to be all
glamorous, and when you go you may have to do the menial tasks, you might just have
to make a cup of tea
L: You have to make the tea. You get really good at the tea round. Like when you’re a
hairdresser, you have to sweep the floor.
All: Laughter
Q: You have to be realistic about what you’re allowed to do.
T: Having confidence
J: The thing is, it’s teaching you to put yourself out and do whatever they ask and just be happy
that you’re there. Having confidence, you just do it, and eventually, once they know you’re
reliable, you start progressing then.
L: You might start making coffee!
R: You get to know how the job works.
Q: Is there anything else anyone wants to add before we finish
V: Only that I’m not really sure that all the things that go with industry, I don’t know if
that comes because of the Enterprise module or whether it’s important to them, they can
see the relevance of it, so therefore the tutors are pushing it because of that rather than
the fact that it comes with Enterprise.
Q: So are you saying that you’d do a live brief even if Enterprise wasn’t included
All: Laughter
A: Yes, certainly they’re pushing you to go on work placements, just the general talking
about these places and just making you think like you’re out there, I think that would still
be there.
J: Personally this course, they’ve been doing it for a long time, and I think the college
have cottoned on to that and are trying to drive something up, to this Enterprise module
and all this to make it seem like they’ve actually got something to go with now. It’s good
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that they are trying to make everyone else do it on other courses, because it’s a valuable
experience, but I agree with V., if they didn’t have Enterprise, we’d still be doing what
we’re doing, and because it’s the tutors’ agenda. The tutors knows what’s important, but
then the people that teach other modules, they’ve been doing industry for such a long
time now, they know it’s important. It’s more down to the tutors than a module. I
mean, this is probably just a way of generating more money for the college.
All: Laughter
END
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Graphic Design Focus Group March 30 th 2007. Transcript 2.
Q: How positive are you feeling about the Enterprise Culture and workplace experience module at the
moment
R: Well after the presentations yesterday J gave me feedback on a good idea that I had and simplified
it a lot, and so I now know exactly what I have to do and now feel more confident about it, because I
did have my doubts earlier in the week
J: I feel the project’s going well, but after yesterday I feel a bit like, it was a waste of time. Because I
didn’t really get told what was going on yesterday.
Q: Can you elaborate a bit
J: Well we were being marked on how well we present like a client presentation, but because I wasn’t
in the room when that happened, when they told them, I didn’t know that, so I went through it thinking
it was just a crit, not an actual presentation, so I wasn’t really prepared for it. But, the project itself is
going fine, but well. I just felt it was a waste of my time because I’m now going to get marked down for
something I didn’t know.
Q: So disappointing.
A: I feel that, at this stage, it’s got a lot better, because I think, I had like a bit of a dry spell last week
and the week before, just because there was a lot of other things going on as well, so after yesterday
and after the feedback that I had last week I feel a lot more positive about it now, and I’m back on
track and it’s fine.
T: After the crits we had yesterday I felt quite confident, but the actual project itself I’m not entirely, I
don’t, I don’t say I’m not happy with it, I just feel there’s quite a lot of flaws in how its done sometimes.
Q: In what way
T: Well not in what we’re actually asked to do, but just how it’s generally put together. It’s so lat
minute all the time that you never, like, they’ll put up a notice saying present your work tomorrow, at
like 3.30 on Wednesday afternoon, and you’ve got so much to do, and it doesn’t really allow you to ,
and it’s such a big project, I don’t think that’s helpful. And because you are working with so many
other people as well, I think that overcomplicates it sometimes. It doesn’t need to be that complicated.
Well, that’s just how I’m feeling at the moment.
L: I’m just really enjoying it at the minute because, I think, I’ve probably got the laid back clients, so it
probably helps, and J is always saying keep in contact, but I don’t think they have too many worries as
long as they see bits and bobs. With some of the briefs, they say if you don’t do this we’re going to
kick you off, whereas there’s no threat at all in my project. I’m really enjoying it. I really like my idea. I
enjoyed the presentation yesterday, apart from at the beginning I did feel a bit isolated, because they
didn’t say anything. I thought they would give a bit of feedback, but I had J as well today and she said
mine went really well. So that kind of helps.
M: I kind of feel pretty much the same as T. really. It’s all a bit last minute and that’s affected my
project. Since then, well I know what I’m doing, but I’m not really getting on with it. I just feel I don’t
really know where I’m going and because it’s last minute and there’s no information, sort of gathered,
and then the organisation’s pretty poor, it’s not really working and that’s what’s making me feel not so
good about it.
Q: When you say organisation, is that the client or college
M: Well I mean, for example, the clients from London came down, they weren’t meant o come down, it
was just a mix up, stuff like that. They sprang it on the spot to us. Maybe if they’d organised it, they
could have warned us. I know for a fact that it wasn’t planned.
V: Well, yes the same, I’m in the same group, doing the same brief, and I just feel from the start, it’s
been a nightmare, really, because even from when we were given the brief, we had to go and do the
research at the place we were doing the project on, and we didn’t even have the brief, so we basically
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wasted a day, because we didn’t know what we were doing. Then it’s just that there was just so much
that we had in the beginning that we had to do for the end of the project, and we were just saying at
the start that it was impossible to do. And gradually, they realised that and cut it down, but I feel we’ve
wasted so much time worrying about everything that we thought we were going to have to do, so that
now we don’t have enough time, but we could have just focused on that right at the beginning and
done really well. I just feel fed up with the whole thing really; like I haven’t done my best on it, I know I
haven’t done me best on it, which I’m disappointed with, but now I just feel I want to get it out of the
way.
Q: When is your deadline for this
V: A week after we come back, so very soon. But having said that, since, in the last week, we’ve had
to send bits off to our clients before Easter, just to have something back, it was a hard copy, and that
has made me have to get something down on paper, something definite, so now I’m just going to kind
of stick with it. So, it’s made me feel a bit better about it, a little bit anyway.
Q: It sounds as if it very much depends on which brief you’re doing and which clients you’re working
with
All: Yes, yes.
R: That particular feedback that we got, because I wasn’t here on the Wednesday, I was working at
home, no, I left early, and it was at 4 o’clock our tutor put the sign up on the board, and there were sort
of three or four people in that class. It was absolutely ridiculous. For the next day, 9.30 in the
morning. And, I just, couldn’t believe it. I need at least a good three days to get the Clark’s brief sorted
out and the feedback to a level that I feel comfortable showing the clients, and less than 24 hours was
a joke.
Q: Yes, okay. Let’s look at the question: ‘The area I’d most like to improve and develop’
R: I put a drive for achievement and discipline. I feel that I really need that; I’ve let myself, I just, I
haven’t been concentrating. It’s been showing in, not just with this brief, but with the others too. I’d
like to say I’ve got a reason for it, but I don’t really. It’s just lots of little things that have just been
building up, sort of, in my personal life, and I just haven’t really been giving college like enough time at
home, and I really want to get more, yes, more focused.
J: I put that I’d like to take more risks, because I don’t, well, the project’s going fine, I’ve done, I’ve got
me idea, sort of finalised it, but I haven’t been e mailing my client, I haven’t been keeping in
communication with him.
Q: Can you work out why you haven’t
J: You just don’t have time. I mean, and then, in he last week, I thought I will do it, and I did e mail him
when I had a few moments, and then just to, after I’d just done it, I then got butchered my J to send off
the work that I’d just e mailed him and I didn’t see the point in it. The e mail I got back from him said
oh yes that’s fine, so I could get it from this, but I still had to send it.
Q: Right, so you were getting different messages
J: Yes, he was fine, because he’s sort of more laid back, and I suppose, because it’s like J’s course
that she feels it has to be done like this. I mean some people had feedback one day and had to send
it off the next day, so their’s was even worse. So at the moment the deadlines, because we’ve just
had to hand in lots of projects, they are too; it’s not organised this one, so it’s just like, why haven’t you
been doing it, well because I’ve been doing all the other ones.
Q: Yes, you’ve just had two major deadlines.
J: It’s just trying to get the whole, I think it’s just a break down of communication, which is what’s
suffering.
Q: And who do you think that’s between
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J: I think, I don’t know, I think the problem’s between, say us and the clients, and then us and J with
the clients again. It’s all going round in circles, but everyone seems to be missing each other as they
go round and round. It’s just like chasing your own tail at the moment. But, I mean, in terms of the
work, it’s fine. I mean I have no problems with what we’re doing, but at the moment, I just feel it’s
being dumped on us. On Thursdays, in the morning, why haven’t you done this
A: I put that I’d like to spend more time problem solving. Mine was the group that we sent some hard
copies off to our clients and that was all fine, because it made me get on and do it, which was quite
good, but then we received some feedback on the Wednesday, and then by Thursday, we needed to
send more work off, and I just felt like I didn’t know what to do, because I had about two or three hours
to come up with something quite big and I felt that I didn’t give myself enough time for problem solving
to make it look good, so I think I just rushed it a little bit and I think that showed.
Q: So that links with the time pressure issue that a lot of you have raised
A: Yes.
T: Communication, is something I’d like to work on, but I the problem has particularly been with this
brief, because I’m fine explaining my other work, it’s just, I feel from the start, I’ve not really known
what I’m doing because we’ve got two clients, and there’s never been a set idea that they’ve both
agreed on, that J and G have agreed on, and so I’ve never had the confidence to explain my work
properly on the live brief, and even yesterday, they wanted me to go back and change my logo,
because they came up with another one, and so now, like, I’ve got to start he whole project again with
like two weeks to go, and it’s like, and that I think hampers the way I communicate my work , because
I’m never quite sure, you sort of alter the way you communicate depending on who you are
presenting to, because certain people think that they can start the work, so it’s slightly confusing.
There’s no, like, common ground, you’re like, like I can present to J. I can show certain parts of my
work, and I know she’s fine with she’ll encourage me to go on ahead with it, but I probably wouldn’t
show the same bits to G because I know that he’ll say that’s not right. So it just really confuses you.
It’s quite frustrating, because you can’t ever move on properly with it, unless you do two projects, one
for each.
All: Laughter
Q: And would the two clients be expecting something different again
T: Yes. Well, not all the time, it’s just, quite often one of them will say, oh that’s really good, and the
other one will disagree. It seems everyone else seems to be working for just one person and that
makes it easier. I think the fact that we’ve got two does seem to complicate matters.
Q: So do you think you’ve focused on communication because of the situation you’re in rather than
because of lack of confidence about communication itself
T: Yes, because it’s not my work, like, I’ve got confidence in my actual abilities to do the work; then
like if I had to present any of my other work to a client, I’m sure I could do it quite well, but it’s just this
particular project that I have problems with, so I just tend to avoid doing it, and like just go on what I
think myself, but then when you have to show your work, it backfires because you haven’t shown them
for so long.
L: I’ve put communication down as well, and it’s pretty much everything that T has said.
Q: Is it for the same reasons
L: Well mine’s a different brief, but in a way the same reasons, just because of like, with all the other
projects in hand, it’s just hard to be able to get contact with the live brief as well. I mean, but I suppose
you can link it with discipline as well, because of the discipline of having to keep in communication
with the client. Yes, I do get different messages. Sometimes we have G. and J. at the table and the
following week J might have said do this, do that, and then she really likes it, but then G says
something, and she’s like, oh yes, yes, but you just get mixed views. It’s different personalities, I
suppose, whatever each person likes, and that’s the same with the client. I mean, you try to send off
as much as you can, but the tutors are sort of in there as well, so you’ve got to try and please them
too.
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M: I’ve put confidence and organisation, but I agree with T., it’s not my own work, it’s because of the
influence of four people that’s put this in me, do you know what I mean Because it’s mixed, they are
all saying different things and not everyone’s happy. That knocks your confidence and then when they
put late messages up or don’t tell you what’s going on, that’s the organisation bit, so you are rushing
around trying to do something but you don’t really know what you’re doing, all because the
communication at their end is pretty poor. The way it’s run is, just for this project, you know just the
same as other people have said.
V: I feel I need to improve on motivation and discipline, and there again, it’s only really this project,
because I just feel like, because I‘ve dreaded it every time I’ve had to do it I’ve then kept putting it off.
Even with e mailing them and communicating with the clients, because I know I’ve got to spend time
working on it before I can e mail them and then I never get round to it because I’m putting it off. Plus
the fact there never seems to be enough time allocated to actually doing this project. It’s a massive
project and we’re allocated half a day a week, and then very often something else happens, so we
can’t actually spend the time doing it. So I’m feeling that I really need to get stuck into it, and I haven’t
really been able to do that. I feel that my work has suffered because I haven’t done that
Q: So time, organisation, those sorts of things are coming out.
When we did this exercise back in February the quality that everyone rated very highly on was ‘Drive
for achievement’ and that was reflected in the focus group discussion – your focus on what you
needed to do to achieve what you wanted. The other two that you scored yourselves highly on were
perseverance and honesty. Look down your lists now, which are ranked high this time
V: Drive for achievement and Competitiveness
M: Competitiveness, Drive for achievement, Honesty and Understanding, Discipline
L: Competitiveness, Perseverence, Drive for Achievement
T: Drive for Achievement, Perseverence and Discipline
A: Discipline and Honesty
J: Adapatability, Competitiveness, Drive for Achievement
R: Understanding , Honesty and Communication. Just because J and G finally got a united front on
my coursework. They now know what they want me to do, so now I can go and do it.
The reason that everyone’s like picking competitive, perseverance and discipline and communication
is that we’re all pretty drained. We’ve got a break coming up, but we’ve got so much work, so it’s not
really a break, it’s just that we won’t have to come into college.
Q: It is a really demanding time, isn’t it A lot of you mentioned number 7, competitiveness, how
important a quality do you think that is in your field
All in agreement: Really important. Essential.
Q: Why
A: So you stand out
L: If your idea wins, you’re the one that gets the money.
T: You want to get your idea seen
J: We’re all competing with somebody for something, whether it’s a placement or something like that.
V: It’s in the nature of what we do in design is that as well, if your design is good, it’s going to make
people buy one thing over another, so its’ competitive in that way. Plus the fact that the industry is
very competitive.
Q: You are very aware of that;
All in agreement: Oh yes. Absolutely.
R: One of the first things they told us is that there’s like only a small percentage of all the students who
qualify will get jobs so we’ve got to compete, it’s a bit bad.
All: Laughter
L: It’s because, I think, it’s so portfolio based; they don’t even look at marks as such, so whoever has
done the best work, so it’s really competitive in that sense. Whoever’s id the best, they get the job.
Q: And that makes you feel disillusioned if you haven’t had the opportunity to show your best work
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J: It’s the cost as well. They’re expecting me to print a massive lawn mower box for these and I can’t
afford it, especially after what we’ve just paid out for our last project. The lawn mower box was about
£45 and the leaf blower was £28. The hedge trimmer’s £32, and then if I print them, and the first thing
they’re going to say is that they don’t like them. So it’s just, well I made them nice and small, easy to
carry, and then because someone who was after me, did theirs slightly bigger, straight away, they put
me down and said, why aren’t your like that And that was well demoralising. It was because I wasn’t
told about it. Yesterday just pissed me off.
L: But that’s competitiveness again.
J: It was, because, I didn’t want to print them small. Well, I’d love to have a giant box, 6 foot long, but
R: I didn’t know what to expect yesterday. I was absolutely blown away. It was bad yesterday,
because I thought it would just be a crit or something. I din’t know that it was, I was told it was a
presentation and training for the, what’ve we got next term Advisory, yes. And I was there, like,
stuttering and not really talking about the work. What happened, there was J and I was going, well
was that a crit or what
Q: Did you all feel that
A: No
T: Yes, because we weren’t really too sure what to actually expect; we didn’t really know what to
prepare for; whether it was more like a crit or more like a presentation.
A: We were told.
V: Yes, we were told
J: But not really what it was for.
R: But they didn’t give us any feedback
T: Well I got feedback, because I asked them questions, because I wanted it critted, so I did, I asked
them questions
R: So you turned your presentation into a crit
J: Well done
Q: And did that work
T: Well yes, well I asked them their opinions of things, because I had two versions of things, because
everyone said they weren’t talking, so I went in and made them talk.
J: That’s where I think it went wrong, because it was J & G. It would have been better if they’d got
people we’d never met before.
M: Yes, ‘cause they would have said stuff as well
V: It would have been better if it had been to people who’d never seen your work before.
All: Yes
J: I felt a fool with J staring at me, which is not like her personality, so it threw me completely.
R: Because you’re trying to remember, you’re trying to present work that they like, they already know
what you’re doing, you’ve got to detach yourself from that and present it as if they don’t know anything
about it, because I was talking to G beforehand, and I don’t like doing that, because they already know
and when you’re explaining to, and you just feel like an idiot. It’s artificial.
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J: It would have been better if someone new had been dragged in, even if it was just third year
students it would have been better. Then you have to explain your idea, rather than just, and then you
will get a little bit of talking from them as well. They won’t be completely just sat there like zombies.
R: Yes, J. G. and R. just stared at me for 5 minutes.
L: They didn’t even give any facial impressions much really, unless you literally just directed it right at
them to try and get them to.
Q: It made you more nervous
L: Yes, I mean like T says, they knew although just because, but they knew our work, and to get just
no facial expression or anything, it was just for grading, it was just kind of weird.
Q: That’s really helpful. The feedback is very different from what you were telling me last time we met
much earlier in the project, and that’s good because it shows how you are engaging with the module,
even thought it’s not good for you at the moment.
R: It’s showing the true colours.
Q: It could be that, but you might feel differently again in June.
J: Me too
Q: On the statement sheet you completed at the start of the year, you all unanimously agreed that the
Enterprise Culture and Workplace Experience module is relevant and helpful. Can you tell me how
you feel now
V: Yes, I still think it is, it’s just had problems with the way the live brief is, because there are other
elements of the module that aren’t, it’s not just the live brief, that are very relevant as well, they’re very
important. I just haven’t liked the way that my particular brief was organised, the way it’s sort of been
run I suppose all the time.
M: Yes, I think, it’s definitely worth it, the whole experience, it’s just the way it’s done, it’s been run. My
project, it’s really disappointing. But it’s definitely worth it.
L: I think it’s really relevant, but what I do feel is that each time they come down to see us, it’s just
always just presenting something and getting a bit more feedback. I think sometimes we could get
together as a group and actually perhaps we could like work on each other’s projects and stuff like
that, as well as just like enormous presentations all the time. Just, you’d actually get a bit more
feedback and know where you’re going more.
T: Yes, I think it’s very relevant, it’s good for the experience you get, but I do agree with V. and M.
about the project we’re on, I don’t think it’s worked, the way it’s been run. So that’s more that than the
module itself.
A: Yes, I think it’s totally relevant. I think my project’s been a little bit luckier, in the organisation part of
it, but even with the blip last week, when we had to do things in a short space of time, I still think that’s
quite good, because that just proves that you have to do stuff in a short space of time, with deadlines
and things. It’s quite a reality check and I think that, along with the presentations, will help in the real
world.
J: Yes, I was going to say that, it’s still very relevant. It just drills in the fact that it happens like this in
the real world. Nothing goes as smoothly as you planned, I mean printing must go wrong. There must
be companies that lose millions of pounds through printing problems, so it’s just teaching us to get a
bit tougher about it, about reality, so maybe that’s what it’s about; it does happen like that, start the
brief off badly and then maintain a decline, why not.
Q: It could be testing you
J: No, but seriously, it’s still very good, because it just makes you want to do well
R: Yes, I think it’s still relevant, but I don’t, I think that the fact that we’re not actually allowed to put
anything on the back burner, so to speak, we have to be ahead of every project. Every day is a
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different project pretty much, and I was told when I started that doing this course, definitely you don’t
really get a lot of social life; that’s more than true.
All: laughter
R: No social life. I still think it’s relevant, I know that most of us, will sort of get a lot done, at home, I
think that’s probably really where it falls down for me, because I don’t really have a place to do my
work, to leave all my stuff in.
Q: I was going to talk to you again about time pressure, because that was something that came across
strongly last time. It’s already filtered through this time. Is there anything anyone would like to add
about time pressure
M: There’s not enough days in the week really.
V: I don’t know how they would get round it though, because it’s alright saying it, but I wouldn’t be able
to suggest something that would help. The only thing I could think of is just set the briefs a lot less,
like at the beginning there was a lot more that we were asked for.
M: More structured.
V: Yes, just cut that down so just three small things that can be good as opposed to a lot of stuff that’s
rushed and not as good. Yes, the projects that we’ve had, especially like the in the case of Kew
gardens that we’re working on was even bigger than any of the other modules, that we do which we
have like, Monday, Tuesday, Wednesday to work on, six weeks solid, and this brief was bigger than all
those and we had part of morning a week, and you don’t always get that. And it feels like when we do
have those Thursdays, it’s always crits, so we don’t have that morning to work on it anyway. It just
feels like it’s supposed to be in our own time when we’re supposed to do it, but then we’re always
doing other projects that we’re working on in or time, so when do we have time to do it
Q: Would it be possible to combine the assessment for the Enterprise Module with another module
project and be double assessed
A: It might do, like coincidentally, but the briefs change each year, don’t they, in this case I don’t think
it would work.
M: It wouldn’t work.
M: They could run it as like, because they said to us, with Kew gardens, we should all do it as an
extension of our final major project, so they obviously know it can work, so I don’t see why not.
J: The packaging module could run alongside it, or one of the others.
Q: Are all the projects packaging
All: No
V: Actually that’s a good point, because they have said as well that a lot of feedback they’ve had from
the advisory has been that we’ll do like a project on say a brand that we’ve been given and one of the
things that people have said is that they don’t see enough, like extension of those projects, so now,
we’ve just done an identity project and we’ve incorporated that into a packaging project, so someone
can see that we can carry that through into another project, so if we were to do that with the live brief,
and then incorporate it into a packaging project it would help that as well. I think it could work.
R: I think if they completely abolished Visual Culture then I think we’d have more time.
All: general sense of disagreement
V: But then we couldn’t get a BA (Hons) because that is an assessed module.
J: Just do the essays
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Q: Three more things and then we’ll finish. One thing that was very positive last time was the meeting
with industry the real contact with employers. Have any of you had work experience since the last
focus group
R: No
J: I’ve met with the client once and I’m going on work placement after Easter.
A: Yes, me and V actually worked together as a team and entered a competition for Coca Cola and
we had to go and present it to Coca Cola, so that was a big help because that was like a real client
based presentation where we presented to people who weren’t going to help us with our work. It was
like a real thing.
V: It was really that, because we prepared a presentation for half an hour and then when we got in
there we were told we only had 5 minutes, because obviously they were so busy, and it was exactly
how it would be in the real world.
A: That’s how it was, so we had to cut it down
V: We didn’t really have time to think about it, we just had to do it.
A: I think that helped a lot.
Q: It went well
V & A: Yes, it did.
T: I think we’ve had our clients come down since the last focus group, and then I worked on the Coca
Cola brief as well where we had to present to the company and that was quite nice, and now I’m going
on a placement. It starts on Monday, in London. I’m trying to get all my other work done as well.
L: I’ve seen my client once, he just kind of guided me where next to go really, and that was nice, but,
apart from, ’m used to seeing just J. and G. To speak to your client, the one on one, so it’s a lot better
experience, getting their different views.
M: It wasn’t really anything special, they came down and looked at our work, it was nice to get their
views, but it wasn’t like Coke. Doing a presentation.
Q: Anything to add V
V: Not really.
Q: Can you think of one experience that has helped you feel better prepared for employment
T: I’d say, the general increased confidence in your ability, and that’s come from producing work for
the live brief and the other work we’ve done; that’s the only thing I’d say.
V: I’d agree with T. and for me the significant experience was that real live thing, yes because that was
real.
J: I’m not sure really; I suppose just being in contact with the client is just enough really and just
knowing that people are looking at our work and giving us suggestions, but in terms of other things, of
course our confidence is always growing, and I don’t have any problem talking to anyone and things
like that; I just want to get out there really, do you know what I mean
All: Laughter in agreement
R: Well aside from the Clarks, I was very happy with the cog design competition that we did; a couple
of us were runners up.
L: Yes, the brief was sent to 150 different colleges in England and most of us in the class entered and
it was a select few that actually got published
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R: How many was it About 6
L: 4 or 5, I think
R: Yes, that really souped up my confidence. It was a really basic idea that didn’t take me that long; I
kind of ripped it off B. and B didn’t get published, and I did, so it felt a bit unfair, but I think it really
souped up my confidence and that sort of made me think, if that can get published, then my live brief’s
going to be wicked.
V: Yes, the Coca Cola presentation, and getting, because we got really good feedback for the
presentation as well, which was really nice. To present to someone like that and that they were
impressed, that was really really good. And also things like, she’s now saying she’ll come to see the
shows and stuff, so you feel you’ve got a foot in the door. It’s really really nice.
M: Just contact with the clients really, and managing all the hard work.
L: Again contact with the clients, but also the competitiveness within the group. We all like to try to do
your best for your client, and you want the best project to show, so you’re looking round your group
and just trying to get one better.
Q: Final question – if you were in charge of the Enterprise Module, what would you do differently
All: Laughter
R: Fire the tutors
V: I think I would get rid of Moving Image on Thursday afternoon. It’s not a marked module.
Most of us, I think it’s fair to say, aren’t really that interested in film; there are specialist colleges that
specialise in that; and a lot of it is competition briefs, which is a bit kind of pointless because we know
we’re not going to beat them because we’re not a specialist college. So if we scrapped that and had
the whole day for the live brief that would be better.
M: I agree with that totally. I’d make it, because it’s compulsory to do Moving Image, I’d make it more
of an option. This is a Graphics Course. We’re Graphics students
J: I’d definitely make things tighter. That’s the issue. It’s not tight enough.
L: Well with Moving Image on a Thursday afternoon, it’s kind of already incorporated into one of the
briefs, so it feels a bit pointless, why do we need to do it again I mean, it is graphics basically at the
end of the day, if you really wanted to do it, perhaps just make it an option. I think the live brief is good,
but at the moment we don’t get enough time so maybe we need to do more on live brief.
V: One’s marked and one isn’t
J: I mean, I want to get my degree, and use all the time there is, without doing these stupid
competitions that no one’s interested in. It’s taking time, and it’s not marked and you’re not actually
interested in it, so it’s just taking up the afternoon.
V: And you take longer than the afternoon anyway, you have to go away and carry on with it.
R: I just used to leave, in the first tem on Thursday afternoons. I didn’t see the point in Moving Image.
I still only vaguely see a point. If you want to do Moving Image, then you got to do a degree in Fine
Art over in the Elms, where they actually have very expensive equipment that they’ve just bought.
They set up that, and there’s loads of people doing Moving Image over there, so if we want to do film,
we can always go to do Fine Art. This is a Graphics course.
Q: So is that the change you’d make
R: I’d still like to scrap the other.
M: Moving Image is graphics, but only the ideas and story board, not the filming. As a graphic
designer, you don’t do the rest, there is actually a degree in that, so that’s why I think it’s a waste of
time.
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T: I do think Moving Image is a hindrance to getting on with things, but I think, it’s not moderated. It’s
mostly competition briefs. I don’t see why they can’t just hand out the competition briefs and say, if
you’re interested do it, and then, because there is people that are interested in it, and they can do it,
but if you’re not, you shouldn’t have to do it, because there’s other stuff you could be getting on with,
without everyone sitting round a table talking about stuff they don’t want to do, being forced to do stuff,
it’s just really a bit pointless. If you’re not interested in it you’re not going to produce something that’s
going to win a competition They don’t seem to look at it from that point of view.
A: I agree with everything that everyone’s said. I’d also look at the briefs and reduce them. I think
that’s important. I think they should just be put in perspective and made more manageable. I think
there’s too many things within the briefs. Mine’s been cut down and I know that Kew’s been cut down.
I just think that maybe three good pieces of work is better than a lot of less good work.
J: I agree entirely, just get the briefs sorted. If we know what we’ve got to get at the end of it we can
easily work towards it. V said about how they’ve changed it now, you’ve lost all that precious time. I
think the reality is you’re constantly worrying about what you haven’t done and then when you get
crits, it’s – you still haven’t done that, and then you’re constantly going back and forth and different
projects involve different things, so with Kew Gardens it was just, literally just, Redesign Kew Gardens,
just a small project. Then with stamps, you had to do a series of stamps and make it all and do all that
sort of stuff and the one we had was design a logo and then the packaging, but the people that seem
to be doing better are the ones that haven’t spent much time on any of the elements and just gone for
sort of, well it’s done and that’s it basically and the people that want to do better work are finding it
more of a struggle because they want something at the end of it that’s better quality. So like R. said,
reducing it to three, or just reducing it, just getting it so it’s perfect. The actual set up, the fact that
someone comes gives you a brief and that, it works very well. But the fact is they don’t monitor it very
well because as soon as Thursday kicks in, some people don’t turn up, things like that, you do your
work placement but you’re not actually doing the stuff that you’re going to get your degree for. And
then in the afternoon you start film, and you think, I don’t want to do that either, I want to carry on with
that. Then by the time two or three weeks have gone, you’re still not started and they expect it finished
and you just, there’s no middle ground and one thing’s got to give, whether you get more time or you
have less work. The problem is, they’re not going to do either. So – but then, that teaches you time
management and how to work under pressure.
M: I don’t think it does. I don’t think it teaches time management at all. I’ve not had any problems
finishing any other brief, and it’s all tight deadlines to produce things for. It’s just this one that you
struggle with, and it’s just because of the way it’s organised . They’re not teaching anything other than
I don’t want to do this anymore. All it does is make you hate the project.
R: About the Moving Image, the reason why J is so, she’s always forcing the briefs down our neck is
because, it’s not for our benefit, it’s more, I think, for the college’s benefit, she wants the college, the
course to do, to be like well known in the field of graphic design and film and all round excellence.
We’re sending off loads of stuff, we’ve got like three briefs.
Q: So if you were in charge is that what you’d change
R: I’d drop Moving Image. I’d drop Visual Culture. I’d just concentrate on the essays.
Q: You have to be realistic
J: You’re re-designing the course.
R: I want to re-design the course completely
Q: But Moving Image is possible to drop because it’s not assessed, whereas Visual Culture is
assessed
All: Yes.
Q: What you’re saying is you’d like to do something more fundamental
R: Yes. I’d also, like everyone said, make the briefs shorter. I wouldn’t have this brief. I think the
problem is that it’s so drawn out. We’ve had ages on this brief. The reason everyone’s sick of it is,
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even though we’ve finished about 4 other briefs, that’s the brief that’s still there. It just runs over the
entire year. It’s just, it’s doing some people’s heads in.
Q: Is there anything anyone wants to add
J: Just have a nice Easter.
All: Laughter
Q: We’ve agreed that we’ll meet again on Tuesday 19 th June at 11.00 and that you need to do 3 more
log entries.
Thank you very much indeed.
END
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HELP CETL HEinFE Research & Resource Development
Transcript Focus Group 3 Graphic Design June 2007 Index B Folder 1
Q: I want to compare how you are feeling now compared with at the beginning. How positive are
you feeling about the Enterprise module now you have reached the end of the course
V: Now that the live brief is out of the way I feel a lot more positive about it and although I still
don’t feel 100% positive about the actual work, the whole kind of interaction with the designers
was good, because I’ve made contacts with the designers now, which is really good for the future
and, again, the work placement side of it has been really positive as well. The whole advisory
thing, you get contact with the industry, so it’s been really good for the future.
A: I’ve learnt loads, like in the exhibition I spoke to the guy who I worked with and I know that
he’s got me as contact now he’s and I made contact with loads of other people as well, so I feel
that, looking back, it was definitely worthwhile and I think it’s helped my confidence as well to talk
to people about the exhibition and approach people and talk to them about my work as I would
have done when I worked with him.
T: I feel a lot more confident and now it’s all finished, I feel quite pleased. I think that’s come
from the feedback I’ve got from the clients and the links I’ve made. I think it’s the actual links to
the industry that have been the important part of the project.
L: I’m positive about he outcome of the work, but I’ve not really had that much contact with
designers, so I’ve not made contacts as such as opposed to someone like A. but they are really
nice people and they are nice to approach so I’d be able to make contact with them.
J: I was glad with the outcome, but I just would have liked to have seen them more, but it was
really good, and I enjoyed the advisory, so it was definitely worth doing.
M: Yes, I was pleased, especially with the interaction with clients that you get; that the plus, the
actual work was a bit suspect, but the client contact was a real plus.
R: Yes, I feel I have more confidence; the live brief has done that. All the work we’ve done,
really. I wasn’t that impressed by the London Exhibition. I think they could have done more to
introduce us to that sort of area where people.
Q: Was the exhibition part of the Enterprise Module
R: It wasn’t, but it was part of the end of year. The advisory, I’d have liked to have got more
feedback, but I enjoyed it.
Q: So generally positive
All: Yes
Q: Is there one enterprising quality that you feel you are better at as a result of doing the
Enterprise module
R: The competition briefs that our tutor gave us – even though they were extra work and it was a
stress to do them, I think they were a plus
Q: What do you feel, personally, you are better at because of doing those
R: I feel I’m more confident in general about my work and talking to clients because of the live
brief.
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M: I don’t think there’s one thing; because it didn’t start off well; it’s just like any other module,
you just get on with it; maybe confidence; work wise, there’s nothing special.
J: I think it helped me with correspondence, even though you can’t see them, you still need to
keep in contact; just doing that, even if it’s just saying hello, and sending them updates. He’s
gone through my work about 15 times, that was good. I’d just like to have seen him a bit more.
Q: I know you said earlier that you hadn’t felt confident that, so it made you do that
J: Yes, because I’d rather talk to him. They’d write stuff down and you don’t know what part they
are talking about, it’s just easier to point and say that’s the wrong colour, but, it was fine once I
got used to working like that. Rather than e mailing the whole project, I’d just e mail a part of it
and then just evaluate that bit.
L: Just really getting in contact with the designers, really they are just like you. They are not
anything different. Just getting your confidence up to chat to them just like normal people.
T: I think probably confidence, mainly and then from that being able to communicate about my
work and explain it and because you’ve had to present to so many different people, and people
who need it explained differently, so it’s helped me know how to explain my work, how you should
pitch it to people. I think that’s probably the best thing.
A: Presenting my work. I’ve learnt how to talk about it more, how to interact with designers,
well, with anyone really.
V: I agree with L. just that kind of communication, really, seeing that they are just like you really,
and also adaptability, because especially on the placement I’ve just been on, where they changed
from one week to the next, I had to be adaptable. I’m not very good at that, I usually like to
know what I’m doing, that’s one thing that I’ve definitely learnt.
Q: How has the Enterprise module specifically helped you improve those personal qualities
J: Productivity on the course, because you have less time, so I mean, realistic time schedules in
the workplace, they’ll do a project in about three days. We thought we had about three days and
then it turned out you had to do it in your own time, so it’s like the workplace; if it means you
have to stay in the office to 12 o’clock to finish it you’d do it.
V: The actual brief was set by designers, like real assignments, so it is the only brief where you
have contact with them.
A: I think it links with J’s, but independence and time management, just because it was down to
you, if decided to leave it to the last minute, then it was your problem, and it was your
responsibility to keep in touch with your contacts. If it worked out badly then it was you that took
the flack, really.
R: Communication with the clients, because we had, even though we had certain times that we
had to meet them, there were people who e mailed constantly and there were people who didn’t e
mail at all. I think it’s up to you if you want to do every little bit or if you want to leave them for
a while.
J: If the tutor decides you are doing a competition brief, than that’s another day you’ve lost, so
it’s more about your self development.
M: I think definitely the independence side of it and then the communicating with designers,
people outside of the college.
Q: Understanding, Perseverance and problem solving were the Enterprising qualities you rated
highest last time we met. Any changes now
J: Understanding still.
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R: Drive to achieve; I think that’s what really pushed me. Even though I’ve finished the year, I’m
still doing work with a view for what I can do to improve the work and come back ready for Year
3, to build up an outstanding portfolio.
V: For me it would be adaptability.
Q: What about competitiveness and communication, which you talked a lot about last time
L: Everyone is striving to achieve as well as you, so they are trying to get the best out of it as well
as you, and people in your group, they’re trying to do better than you, because obviously they are
trying to show off in the live brief. I think that’s good, I think it helps. It drives up the standard
for everybody.
V: I think as well, because you’ve got more assignments, you can see how competitive it really is
within the industry as well, so that drives you on.
J: Even though it is very competitive, you can go up to someone who you are still competing
against and ask them, what do you think of this work, and they will still tell you.
Q: What do you think is the most important thing you’ve learnt from the module
V: One of the things is you have to get through it, because it’s not going to go away so you have
to find a plan to get through it. One of the most important things is relying on yourself. A lot of
the time you have feedback from tutors just all completely different, so you have to say, okay
what do I think You need to make that decision in the end.
A: For me, time management. It came at a time when there was a lot of other projects as well
and it was interesting as well. Everyone’s project groups worked in different ways, so you couldn’t
rely on other people to tell you when your deadlines were, so it was independent and time
management.
T: I think probably how important it is to communicate clearly and precisely about your work. If
you don’t do it well then you can’t put across your work. In design I quite often struggled with
presenting my work, I think I’ve improved my confidence, probably because we’ve had to do it so
often, so I’ve just got used to it now, so it doesn’t seem like a big deal.
L: Time management. I feel I’m a lot better. And also, one other thing, you kind of like learn
being in a group, who’s good at certain areas so you can walk up to them and ask for some help;
you learn what you’re good at.
J: I agree with V. adaptability. On that basis you could include all of them, time management,
because you didn’t know what was coming next, you didn’t know what you were doing next, so
basically you just had to keep on with things and just hope that you would get somewhere in the
end.
M: Just not to give up easily. With mine, I felt like giving up several times, but you can’t.
R: I think flexibility, because everybody had little problems and I think that everyone now knows
what time to put the printing in, what time to set everything up. I think that’s the best, always to
be prepared.
Q: Would you recommend to other colleges that they include the Enterprise module in their FdA
course
V: Definitely. Someone I’ve spoken to recently was wondering whether to come here or to
another college, and I said, definitely come here; it’s one of the most valuable things about he
course.
A: I definitely agree, yes. It’s a definite advantage. I think it stands out from other colleges
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ecause of that reason.
T: Yes, definitely. I think it’s invaluable to the course. It gives everyone links with the industry
which is basically what we’re here for – to get a job at the end of it.
Q: That’s three votes for.
L: I would too
Q: Four votes for.
J: Yes, but they shouldn’t be allowed, because this college would lose out. I don’t think they
should do it!
All: laughter
M: Yes, I definitely agree. I think it’s really valuable.
R: Yes I agree.
Q: So, unanimous, you would all recommend it apart from the fact that this college would lose its
cutting edge.
What definition would you give for enterprise now you’ve completed the module
V: I guess like just an understanding of the industry and the career you are going for; that’s what
I think now. I’m more focused and I’ve got an understanding of where I’m going; the job I’m
going for.
A: I don’t know how I’d define it, I think it’s about the skills I’ve learnt.
T: I guess it’s progression and risk-taking to reach your goals.
L: Not sure, Independence
J: Being entrepreneurial, selling yourself, developing yourself. Making yourself, make contacts
and pushing yourself forward.
M: Understanding of real life.
Q: I’ve noticed that you have been very focussed on this being real.
R: Also stepping stones to where you want to go.
Q: So different from your initial definitions. So you are saying that his is going to help you with
your career.
All assent.
Q: Do you feel you have changed in any way as a result of the Enterprise module
R: I think I’ve changed greatly, I’m more focused. At the start I thought I’d just do the course
and go and get a job somewhere, but now I want to do Year 3 and aim higher.
M: Just more driven really, drive for achievement.
J: Well, in the first year, I didn’t really care about he enterprise module at all, but now I feel that
if I hadn’t have done it I wouldn’t have learnt so much in this year to be able to take myself
forward in the third year. Generally, it makes me feel better about the course.
L: Yes, I’ve gained in confidence.
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Q: Things you’ve said during the meetings have shown me that you’ve changed. You were much
more confident about your contact with your client in the second meeting.
T: I feel a lot more confident, not about my work, but about my ability to talk about it. I’m a lot
more focused about what I want to get out of the course and what I want to do afterwards.
A: Yes, I almost feel like I’ve grown up really, because at the start I used to be quite scared of
work placements and things like that and having to be independent and I used to try to avoid all
that kind of thing, but now I’m quite happy to do it and I’ve definitely become a bit more
independent.
V: Yes, I’ve got a much better idea of what I can do and where I want to go. The contact with the
industry is going to help me get there.
Q: The general feel from all of you is very positive, that you really feel that you’ve learnt the
skills to help you to go on. Is that a fair summary
All: Yes
Q: Is there anything else you’d like to add
J: Just that, it sounds quite heavy, but I think they should scrap the Workshop days, they were a
complete waste of time.
M: It would be better if they just came to us to talk about it, so the introduction is particular to
our course.
J: The person talking about the garden business, it was no use, it wasn’t relevant to us.
R: I enjoyed the talk about materials, but I think it went on far too long.
L: The paper one was all very well, but you couldn’t use it unless you bought like trillions, so it
wasn’t helpful. It would be better to have something that we could get involved with ourselves,
that would be more helpful.
V: I think there are two sides to this; there’s the live brief side and there’s the work placement
side and contact with employers. I think the live brief side is not as successful as it could be, well
it certainly wasn’t for me, at least.
Q: It seemed to depend on how lucky you were with your client.
All Yes.
Well thank you very much, all of you. I’ve enjoyed working with you.
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Transcript Fine Arts February 6 th 2007
STUDENTS: A. J. K. M. Q. = researcher
Q. The first time you were aware of the Enterprise module being part of your Fine Arts
degree, write down one word to express what you felt
A. J. K. M. Words: “dull, loaded, clueless, negative”
Q. So a bit negative
K. Well personally, I felt, Oh gosh what is this It’s going to be a waste of time, it’s going to
be a load of added work that we have to do. That was just my first reaction.
A. I just thought it was going to be someone talking at us, you know, about things like, well,
to do with self employment, and money, and generally things I’m not interested in.
M. I just didn’t have any idea.
J. Well, I wouldn’t actually say excited, but I was actually quite interested, I was more,
curious, I wanted to know what it was about, to see if there was anything useful that would
help me do my degree better.
Q. So you were open-minded
J. Yes, yes.
K. To go back to what J. did, he showed us probably the best example from last year,
somebody who had done their presentation on PPT and it was brilliant, I just thought, oh
well, I don’t want to do this. I can never do that
A. Oh yes, all of us felt that
K. If he’d showed us a not as good example, I think you’d feel more positive about it, you’d
think you can actually achieve that alongside doing the course, not something, oh, if he’d
showed us something a bit more down to earth, it would have been better.
Q. You felt a bit overwhelmed
J. Yes, I think so.
Q. Was there anything from the first year or are you all focusing on the start of the 2 nd year
A. Well in the first year, it was only the one thing, wasn’t it
M. Some man and like.
A. He talked to us, gave out some paper, which I just shuffled away. We didn’t do anything
about it. I just thought, well that’s it. But obviously this year, it’s more a definite thing. We
know what we’re doing more.
Q. So the focus is on this year
Now, in February, have your feelings changed at all
A. Well, I can see the relevance of it now, because it’s not just a one off thing.
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K. I can see that there’s potential for being creative, which is what we’re all about, after all. It
doesn’t have to be just a dry exercise that you’re forced to do, but that you can , you know, it
has got scope for you to be creative with it if you want to.
I think, after talking to J., that , you know, I was a bit overwhelmed by that presentation thing
as well, that if I want to , I can just, present mine in a way that’s appropriate for me. You
know, with that, just looking at something, you know it doesn’t have to be IT. It could just be
a book. It doesn’t have to be fancy to be good.
Laughter and agreement
A. You can just be yourself, that’s what I probably was really worried about, that you’d have
to jump through hoops, that you can’t just be yourself, but increasingly I’m thinking, you
know, I think you can, that you can do it the way you want.
K. Oh gosh. I think that I’ve only seen J. twice. It’s so nice to tell the story of me going to
uni, and then leaving to come back here and for him to go: you made an enterprising
decision. It’s so nice to think, yeah, I did make that life decision and I did that enterprisingly,
and it’s nice for him to pick up on that, which I’ve also put, which I think is great, but he, I
thinks he sits there, and he listens to you and yes, he does pick up things that are
enterprising, but he sits there and he says, well, what are you going to do, and you have to
come up with good ideas yourself, which is okay, I know we have to do. Personally I’m
hoping to have a gap year in employment and I’m going to do mine on that. Before I thought
I’d do an exhibition or something like that. But, I don’t know, it’s, with J., I find it quite
pointless. It’s something that we’re all going to do anyway. None of us are going out of our
way to do something. It’s just nice to hear, for him to say, that is enterprising, but I’m going
to be doing this anyway, I’ll just not put it in the sketch book. I have learned, with him, I find it
really really interesting, the code of conduct and all these things, everything he covers, it’s
really interesting. I think, I’m really impressed by T., but with J., perhaps it’s with the lack of
him coming in, I’m not as interested. I’m more interested in the theory side.
M. Well I haven’t spoken to J., so I don’t know; I don’t think, ‘cause, I know what it’s about
now so it’s more interesting than it was when I first started, but now, I’ve started doing
something, like setting up an exhibition, it’s sorting of coming on, and it’s quite nice, you
know, to do something and know that you’ve made it happen.
Q. So how are you feeling that you know more about it; if you haven’t seen J., how have you
learnt more about it
M. Just because we’ve been setting up the exhibition that we’re having. It’s just sort of
learning what we had to do, who we had to contact; things like that.
Q. And what enabled you to recognise that that could be part of enterprise
M. Well, it was finding out about how to establish yourself as an artist, and how to work with
businesses and things, it’s just sort of helped to see how to organise things and what had to
be done
Q. And did you set that up completely on your own, or in a group
M. No, it was the whole group, but we’re split up into smaller groups, like, some people take
care of all sort of admin, and we’ve got a design team, we got all sort of different teams
Q. And you’re running that as your Enterprise project
M. Yes, hopefully.
Q. And J.
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J. I don’t know what to day, I kind of see the Enterprise project as an extension to my art,
because, with our studio practice we have to keep a record of what we’ve been doing since
the start of term, whereas with the Enterprise module, with J., you can do something
completely different and new and , I’ve found it quite, like, exciting because I get to do
something that I wouldn’t normally get to do if I was doing my studio work, so erm, I know
that he’s showed us the best project at the start of the term, but that, hasn’t really put me off.
It’s kind of made me even more determined to be as good as that. I know I won’t, but then
I’m not very good at IT anyway.
Q. But it’s something you can aspire to
J. Yes, I mean, I’ve been keeping a sketch book and I’ll probably be okay, but the fact that he
hasn’t come in a lot, that’s okay for me too, ‘cause I don’t really need him to come in.
I’m quite motivated anyway, so just talking to him, I can sort of just, from that I can make my
own notes on what I need to do.
J. And as for all the stuff with T., although that has been a bit boring at times, especially the
bit about the V.A.T., I don’t know how I got through that, certain things, you know like,
learning about copyright and all that, I did enjoy that. It was a little bit depressing when he
talked to us about how many artists don’t make it, but I suppose it’s quite nice to have that
wake-up call, you know we’ve got to work for it, it’s not just there, handed to us. So that’s
been good.
Q. What about he 2 nd statement there, the Enterprise module is relevant to my degree, do
you think it is
J. Mm, yes, I think it is relevant. Some of it is relevant, I’d say the copyright and even VAT. If
I hadn’t had this module, then I wouldn’t know that and I probably wouldn’t have taken the
time to find out either, so it’s been good for that reason. The only thing that I have a real
problem with about it, is that it does take so long. The meetings are very, very long, but
that’s because our group has a lot of people and a lot of people want to say a lot of stuff, so
in a way it’s bound to take time.
Q. How often do you have these meetings
M. Once a week.
Q. What are they for What’s the agenda
M. We usually discuss the show. We’re planning the exhibition. It’s in a couple of weeks.
Well less.
Laughter and agreement
K. No wonder there’s a lot of work to do.
M. One of the things we’ve talked about was that we had to send out a letter, so we talked
about what we should write and what it should say, and we had to decide on what paper we
should print it to get the right effects. We don’t want it to look like everything else.
J. Logo
M. We had to agree on the logo, timing, we’ve talked about, stamps, we’re going to have a
little gift bag with stamps and things in.
K. It’s just kind of the concept,
M. and how to make it appealing to people,
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A. so that they come and hopefully give some money.
Q. So those meetings are about the shows.
M. Yes this is like, preliminary work, for the end of year exhibition because we need the
money and once we’ve launched a quite small exhibition, which is here, we’ll know how to
manage it when we do the main one.
K. We’re all involved; it’s just there’s a group, I don’t know how many of us, is it 15 on our
course. We’ve all put our names down, who wants to be in the marketing group, who want to
be in the admin team, who wants to be in the creative team, who wants to be in the design
team, and we all, whoever is in that team; the design team work together and they go ahead
and design the logo, and the marketing team come up and they would take their role, and so
forth, but we’re all involved.
M. It’s like there’s one lady and she takes all the minutes and she talks to people ‘cause
she’s got quite a lot of connections, and then some people will do the designs and stuff.
Everyone does what we’re good at, what they can do to help.
All Yes
Q. So it’s exactly what Enterprise is all about Playing to people’s strengths, and
networking, almost like a simulation
K. I just think it’s difficult to define what is enterprise and what is professional practice,
because it’s just two people, ‘cause, okay, I’ve perhaps come in quite negative about this, but
that’s from my experience with J., in a way, although it kind of helps, although with T., it’s
excellent what he does, J.’s J., but then if T. wasn’t there, would J. take that on It’s really
hard for me to define what is Enterprise and what is Professional Practice.
All: Yes (agreement)
Q. These meetings that you have weekly, is T. involved in those
K. Yes, well J. isn’t.
Q. I guess your end of year show will cover Enterprise
A. I don’t know. That’s not clear either. T. comes in every week to do what is called
Professional Practice, under that umbrella. He gives us loads of bumph. And we do our little
bit towards our little show to raise some money and it’s all about that, getting all the prep
done; whereas the thing that’s called Enterprise and that’s to do with J., and that’s separate,
it’s something that we’ll do individually.
K. If you explained it, it’s really hard to be positive. I only just thought about it when I came
here. It just dawned on me that it was actually two separate things. I hadn’t actually thought
about it, so all the things I’ve written down and put up on my wall. S. told us ages ago but
then, I just spoke to S. this morning, he said, make sure you talk about the two of them and
not just J., and I thought, thank heavens that you’re saying that, because I wouldn’t have
known otherwise. I hadn’t realised that they were together.
J. At the start, it would have been really helpful if both of them had come in together and
said, I do this and I do that and we’re together.
All Yes, yes.
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J. But because we see them separately we see them as two completely separate things.
And they have two different titles.
All Yes.
K It would have been better, yes.
Q. Can we come back to, is it relevant to my degree, J. what do you think
J: Yes, I think it is now; I didn’t at the beginning.
M. well, like talking to people at the café about setting up, if we didn’t know, then we couldn’t,
and now we’ve learnt how to do it, it’s useful.
K: the time with T. is absolutely excellent, like everybody’s commented on, it’s helping us
know about things like copyright, I hadn’t thought like, and I went into work and I said do you
have to have a licence for your music It makes me see that you have to have a licence for
that and a licence for that. And if I make something, I’ll have a little mark and that’ll be my
copyright. I really, really enjoy that. It’s so good, that when people go out into the world
even if you do nothing with art, it will still be useful.
With J., I do feel that it’s a bit unnecessary, all this book work, which makes me feel it’s not
necessary to our course. I’m doing this work anyway, but it’s just presenting it in a pretty way
and talking about it and that makes me think it’s added work, when I could be painting, or I
could be raising money for someone, so I think that’s how it isn’t relevant to our course.
A: well I agree with lots that has been said, but altogether, I think it’s useful in a course like
this, I think it’s relevant to a Fine Art course. I’m not so sure how relevant it is to me
personally. You know, I think, for younger people, setting out, then yes, it’s important, if
you’re business oriented or wanting to set up a career and make money, but, well it’s always
interesting to learn new things. I always think there’s something to be gained from anything,
even if you think it’s boring, you know, in the end you will always learn something out.
K. Thinking about it, as a whole, are we supposed to write up what T.’s been doing with us in
our books, our journal.
K. I was just thinking about it, do we have to do it
A. Perhaps we should go back and ask do we have to put in the work we do with T.
K. I don’t think many people even know what it is now.
I’ve got it more clear in my head now from sitting in this group.
It’s just like this is what I’ve done that is like Enterprising in my life, or that was enterprising,
to do with, the course.
A. And we’ll have to stand up in front of everyone nervously to say that.
Cause a lot of it is jumping through hoops to get the points. It has to be done.
Q. Let’s focus next on whether or not this module is helpful to you in terms of studying and
learning and in terms of your career progression, or your art. What are your thoughts about
that
A. I think, as I said before, I think all learning is useful, even if you’re not do something
wrong you will stand to gain something from it, at any stage you’re at, because, you know
I’ve never taken any interest in any of this. When I was younger, you know, if I’d had this as
part of my A levels, then I would have just gone to sleep and not taken any of it on board, but
now, I’ve learnt quite a lot about the business side of things. My husband is self-employed
so I’ve done accounts and things. There are always things that you didn’t know before and
you can always gain from that.
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There are certain things that I do at the moment, and I starting to see the things I do in a
different way, and not just ignore them, they have far more use, ye, I’m quite positive about it.
K. Definitely the theory side of things, I think, as we’ve all said before, we’ve all learnt so
much from it. I’ve started to think about it subconsciously as well, picking up things and
thinking, that’s enterprise, raising money and doing what we’re doing for our end of year
show, exhibitions and so forth, it’s almost we don’t need to go out of our way, I don’t need a
gap year to do that, you need to go to a school to put an exhibition up, just to pass
Enterprise. I can pass it and just not do anything extra.
The theory side, I think it’s great, I’ve been really intrigued.
M. I think it depends on what you want to do once you’ve finished this. I think it’s definitely a
kind of platform for you to do something else, and you can go on and build up your
knowledge. I don’t think it’s really, if your intention was to go out and run your own gallery, it
wouldn’t be enough, but it would be enough to help you get started and help you know what
you have to look for.
K. And have the interview.
J. I think that yes, it generally is a very positive thing. What I will say, is that for an artist, it
does get in the way a little bit, because it is time consuming, and yes, I could be doing other
things, and instead I’m doing sketch book work, but as a student, it’s very good, and for a
career, I think, yes, it is a taster, of what you need to know, and if you really were that
interested in it, you could take from what you’ve learnt and go on with it. So yes, but it does
sometimes get in the way.
Q. A couple of you have mentioned the time, what do you all feel
K. It’s added work for no reason.
M. & A. Yes.
K. Me personally, physically, doing the work, to show, the formal meeting that we are going
to have, but with T., I don’t feel that, that’s great.
But this kind of Enterprise thing, we don’t need that.
J. We lose, we must lose about a day and a half of the week.
K. Yes, those meetings.
J. By the time we’ve finishes, we’ve sat for nearly 4 hours.
A. Yes.
K. Yes. But think about when we’re at the end of it and we’ve, what is it, a kind of interview
situation and we’ve got to do this and do that, that’s when it’s going to really hit us hard,
because we’re going to have S. on our backs, saying come on we need your work for your
exhibition, we need this, we need that. When everything’s coming to an end, J. will come in
and say right next week you’ll need to produce a DVD for enterprise, we’re going to have a
meeting, and we’re going to be like, oh no.
Q. What do you have to do for assessment
M. We had to do just an idea and then we had to do a press release on the computer
J. I did a work processed thing, I did, I just forgot to hand it in.
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A. I did the 500 words thing. We had to do an evaluative piece and that took a whole
afternoon.
K Yes, and that was completely pointless. You had to say what you did like and what you
didn’t like and that could be completely wrong because your taste could be completely
different. You had to say what websites worked for you but actually they don’t, it didn’t work
for me.
J. I didn’t know what to write, I just came up with something. I think it might have been better
to just like, say we should just go and have a look, and then if we find something that we
thought was really well done, or if we found a website that we thought the idea was good, but
jut writing about anything, that seemed pointless
K. It might have been better if you’d looked at our course as a whole to see when we were
doing our essays, and if you’d timed that just perfectly, when we were doing the research for
the essay at the same time.
M. That would have been better.
J. What seemed really pointless as well, was when I didn’t do the logo design, I didn’t do it,
because, I’m not very good at designing logos, I’m just not. I said to him about it, and he
said, oh don’t worry, have the meeting and then we can decide at the meeting about the
logo. So I said, well do I still have to do it, because we’ve got a logo now, and he said, yes,
you do. So I had to go home and , you know, I printed a word off, but I thought, well, we’ve
got the logo, so why bother.
A. Well it was a task, so even if it was just on a bit of scrap, you still had to do it. It goes to
the marks.
J. Yes, but he didn’t say that.
K. I think I handed mine in last week or something.
Q. One of the things that’s coming out of all of this is that you could do with a bit more clarity
about exactly what’s needed for it
M. I think he needs a bit more sensitive to our course and what we’re doing;
K. I think J. should be more sensitive
M. if they were a bit more sensitive to what we’re doing in our course and what we’re wanting
to do after, and if J. came in more often, and if we worked together with us as a group, I think
that would be more helpful.
Q. Enterprise is intended to help people with their careers after the course; do you feel
enterprise is helpful in that way
J. T. gave us the name of, what was it AN, Arts Newsletter, and that has jobs, jobs you can
do, and information about how you can raise money for yourself, get loans and grants and
things like that.
A. Yes
M. Most people want to be artists when they finish the course. Most people want to, but not
everyone. Other people might want to go into teaching, so it just depends. So it’s a bit onesided.
Q. Do you do anything on – what it would be like to have an interview or that kind of thing
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K. No, I think it’s just kind of, we have to make our own executive decisions to go to the
careers advisors and not; like me having a gap year, I’ve been over and got help with my CV
etc. I want to go into the Arts Council, so I’ve been finding, what T.’s been saying, is going to
be such a help in approaching a company and knowing what they’re about without me even
researching, ‘cause T.’s done all the research. I find that really helpful.
Q. So if you’re lucky bits will fit in with what you are doing
Do you think the Enterprise module helps you develop skills that will be useful in future
employment
M. I’d say it teaches you team work skills and how to organise, like with the exhibition, the
people ho were ending the letters and the design team, like we had to work closely with
them, because of doing on the invitations and the water marks on the paper. So we had to
sort that out and get the letter when they’d written it and put it on the water mark paper and
then go and have it printed and go through all the processes. There were some other ladies
who were doing the stamp, and the bags, you have to see at what stage everyone’s at and
what they’re doing and when you can get everything together. There was a lot of learning
out of that.
Q. Anyone else want to add anything
K. I think it’s brought us as a group of artists, brought us closer, meeting up, every time we
meet up as a group, and we all come together and we all say this is what we’ve been
working on, and I think that’s been really good.
All : It is.
K. I think that’s one of the most valuable things. Getting everyone really enthusiastic and
bringing everybody together. We all want to have an amazing exhibition. Everybody’s
putting their heart into it.
Q. So you feel confident in that group to show what you’ve been working on
A. Yes
M.I think it’s different for different personalities, but I think the majority of us …
J. Yes
K. There are one or two people who are quite shy.
Q. You’re quite vulnerable aren’t you, showing what you’ve done to other people
M. But then all the people are quite supportive about what you did. If you don’t think that it’s
right necessarily. You need to say, well maybe we should try something else. The
invitations, I thought, sounded a bit clinical, so I changed it at the last minute and I didn’t tell
anyone. I just thought, it, you know, they were a bit too sort of, I don’t know, old. I just
changed them, and I read it out to everyone and everyone said, yes, that’s better than the
last one, so that was alright, and then, the letter. I changed, that quite a few times, and I
showed C and she didn’t mind, she said okay, and we changed it, and she did it, so that was
quite good.
Q. So you have a sounding board of people you can try your ideas on, that feel safe
A. It’s effective. Especially as we’re all working towards the same goal. So if someone’s
done something, but it’s not what’s needed, then it’s fine, it’s a good thing for you to be able
to accept, and I know not everyone can, can they, we’re all a bit like that aren’t we.
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K. I think it’s good as well because we’re art students, we do in fact get on really well.
There is a little bit of conflict, but other than that, we all get on really well, that’s why we all
can voice our opinion, it’s like a little close family, in a way.
Laughter.
Q. How do you think the enterprise module fits in with your degree as a whole
Laughter
A. Well. I find it very difficult to fit everything in because I’ve got a family and a dog, so it’s
quite difficult to actually find any spare time at all, even finding time just to think about it.. I
don’t mind doing it and I have chosen to do the degree, so it has to be done, but it is hard. I
want to play my part in the group but I sometimes think I’m not contributing as much as I
could, because I’ve got to dash and pick the children up or something. But I can see that it’s
an important part of it.
K. I definitely think it’s beneficial to the degree to a certain point. The work is good, sorry,
A. A bit of follow up work makes you understand it even better, but like I said before, this
feeling with J.. At the end of it when we have to do a presentation on the work, I think that’s
going to hit us at the wrong time in our degree. We’re going to be ripping each other’s hair
out.
Laughter
So much for the close family
K. It’s going to come at the wrong time. It’s going to be Enterprise, Essay, Professional
Practice and it’s going to be exhibition as well, all at the same time. You’re lucky because
you’re on the design team, you’ve done all your work.
Laughter
Q. Talking about the presentation, are those skills that you might need if you were going for a
job
K. I don’t know really. It’s not an interview as such we have to do for a job, it’s kind of, this is
what we’ve done for Enterprise and we’ve got to do a presentation, whether it’s PPT or just
literally holding up something, but I think this kind of thing is not relevant. We could just talk
about it and not do the work, which I know it’s got to be marked and things.
It’s going to hit us at the wrong time and we’ve had not a lot of input. We’ve had examples,
but we’ve not had a lot of input of what is expected.
Q. If you apply for a job are you likely to have to show a portfolio, or talk, give a
presentation
A. In the real world
M. Yes
K. Yes, I ‘m looking for a gap year I’ve been to careers guidance at SCAT, I’ve also been to
Connexions, and they’ve helped me loads, I’m 19 so they can only help me to a certain point,
they’ve been really helpful, helped me with my CV, helped me with finding information. I’ve
got to do it myself now.
All I need to do is just to follow up where to apply, to call them up, to write letters, send my
CV off, to call them back again if I haven’t heard anything back.
It is, very much enterprising and that’s what I’m doing my work on.
It’s something that we’re going to have to do anyway, but from what I’ve heard, I’ve spoken
to T. about the Arts Council. None of it is relevant to going out to find a job. That’s why it
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must be more frustrating for everybody else. And an Arts CV is needed as well. We don’t
get help with making a CV.
Q. Skills you’ve learnt, I think we’ve covered skills.
J. For the enterprise, it is a presentation we have to do, isn’t it I think any presentation, the
speaking skill, you know, being able to talk to a large number of people, that’s a skill in itself.
I suppose if you’re going to get down to it, it is practice for maybe, talking to employers, being
confident, speaking with confidence, but that’s the only relevance. The work that you’re
doing for him it‘s not exactly linked to anything else, so it’s just an extra task.
Q. The Enterprise Day, I think you said you went to it in the first year
A. I don’t know if it was, somebody came to us, it was one afternoon, do you remember It
might not have been anything with Enterprise.
J. I think it was another person.
M. There were various bits of paper. I’ve no idea what it was about.
A. It was to do with Enterprise. It was to do with working.
Q. You haven’t been to the Conference & Enterprise Centre for one of their days.
K. It’s tomorrow.
J. I did do that last year. I went to 2 workshops and I sat in the one with Patenting and also
the one, which I’m going to re-sit in tomorrow and that one’s about self-employment,
K. keen
J. so I will have seen that one twice and when I went it was quite interesting, but I was so
bored, because they’re applying this to Fine Arts, Fashion, Design, there are so many
creative fields, and it’s fairly wide, and some of it doesn’t even apply to you and it is a bit, you
kind of have to wait, for a bit to be relevant to your course, so we all have to do that
tomorrow.
Q. So are all of you going tomorrow
A. I’m not sure actually, we’re supposed to. But you know, 4 hours sitting there, instead of
doing ‘work’ work.
K. When we were doing our essay, last time, there was one before, but only one person
went.
J. Who was that
K. T.
All : Oh. Laughter
K. So that why they are doing a repeat tomorrow and we’ve been told we must go.
A. I’ve not signed up for it, I might just turn up.
Q. Some of you not sure about this. So are you saying you chose not to go in January,
because you weren’t expecting it to be very relevant.
All : No, no.
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K. We’d been given a list of dates, and kind of, no-one had said much or reminded us, so it
didn’t seem important. We’d just forgotten about it.
J. And we’re being made to go now, because if we don’t go, then there’ll be trouble.
K. They got cross last time.
J. I had to write an apology letter.
A. Did you
J. I went. And I think I was the only one from our group.
A. So why do you have to apologise
J. I think J and S and C, they didn’t go or something , and they said they were going to go,
and I turned up, and so we all ended up having to write this apology letter, well it wasn’t
good. Apparently the man who came was furious.
Laughter
A. I can’t think why, he was still being paid.
K. Yes. J. K
J. Mind you, if you’re talking to yourself ….
Laughter
Q. Were you issued with the official Enterprise logbook
K. I never had one of those.
Q. Is it something you have to keep
A. I don’t think so.
J. I just keep my log in a polypocket.
A. They haven’t made any reference to it.
K. It looked to me like the things that the kids get at school, achievement files.
Q. Thinking about the Enterprise module as a whole, do you think it’s actually helped you
personally
No response at first
J. I wouldn’t say it has.
Q. Did you do a Study Skills Module in the first year
J. A. Yes, we did
M. Yes, I remember the title, but I don’t know that we did anything
A. All I can remember is doing some bits of paper and them marking me for it, to prove that I
had done it.
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J.We got marked on it, didn’t we
M. We didn’t actually do it, but we had to say we did.
Q. It didn’t make a big impression on you
No. Laughter
Q. Is there anything else to do with Enterprise that you’d like to add.
K. I’m just glad I’ve come because I feel I know a bit more about it. I think everyone should
have come. It would have been helpful.
A. That’s so true
Laughter
J. There was one thing, is there a marking scheme How do they decide How much does
that affect our degree If we get a lousy mark in our Enterprise module, does that mean we
get marked down for our degree
Q. It’s 20 credits. You need to check with J. about how it works and the weighting.
Do you have to keep a diary
M. We’re supposed to keep a reflective log, but.
K. Yes, I think we are, but he never said about T.’s thing. I’m sure he said we’ve got to, but
no-one stated exactly what.
A. I think it’s to do with the final thing,
J. you’ve got to write about what you’ve done and how you’ve done it.
M. But, I don’t think anyone’s done it.
M. They’ve kind of mentioned it in passing, you don’t really get its significance until it’s too
late, so yes we have to do it, sure, and then you actually find out, about three months later,
that it’s actually a big part of it.
A. Well we’ll keep a log.
K. Yes, that will be pretty enterprising.
K. If we do a reflective log, we should write about what we’re doing, even if it’s just on a little
scrap, then I stick it in and put it all together, and I think that’s how I’m going to do it.
Q. Thank you very much.
END
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HELP CETL HEinFE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Fine Art Focus Group 2
Transcript
Q: How positive are you feeling about the Enterprise Culture and Workplace Experience Module at
the moment
J: Not positive at all actually.
Q: Why’s that
J: Because I haven’t spoken to J. yet, and I’ve got to do that after this. I’m a bit worried about it.
It’s 20 credits of our mark and I don’t know what I’m going to do, so worried.
A: Well I would feel a lot happier about it if I thought I had and feasible time spare time to do it in,
which I don’t. If I had time and no family commitments anything like that, I think I could do quite
well, but as it is, I think I’m just going to have to do the best of a bad job, just try and do enough.
I can’t do what I’d like to do because there’s no time left to do it, apart from that, fairly positive.
K: I’m feeling quite positive at the moment because just before this, I’ve been having a chat with J
and made everything a bit more positive than I thought it would be. And he’s made me realise
that it is more straightforward than I expected, so I’m feeling quite positive at the moment.
M: I’m the same as K really. I spoke to J. Before when I spoke to him I didn’t really know what to
do, but now I feel a lot better about it because I know what I have to do.
Q: When is it due
M: May 18 th
Q: So you have a little bit of time. Look at the list of enterprising qualities. Last time the qualities
you score most highly were vision, perseverance and honesty. Is vision high on your selfassessment
this time
All: Yes
Q: Are there any other qualities you’ve scored highly
M: I’ve put understanding the Enterprise module, because before I didn’t really know what we were
supposed to do, and now I’ve had a chat with J. I know what I have to do, I don’t know about
other people.
K: I’ve put quite a few. Like M. understanding, if you asked me yesterday it would have been a lot
lower. It’s just that I’ve had my chat with J that’s made everything more clearer, also
communication is a lot higher, and again because I’ve just had my chat with J., adaptability and
vision. Quite a few.
A: Yes I’ve got 7 I’ve scored at 4; generally I feel that, in terms of being enterprising I suppose.
J: The one that really stands out is Drive for Achievement now, because I’m determined to do at
least a little bit better than I’m thinking for this.
Q: Can you think of anything that’s happened in terms of your professional practice that give
examples of any of those qualities For example, for risk taking, last time M said she’d take a risk
and change the design of the invitations.
M: We haven’t really had that many Enterprise meetings with T, so it’s been quite difficult to write
that much because we haven’t had the meetings where enterprise things were happening. After
the private exhibition we haven’t really seen them since the last focus group.
Q: So you aren’t having those weekly meetings now
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A: They were never really weekly were they
J: They were quite regular
M: Yes
K: I feel it’s more, I find it more to do with the exhibition that he concentrates on than he does on
what the Enterprise module has to cover.
It’s a collective thing, rather than the individual. But the things he does talk about, just to pick up
on number 14, understanding, is that really, he helps me understand, like codes of conduct, he
really helps me understand al the other things, you think, oh I might really need that when I go
into the working environment, so I do find it very helpful.
A: I’m not sure, I can’t think of things just now. Nothing jumps out.
J: Just one, the organisation, just because we’re all at the moment trying to organise ourselves and
our time and that’s the main thing at the moment.
Q: How much time as a proportion of your week is allocated to what you have to do for Enterprise
K: Very very little.
M: I don’t know what everyone else does, but it’s just when something has to be handed in I do it
rather than really; the thing is we also have our essay to be handed in on 11 th May, because it’s a
bigger part of the mark, it’s a bit difficult, so I think I’m going to do my essay first and then at the
last minute do my Enterprise
All: laughter in agreement
K: I think Enterprise might be quite rushed at the end, because we’ve do have so many things on.
We’ve got pressure to do our essay, we’ve got pressure to produce work for the exhibition,
tomorrow we’ve got our photographs to be taken; that’s for our catalogue, that we have to have
the work ready for that and also work that they use, so we’ve got pressure to do that. So we’ve
got other various pressures in our life and then on top of all of this, this as well, it’s just; to me,
sometimes it’s just going to cancel us in … the essay has just got to go, and then come back .. I
think it’s going to be a bit of a rushed thing to do right at the end.
Q: Do you two feel the same
A; & J: Absolutely. Like, I haven’t done any at the moment.
J: It’s like bottom of the list at the moment.
Q: For the other assessed things that you do are there set times during the week you spend on
those.
All: We manage it ourselves
K: It’s only, the one thing we have allocated is Friday mornings we have our visual culture lecture,
that’s the only thing that’s really timetabled, apart from other particular things, like tomorrow the
photos for our catalogue. Other than that it’s just Friday when we have to be in.
Q: When you completed the questionnaire last time, the statements that you agreed with strongly
were that the Enterprise module was helping you to reflect on your professional development.
J: I’m not so sure that’s the case any more, because now that we’re, I mean, we are working for
our end of year shows, so in a way, it is making us look at it from all angles. Because we are all
,moving on and doing our own things now, some people aren’t likely to ever use that again. I don’t
really know to be honest.
A: I don’t really know either to be honest. I don’t really give it too much thought. I’m focusing on
one day at a time anyway and I hope that it will all sort itself out.
K: I do still agree with that. Although perhaps it’s not my professional development it helps me
understand the whole concept of selling work and things like that, so I still think it helps.
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Q: In terms of where you are going in the future
K: Yes. Maybe I’m not going to go down that route, but it’s still an eye opener and might come in
to the other categories that I go into.
M: Well, really from my point of view, since private show I haven’t really thought about it. Just
doing enterprise and what we want to do after and thinking about what we would do if we did have
an exhibition, I think that kind of helps in a way because you think about your work as something
that you want to show people rather than something you do for your tutors. So I think that helps.
Q: The other one that came out high was developing skills that will be useful to future
employment, how do you feel about that now
M: I don’t know. I mean, I think we’d need to know about enterprise in more detail, because what
we know now is quite basic, that we know about it but we don’t know in detail.
Q: So what you’re saying is that you’d need more in-depth knowledge to really be ready for
employment
M: Yes
K: Yes, I do definitely. Not right at the moment, but something to keep on the back boiler.
A: I think probably that it’s something you can reflect on later. When I’m in a work environment, I
could perhaps look back or hopefully just remember them.
J: Yes, I’m the same really, just reflecting. Maybe in the future I might come across something
and you might look back through your work, but at the moment, not really.
M: It’s quite distracting when you have so many things going on. You don’t kind of sit there in the
evening and think, oh my enterprise project is so relevant. You just finish working and then you
just forget about it.
Q: Do you mind telling me what you are planning to do for your projects
M: I’m going to write a proposal for an exhibition that I could have, so it’s writing about what I
might want to do, how I’d sort of, find somewhere that suits your work, so I was going to think
about how I was going to make the venues suit my work if it didn’t anyway and find someplace,
and what sort of people I’d like to get to come to my exhibition and how I’d advertise it.
Q: So using some of the things you did for the private show as a starting point
M: Well, I know what I have to do, send out invitations in advance, that sort of thing.
Q: So it is something that could be used in the future
M: It could, but, I don’t really think I’d send out invitations to companies because I’m not looking
for sponsors, I don’t know, I might be, but at the moment, I wouldn’t be thinking about
sponsorship, no. I’d be more interested in real people coming than some company.
Q: So you’ve tailored it to fit the brief rather than real life
M: Yes.
K: I’m kind of looking back at what’s happened in the past couple of years, how enterprising they
are, and kind of putting them in a book in time order. I went to counselling and came back, and I
told J that, he said, that’s an enterprising decision. So I’m going to do that, and last time I was
here I was talking about the idea of having a gap year. I did quite a lot of networking to find jobs
etc. I came to the point where I just had to make a phone call to a company and I decided, no, I
don’t want a gap year, so I’m kind of fitting all of it in, all my networking and my things I looked at
to find a job it going to go into my Enterprise. Also I’m going to look back at all the things we’ve
done as a group, such as cake sales and our sponsor evening because it was still part of
networking, although I didn’t all anybody up, but I still talked to people, so it’s still networking, so
just, not going out of my way doing anything, just analysing what’s happened; and work outside,
part time job and other things I have to do.
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Q: So do you feel quite happy about that
K: Yes. I’m not doing any extra work really. It’s what’s already been done. It’s kind of bunging it
into sketchbooks and making it look pretty, it’s kind of pointless, but it’s to record things.
Q: So you know where you’re going now
K: Yes.
A: Well, I haven’t quite decided what I’m going to do, although I’m taking part in an exhibition in
my village, it’s the 10 parishes festival, so I have already had a little exhibition, you know, in a
pub. I could just do it on that. I might just end up doing it on that because of the time thing, but
I’d rather do something a bit more interesting really, sort of talk about some of the other things I
do that aren’t really to do with, you know, selling stuff. I do some stuff for my son, I teach him at
home, take him out of school. I think that is quite enterprising in a way. I had a lot of battling to
do it and it means more to me personally than putting on an exhibition, so I’m not sure, but I’d like
to do something on my community, where I live, but I’m not quite sure really how I’d present it.
Q: You have to present this to an audience don’t you
A: It’s only to J and S isn’t it
All: Yes
A: So it isn’t too difficult.
Q: So various ideas.
A: Really it will be what I can cobble together in the time, so a bit frustrating.
Q: And you’re really worried about yours, J
J: Yes. Well, at the moment I’ve done half a sketch book and it’s to do with events which have
been enterprising in my past and it’s just about how to present that really. I’ve done a couple of
pieces but I wouldn’t know how to go about showing it. Some of it is a bit personal, something
that I wouldn’t necessarily want to go into a great deal of detail about, so it’s knowing how to do it,
a good way, really, how to use things without it being too intrusive.
Q: One of the things that came out most strongly from the last focus group was your feelings of
confusion. You talked about the muddle between Professional Practice and the Enterprise Module.
How clear are you now about this
K: I think we’re a lot clearer now. Coming to this focus group last time, I don’t know about
everybody else, but I went back and I thought, I know what Enterprise is now, because before we
talked about it. I went back and I was speaking to a couple of others, and other people didn’t
know that Professional Practice ran alongside Enterprise. But I think as a group and me, It’s kind
of a lot better.
Q: Is the assessment for Professional Practice combined with Enterprise
M: I think it’s kind of combined with Professional Practice. Well, your Enterprise is your writing
about sort of your Professional Practice as well because it’s when you’ve finished the course, what
you’d like to do, in a way and what you already have done, and what you would do as a
professional.
Q: Are they 2 20 credit modules
A; I don’t know
K: I only discovered that it was the 20 credits for this one
All: Yes, yes.
M: I’m pretty sure it’s two
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J: Yes we do separate work for T. We hand in separate work to be marked
Q: So the other 20 credits will be for different work
A: You don’t have to do that.
K: But those tasks are for our Enterprise, because in Professional Practice we all talk about our
exhibition, and then we resume after the break and we go into more detail about enterprise, such
as codes of conduct and how to go about sending work to a gallery. He gives us a task from the
after break session, doesn’t he, which I take, is the Enterprise part.
A: Oh, I don’t know
K: That’s my understanding, so I don’t know if the tasks that we do for T. in Professional Practice is
linked with Enterprise
A: It’s difficult. They should be amalgamated, I think, together.
Q: So have you had any marks for Professional Practice
All: No
Q: Have you got a deadline for Professional Practice
M: We haven’t really had anything have we
K: We have mini-deadlines of the tasks that he gives us.
Q: But you say you haven’t had the feedback
K: No feedback – pay later
All: laughter
Q: So there is still a bit of confusion
M: Confused bout Professional Practice because we’re clear on Enterprise now.
Q: You’ve done work for Professional Practice but you’re not sure about the assessment for that
J: I think that will be more what we do together, the production of the end of year exhibition.
That’s how to separate them; Professional Practice is the thing we do altogether as a group and
Enterprise is more about us each individually; that’s the way I can sort it out in my mind.
K: But then where do these tasks fit in from T. Do we get marked on that
All: Yes, it’s not clear
A: We had to do a press release for ourselves as well, didn’t we. We had to do research for our
websites and 500 words on aspirational values and things like that.
K: I find that more enterprising
M: You had to find out information about what you could do when you’re working, to get your work
known, to have a good website that people could easily get around to find the information;
something quite visual.
Q: So what will the assessment of your final show go towards
J: That will be Professional Practice and our degree
A: Yes, part of the final mark
J: I’m sure it will be.
K: It’s got to be or otherwise it’s not worth doing it.
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A: We just all hope we get a degree
All: Laughter
Q: So how many modules are you doing
M: We’ve got, how many modules Enterprise, Professional Practice, Visual Culture, Studio
Practice, so that’s 4 modules.
Q: And each of those carry credits
J: Yes, the essay, is for Visual Culture.
M: Yes, Studio Practice is 60 and the other 2 are 20
K: yes, I was talking to third years and the essay is only worth 35. You can pass your degree if
you don’t do any Visual Culture work, we can still pass our degree.
M: Although …
K: But you’ll get a really poor degree
Q: It sounds as though the Studio work is a big chunk of your final mark and you use that work in
your final show Do you have to write a diary for Enterprise
M: I don’t know. I thought I just had to write, because I’m not actually doing it, you don’t have to
write a day to day progression kind of thing, so it’s just what you would have to do. It’s kind of
like a diary, but it’s more like keeping track of what you have to do and that kind of thing.
Q: The second one was the importance of group and team work. Is that something that’s still
important
J: Not really. Yes, we never do any group work any more. Everyone’s trying to get their own work
done now. We haven’t done anything as a group
M: I think it’s because last time when we had the meeting, this was when we were talking to T.
and getting the exhibition done, so, because it was something we were all doing together, we had
to spend time meeting to plan it because there was something we had to achieve together, but
now we’re working on our own individual work, so everyone is kind of getting on with it.
Q: Any other thoughts on group work
K: I know that we are all set into groups, I think we’ve said this before, set into groups for design,
creating, marketing and so on, so I think the marketing team would be involved now and then
perhaps in the next month, definitely in the next month, the creating team would take over, but
A: I know, because I’m in the marketing team; I don’t know why I put my name down; maybe I
should just I just scribbled it off.
K: But it’s not like my marketing team is meeting; saying right we’re going to have to come
together to do the press releases, but there’s been no communication at the moment.
Everyone’s either not here because they are doing their essay, or planning their work. It’s just
everybody’s kind of jiggling things about really.
A: I think it’s unrealistic. I mean for one reason, it’s one thing to work together as a big group, but
all the little groups, that people have written of a bit of paper; you say yes, people write up their
names and then forget about it.
M: People don’t really feel part of that group
K: No
A: I don’t even know what group I’m in, or indeed, who else is in it so
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J: Yes
M: I wasn’t in any group at all, and they said you have to be in one group so I said I’ll be in the
design group
Q: So it’s like a requirement, not actually what’s happening
M: They are all things you’re supposed to do, but it’s unrealistic, because, technically you could do
your work while you’re here at college and go home and send out the letters, but then what no-one
is really taking into consideration is we have jobs, families and other things to do, so we can’t
come into college in a morning, do our work, go home and keep working.
K: You’ve got to have a happy medium.
All: laughter and agreement.
M: And I think a lot of things get pushed to the last minute. You know about; they tell you about it
6 months in advance, but no-one does anything until about a week before.
All: Yes.
Q: So for the final show, will you have to come together as a group
K: That’s left up in the air
A: We won’t know until; I think we will come together as a group after everybody’s panicking about
their own work; what size space their going to have etc. It’ll be, “Ah that’s my space”.
All: Yes, laughter
K: I think once everybody’s settled down, after everything handed in, then we’ll come together as
a group, but this is the worst time in the degree because there’s so many things happening, you
can see that perhaps there’s going to be arguments on the way because no-one’s going to be
pulling their weight, because they’re saying, no, I’ve got to do this, I’ve got to do that. I don’t
think we’ll know until after the exhibition!
All: Laughter
M: I think it would be better if the exhibition was moved on to a later date because then you’be get
everything out of the way without worrying about exhibition.
J: Yes.
M: And then once you’ve finished your essay, you can properly get on with the exhibition
A: Yes
Q: When is the date for the exhibition
All : June 15 th
M: If it was later I think it would be much better, because, also you’d have more time to do your
practical work, because especially if you do something that takes a while to dry or something that’s
quite big, it’s just difficult to do it, because say if you do it in college, then in evenings you can’t
really do any work. I don’t know about other people, but I don’t have internet in my house, so if I
have to do any research then I have to do it here and that takes up my practical time.
A: Yes
M: If you have all your stuff at home then you can’t get on with your work while you’re in college,
you can’t really bring all your work in every day, which is alright if you have a car. But I don’t
have a parking permit so you can’t really.
A: No-one seems to think about those things, practical day to day things.
K: But saying that, that means we’re going to have a shorter summer.
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A: We finish at the end of June.
M: No I mean to have the show, we wouldn’t have to be in college.
A: But we still have to hang it. We’re going to have to come back in.
All: Yes
A: It would take the pressure off
K: Personally I quite like all the rush at the end, having to do it and then just taking a step back
and saying, oh I did that so well in a short space of time
A: Bit it is so much to cram in. I think our essay needs to move forward.
K: Say if it was handed in now
All: No, laughter
A: so, we finish at the end of June, and then we have, because I think, if we juggled Enterprise and
our work, that would be okay, but you can’t juggle essay, Enterprise, work.
M: What would have been a good idea would have been to move the other things forward; then we
would have finished, like the beginning of June, and the exhibition would have been like mid or end
of June. The we would have had time to do our work without any other distractions. I think that
would have been much better.
Q: Do all of you feel like that
A: If you ask me there are just too many things crammed into too small a space; something’s got
to give.
K: Yes.
J: Yes, maybe, they expect you to be working every day fro the next four weeks
M: And that’s like, what are you doing when you need to go to work, or you nee to see your
friends, or to do something besides doing college work. Actually that’s reminded me, I have a
really strange housemate, he’s doing art as well. He’s doing Foundation and he works all day and
night, and he does nothing else. He is quite good for what he does, he’s really into it. He does a
lot of work and he’s been accepted by lots of places, but the thing is, he never goes out or sees
friends. I’m not being mean but he doesn’t have any friends. I’ve been living in the house for
almost a year now and I’ve never ever seen any friends with him. It’s kind of strange, and he
came out with us once but he arrived really late because he had to do work. I just think you can’t
really expect someone, at our age, I mean you don’t have to go out every night, but you can’t stay
in all the time. If you’re working all day, you want to do something else at night, because if you
just work all the time, then you’re just going to get sick of it and just stop working altogether. I
think also, with the whole creativity thing, when you’re constantly have to work, I find it really hard
to work. If someone expects you to justify it all the time, like why and how you did it, I just find
that more difficult.
K:You get so tired just staying in all day, just creating art, and then,
It’s like yesterday, I came in at half past eight. I worked all day till one o’clock. I went home for
an hour, had a sleep, came back to uni. and then carried on with my essay. I was just so tired,
because I know that right the way through the break that we were supposed to have, we got
advised to do our essays, complete all our written work. So I tried so hard to finish the essay,
which I haven’t done, but also, see my friends, and I feel like I’m ready for a break now.
All: Yes, so do I.
M: You just need some own time, just to do something like, I don’t know, paint your nails, or just
watch t.v. on your own, or something like that, but you just don’t really get that, because you are
either doing work and you have to concentrate on that, and then you’re going out with your friends
and you’re going to work, and then you’re coming back to college and you’re going back to work
and going out with your friends again and you just don’t have any sort of free time to breathe.
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K: This is the hardest time in the whole degree. I think even in the third year, do you agree with
me, the third year doesn’t sound that heavy, apart from the thesis.
A: Yes, that’s going to be hard.
K: Yes, but other than that, it’s just straightforward art, it’s only three things. I know they’re
massive things, but they are clear.
All: Yes
K: And our thesis has to be in, what, we start in the summer. I think it’s between 6 and 10,000
words, and that has to be in between the summer and February, so we’ve got that time span, but
also after February, we know, well that’s it, we’ve got to do our work for an exhibition. We’ve got
that timescale, so it gives us what we’re going to produce, whereas they haven’t really taken that
into consideration in the second year.
Q: You’ve got a lot more to pack in
All: Yes
Q: The other thing that came out last time was about Enterprise being pointless.
All: Laughter.
K: Did we say that
A: Yes, I probably put a zero for that last time.
Q: Any additional comments about that
M: I think it depends, I think it really depends on what you want to do after you’ve finished the
degree. If you want to go on to do, if you want to be a practising artist then I think it’s quite good
because, not because it’s that helpful really, it doesn’t give you that much, sort of, specific
information, but you know roughly who you’d have to talk to and you kind of, you’d have some sort
of starting point. So, for that, I think it’s quite helpful, but say if, like, you want to do something
else, like work for an actual gallery or be like a manager of sort of art related things, then it
wouldn’t really do anything. All I think they are really teaching is how to just show your work and
how to …. If you’re no the type of person that wants to sell their work then I think it’s quite
pointless, so I think it should maybe be made optional.
A: That would be good.
J: Uhm, pointless or not; I think yes, there are some good bits to it, and it has been interesting,
some parts of it, but, yes, again, it’s sort of whether it applies to you, whether you’ve got the time,
(laughter) so yes, I think given the right sort of person, it could be, good.
A: Well I think it’s important but like I said before it if you try to force it into something that’s
going to fit. You just can’t give it, you just can’t concentrate on it all at once. There are so many
little bits and pieces towards it to try and get your head round, it’s not easy. I think if it was
written in a bit, perhaps if in future it was designed differently so that it did fit in we’d get on. If it
was all one thing it would be easier and clearer. We’d know from the start, and if that happened, I
mean last year there was very little focus on it at all really.
M: Yes, last year we didn’t really end up having
K: We didn’t have marks towards it last year, did we
M: But I also think it would be better if you had more sort of support because, J’s been like twice,
three times
K: That’s what I was going to say.
M: I think this should happen say like once a week or once every two weeks, just because things
come up. That’s what I was wondering about. He said we could e mail him but.
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A: I haven’t got his e mail address
K & J: No me neither
M: It’s only special people, I can call him
All: Laughter
M: Yes, I think someone should be around to talk to.
K: I was going to say what M said. I find the work that we do for T that I think is the Enterprise
part of the Professional Practice, I find that really interesting and I kind of, it is quite inspiring
listening to him going on about it. I find it really interesting. I think that’s great. The it comes to J
and I fell a lot more positive about it now I’ve seen him, give me three weeks. We’re not going to
see him again until we have our presentation for the Enterprise module. Give me three weeks, I’ll
be thinking well, actually, what do I have to do; it’s that kind of thing again because we haven’t
had that input from him, and being the student rep I went to the Art meetings and I brought it up
and I said this to our tutors C and S and they said, they aid it is; for Art, Enterprise is written in a
lot more simplistic way than it is fro Graphics which I do appreciate, but that, he showed me the
booklet which they have. Well it is, it’s massive compared with our little flimsy booklets which is
brilliant because we can take the information and it’s a lot more scaled down. But they said they
don’t have the finance to have J coming in any more than he does. Yes, they don’t have the
finance to have him in for more days else it would mean cutting down on T and T is a lot more
beneficial to the group because he helps with the whole exhibition so they put their money into
that, more for T which, for that it’s suffering. That’s why no-one gets this, the money goes on
something else.
Q: Can I check so I’m clear; the input for Enterprise is your individual meetings with J
All: Yes
Q: And can I just check, how often each of you have seen J
J: Once and I’m seeing him today, so it will be twice.
Q: And that will be it for the year
J: Yes
A: I’ve seen him three times including today.
K: Again, three times including today, but that was the amount of times he came in so I was quite
fortunate.
Q: So he’s only been in three times
A: He’s only been in three times in the whole second year, I think. It might be four. There was
the time he came in and spoke to the whole group at the beginning.
K: It’s Art finance, so I can see where they are coming from, the tutors, because T is a lot more
beneficial and perhaps it will all revolve around who gives the art department the money. Perhaps
they need to be given more money to help us with this module.
Q: If you were in charge of the Enterprise module, is there one thing you would change that you
think would make it better for you
M: I think I would show examples of what other people have done, because I think it’s quite
difficult to judge from what J says because all he does is explain it as though you’re someone who
already knows about it. So, if he gave you some examples, like, this person has done this and that
and you can explain it this way, you don’t have to do this, you can do it anyway you want, but this
is the sort of thing to do, then I can sort of visualise it in my head. So I think it would be good to
have something you could look at rather than just explanations.
K: I think more examples; you know the example he showed us was the best one; and it just put
everybody off, but if they showed us a variety, say this is what you can get for a distinction but
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also this is what you an get for a low merit and just show a book or a mood board or something,
that would be really good.
If I was in charge, I think I would make it a little bit more just make it a bit more, but I think he’s
getting a little
I think have him around more; just to say I am around today if anyone wants to grab me; just
have that option for students, and so I would do that.
A: You know we have those course booklets, don’t we, it’s very I don’t know, it’s just a chore to
get through it. Perhaps have, I don’t know, a separate booklet for each thing. If we had a booklet
with the title Enterprise and Professional Practice that set out what you need to do.
If you understand it all, then that’s great, but then not everyone does or learn as quickly and the
booklet could spell it out.
M: Because the way they’ve done it now is they assume we know a certain amount about this
subject when really we’ve never heard of it before, and we just can’t remember everything
A: There is a lot, especially for younger people
J: Do they actually have a website
A: They have a student portal, but I don’t actually know if it’s on the portal.
M: John has; not a website, but e mail
A: An e mail address which only you have.
All: Laughter
J: Maybe a website that you could, you know, just go on to if you are stuck.
M: it would be helpful if there were sort of templates on it. That would be really, if there were just
more resources for us, I think, but now it’s just like
K: I still think he comes round and you do all the talking and he says, yes, that’s enterprising.
All Yes (laughter)
K: And you think, now I know what to do, but you don’t because he’s just sat there going, yes, you
can do that, you can do that and he doesn’t really give us direction.
A: There’s a lot of creative scope for it, I’ll give it that. What we were saying about the other
groups, what they have to do. I think they’ve taken something that was a bit dry and said, well
you can have a bit of fun with it. You won’t have to anything, you know, too desperate; you can
do something totally visual, that would be preferable. So that’s something that’s good about it,
really. Like a song or some cartoons, have a bit if fun.
K: It’s not like we have to go out of our way to do it.
Q: So you think more resources would help
J: Yes that would be very helpful
All: Yes
J: Yes, when you’re talking to him, you can be talking for ten minutes and you waffle on and he’ll
look at you and say, yes, very enterprising, good. So really if he was a bit more, sort of forceful,
you must do this you must do that.
M: And when he says, now that’s enterprising, so what you have to do is; that’s what we need.
Then you could tick off what you’ve done and know what you need to do.
Q: So more guidance
All Yes
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M: And I also think, like with all the modules really, you know kind of what you have to do, but you
are never really clear because, like, writing essays and that, I don’t find it difficult it’s just like
figuring out what exactly they need you to write is the difficult part. If you know what exactly
someone wants then you can do it, but it’s like really difficult when you just spend a whole day and
you’re just trying to work out exactly what they really mean, and I hate it when each time you go
to them, and you get, yes, you could do that, yes. And then you go, is that right. And they go,
well it depends.
A: I Know
K & J: Yes
M: It’s like saying, yes it’s orange; no it could be yellow, or possibly green. I said that to one of
my friends. It’s just like the whole course is kind of like no one knows what it’s about, okay that’s
fine.
Q: Do you think it would have been helpful if you’d been able to listen to last year’s enterprise
presentations
M: I think it could have been good to show you what you could do, because they’ve done it , so
they’s know what sort of things you get stuck on; because tutors are quite old, they’ve done it all
about 20 year ago and they say, I don’t get what you’re stuck on. Just do it. And I think, I’m not
a visual culture genius.
K: I don’t think that is the best of ideas really because if you look at it from a financial point of
view, someone’s got to pay them to come in, does that mean are we going to have less time with
J
Q: It would just be you listening to the second year presentations.
A: And then we would have to have the first years listen to ours. We wouldn’t want to do that.
M: I think it would be useful personally.
A: They could video them.
K: But it’s quite a private thing. If yours is private would you want it done, recorded, I mean I
don’t know.
M: You could opt so there would be a few examples.
Q: Can you think of one experience each that has made you feel better prepared for employment.
Are most of you planning to go on to the third year
All: Yes
Q: So it probably seems a long way off at the moment
M: I don’t think it’s the kind of thing, because mostly we don’t go on to the kind of work it relates
to. I think they should run a kind of job fair thing where they show us the kind of work and jobs
we can go into.
J: Yes. We’ve had none of that, have we.
M: I just don’t have a clue. I don’t know what I could do. I know I could go into teaching, but I
don’t really think.
K: I know about a couple of things, other than teaching, you can be something as little as, like a
window dresser or something as big as like being the curator or running a gallery, but I don’t know
what goes in between.
M: I think really what we need , we need a job fair, or even if they just give us a list or like a
website or something where we can find out, but it’s just, I think it’s so difficult because, say if you
study finance, you know what you can do , but ours is just because, you can’t just say, I’m going
to be a gallery director now, because they just aren’t many jobs out there and then you think of
things like … but there’s nothing real. You could be something like , I don’t know, like junior art
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director guy, but you just wouldn’t know. No-one really tells you and I think that’s really needed.
Because if you don’t know what you are going to do after the third year, and I haven’t a clue, so
when I think about Enterprise and Professional Practice you just think, what’s the point
K: There is the careers office, okay, I don’t know if I would advise going to it. The lady when I was
there, just completely messed me around. But she thought that I was going to be graduating it
after me telling her I anted a gap year after my second year and she thought that was after I
graduated, so it was a bit kind of ; but there is a lot of websites out there for graduate students
which does tell you how you, jobs you can go into, but no-one’s told us that, I’ve only found out
because I’ve done that research, but there’s been nothing on a notice board or anything.
M: I think that true
K: I think things that I’ve taken on myself such as the gap year, which I think that’s helped me be
able to manage my C.V. Also, I’ve got a bit more insight into the finance. I found one of the
Enterprise lectures we had, it was job interviews, and I found that one very useful, and it was only
that one that I have found useful which is obviously in my logs. Yes it was alright, at the time
Other than that, no I don’t think
A: I don’t think so, no
J: Only, the only thing I can think of is just the fact that we have to do presentations and we have
to talk to big groups of people and make slide shows. I suppose if you did want to do teaching or I
suppose, if you want to be a tour guide, giving tours of art galleries, then maybe, but I suppose it
improves your people skills, confidence maybe, but we’ve only had a few; We’ve only actually don
that a few times.
A: Yes, I’d agree about the presentations.
Q: One last thing. You were about to attend one of the Enterprise workshop days last time we
met,
K: Which is what I was talking about
Q: Can you give me brief feedback
J: Boring. I couldn’t understand how any of the stuff the guy was talking about related to me or
art. And, he didn’t, the thing is he was covering for somebody else, because the other person who
was going to do it was ill. He didn’t know what he was talking about, I didn’t know what he was
talking about, so, not really.
A: I’ve still got to do it.
K: It’s been cancelled for art because we have to do our catalogue shoot.
M: Last time I went to two
Q: And what did you think
M: I think they are quite good, but I went to, I think it was , Starting your own business and that
was, it told you what you had to do and all about it, you had to talk to, all the people you had to
see. You had slides on it. That was quite good. That was helpful. Then I went to one on finance
and stuff and I didn’t get it, I really didn’t but I wrote everything down anyway. So I think, if you
sort of knew about finance and things then it was quite helpful but I got a lot of information that at
the moment I’m not sure I’ll use, but.
K: I had the one on job interviews, that was good, it’s just the very first workshop that was in my
mind useless. I went two different things on business. He was , I think he was the owner of the
business.
J: Yes
K: I felt he was only going to speak to the pretty girls
J: I didn’t get any of his jokes. Everyone was laughing
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K: All the other girls knew them, it was like he was having a private conversation
All: Laughter; yes
A: Do you have to do one or two
K: I think you are supposed to do one.
A: So if I don’t go tomorrow does it man I’ve blown it
K: You can’t go tomorrow anyway
Q: I think it’s on Thursday
M: We have to go to one, it’s compulsory for our degree
A: Well that’s not good news is it.
Q: We’ve booked to met again on Tuesday 19 th June at 2 o’clock again. Is that still okay for you
all
A: Fine
Q: I only need 2 or 3 more logs about significant incidents.
J: Wasn’t the show on the Friday
A: Yes
Q: Thank you very much
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HELP CETL HEinFE Research & Resource Development
Transcript Focus Group 3 Fine Art June 2007 Index D Folder 3
Q: What did you finally do as your project
M: I planned my own exhibition. I made a model of the gallery with posters and a catalogue.
J: I did a sketch book and a powerpoint presentation.
K: I did a documentary book in chronological order, so it started off in Canterbury and it was an
enterprising decision to come back and it also states where I used to work and all my working
history and being a student rep and other enterprising things, so it was just really general and
analysis of anything else really, but it all went well and I lifted things out of my book and
we put it into a presentation and I was really pleased, it went well so I felt quite
confident really. I was happy with what I’d done.
A: I did a puppet show in the end. I did it about the general group that were involved in
my village in putting on an exhibition. We’ve put it on before as a group. It’s got a little
story with it, about the people involved and how it came about. So I made the puppets
and I got my son to make a sound track, so that it was a bit funny as well and then the
dialogue. It was very pleasing, because I’d thought for ages and I thought I’d have to do
something dry like a powerpoint for it to count, and then I realised, almost towards the
end that, actually, no, you don’t have to just do that at all. And then the other thing we
had to do after that was a SWOT analysis; that was really dry and boring. I did a big
round chart and I just put in all my strengths and weaknesses, but I put them all in as
equals rather than separate.
K: Mine was really boring, it was just on a bit of paper, headings with just strengths and
weaknesses; bullet points.
A: I just couldn’t bring myself to do that, I just thought, it’s supposed to be fine art.
K: I didn’t have an awful lot of time because I had my extension on the essay as well.
Everything clashed, so it quite simple for me to just do the bullet points and get it out of
the way.
A: It did come at a bad time, didn’t it The timing was bad.
Q: I want to compare how you are feeling now compared with at the beginning. How
positive are you feeling about the Enterprise module now you have reached the end
M: I felt very positive about it when I handed it in but on reflection of the marks, I think I
didn’t understand it as well as I thought I did.
J: I feel very positive about the Enterprise module because I think I have learnt a great
deal.
K: I have to be one of the most negative about Enterprise. I still stick with what I’ve
said all along.
A: Enterprise is split for Fine Art.
K: The sessions with T were interesting; that’s definitely worthwhile. When J comes in, it
makes sense that day. He goes, and you think, what am I supposed to be doing If he
came in more and followed it up, it would be a lot better for the students so they could
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carry on. I was really happy about what I was doing and I got my mark back which was
a reasonable 55%. But J was kind of agreeing with me that this is enterprise, this is
enterprising. I got my mark back and I thought I was going to get more, everyone
wants better than what they do, but I though I’d get a bit more than that. I think if J
didn’t kind of agree with what you said, but gave you constructive criticism, and said, if
you do it this way, that might be better, that would give enterprise a bit more twist, that
would be more successful.
My view hasn’t really changed. It’s good when he comes in, but he needs to come in
more. The couple of days after he came in, I thought, I have to get on with my work
because I know what I’m doing. When you talk about what you’re doing with him it
makes sense, this is what I have to do. Then you step back and you reflect on your
conversation with him; I was documenting my life and not anything different, it was
trying to get marks on your life.
A: I think my problem at the beginning was getting muddled between the two modules,
until I separated it out into two separate files; because there is so much overlap with it
and I still think that it would work bit better if it was amalgamated and the two of them
worked together. But, having said that, I got on quite well with J; I thought he was quite
funny; I wasn’t sure what to do at first but as long as you could use your imagination,
you could use your imagination, and when I realised that it didn’t really matter too much
what you did as long as it was going to be, as long as you put something in it. So, I was
puzzled about it for quite a while, and once I’d got the gist of it; I did really like him; that
helps doesn’t it.
Q: Do you feel you have developed any enterprising qualities as a result of doing the
Enterprise module
M: I don’t feel the Enterprise module helped me in any way.
K: I don’t think practically it has. I don’t think anything that I’ve had J for, aside from he
is a nice guy, nothing I’ll take back from the tutorials, that I can take back and say, oh,
that’s relevant, but then T has the side where it is more relevant than J. So it’s quite a
hard question to answer. But I do think from what T is teaching us, that’s relevant.
From what J’s saying, he’s more analysing what’s enterprising. He kind of gives the final
answer on that.
Q: Do you think you are personally more enterprising than you were
K: I do pick up on things and think, oh that’s enterprising, but other than that, no I’d just
keep it on the back boiler, with all the information like about tax and working in galleries,
because we’re exhibiting in the Brewhouse at the moment, and I think without T’s help,
without what he’s taught us, we wouldn’t be able to turn round and say, oh, the
Brewhouse takes 35%, so we’ve got that clearer insight about what’s going to happen to
us as practising artists.
J: I have developed my communication skills and developed new ones too.
A: I just think it’s made me reconsider what it means actually, that I perhaps didn’t think
of myself as being particularly enterprising before; before I’d always consider it to be to
do with business, competitiveness, stuff I’m not interested in, but actually I realise that
just the things I do in my life, that I’m involved in my community and with my family and
all the things I do; if you string it all together, that’s enterprising in itself, and I think
that’s what the Enterprise module has taught me; whereas the other bit, I think was
fairly useful, practical stuff that you’ll use if you need it for where you want to go, so if I
wanted to go directly into work, then everything I’ve got from that, I’ve still got it all in
all those hand-outs and stuff. I suppose, I don’t know, there’s a word for it, the
enterprising thing, mmm, it’s wider, deeper.
Q: How would you define enterprise now
M: I’m still not particularly sure what it is.
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J: For me, enterprise now means conducting myself fully to achieve; before it was just a
phrase that didn’t mean much to me.
A: I think now, having the presence of mind to see things that are important to you,
whatever they are, so whether it’s, I don’t know, growing tomatoes in your greenhouse
or being a hugely successful big-time selling artist, that is equal, and it’s sort of the love
that you put into that; and the stuff, you know, something of yourself and the belief in it,
that’s what counts in the end, and it doesn’t really matter what it is.
K: It would be slightly different. I do agree with what A said, about it being that things
are equal. I think it’s where you are going to take yourself. You’re sitting on the settee
and you go and get yourself a job, that is enterprising. You’re self motivating. You’re
going, putting yourself from a negative to a positive and again, mmm. If you’re a big
name artist working in the Tate, or if you’re only a gardener, you can still do enterprising
things.
Q: Do you think your own particular qualities have improved through doing the module
J: I think I’m now more aware of the importance of being myself.
M: No, I don’t think I have benefited personally.
K: I think I’ve personally been more vocal and more kind of expressing myself in kind of
a negative way, because, with not many people in the group completely understanding
what enterprise is, and I don’t either, I’ve been voicing that at student rep. meetings, not
slagging off enterprise, but just saying, the group doesn’t know what we’re doing; we
need more input. I’ve been more vocal in that area and also been more vocal in a
negative aspect rather than in a positive aspect; because so many people were giving me
constant feedback about it. It was negative.
Q: Do you think you’re more confident about that now
K: Yes. I do feel more confident about speaking out in a negative light. It is really useful
A: Well I don’t think I’ve done that. For me I think I have developed more faith in myself
and what I’m doing. I feel that the stuff I just do has more validity. There’s more to it,
on a personal level and professionally, it’s like everything has an effect, kind of
mushrooms, having faith to come up with something completely different. I thought
maybe this is just a bit too freaky, but it was okay.
Q: Having confidence in your own judgement
A: Yes
Q: Last time understanding, communication and vision came at the top. Which
enterprising qualities would you rate yourself high on now
K: I’m surprised understanding came at the top. I don’t think understanding should be
at the top. I think that is down to lack of communication. Do you know what I mean I
wouldn’t put that high. I think adaptability is quite a good one, because we had students
that did various things, students did such a wide range of different things. I think it is
quite adaptable in that kind of way, more so than other modules.
A: Yes, I’d agree with adaptability. I remember taking a fellow student into my son’s
primary school for her to do her project; and how well she did. But I’d put vision first,
from my point of view.
Q: What is the most important thing you feel you have learnt from the Enterprise
module
114

J: Confidence and positivity
M: That tutorial time is important
K: I was thinking of having a gap year, and I went to one of the workshops and I did
interview techniques and at the time it was perfect, I knew exactly what I was going to
go into and I knew there were people there to help me and I had all my CV done and
everything was really good, so I would say that one workshop I went to was a great
success and I’ll always remember that; but the rest of them I don’t think was worth the
time going to when we could have been making art work personally. It was just because
that was very appropriate, and also, it was a bit boring at some stages, but there were
things that T told us, it was really interesting, I did find some of that quite interesting;
things that were actually relevant to us as practising artists.
Q: I’m also thinking about the module overall as well as the workshop days; is there
anything particularly that stands out for you
A: I think just that thing about being able to think outside the box and to realise that
that’s actually okay.
Q: Would you recommend to other colleges that they include the Enterprise module in
their FdA course
M: I think if it was better planned and had more tutoring it would be worth considering,
but I think it should be optional.
J: Yes, I would, because it is a great aid to the building of character.
A: I would but I would hesitate to recommend it as it stands. Probably I would want it to
be a bit more cohesive, so, you know, the compulsory nature of those days; the one I
went to was dire. I had to make special childcare arrangements, just to go to that, and I
just thought, that should be optional. Some of it I’m sure is useful, but that part, I think,
should be optional. For the rest of it, I think, yes, you know, if it was more combined
with Professional Practice, so it fits in better, and maybe spread out across the two years
rather than just in the final year. As a concept, I think it’s good and I’d recommend it
because I think there is something to be gained from it.
K: Yes. I would recommend it. I think it was fairly interesting. It’s worthwhile to
evaluate your life and to evaluate things that you are going to do, to give you insight,
but I agree with A 100% that it needs to be more adaptable to the course. Enterprise
isn’t as relevant; it doesn’t hold that % of marks as much as the essay, as much as the
practical work so I think it should mould in with more of those kind of elements of the
course to make it more successful.
A: Yes
Q: You’d want it made more relevant to you
A: I think it’s got its role. I think perhaps it would be better to have it more part of the
course rather than a hoop you have to jump through to get more marks when we’re
already caught up with so many other things that are more relevant. So whilst you can
get something out of it, it becomes, it changes it by us having to worry about it.
K: Perhaps if we did it in the first year, if we did that module in the first year, and then if
we were to set up a shop as a group, which I think the year above us did, it would give
us a clearer insight . In the second year, putting on shows, I don’t know, that it would fit
in more into the first year rather than the second year.
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A: Rather than having Professional Practice and Enterprise thrust upon you in the second
year, you could either put them together, or you could have Enterprise in the first year.
K: Yes
A: As a preparation for Professional Practice that you do later on.
Q: Can you see any benefit to you personally from having done the module
A: Yes, definitely, because in the end I realised it was an opportunity to be creative,
which is what the course is all about, not necessarily having to worry about having to a
chore , and once I’d realised that then it was great, being able to do it and enjoy it, and
do something I was going to enjoy. I mean, if I would have had to do a powerpoint
presentation, that would have been the kiss of death, I really wouldn’t have wanted to do
that, but to have the scope there, that was good. I did enjoy that.
K: Personally, I didn’t think it benefited me at all. I think it was because I was analysing
things, I wasn’t putting myself out and thinking, if, oh if I’d done something. In other
universities, I have friends in universities in other parts of the country, and they have to
do a 2 to 4 week work experience and if work experience was compulsory in this module
I think I would have greatly benefited, but as it stands, just evaluating things, I don’t
think it is really is beneficial, again, except that one workshop.
A: But not the one where the businessman was peering down the tops of all the
students.
Q: So you think it would be good to have work experience
K: Oh yes, I definitely do. I’ve got myself work experience in the Brewhouse, only
because we didn’t have it in the course and I think it’s a good thing to have.
Q: Do you think work experience would be good to have
A: I think it would be good to have as an option for the younger people. But for people
like me I don’t think it’s necessarily important. It might be, but I’ve done so many
different jobs of work already, but for the younger people who haven’t had that, then
yes. If I think of my son who’s going to start a degree at 18, who has very little work
experience, then for him work experience would be very useful.
K: It’s just going to give me a better idea of what job to go into and what things to look
for when I graduate.
Q: Do you feel you have changed in any way as a result of the Enterprise module
M: No, I don’t.
J: My attitude has improved greatly.
A: I think everything makes you change. There’s nothing you do that doesn’t change
you. I think you change every day, even if it’s nothing much, whatever happens, every
little thing. It’s part of a course you’ve chosen to do; so, it can’t not.
Q: Is there any specific example
A: Well, I think going to that awful workshop thing made me feel why am I having to do
this, I shouldn’t have to do this, it made me feel a bit rebellious really. If that happened
again I’d probably say, well no and refuse to go, rather than being compliant.
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K: I don’t think it’s personally changed me at all. I think it was one of those hoops that
was put higher that I had to jump through to be able to put my exhibition on and it
came completely at the wrong time for me and I just didn’t really think it was relevant.
Q: Is there anything you’d like to add
A: I think we’ve said it all.
K: Yes, just the sessions to be more structured criticism rather than just agreeing with
people would have been good. Challenging me a bit more. Come in a bit more.
A: Perhaps have a little taster in the first year. If you are going to do it in the second
year, so you’d know what to expect, then at the end of the first year you know what’s
coming. They did show a few examples of work.
K: Yes, in the introduction they showed us the very best. It would have been better if
they’d shown us a variety rather than us thinking, oh no, we’ve got to do this.
A: They were basically getting the students worried.
K: Yes, it was like you’ve got to produce this
A: I never thought I could get away with doing a puppet show back then, never.
K: Because they showed us the best.
A: Yes
K: They videod all our work. I think they kind of re-evaluated Enterprise and they wanted
people to perhaps go back to talk to students next year about Enterprise. They are
evaluating it.
Q: Thank you very much.
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HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically or it can be hand-written. Please make an entry in your log at least once a
week.
Name: Date: Feb. 2007
Course
Foundation Degree in Graphic Design
Significant Meeting with clients (all 7)
Experience
What happened
Presenting work in progress on live briefs to clients from industry and
having their crit. (all 7)
Reflection:
How the
experience has
helped my
personal and
professional
development
Experience improved confidence ( 6 of 7)
Qualitative difference in learning experience from ‘real’ clients in industry
noted explicitly by 6 of the 7 and implicitly by the 7 th .
Insight into employment: 5 of 7
Motivating
What action I
plan to take
to improve future
learning
Listen to feedback so I can improve (2)
Sustain feeling of confidence (2)
Organisation to keep on top of pressure (2)
Other comments
Value in terms of future employability noted.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
118

Reflective Log Analysis Graphic Design First Entries Feb 2007
Significant
experience
What
happened
Reflection
Action to
improve
learning in
future
Other
Comments
a A J L
Clarks
Client
Crit and
Crit with client
presentation presentation production of
work to give to
client
I made
questionnaires to
survey children’s
views on the
shoe range for 8-
12 year olds.
Experience
improved my
confidence.
I was very
motivated when
my work was
singled out for
mention.
I have a new
standard to work
towards.
Raise the
standard of all
my work
Do more work on
research tools
I’ve gained
confidence in all
aspects of my
personal and
professional life.
Gave a
professional
presentation of
my ideas to the
client; listened
and took notes
on feedback on
how to improve
for next
meeting.
It was like
being a
freelance
graphic
designer out in
industry; good
insight into the
world of
Graphic
Design. I felt
very positive
and confident
about the
standard of my
work.
Make sure I
improve note
taking skills to
note down
what changes
need to be
made. Keep
working on
communication
and
presentation
skills
Good
experience of
coping with the
pressure of
deadlines as
well as gaining
confidence
when talking
and presenting.
Crit with tutors –
had to discuss
ideas for
packaging
project and
resolve any
problems. Short
deadline set to
make changes.
I’ve learnt about
how industry
works to tight
deadlines. The
process has
taught me to
expect the
unexpected and
reinforced the
benefit of crits.
And discussing
my ideas with
others.
I’ll try to keep
ahead of
deadlines so I
can juggle and
keep on top of
projects when
you have several
on the go at
once.
Looking forward
to hearing the
feedback from
the client. I
think this will
help me improve
my
understanding
and skills.
I presented my
work to client
about what I’d
done and my
ideas on what I
want to do
next. They
gave me
suggestions.
I had been
worried about
whether I had
sufficient work
ready. Their
response was
better than I
expected; one
said: “it’s going
to look
amazing”,
which made
me feel great.
It was good
practice for the
future.
Try to be less
worried about
what the client
will think.
Have more
confidence in
my own work.
This first
response will
make me feel
more confident
in the rest of
the module.
119

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log Summary 2 Graphic Design March 2007
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
Significant
Experience Presentation to client (6)
Contact with designers (5)
Working on live brief (6)
Competition brief (4)
What happened
Reflection:
How the
experience has
helped my
personal and
professional
development
Presentations to designers from industry (7)
Communications with designers sending work in progress and being
given feedback (7)
Winning or ‘running up’ in competition (4)
Confidence mentioned at least once by all (7)
Benefit of gaining real work experience (7)
Experience of working to realistic industry deadlines (6)
Value real life situations.
Time pressure can be positive – preparation for industry
Seeing how real design companies work.
What action I
plan to take
to improve future
learning
Other comments
Make regular contact with clients (7)
Practise presentations before real thing (6)
Experience of the real world of graphic design mentioned by all (7)
Valued experience that students felt would help them in terms of future
employability.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
120

Reflective Log
Keep a reflective Log to record significant learning experiences that arise from studying the Enterprise Culture
and Workplace Experience Module.
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically, or it can be hand written. Please make an entry at least once a week.
Course: FdA in Graphic Design March 30 th 2007
Significant
Experience
AR:I have been published
Prep for next term
AD: 1. Communication with Jamie by e mail.
2. Live client presentation with Coca-Cola
3. Phone call from ‘Nude’.
4. Deadline brought forward
5. Enterprise module presentation
JP: 1. Working on live brief.
2. Visiting member of industry
3. Feedback on crit.
4. New live project
5. Formal presentation
TR: 1. Continue work for Clarks
2. Cog design competition
3. Visiting exhibition
4. Work in progress
5. Group crit on work placement diary.
6. Ideas for letterheads and business cards
7. Crit with student tutor
8.Mock presentation of Enterprise work so far
LC: 1. Prepared work for work placement module
2. Crit with client
3. Feedback on last week’s crit
4. Sent work to client
5. Feedback from competition brief
6. Present live brief and diary ideas
MK: 1. C/C competition brief
2. Crit for Kew Gardens
3. Clients came unexpectedly
4. Working on live brief with tutor
5. Presentation on live brief.
What Happened
VW: 1. E mailing work to client for live brief
2. Coca Cola competition
3. Phone call from ‘Nude Design’ company following the competition
win.
4. Posting finished work for live briefs (Kew project)
5. Present live brief and diary ideas
AR: Runner up in Design Contest
Presentation – not very good, but with advice made design simpler
and better
AD: 1. Noted changes and implemented them; e mailed new work
and asked for advice.
2. Presented to C/C & Nude’s creative team
3. Contacted by designer form Nude Design, asking to use design
and develop it further
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4. Given 2 hours to gather together all work for Enterprise module
to post to client; feedback to be returned a few days later.
5. Had to prepare a work in progress presentation
JP: 1. Producing work to client standard, and making changes in
response to crit.
2. Presented work to live-brief co-director.
3. Feedback on how well I had presented my idea
4. Had to have everything completed and posted
5. Presentation to panel including a mystery guest
TR: 1. Started to redesign shoe box and look at woodblock prints.
2. Entered cog design competition
3. Went to Alan Kitching exhibition at St Bride Library because I’m
basing show box design on his work. Met Alan and talked about his
work.
4. Asked tutor for feedback on progress
5. Productive; they liked my ideas
6. Tutors liked my ideas and gave me tips to experiment with.
7. Explaining my direction and ideas
8. Presentation of work in progress to a panel
LC: 1. Brought work up to client standard.
2. I presented my work in progress to my client
3. Feedback to each group on live brief.
4. Sent work in progress to client
5. Told that my competition brief would be published
6. Present work in progress to a formal panel
MK: 1. Not short-listed for the C/C competition brief
2. Presentation to client; I hadn’t done much work; directions and
teaching were surprisingly helpful
3. Caught off-guard and hadn’t produced the work they were
expecting; they still gave good advice
4. Tutor put pressure on me to work on brief as I was falling
behind.
5. Explained work in progress for live brief and diary.
VW: 1. Responded to feedback from client and e mailed new work.
They replied with feedback.
2. Shortlisted with AD to present our concept to C/C in London. We
organised going to London and prepared a presentation to the
brand manager and graphics manager at C/C
3. Asked to send our original art work for a more senior
presentation at C/C; sent it off digitally at very short notice.
4. Tutor asked us to send hard copies of work to clients; group felt
frustrated at time wasted because of changes to requirements.
Now at short notice, we have to make quick decisions about design
ideas.
5. Had to present live brief and diary mock up to a panel, as if it
was a formal client presentation
Reflection:
How the
experience has
helped my
personal and
professional
development
AR: Given me a boost in confidence; nationwide; design was one of
16 chosen
Relief, but still worried about diary idea
AD: 1. felt professional; had to be very specific and direct.
Feedback from Creative director positive – boosted confidence
2. Exciting and nerve racking; presentation time reduced at last
minute; adjusted to 5-10 minutes. Won the competition.
122

3. E mailed Nude until design looked right – gained a lot from
working with VW as a creative team, approving changes like a client
would, working like a freelance designer and seeing the standards
expected.
4. Time pressure was motivating; suddenly completed tasks I’d
been putting off; good taste of reality.
5. Assessment panel was quite formal; it involved peer assessment.
Being on the ‘panel’ helped me to see things from another point of
view and to learn tips from other students; all good for confidence.
JP: 1. I’ve learnt that a high quality finish is expected and I want to
produce the most successful finish; but it’s very costly.
2. Produced a better idea at the last minute and presented the
changed approach; exciting prospect to work to produce them.
3. Positive feedback on both the verbal presentation and the
standard of my work gave me confidence to contact the live brief
director and post him updates of my work.
4. Added pressure of new brief gave a preview of real work
conditions; I feel that keeping on top of my workload helps to cope
with sudden unexpected demands
5. Felt intimidated as the panel gave no response; unlike usual
behaviour; found out afterwards tat this was a formal assessment;
felt annoyed as I was not well prepared as I had not realised. I felt I
did not benefit from the day’s schedule.
TR: 1. Disappointed; couldn’t find the right typeface; found it by
taking advice from tutors and friends.
2. Told by tutor to enter as I hadn’t entered the C/C competition.
Finding the idea was quick but it took 2 days to sort out final piece.
I didn’t like to do the design at first, but was proud of y work at the
end.
3. Meeting A.K. gave me a good feeling of his work and has made
me love typography again. Really enjoyed this exhibition.
4. Pleased that I asked for feedback myself rather than waiting for
next scheduled crit; good use of initiative which will be important
when starting out; response was positive so boosted my confidence.
5. I don’t feel comfortable talking in front of colleagues, so it was
good experience; I was able to offer advice and come up with ideas.
6. Boosts confidence in my personal and professional development;
helpful tips on where to look for ideas.
7. Useful to explain your work to someone new simply so everyone
can understand it. Helpful to have advice from another source.
8. Very nerve racking; I felt I didn’t explain myself well; I have lost
confidence recently because of missing crits due to illness; this
helped me feel more confident because the panel reacted well to
my work.
LC: 1. The experience has helped me know what clients expect; I
understood what was needed by looking at other students’ work.
2. Nervous, but gained in confidence as I explained my work.
Clinet responded as I discussed myideas, which helped.
3. I have more direction and know where to go next with the
project; feel confident that what I have done is what was expected.
4. Rushed at having lots to do; but didn’t worry because I’d had
good feedback
5. Good news that my work would be published rubbed off on my
attitude to the other projects I’m working on.
6. Felt spot-lighted and isolated; it was like presenting in a real life
situation – so good experience.
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MK: 1. Useful to see how a real design company works. I felt my
design was successful, but a mix-up meant that it didn’t meet the
brief’s requirements. I learnt more about presenting work to a
client.
2. I’m behind; people have been helpful, but I’m not keeping on top
of all the projects; partly because the crits have been infrequent.
3. Need to keep on top of my work at all times; expect the
unexpected. I felt uncomfortable and ‘down’ about it.
4. Stressful because I had lots of other work on; but the tutor was
right and I’ve now made some progress. This will help me to enjoy
the brief which will improve my work.
5. It seemed official and intimidating, unlike the normal crit. This
put made me uncertain. It could be like this in industry, so better
to learn now than later. I felt it went well but could have been
better.
VW: 1. Made sure I did what I agreed to do. Learnt how to
interpret e mail feedback – very different from spoken feedback.
Met the 1 week time deadline; although I’d done what they asked,
they changed their mind in the e mail feedback; I need to be
prepared for this.
2. Great experience and confidence from winning the competition;
feedback that our presentation was very professional. One of the
prizes was a month’s work placement with the design agency.
3. I had to drop everything to produce the work; I felt like a client
when they e mailed alterations to us for approval. I’ve learnt how
to communicate as a designer with a client and also as a client
when receiving the work for approval.
4. I finally feel I know what I have to do; a weight has been lifted
and I feel more positive about what I still have to do. I fell it’s a
taste of future employment because I won’t always enjoy what I
have to do, but will have to stick with it. I’ve had to work in a
realistic industry time frame because of the rush at the end.
5. Felt confident in my presentation skills; I feel comfortable talking
in these situations which will be invaluable in industry. I picked up
feedback from the reactions of the panel.
What action I
plan to take to
improve future
learning
AR:Compete in more contests
Research diary and editorial ideas
AD: 1. I’ll definitely use e mail again for advice on how to progress
2. Able to present confidently because of presentation experience in
the past. 1 st real client presentation. Will practise more
presentations because it definitely helps when faced with the real
thing.
3. Now have contacts with C/C and Nude who I shall be able to
contact for advice; I’ll keep notes on how presentations like this
develop to refer to in future.
4. Now setting targets for myself each day and keeping lists to help
with time management; pleased with what I managed to achieve in
a very short time span.
5. Took notes on how to improve e.g. not saying ‘um’ when
presenting
JP: 1. To learn from others to make improvements; to see crit as
positive not negative.
2. Make sure I am happier with what I plan to present in future.
3. Work for a great finish and make sure I know what I’m doing
before any presentation.
4. I’ll keep ahead of targets so no surprise will shake me.
124

5. Make sure I am better informed
TR: 1. Be more observant when looking at typeface in future.
2. To ask the tutor for more advice and for opinions on my work; to
enter more competitions.
3. Go to more exhibitions of artists I’m working on.
4. Graphic design is providing a client with a service, so it’s
important to seek advice and check your work meets requirements
and follow advice.
5. Work on diary layout as soon as possible; be confident about
contributing to group crits.
6. Try the suggestions I was offered; e mail clients with my work in
progress.
7. Explain ideas to people who are not familiar with Graphic Design
in future.
8. Practise presenting clearly and precisely, beforehand
LC: 1. Make more contact with my client to gain feedback on what’s
expected.
2. Be more confident; recognise the client as someone who can give
me help.
3. Be more confident in my work; worry less.
4. Remember feedback
5. Enter more competitions – nothing to lose and much to gain.
6. Practice beforehand and make sure I’m well prepared.
MK: 1. It was an unusual brief, I need to keep an open mind.
2. Manage time better
3. Keep in contact with the client on a regular basis so I’m more
aware of what might happen.
4. Time management; try to spend more time on this project; but I
think that too much is asked in a short time.
5. Practise more before hand; try to feel more confident in my
ideas.
VW: 1. Need to do a little each day to keep the project going as
there’s no time specifically allocated to it. Need to keep doing fresh
work so I can e mail it to the client.
2. I’ll use the experience to help with future presentations; I need
to take full advantage of the month at the company.
3. Prioritising and time management.
4. Need to keep communicating with client over Easter; need to
keep the focus I now have on the project.
5. Presenting my work allows me to re-gain focus and direction so I
could try doing this to help when I have gone off-track with a
project.
Other comments
AD: I felt I had experienced what life could be like as a graphic
designer
JP: 1. Looking forward to having feedback from industry on my
work.
2. Valued the visit; I now feel my work stands a better chance of
conveying my style of design.
3. Positive feedback is very helpful.
4. Good test of my patience and planning.
5. I’ll speak to tutors to explain my misunderstanding.
TR: 1. I found three other typeface that I could use as well.
125

LC: 1. Looking forward to seeing client to give me more direction
and feedback.
6. Didn’t benefit because I hadn’t realised that the presentation
wasn’t just a normal crit.
MK: 1. Felt frustrated by the confusion
2. Other briefs have hampered my progress; I’m not enjoying this
one so I put it off.
3. I think this was an accident – perhaps a mix-up with
communication. I felt the pressure was put on students because of
someone’s mistake.
4. Now a hand-in is over, it should free up time to spend on the
Kew project.
5. I noticed one of the panel write down ‘hat’; I’ll make sure I don’t
wear one next time.
126

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log Analysis Graphic Design Final June 2007
Significant
experience
What
happened
Reflection
Action to
improve
learning in
future
Other
Comments
a A J
Advisory feedback Y2 Advisory over 2 days Advisory
The advisory feedback wasn’t
all I had expected. I saw
Coka Cola, Jamie from Blast
and Interbrand. I showed my
work last week. I thought it
went well and I was happy
with my work. When we got
our feedback all I heard was
about me being nervous
which I could not help and
they didn’t say much about
my work.
It damaged my confidence
quite a lot because I thought
it was about the work not the
person and the only feedback
I got was about me being
nervous.
The only good thing I got from
that experience was one of
the people I saw helped me
with my work quite a bit he
said to put in my postcards.
Put the four postcards into
different situations. And put
them onto foam board to
make them look more
professional.
Allocated slots to sit & chat to
designers from industry.
They give advice on your
work and what might look
good on top of what you have
done. They crit. your work
positively and negatively.
Gives you opportunity to see
how well your ideas
communicate outside college.
They give good pointers and
opportunity to make links with
industry and possible work
placements.
Really helpful; good advice
on what could look better and
how I could improve my
portfolio. Positive feedback
overall which made me feel
great after the last 2 years of
hard work. More practice in
presenting my work to people
who had no prior knowledge
of what my briefs involved.
Practice in presenting
enabled me to speak
confidently about my ideas
and work. I made links with
industry which led to work
placement opportunities
Take criticism and improve
my work where I can. Take
notes so I can bear
comments in mind later. Don’t
let negative feedback get you
down. People’s opinions
differ and sometimes clash.
It’s important to do what you
are happy with because then
you feel more confident in
your work and present better.
Designers from industry came
to look at our folders.
Had to travel back from work
placement in London. I felt it
would have been a valuable
experience but it wasn’t for
me.
Because I could attend only
one of the two days, it was
agreed that I would fill in on
more tables to take
advantage of what was going
on. This didn’t happen – very
frustrating.
Try to be assertive – I was
upset with the day.
Good experience for others
but not for me.
Significant
experience
M T V
Advisory; designers from Project deadline
The final two weeks of the
industry came to look at our
live brief over Easter
work
holidays. I had to liaise with
the designers who we’d been
working with to get everything
finished.
127

What
happened
Reflection
Had a time slot to present our
portfolios to a panel who
made notes on our work to
give us feedback later.
Felt nervous because this
was real. The designers
could offer work placements
or even jobs. I felt more
confidents about my work as
time went on. I felt a bit
confused about how to
physically show my work;
some designers wanted to
see the portfolio on the desk
and some didn’t. It meant I
couldn’t judge what they
thought about my work. The
feedback was weird because
the best was from the ones I
thought were bad.
Hand in work on project and
present work to tutors.
Because of work placement I
had an extension so the
project was not at the final
stage. I had feedback on the
work so far in preparation for
presentation to the design
team at Kew.
Disappointed that I had not
finished, even though I have
been on placement.
This has taught me about
time management.
Positive feedback boosted my
confidence for presenting to
the designers at Kew. This
support and encouragement
really helped.
I had two weeks over Easter
to finish the live brief which
was quite a lot of work. I had
to keep in touch with the
designers who had set the
brief via email, to get
everything almost approved
before the deadline. Los of
the time the things I had
worked on came back asking
me to keep changing them.
This experience has
emphasised the fact that this
will be what it like in the
reality of the industry. I would
work on an element of the
product that I thought would
be finished and then it would
always come back with little
amends. I know this is what
happens in the industry
especially, likethis
experience, when you are
working to a very tight
schedule. In the end to get
the brief completed I had to
just take the “executive
decision” and do what I
thought, otherwise it wouldn’t
have been finished. I had to
have the personal confidence
in believing that what I was
doing would look right and to
make the decisions about
which “tweaks” were essential
and which were not.
Action to
improve
learning in
future
Other
Comments
Research companies you are
going to be seeing in advance
so you know how they like
work presented so you aren’t
put off by feeling confused on
the day.
Consider time management;
even though it was the work
placement that had prevented
me from completing, I didn’t
enjoy being behind the others
in my group.
Take the confidence gained
into future presentations.
I think this final point made
above is an important lesson
to have learnt. Throughout
the whole project there was
always conflict with advice we
were being given because
there were effectively 5 tutors
working with us who would all
have different opinions. It
became clear in the end that
the only way to get anywhere
was to take all the advice on
board and make your own
decisions, although this is
easier said than done
because when one tutor
hasn’t seen what they
suggested produced, it gets
difficult.
In the industry this will be
difficult to do because you are
producing work for the client
but at least maybe you will
have more power to persuade
128

Significant
experience
What
happened
Reflection
a A J
Advisory week
Panel assessment of Finishing work placement
Enterprise module
module over Easter break
I was very nervous when I was Prepared a presentation Had to complete work
waiting for my turn but after showing journey across the placement brief over Easter
talking to a couple of people whole module, progress and with all the feedback I had
and looking at the companies thought processes
received.
websites I was prepared;one
of the tutors sent me to
another table which I was very
unprepared for but I tried my
best and I hope I got
something out of it
I was able to interact with
companies besides Clarks it
was good for me
professionally and personally
but being switched at the last
minute caught me unaware so
I don’t think I did that well.
Formal panel made the
experience feel ‘real’. I had
to talk for 5 mins. and then
assess the person after me.
This was good and enabled
me to see things from
another point of view. I
could learn how other
students presented and pick
up tips. Good experience to
build up confidence when
presenting my work.
Finished the work as quickly
as I could as I was wanting to
go to London on placement. I
didn’t have any studio time so
didn’t have access to college
printing. I searched out the
finishes I needed so I learnt
what to look for. I felt I could
do independently without the
support of college services.
Action to
improve
learning in
future
Being more prepared for the
last thing I expect and acting
more professional I mean less
nervous.
Took notes of ways to
improve, e.g. not to say ‘um’
when presenting. I’ll
continue to rehearse my
presentations before the
real thing because this
definitely helps with timing
and planning exactly what I
want to say.
Always use the perfect paper
and inks for my work. Try
different printing companies so
I do my work full justice.
Other
Comments
Significant
experience
What
happened
Reflection
M T V
Completing work at home Presenting work to designer
at Kew.
Deadline moved back a week
because of confusion with live
brief. This proved frustrating
rather than helpful because I
didn’t have access to printing
or a teacher’s help. Working
blind really. Had to cram it in.
Helped me develop
personally, without the aid of a
tutor, so I had to make key
Individual presentations to
sell our ideas to the Kew
design team.
My project was slightly less
developed that the others so
I felt at a disadvantage. I
129
Less of a break than last year
at Easter.
The advisory which is
organised for 2 nd and 3 rd year
students, to show portfolios to
people who work within the
industry
We each had slots over two
days to present our portfolios
to a pair usually from different
companies. If you are lucky
and in the right place at the
right time you can get extra
slots. I was seen in 7 slots. I
had to present my portfolio
each time which became quite
difficult towards the end after
presenting the same thing that
many times.
They give you feedback and
also have to fill in a sheet of
feedback on you.
This has helped with yet more
experience of presenting my
work which will be useful for

Action to
improve
learning in
future
decisions on my own as I
would in industry. Started to
feel more confident in my own
ability but felt frustrated by
practical hindrances to
progress. I had to improvise
and it ended up being rushed.
Allow for unpredictable
eventualities in the future;
improve time management
and planning to avoid last
minute finishing and printing
problems.
was confident in my idea but
I felt the presentation did not
go well. This was more to
do with who I was
presenting to than in my
work and ability to present
it. The designer seemed
unaware of the actual brief
and couldn’t understand my
emphasis on a logo. This
threw me as the task was to
re-brand Kew Gardens.
Although frustrating,
possibly this is good
experience, because I
imagine clients often
misinterpret briefs and the
ideas they are shown.
Be prepared for anything
thrown your way.
Presenting to a critical client
is valuable experience for
professional development.
job interviews etc. It also
helped me see that little
differences in how you present
which may seem insignificant
actually make a big difference.
For example towards the end
of the day as I was getting a
little tired I accidentally
showed my work in a different
order and one of the
comments I received was to
show them in the order I had
been doing! It was also really
interesting to hear the
feedback as it allows you to
see how other people receive
you as a person and your
work. It also shows me that
your personal attributes
contribute just as importantly if
not more so than the work you
present, in creating an
impression.
In my professional
development this experience
was invaluable because it is a
chance to meet and make
contacts and impress future
employers and to receive
offers of work placements, to
do the same.
My plan of action is to keep
these contacts and try and
arrange as many work
placements as I can manage
for the 3 rd year so as when I
leave college I have already
one foot on the ladder.
Other
Comments
Lack of communication
between designers and
teachers – designers did not
know we had never done this
kind of work before.
Look at positives and put
negatives behind me, even
though it felt like a waste of
a day that I could have used
to work on other projects.
Live briefs need to involve
the client; in this case, the
design team do not think
Kew needs re-branding and
knew nothing of the task we
had been set.
This is one of the most
invaluable aspects of the
course and one which I
believe sets this course apart
from others. When we leave
college we are already in a
position of having really good
contacts within the industry.
Significant
experience
What
happened
a A J
London Exhibition Candid Exhibition in London Work placement
Went to London for an
exhibition to show our work to
graphic design companies.
We think they were
impressed. I myself have not
had any feedback yet.
Responsible for designing
own banner for our
exhibition and meeting
deadline to have it ready to
be printed in advance of
show. Had to arrange tables
and room. Interacted with
designers during private
view. Chance to make a
Two week placement at Coley
Porter Bell, a company with a
large team.
130

good impression on
designers which could lead
to work placements
Reflection
I dressed smart and tried to
make a good impression. I
made sure my work was very
good and walked around a few
times hoping to see someone
looking at my work and
wondering what it’s about but
sadly no.
Found it difficult to talk to
designers. When someone
was looking at my banner I
wanted to talk to them but
didn’t want to smother them.
As time went on, I
developed my skills of
chatting to people and
managed to hand out
business cards and pdfs.
Felt crazy being with a room
full of people who could
control future career. It
helped my confidence; I
now have a few contacts
that could lead to future
work placements.
Graphic Design companies
just design. They are not in
charge of accounts or even
the client. Gave me
confidence to make the
transition from college to work.
Taught me about design and
the freedom you have. The
client can pull an idea or
change or at any time and
£1ms could be riding on the
development of a new
product. Exciting invaluable
experience. At first, unsure
what to expect and a bit
anxious; thrilled and
overwhelmed with what was
given me to do.
Action to
improve
learning in
future
Other
Comments
Next time I will try harder to
engage the people at
exhibitions and use my tutors
to help break into the graphic
society.
Interact as much as I can at
Somerset Show and New
Blood Show. By chatting
you can get a long way.
Continue to offer business
cards and pdf presentations.
Aim to arrange a few work
placements for next year.
Do a wide range of
placements – one of the most
important parts of the course
so far.
Work placements are done
well – tutor provided all
support and arrangement. A
great tool.
Significant
experience
What
happened
Reflection
M T V
Present work to designers at Advisory
A 3 week work placement at a
Kew Gardens
design company in London.
We were seen individually to Presenting our work to Started a 3 week work
present our work on Kew designers in industry placement in London in May.
Gardens for feedback.
This was an experience in
many ways, as well as
working with the design
company. I had to arrange
accommodation in London
and organise myself to know
how to get to work etc. The
work that I was doing for the
company was actual design
work and not just the rubbish
which I have had on other on
I’m normally nervous for things
like this, but this time I wasn’t.
It was formal but relaxed so
this took the pressure off me.
It was set up in a small
conference room which
seemed personal. It gave me
confidence to explain my
work. I don’t know whether
my confidence came from the
Fantastic experience; hope
it happens again next year.
Amazingly beneficial;
presenting my work to
designers and having
feedback showed me my
strengths and weaknesses.
131
work placements.
Thoroughly enjoyed whole
experience; it has given me so
much confidence. Living and
being in London was almost
more of the experience than
the placement! Gained
immense confidence from
situation of completely looking
after myself and arranging
travel. I didn’t know definitely

Action to
improve
learning in
future
Other
Comments
situation or from being used to
presenting now I have done so
many.
Recognise why I felt good on
this occasion. I was able to
speak more slowly and give a
better understanding of my
work. Try to image this
situation in future to help my
confidence when talking to
larger groups.
Being in the gardens at Kew
before the interview rather
than in a waiting room helped.
Try to improve on my
weaknesses. Lack of
confidence lets down my
presentation skills but the
feedback and offers gave
me confidence in my own
work. My presentation skills
and the way I describe my
work have improved. One
of the most beneficial
experiences of the year.
Invaluable; hope this is
repeated next year.
where I was staying at first
which meant I had to be ready
to adapt and be flexible when
normally I like to know what
I’m doing. Each week I was
doing something different so 1
week I was staying in one
place and then I commuted in
from Reading and then I was
staying in another part of
London for the 3 rd week so I
had very different
experiences.
Mixing with a lot of people who
are from the industry and not
just people I was working with
was good for professional
development. The people
were pleased with the work I
was doing and I felt I had
made a good impression and
they asked me to keep in
touch.
This experience has given me
the confidence to do this again
and so I want to keep the
contacts I have made and to
make more with other
companies which I have found
which have offices in Australia
(which is somewhere I have in
mind for maybe working
towards).
Significant
experience
What
happened
Reflection
Action to
improve
learning in
future
Other
Comments
J L J L
Diary
Hand in
Had to make a diary for work
placement module choosing
the size, format and style.
Decided to design T shirts that
had my work on them. Made
me consider more ways of
displaying graphics. Time
constraints because of work
placement made me worried
that I wouldn’t finish and I was
only 90% finished by the
deadline. I needed 15
minutes to finish but it still
counted as late. I was happy
with the idea but upset not to
finish it.
Make sure I plan for
unforeseen problems that
might crop up to meet the
deadline.
Good and important module
with a good tutor driving it.
132
Had to hand in work placement
project set by Turner Duckworth
Seem to have been working on
this for an eternity. Great to
hand it in. happy with response
and feedback which would only
make it better. Well prepared –
module has improved by time
management and ability to work
independently under pressure.
The project feels more personal.
Continue to take on additional
briefs e.g. y.c.n and online
competitions.
Best module this year. I’ve
enjoyed, suffered sweated and

133
bled the most over the design. I
love the drive the project has
given me to make my work
perfect.

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the
Enterprise Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend
them better. This routine reflection leads them to learning and behavioural change (Moreland
2006)
Course Foundation Degree in Graphic Design Date: July 2007
Significant
Experience
Meeting with clients (all 7)
Advisory (all 7)
Project presentation and assessment (3)
Finishing live brief (3)
Work experience (2)
Presenting live brief to designers (2)
What happened
Reflection:
How the
experience has
helped my
personal and
professional
development
What action I plan
to take
to improve future
learning
Other comments
Presenting work in progress on live briefs to clients from industry and having
their crit. (all 7)
Presenting work to designers (all 7)
Working independently to complete the brief on time (3)
Formal panel assessment (2)
Placements with a design company (2)
Feedback from designers on live brief project (2)
Practice and experience of presenting work improved confidence (6)
Qualitative difference in learning experience from ‘real’ clients in industry
noted explicitly by 6 of the 7 and implicitly by the 7 th .
Motivating
Invaluable links with industry that could lead to placements and career
opportunities (5 of 7)
Learning to make independent design decisions (2)
Time management (4)
Understanding of what graphic design work entails; insight into employment
(5)
Building confidence and independence (7)
Presenting work portfolios to designers – “the real deal” – people who can
offer you placements or jobs (3)
Listen to feedback so I can improve (2)
Sustain feeling of confidence (2)
Organisation and time management to keep on top of pressure (3)
Use critical feedback from designers to develop skills, address weaknesses
and improve work, presentation skills and confidence (4)
Being prepared for the unexpected (3)
Maintain links with contacts (3)
Find out about the company before the interview so you are better informed.
Experience of the real world of graphic design work mentioned by all.
Value in terms of future employability noted.
Project has given practice in working under pressure to make work perfect
Felt let down when it became apparent that one ‘live’ brief was actually
fictitious.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective.
EMP028 Adobe Acrobat Research Paper
134

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically or it can be hand-written. Please make an entry in your log at least once a
week.
Name: Date: Feb 2007
Course
Foundation Degree in Fine Arts
Significant
Experience
Enterprise ‘project activity’ chosen by 3 of 4
Workshop day chosen by 4 th (in relation to project activity)
What happened
Common theme: taking initiative to participate
Reflection:
How the
experience has
helped my
personal and
professional
development
3 of 4 highlighted gains in confidence arising from the response of others
to own work
Other points:
Development of communication and group work skills
Appreciating relationship between enterprise module and employability.
What action I
plan to take
to improve future
learning
2: approach others for help more
1. be more assertive in voicing opinions
1. be more organized in meeting deadlines
Other comments
Gaining a better understanding of the Enterprise module.
Recommending value of Workshops.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
135

Reflective Log Analysis Fine Art First Entries Feb 2007
Significant
experience
What
happened
Reflection
Action to
improve
learning in
future
Other
Comments
A M K. J
Approaching Group meeting Enterprise Wordstorm on
shop to display to plan
Workshop ways to raise
work for sale exhibition 7/2/07
£6,000
Positive
response;
agreed to
display work
Gained
confidence in
showing work to
others;
appreciated the
broader
interpretation of
enterprise.
Recognising my
resistance and
tackling it:
positive.
Look at criteria
for module to
better
understand
what’s required.
Overcome
nervousness
about asking
others for help.
Value activities
I’m already
involved with in
my community
I now have a
better
understanding
of what’s
required in this
module and am
keen to pursue
it within my
own terms of
reference.
Independently
planned
revisions to
exhibition
invitations;
group
supported the
changes I’d
made
Gained
confidence in
taking initiative
and making
decisions.
Boosted
confidence as
the group liked
my work
Be more
assertive and
voice my
opinions more
Took part in
Introductory
lecture and
workshop on
improving
interview skills
Gained better
understanding of
importance of
enterprise for
gaining
employment;
Raised my
awareness of
importance of
CV writing,
presentation,
networking.
Approach people
for help and
advice
I’d recommend
PR’s workshop to
anyone seeking
employment.
Participated in
planning events,
deciding on
name and logo,
planning
campaign.
Experience has
helped build my
confidence, as
well as speaking
and listening
skills and
group work
skills.
Be more
organized for
meeting
deadlines;
practise new
design skills in
creating logos,
stamps and
posters
Value of
experience:
Group work
Creative freedom
Learning new
things
Professionalism
Communication
Confidence
Organization
Working on
strengths and
weaknesses.
136

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective Log to record significant learning experiences that arise from studying the Enterprise Culture
and Workplace Experience Module.
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically, or it can be hand written. Please make an entry at least once a week.
Course: FdA in Fine Arts April 2007
Significant
Experience
K: 1.Barcelona
2. Enterprise workshop
3. Talk with tutor
4. Sale of work and cakes to raise money for June exhibition
5. Studio open event
J:1. Open Evening
2. Visiting artist – Nick Gray
3. Talks to national Diploma students
4. Individual session with J. about enterprise project
5. Production of posters and stamps
6. Meeting visual culture lecturer
M:1.Tasks not done by members of my design team
2. Choosing name for final exhibition
3. Private exhibition
4.Exhibition catalogue
5. Christmas cards
6. Tutorial with J
7. Atrium Art sale
A:1. Meeting at school
2. Meeting of Kaleidoscope 3 group to choose photo work for
brochure
3. Attended meeting to discuss re-instating school library
4.Kaleidoscope meeting 1
5. Meeting of group with tutor to discuss exhibition
6. Helped a fellow student work on Enterprise module
What Happened
K: 1. Art trip to Barcelona for 5 days
2. Your work is valuable, learn how to protect it – useful session
on copyright, patents and trade marks
3. Talk about contracts between artists and galleries
4. Held a fund-raising sale in the main reception area of college.
5. Potential sponsors of our exhibition came to view our work
J:1.Invitations sent to potential sponsors
2.Individual meetings with Nick Gray, a local abstract artist. I
presented my most recent work and discussed concepts.
3.Presented my work to potential HE students and talked to them
about the FdA course
4. J. talked to me about sketchbook and final piece about foster
care
5. In a group, raising money for June exhibition. My task is to
design a stamp with our logo on and a poster.
137

6. Discussed whether to progress to the third year
What Happened
(continued)
Reflection:
How the experience
has helped my
personal and
professional
development
M:1 Posters not done in time for private exhibition
2. I thought up the idea: ‘ParaSight’ meaning vision. Artists
believe that they have better trained eyes to see things differently
3. Exhibition organised to attract sponsors for June exhibition;
sent invitations, put up posters, organised buffet. Attendance was
small.
4.Group planning of catalogue: colours, layout, presentation. I
was not completely happy with final compromise.
5.Designed cards; voted on 3 best to print; tutor chose one to
print in the end
6. Discussed Enterprise presentation and requirements to pass
module. Agreed a plan of what to do presentation on and how to
illustrate it.
7. Own art work and cakes on sale to raise funds for June
exhibition
A:1. Discussed success of part time home schooling for son in
terms of attitude attendance and results.
2. Group is different in nature from ‘ParaSight’ group at college: it
is supportive and non-judgemental with no budget
3.In role of school governor, discussed proposed new library in
local school.
4. Met to discuss exhibition to be put up in Skittle Alley for 10
Parishes festival
5. Negative remarks that some group members were not
contributing fully
6. Fellow student brought her work on signs and symbols to show
my daughter’s class to find out their responses.
K: 1.Inspirational – opened my eyes to new work in new
surroundings; bonded with group members and inspired to create
new work
2. Interesting and informative; will be useful when I consider
selling my work
3. It would have been more relevant for me if I planned to
become a working artist
4. Good opportunity to network and talk about my work to the
public. Although I didn’t sell any of my work, it was a good
experience.
5. Not well attended, but I had the chance to talk publicly about
my work. It made me realise the importance of networking.
Tutor attended and supported the event.
J:1. Developed my social and organisational skills in the area of
Fine Art
2. Promoted my personal and professional Fine Art development
by giving me the confidence to be expressive and daring. He gave
me insight into difficulties facing professional artists
3.Boosted my self-confidence; reinforced my ideas on the way I
produce my art. Talking about work is crucial to practising artists
so will promote my professional development
4.Inspired me to work harder and consider presenting project
from a different angle; helped me see methods to relate personal
issues to my art in a professional way
5.Worked in a group with a single goal. Involvement in financial
side of fine art boosted confidence and developed professional
skills
6.By talking it through I helped myself decide; as a student I’ve
become more aware of expectations when starting work.
138

Reflection
(continued)
M:1.Importance of having team members you can rely on and of
checking things have been done
2. Built my confidence as people liked the idea and it was the
name chosen. When other people tried to change it I argued my
case confidently.
3. Invitations not sent with enough notice; we could have made
the event sound more interesting and appealing.
4. To run a successful group activity you have to listen to
everyone’s opinions, agree and reach a compromise.
5. Having only one card let us down; I think it’s better to give
customers a choice to appeal to a wider audience
6. I know what I have to do to complete Enterprise successfully
7. Showed that students support other students in the college;
cakes sell well so made a profit.
A:1.Important to take control and do what you believe is best –
convinced school and good for my confidence and my son’s. I’m
now rarely intimidated by anyone.
2. Aims of both groups are the same – to exhibit people’s work;
but groups could not be more different. ‘K’ decisions are collective
and issues are quickly resolved; ‘P’ issues linger. More aware of
impact of group dynamics on outcomes
3.Awkward meeting with different people with different agendas.
I felt it important to attend to give support; Ghandi said, ‘To make
change, be the change’. Need to work towards what you believe
in even when people do not share your vision.
4. Positive – group of people with a shared vision and enthusiasm.
Informal setting was good – made me realise how much I struggle
with formality and convention and how personal development is
more important to me than professional development. This is
partly why I gave up nursing.
5. Bad feelings in group have not been resolved. Reminded me of
a previous group I was in where one member complained that
others did not work as hard as she did. I felt empathy for some of
my fellow students, all of whom have something to offer.
6.Very positive experience; the student took her work to my
daughter’s class. They were interested and engaged and
contributed to a collaborative piece of art work consisting of signs
and symbols. I realised I enjoyed being in the company of
children and can see myself in workshop based projects.
What action I plan
to take to improve
future learning
K: 1.Attend more galleries
2. None yet; but I may need to act on the information in the
future
3. Only if I wanted to become an artist selling work in a gallery.
4. A second fund-raising event – now raised £550
5. I’m more confident about inviting potential sponsors to view my
work and about explaining my work to people outside the art
world.
J:1. I’ll practise my communication skills
2.Try to talk to other artists and research their work
3.Explore teaching as an idea; talking to younger students was a
very positive feeling
4. Use J’s suggestions to develop emotional connection in my work
5.Use what I have learnt for future exhibitions
6. Improved my confidence and helped me see the bigger picture
M:1. Keep a closer eye on progress of team members and make
139

Action (continued)
sure everyone pulls their weight
2. I’m confident when I believe in my ideas and can put them
across successfully to others.
3.Send out invitations earlier, with a follow up reminder
4. Listen to people’s opinions more closely and to develop ideas
with the other people in future group work
5.Be more confident in expressing my opinions and concerns
affecting sales to fund the exhibition
6.Research to stay informed about enterprising opportunities
7. Consider another sale of cakes and snacks as an opportunity to
show art work and offer it for sale.
A:1. Plan to use the home teaching for creativity; research done
towards this is a learning opportunity for me as well as him.
2. Consider group dynamics more and how they influence what
happens; size, personality, gender, location and context need to
be considered when things don’t go so well
3.Networking with learning resources person encouraged me to
get involved though I worry that the school sees me as a trouble
maker not a positive pro-active parent.
4. Try harder to be as relaxed in more formal meetings like the
school governors so I can say what I think
5. Try not to be adversely affected or to feel guilty. I’ll be able to
make my fair contribution later. I have learnt that tact and
diplomacy is better than confrontation.
6. I look forward to participate in art based projects in the
community. Might volunteer to help with children’s art activities in
10 parishes festival.
Other comments
K: 2. Other students don’t recognise the importance of this
knowledge
J:1. It was very exciting
2. It was an enterprising experience
3. Very useful experience
4. Important session
5. Good team building and strengthened my own character
6. Very useful.
A:1. It’s been useful to reflect on this
2. Hope next stage of putting together exhibition will stay good
natured
3. Time scale makes me think I shall not use this experience for
my enterprising idea
4. Next ‘K’ meeting will be an opportunity to show my work.
5. Fund raising can bring out the worst in people; I’d prefer to find
ways to do things more cheaply rather than raise more money.
6. You get something out of situations that you don’t expect. It’s
always good to help other people.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028
Adobe acrobat research paper.
140

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log Summary July 2007
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them
better. This routine reflection leads them to learning and behavioural change (Moreland 2006)
Course
Significant
Experience
What
happened
Foundation Degree in Fine Arts
Enterprise ‘project activity’ chosen by 3 of 4
Workshop day chosen by 4 th (in relation to project activity)
Enterprise assessment (3)
Final exhibition
Common theme: taking initiative to participate
Making a powerpoint presentation
Making a puppet show for presentation
Private view for exhibition to facilitate networking
Things which led to increased confidence:
o Held a fund-raising sale in the main reception area of college.
o Potential sponsors of our exhibition came to view our work
o Individual meetings with Nick Gray, a local abstract artist. I presented my
most recent work and discussed concepts.
o Exhibition organised to attract sponsors for June exhibition
Reflection:
How the
experience
has
helped my
personal and
professional
development
Importance of contacts and networking:
o Invitations sent to potential sponsors
o Potential sponsors of our exhibition came to view our work
o Good opportunity to network and talk about my work to the public.
Although I didn’t sell any of my work, it was a good experience.
o Not well attended, but I had the chance to talk publicly about my work. It
made me realise the importance of networking.
o I’ll practise my communication skills.
o Try to talk to other artists and research their work.
o You get something out of situations that you don’t expect. It’s always good
to help other people.
3 of 4 highlighted gains in confidence arising from the response of others to work
Other points:
Development of communication and group work skills
Appreciating relationship between enterprise module and employability.
Enabled me to address underlying issues in personal development
Disappointed with outcome, needed more guidance
Liberating to tackle task creatively and express personal philosophy
Not easy to talk to people about your work – so not helpful
Confidence in work:
o “I’m more confident about inviting potential sponsors to view my work and
about explaining my work to people outside the art world”.
o “Improved my confidence and helped me see the bigger picture”
o “I’m confident when I believe in my ideas and can put them across
successfully to others”.
o “Boosted my self-confidence; reinforced my ideas on the way I produce my
art. Talking about work is crucial to practising artists so will promote my
professional development”
141

What action
I plan to
take
to improve
future
learning
Other
comments
2. approach others for help more
2. be more assertive in voicing opinions; take more control in decision making
1. be more organized in meeting deadlines
1. ask more questions for clarification
1. take part in more enterprising activities in future; learn about selling art
Gaining a better understanding of the Enterprise module.
Gained confidence in being enterprising in terms of interpretation and ideas
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028
Adobe Acrobat Research Paper
142

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically or it can be hand-written. Please make an entry in your log at least once a
week.
Name: M. Date: 08 / 02 / 2007
Course
Foundation Degree in Graphic Design
Significant
Experience
I had a crit on Kew Gardens on Monday; the people from industry came
down to see the progress we had made on the project.
What happened
Reflection:
How the
experience has
helped my
personal and
professional
development
What action I
plan to take
to improve future
learning
Other comments
We had a set time slot in which we had to present our current progress on
the brief. I was feeling stuck on the project and was finding it a difficult
experience, I showed what I had and we managed to come up with a few
suggestions. I found them to be really helpful but very real, It felt like an
informal chat but I knew with the communication and the way they worked
it was very professional.
The fact that these were people that come down from industry, I could
instantly feel the difference so learning wise it gave me an insight to how
life as a graphic designer could be. A glimpse into the future is surely an
advantage on most other colleges and students. I know places where this
wouldn’t happen so automatically I feel more confident in my approach
when applying for a job I would have an advantage. I feel that I can pick
some of the knowledge given to me to move forward and improve, this
isn’t simulation these are live briefs and I feel I learn at a shaper pace.
I feel that from the pointers I received when the people from industry
came down will move me in good stead so next time they see me my
graphic knowledge should have improved. So maybe with the influence of
the live briefs I’m already learning and don’t need to go away and improve
I’m learning on the spot which is very valuable when working in this fast
paced business.
None.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
143

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Reflective Log
Keep a reflective log to record significant learning experiences that arise from studying the Enterprise
Culture and Workplace Experience Module
Enterprising individuals routinely think about and analyse experiences to help comprehend them better. This
routine reflection leads them to learning and behavioural change (Moreland 2006)
You can do this electronically or it can be hand-written. Please make an entry in your log at least once a
week.
Name: V. Date: 26 / 04 / 2007
Course
Foundation Degree in Graphic Design
Significant
Experience
The advisory which is organised for 2 nd and 3 rd year students, to show
portfolios to people who work within the industry.
What happened
Reflection:
How the
experience has
helped my
personal and
professional
development
What action I
plan to take
to improve future
learning
Other comments
We each had slots over two days where we would present our portfolios
to a pair usually from different companies. If you are lucky and in the right
place at the right time you can get extra slots. I was able to be seen in 7
slots. I had to present my portfolio each time which became quite difficult
towards the end after presenting the same thing that many times.
They give you feedback and also have to fill in a sheet of feedback on
you.
This has helped with yet more experience of presenting my work which
will be useful for job interviews etc. It also helped me see that little
differences in how you present which may seem insignificant actually
make a big difference. For example towards the end of the day as I was
getting a little tired I accidentally showed my work in a different order and
one of the comments I received was to show them in the order I had been
doing! It was also really interesting to hear the feedback as it allows you
to see how other people receive you as a person and your work. It also
shows me that your personal attributes contribute just as importantly if not
more so than the work you present, in creating an impression.
In my professional development this experience was invaluable because it
is a chance to meet and make contacts and impress future employers and
to receive offers of work placements, to do the same.
My plan of action is to keep these contacts and try and arrange as many
work placements as I can manage for the 3 rd year so as when I leave
college I have already one foot on the ladder.
This is one of the most invaluable aspects of the course and one which I
believe sets this course apart from others. When we leave college we are
already in a position of having really good contacts within the industry.
Moreland, N. (2006) Entrepreneurship and higher education: an employability perspective. EMP028 Adobe
Acrobat Research Paper
144

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Self Assessment
Name: Graphics Summary Date: February 2007
How does studying the Enterprise Culture and Workplace Experience Module influence
your learning and development
This exercise will be repeated in March and June to review your ratings
Rating key:
5 (high) to 1 (low) against each descriptor.
Rating 5, 4, 3, 2, 1
At the start of Year 1 of the course, how positive would you 3 4.5 433 = 3.5
say you felt about studying the Enterprise Module
How positive are you feeling about it at the moment 5 354 = 4.25
Please consider the following qualities and rate how well Rating 5, 4, 3, 2, 1
you feel you score on each
1 Vision 4444543 = 4
2 Adaptability 5534334 = 3.8
3 Confidence 352.52444 = 3.5
4 Communication 5323353 = 3.4
5 Discipline 5443543 = 4
6 Persuasiveness 4533335 = 3.7
7 Competitiveness 5522445 = 3.85
8 Organization 4423542 = 3.4
9 Drive for achievement 5554555 = 4.85
10 Perseverance 5454555 = 4.7
11 Problem Solving 4434445 = 4
12 Risk taking 4334334 = 3.4
13 Honesty 5455554 = 4.7
14 Understanding 542. 54444 = 3.92
15 Enterprise overall 443.54444 = 3.92
Characteristics that The National Commission on Entrepreneurship (2003) suggests that entrepreneurs typically have.
A set of achievements, understandings and personal attributes that make individuals more likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The area I would most like to improve and develop is:
Taking risks; maintain and improve all key skills.
Understanding and confidence.
Confidence, courage to go with an idea instead of waiting for someone else to approve it.
Persuasiveness, discussion getting my point across to the group.
Adaptability, to be more flexible to change in last minute situations.
Organisation.
Confidence; self-belief; I think this improves with praise.
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and ESECT. Learning and
Employability Guides, 1
145

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The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Self Assessment Summary 2 Graphic design Group March 30 th 2007
How does studying the Enterprise Culture and Workplace Experience Module influence your
learning and development
Rating key: 5 (high) to 1 (low) against each descriptor.
How positive are you feeling about studying the
Enterprise Module at the moment
Rating 5, 4, 3, 2, 1
4,2, 3, 5, 3, 3, 4.5 = 3.5
Please consider the following qualities and rate Rating 5, 4, 3, 2, 1
how well you feel you score on each
1 Vision 4444334 = 3.7
2 Adaptability 3454334 = 3.7
3 Confidence 4344334 = 3.6
4 Communication 5333354.5 = 3.8
5 Discipline 2543255 = 3.7
6 Persuasiveness 2355344 = 3.7
7 Competitiveness 2255454 = 3.8
8 Organization 3444334 = 3.6
9 Drive for achievement 155545 = 3.6
10 Perseverance 2545453 = 4
11 Problem Solving 4455343 = 4
12 Risk taking 4434334 = 3.6
13 Honesty 5445455 = 4.6
14 Understanding 5444354 = 4.1
15 Enterprise overall 3355334 = 3.7
Characteristics that The National Commission on Entrepreneurship (2003) suggests that entrepreneurs
typically have.
A set of achievements, understandings and personal attributes that make individuals more likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The area I would most like to improve and develop is:
Drive for achievement; discipline
Communication lets me down; closely linked to confidence in this module
I’d like to take more risks, like e mailing and communicating with clients more often
Communication; it’s sometimes hard to keep in communication with people involved in the live
brief.
I’d like to improve on motivation and discipline for completing the live brief.
Confidence, organisation – to help me develop a better understanding of the project – with
better outcomes.
I’d like to spend more time problem solving – on presentation for pack for stamps – layouts,
formats, type, images.
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and ESECT.
Learning and Employability Guides, 1.
146

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Final Self Assessment
Graphic Design Date: June 2007
How does studying the Enterprise Culture and Workplace Experience Module influence your learning
and development
This exercise will be repeated in June to review your ratings
Rating key:
5 (high) to 1 (low) against each descriptor.
How positive are you feeling about the Enterprise module at the
moment
Rating 5, 4, 3, 2, 1 Av
4454555 4.57
Please consider the following qualities and rate how well you Rating 5, 4, 3, 2, 1
feel you score on each at the moment
Av
1 Vision
4544444 4.1
2 Adaptability
3454445 4.1
3 Confidence
3453455 4.1
4 Communication
4453455 4.3
5 Discipline
4443455 4.1
6 Persuasiveness
3443444 3.7
7 Competitiveness
3255545 4.1
8 Organization
3343454 3.7
9 Drive for achievement
4555555 4.9
10 Perseverance
4553555 4.6
11 Problem Solving
5454345 4.3
12 Risk taking
4453444 4
13 Honesty
3445554 4.3
14 Understanding
3445455 4.3
15 Enterprise overall
4454455 4.4
Characteristics that The National Commission on Entrepreneurship (2003) suggests that
entrepreneurs typically have.
A set of achievements, understandings and personal attributes that make individuals more likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The enterprising quality I have most improved is:
• Drive for success – want to do my best, solve the problem with the best outcome.
• Communication and confidence – understanding module helped me achieve a positive
outcome.
• Adaptability and flexibility from work placement and drive for achievement.
• Drive to do well and push for a better result; hunger and understanding.
• All aspects.
• Drive for achievement; working on things to improve them; confidence in my work.
• Confidence and communication, especially in interviews and at the advisory board.
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and ESECT.
Learning and Employability Guides, 1
147

Summary
Feeling positive about the Enterprise module: average 4.57
Enterprising qualities rating:
1. Drive for achievement (4.9)
2. Perseverance (4.6)
3. Enterprise overall (4.4)
Quality most improved:
Drive for achievement: 4
Communication and confidence: 3
Adaptability: 1
All aspects: 1
148

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The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Name: Graphics Summary February 2007
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Strongly Agree Disagree Strongly
agree
disagree
Experience Module
1. It is useful that a module about Enterprise 7
is included in the Foundation Degree
2. The Enterprise module is relevant to my 7
degree
3. The Enterprise module is helping me to be 6 1
a more effective student
4. The Enterprise module is helping me to 3 4
reflect on my personal development
5. The Enterprise module is helping me to 6 1
reflect on my professional development
6. The Enterprise module is helping me with 3 4
career planning
7. The Enterprise module is helping me to 4 3
develop skills that will be useful in future
employment
8. The Enterprise module fits in well with the 2 5
rest of my degree course
9. I like the work experience part of the 4 3
Enterprise module
10. I will use the skills and knowledge I am 4 3
learning in the Enterprise module when I
start work
11. The Enterprise module will make me feel 6 1
more confident about applying for jobs after I
have qualified
12. The Enterprise Workshop days are useful 4 2 1
Does not
apply
13. The most useful thing I have learnt from the Enterprise module so far is:
Communication with the world of Graphic design and talking with people affected by G.D.
Working closely with outside source rather than just tutors; seeing how a design agency works.
How to deal with design agencies; different approach in real live briefs from course related
subjects.
Working with a client; it helps with gaining experience; a necessity for gaining employment after
leaving the course.
Strong links with the workplace rather than just being isolated in education.
Feeling more confident about applying for jobs; the employer will see this.
How the industry works, what is expected and how to present successfully
14. The thing I have found least useful about the Enterprise module so far is:
Didn’t really understand Enterprise Workshop Days
Enterprise Workshops – too broad; need to be more relevant.
No-one telling you what is wrong; feedback can be distorted at times – disrupting a sense of
direction.
Time allocation: it isn’t possible to see all students each week which can be a hindrance if you’re
stuck and require guidance.
Length of time we have had to study it.
Some Enterprise workshops were not relevant to the course.
Time issues. It’s hard to put time aside for the Enterprise module, as it is a big project alongside a
149

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The Learning Experience of ADM Foundation Degree Students at
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Self Assessment 2 Summary
Name: Fine Arts Date: Tuesday 17 th April 2007
How does studying the Enterprise Culture and Workplace Experience Module influence your
learning and development
Rating key: 5 (high) to 1 (low) against each descriptor.
How positive are you feeling about studying the
Enterprise Module at the moment
Rating 5, 4, 3, 2, 1
3 1.5 4 4 = 3.1
Please consider the following qualities and rate Rating 5, 4, 3, 2, 1
how well you feel you score on each
1 Vision 3444 = 3.75
2 Adaptability 4243 = 3.25
3 Confidence 4334 = 3.5
4 Communication 44 3.5 4 = 3.9
5 Discipline 3523 = 3.25
6 Persuasiveness 3424 = 3.25
7 Competitiveness 1.5 524 = 3.1
8 Organization 2323 = 2.5
9 Drive for achievement 1534 = 3.25
10 Perseverance 3433 = 3.25
11 Problem Solving 3334 = 3.25
12 Risk taking 3224 = 2.75
13 Honesty 4434 = 3.75
14 Understanding 44 3.5 4 = 3.9
15 Enterprise overall 4333 = 3.25
Characteristics that The National Commission on Entrepreneurship (2003) suggests that entrepreneurs
typically have.
A set of achievements, understandings and personal attributes that make individuals more likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The area I would most like to improve and develop is:
• Time management, general organisational skills
• My adaptability
• To develop my networking to enable me to find a specific job at the end of the degree
• Discipline and enterprise overall – I need to be more disciplined and able to see the
full picture of what I am doing to complete the module successfully
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and ESECT.
Learning and Employability Guides, 1.
150

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
Final Self Assessment
FdA Fine Art Date: June 2007
How has studying the Enterprise Culture and Workplace Experience Module influenced
your learning and development
Rating key: 5 (high) to 1 (low) against each descriptor.
Rating 5, 4, 3, 2, 1
How positive do you feeling about the Enterprise module
now you have reached the end of the course
4353 3.75
Please consider the following qualities and rate how well Rating 5, 4, 3, 2, 1
you feel you score on each now.
Tally
Average
1 Vision 3335 3.5
2 Adaptability 3444.5 3.9
3 Confidence 2544 3.75
4 Communication 4353.5 3.9
5 Discipline 3233 2.75
6 Persuasiveness 3532 3.25
7 Competitiveness 1442 2.75
8 Organization 3234 3
9 Drive for achievement 1432 2.5
10 Perseverance 4332 3
11 Problem Solving 4323 3
12 Risk taking 3342 3
13 Honesty 4554 4.5
14 Understanding 4253 3.5
15 Enterprise overall 4353 3.75
Characteristics that The National Commission on Entrepreneurship (2003) suggests that entrepreneurs typically have.
A set of achievements, understandings and personal attributes that make individuals more likely
to gain employment and be successful in their chosen occupations (Yorke, 2004: 7).
The enterprising quality that I feel I have most improved is:
• Vision – enables one to see past limitations and difficulties to create outcomes that
meet criteria but also enable one to grow personally.
• Overall I think there are still a lot of gaps in my knowledge about enterprise in
general.
• My confidence.
• Confidence with giving a presentation; confidence to ask for help with what I have to
achieve.
National Commission on Entrepreneurship (NCE) (2003) Creating good jobs in your community.
Washington D.C. Available from www.ncoe.org/research/4249_NCOE_GUIDE
Yorke, M. (2004) Employability in higher education: what it is – what it is not. York, LTSN and ESECT. Learning and
Employability Guides, 1
151

HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Name: Graphics Summary February 2007
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Strongly Agree Disagree Strongly
agree
disagree
Experience Module
1. It is useful that a module about Enterprise is 7
included in the Foundation Degree
2. The Enterprise module is relevant to my 7
degree
3. The Enterprise module is helping me to be a 6 1
more effective student
4. The Enterprise module is helping me to reflect 3 4
on my personal development
5. The Enterprise module is helping me to reflect 6 1
on my professional development
6. The Enterprise module is helping me with 3 4
career planning
7. The Enterprise module is helping me to 4 3
develop skills that will be useful in future
employment
8. The Enterprise module fits in well with the 2 5
rest of my degree course
9. I like the work experience part of the
4 3
Enterprise module
10. I will use the skills and knowledge I am 4 3
learning in the Enterprise module when I start
work
11. The Enterprise module will make me feel 6 1
more confident about applying for jobs after I
have qualified
12. The Enterprise Workshop days are useful 4 2 1
Does not
apply
13. The most useful thing I have learnt from the Enterprise module so far is:
Communication with the world of Graphic design and talking with people affected by G.D.
Working closely with outside source rather than just tutors; seeing how a design agency works.
How to deal with design agencies; different approach in real live briefs from course related subjects.
Working with a client; it helps with gaining experience; a necessity for gaining employment after leaving
the course.
Strong links with the workplace rather than just being isolated in education.
Feeling more confident about applying for jobs; the employer will see this.
How the industry works, what is expected and how to present successfully
14. The thing I have found least useful about the Enterprise module so far is:
Didn’t really understand Enterprise Workshop Days
Enterprise Workshops – too broad; need to be more relevant.
No-one telling you what is wrong; feedback can be distorted at times – disrupting a sense of direction.
Time allocation: it isn’t possible to see all students each week which can be a hindrance if you’re stuck
and require guidance.
Length of time we have had to study it.
Some Enterprise workshops were not relevant to the course.
Time issues. It’s hard to put time aside for the Enterprise module, as it is a big project alongside a lot of
other work
152

HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Course: FdA Graphic Design Final June 2007
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Strongly Agree Disagree Strongly Does not
Experience Module
1. It is useful that a module about Enterprise
agree
7
disagree apply
was included in the Foundation Degree
2. The Enterprise module was relevant to my 6 1
degree
3. The Enterprise module helped me to be a 6 1
more effective student
4. The Enterprise module helped me to 6 1
reflect on my personal development
5. The Enterprise module helped me to 7
reflect on my professional development
6. The Enterprise module helped me with 5 2
career planning
7. The Enterprise module helped me to 6 1
develop skills that will be useful in future
employment
8. The Enterprise module fitted in well with 2 5
the rest of my degree course
9. I liked the work experience part of the 5 2
Enterprise module
10. I will use the skills and knowledge I’ve 5 2
learnt in the Enterprise module when I start
work
11. The module gave more confidence about 7
applying for jobs after I have qualified
12. The Enterprise Workshop days were 1 2 1 3
useful
13. The most important thing I have gained from the Enterprise module is:
• Not to be afraid of something different, it’s a matter of opinion; as long as you are
happy with your work you can present it confidently
• Links with industry; invaluable for placements and have led to job interviews; real
briefs prepare you well for work
• Relationships with different designers; a view of how the design industry works.
• Learning how important communication with the client is; how to present work to
clients; making contacts with clients for future work.
• Confidence in talking about my work to clients; learning how important it is to be
professional.
• Work placement and meeting people through the advisory and live brief.
• Meeting people from industry, getting feedback about my work from them and
making contacts for future employment.
14. The thing I would change about the Enterprise module is:
• See more of the designers so I could move on more quickly with my ideas
• Introduce module more in first year; review the timescale of the project to take
into account all the other Year 2 projects.
• Allow more time for it to fit in with the rest of the course.
• Devote more time to it; I really enjoyed the live brief but felt rushes at times.
• Change the timescale to give it equal time with other briefs; half a day a week
was not long enough.
153

• Perhaps complete two smaller briefs to get more contacts
• Give more time to it; allow time at the end of year exhibition to talk to graphic
designers.
Summary
All students felt that:
o it’s useful to include the Enterprise module in the FdA (7/7)
o the module helped them reflect on their professional development (7/7)
o the module gave more confidence about applying for jobs (7/7)
Most important:
Links with industry
Meeting clients
Work placement
Contacts for future employment
Confidence in communicating with employers
Main change suggested:
Allocate more time (5)
4. The Enterprise Module helped me to reflect on my personal development
6 1
5. The Enterprise Module helped me to reflect on my professional development
7
6. The Enterprise Module helped me with career planning
5 2
7. The Enterprise Module is helping me develop skills that will be useful in future employment
6 1
8. The Enterprise Module fitted in well with the rest of my degree course
2 5
9. I liked the work experience part of the Enterprise Module
5 2
10. I will use the skills and knowledge I have learnt in the Enterprise module when I start work
5 2
11. The Enterprise Module has made me more confident about applying for jobs
7
12. The Enterprise Workshop days were useful
1 2 1 3
154

Likert Analysis Graphic Design February 2007
Strongly Agree Agree Disagree Strongly disagree N/A
1. It is useful that a module about Enterprise is included in the Foundation Degree
7
2. The Enterprise Module is relevant to my degree
7
3. The Enterprise Module is helping me to be a more effective student
6 1
4. The Enterprise Module is helping me to reflect on my personal development
3 4
5. The Enterprise Module is helping me to reflect on my professional development
6 1
6. The Enterprise Module is helping me with career planning
3 4
7. The Enterprise Module is helping me develop skills that will be useful in future employment
4 3
8. The Enterprise Module fits in well with the rest of my degree course
2 5
9. I like the work experience part of the Enterprise Module
4 3
10. I will use the skills and knowledge I learn in the Enterprise module when I start work
4 3
11. The Enterprise Module will make me feel more confident about applying for jobs
6 1
12. The Enterprise Workshop days are useful
4 2 1
155

Graphic Design June 2007
Strongly Agree Agree Disagree Strongly disagree N/A
1. It is useful that a module about Enterprise was included in the Foundation Degree
7
2. The Enterprise Module was relevant to my degree
6 1
3. The Enterprise Module helped me to be a more effective student
6 1
4. The Enterprise Module helped me to reflect on my personal development
6 1
5. The Enterprise Module helped me to reflect on my professional development
7
6. The Enterprise Module helped me with career planning
5 2
7. The Enterprise Module is helping me develop skills that will be useful in future employment
6 1
8. The Enterprise Module fitted in well with the rest of my degree course
2 5
9. I liked the work experience part of the Enterprise Module
5 2
10. I will use the skills and knowledge I have learnt in the Enterprise module when I start work
5 2
11. The Enterprise Module has made me more confident about applying for jobs
7
12. The Enterprise Workshop days were useful
1 2 1 3
156

HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
Name: Fine Art Summary February 2007
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Strongly Agree Disagree Strongly Does not
agree
disagree apply
Experience Module
1. It is useful that a module about Enterprise is
3 1
included in the Foundation Degree
2. The Enterprise module is relevant to my 1 3
degree
3. The Enterprise module is helping me to be a
1 1 1
more effective student
4. The Enterprise module is helping me to reflect
2 1 1
on my personal development
5. The Enterprise module is helping me to reflect
4
on my professional development
6. The Enterprise module is helping me with 1 2
career planning
7. The Enterprise module is helping me to
4
develop skills that will be useful in future
employment
8. The Enterprise module fits in well with the
1 2
rest of my degree course
9. I like the work experience part of the
4
Enterprise module
10. I will use the skills and knowledge I am 1 3
learning in the Enterprise module when I start
work
11. The Enterprise module will make me feel
2 2
more confident about applying for jobs after I
have qualified
12. The Enterprise Workshop days are useful 1 1 1
13. The most useful thing I have learnt from the Enterprise module so far is:
How to organize a small private exhibition
Showing me I can make enterprising decisions subconsciously; being given recognition for
these decisions.
Realizing that a lot of things I’m already doing are enterprising and have value
Copyright.
14. The thing I have found least useful about the Enterprise module so far is:
I feel JP should visit more often to make sure students are heading in the right direction; more
guidance needed.
Confused about Enterprise as a separate thing form Professional Practice; difficult to find time
to do as much as I believe is required due to constraints in my life.
V.A.T.
157

Course: FdA Fine Art June 2007
HELP CETL HE in FE
The Enterprise Culture & Workplace Experience Module for
Foundation Degree Students in Graphic Design and Fine Art at
Somerset College of Arts & Technology.
For each of the statements listed below, please indicate the extent of your agreement by
ticking the relevant column
Enterprise Culture & Workplace
Experience Module
1. It is useful that a module about Enterprise
was included in the Foundation Degree
2. The Enterprise module was relevant to my
degree
3. The Enterprise module helped me to be a
more effective student
4. The Enterprise module helped me to
reflect on my personal development
5. The Enterprise module helped me to
reflect on my professional development
6. The Enterprise module helped me with
career planning
7. The Enterprise module helped me to
develop skills that will be useful in future
employment
8. The Enterprise module fitted in well with
the rest of my degree course
9. I liked the work experience part of the
Enterprise module
10. I will use the skills and knowledge I have
learnt in the Enterprise module when I start
work
11. The Enterprise module gave more
confidence about applying for jobs after I
have qualified
12. The Enterprise Workshop days were
useful
Strongly
agree
1 3
1 3
Agree Disagree Strongly
disagree
1 2 1
1 2 1
1 2 1
1 3
4
2 2
1 1 2
2 2
1 2 1
3 1
Does not
apply
13. The most important thing I have gained from the Enterprise module is:
• A greater understanding of professionalism
• nothing
• Understanding interviews and applying for jobs
• Realising there is more to enterprise than I previously thought and that I could
express my philosophy to life through it
14. The thing I would change about the Enterprise module is:
• Time scale
• A lot more tutoring time to explain Enterprise better and in more detail; more
guidance from the tutor
• Tutor to come in more to help students to fully understand the module; take other
deadlines into account when planning the deadline for Enterprise; show a variety
of exemplar projects at the start of the year, not just the very best as this is
intimidating.
• Workshop days – uninspiring; there is room for more flexibility and imagination
here.
158

Summary
All students felt that:
o The module helped develop skills that will be useful in future employment (4/4)
o it’s useful to include the Enterprise module in the FdA (3/4)
o the module was relevant to the degree (3/4)
o the module helped with career planning (3/4)
Most important:
Understanding interviews and applying for jobs
Understanding professionalism
Different understanding of what Enterprise means
Main change suggested:
Allocate more time and tutor support (3)
Change the workshop days (1)
159

Likert Analysis Fine Art February 2007
Strongly Agree Agree Disagree Strongly disagree N/A
1. It is useful that a module about Enterprise is included in the Foundation Degree
3 1
2. The Enterprise Module is relevant to my degree
1 3
3. The Enterprise Module is helping me to be a more effective student
1 1 1
4. The Enterprise Module is helping me to reflect on my personal development
2 1 1
5. The Enterprise Module is helping me to reflect on my professional development
4
6. The Enterprise Module is helping me with career planning
1 2
7. The Enterprise Module is helping me develop skills that will be useful in future employment
4
8. The Enterprise Module fits in well with the rest of my degree course
1 2
9. I like the work experience part of the Enterprise Module
4
10. I will use the skills and knowledge I learn in the Enterprise module when I start work
1 3
11. The Enterprise Module will make me feel more confident about applying for jobs
2 2
12. The Enterprise Workshop days are useful
1 1 1
160

Fine Art June 2007
Strongly Agree Agree Disagree Strongly disagree N/A
1. It is useful that a module about Enterprise was included in the Foundation Degree
1 3
2. The Enterprise Module was relevant to my degree
1 3
3. The Enterprise Module helped me to be a more effective student
1 2 1
4. The Enterprise Module helped me to reflect on my personal development
1 2 1
5. The Enterprise Module helped me to reflect on my professional development
1 2 1
6. The Enterprise Module helped me with career planning
1 3
7. The Enterprise Module is helping me develop skills that will be useful in future employment
4
8. The Enterprise Module fitted in well with the rest of my degree course
2 2
9. I liked the work experience part of the Enterprise Module
1 1 2
10. I will use the skills and knowledge I have learnt in the Enterprise module when I start work
2 2
11. The Enterprise Module has made me more confident about applying for jobs
1 2 1
12. The Enterprise Workshop days were useful
3 1
161

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
End of Module Evaluation Summary 2007
FdA Graphic
Design
Module: Enterprise Culture and Workplace Experience
Please circle the numbers below to show how much you agree with the statements.
5 means you strongly agree and 1 means you strongly disagree
1. Assignment requirements were clearly stated and explained 5 4 3 2
1 3.85
2. Taught sessions helped me to understand the concepts 5 4 3 2
1 3.57
3. Library resources for this module were satisfactory 5 4 3 2
1 4.0
4. I received prompt and useful feedback on my work 5 4 3 2
1 3.28
5. The quality of support materials for this module was good 5 4 3 2
1 3.71
6. The module delivered the stated learning outcomes (*listed below) 5 4 3 2
1 4.71
7. I received an appropriate amount of tutorial help 5 4 3 2
1 3.85
8. Overall I am satisfied with this module 5 4 3 2
1 4.57
Additional Comments
9. Approximately what proportion of the sessions did you attend
7 more than 75% 50% to 75% 25% to 50% less than 25%
10. The most important strength of this module was:
• Working alongside designers has provided me with invaluable links
• Links with industry; working with designers in the industry and being able to communicate with
them
• Allowing me to work on something different
• Contact with outside world of Graphic Design
• Able to get out more and experience the design world which is different from the studio
• Communication and perseverance
• Researching
11. The main weakness of this module was:
• Time constraints meant limited tutor contact which led to some confusion and frustration at
times.
• Not being able to contact the design agency as much as I’d hoped.
• Would have liked to meet our company more often and present our work to them.
• Communication between designer / student / tutor
• Time issues – it needs more studio time than just Thursday afternoon; I did most of project at
home.
• Time issues – one half day a week was not enough.
• Timing – I need to re-evaluate my timing and flexibility
12. Other comments:
162

• I think the work experience element was more successful than the live brief
• It has weaknesses but is a must
• Best module of the year
Learning Outcomes
* At the end of this module students will be able to:
1. Identify their strengths and weaknesses in relation to their chosen career aspirations.
2. Match key enterprise competencies against their skill profile to create a personal development action plan
3. Reflect and synthesise their performance in the workplace against their personal action plan.
4. Adopt skills and techniques to maximise their potential in future careers
5. Understand the realities of enterprise and the workplace and be able to describe and explain business
structures and roles in the context of their chosen specialism.
Summary
1. Assignment requirements were clearly stated and explained 5 4 3 2
1 3.85
5 4 3 2 1
2 2 3 0 0
2. Taught sessions helped me to understand the concepts 5 4 3 2
1 3.57
5 4 3 2 1
1 2 4 0 0
3. Library resources for this module were satisfactory 5 4 3 2
1 4.0
5 4 3 2 1
2 3 2 0 0
4. I received prompt and useful feedback on my work 5 4 3 2
1 3.28
5 4 3 2 1
1 1 4 1 0
5. The quality of support materials for this module was good 5 4 3 2
1 3.71
5 4 3 2 1
0 5 2 0 0
6. The module delivered the stated learning outcomes (*listed below) 5 4 3 2
1 4.71
5 4 3 2 1
6 0 1 0 0
7. I received an appropriate amount of tutorial help 5 4 3 2
1 3.85
5 4 3 2 1
1 4 2 0 0
8. Overall I am satisfied with this module 5 4 3 2
1 4.57
5 4 3 2 1
4 3 0 0 0
Main Strengths
Links with industry; Working with designers; experience the design world; Contact with outside world (4)
Communication and perseverance
Working on something different
163

Research
Main Weaknesses
Time – not enough studio time allowed (4)
Shame not to meet companies / design agencies more (2)
Communication between tutors and designers
164

HELP CETL HE in FE
The Learning Experience of ADM Foundation Degree Students at
Somerset College of Arts & Technology.
End of Module Evaluation 2007
Module: Enterprise Culture and Workplace Experience
FdA Fine Art
Please circle the numbers below to show how much you agree with the statements.
5 means you strongly agree and 1 means you strongly disagree
Av.
1. Assignment requirements were clearly stated and explained 5 4 3 2
1 2.5
2. Taught sessions helped me to understand the concepts n/a 5 4 3 2
1 4.3
3. Library resources for this module were satisfactory 5 4 3 2
1 2.25
4. I received prompt and useful feedback on my work 5 4 3 2
1 3.5
5. The quality of support materials for this module was good n/a 5 4 3 2
1 2.3
6. The module delivered the stated learning outcomes (*listed below) 5 4 3 2
1 3
7. I received an appropriate amount of tutorial help 5 4 3 2
1 2.5
8. Overall I am satisfied with this module 5 4 3 2
1 2.75
Additional Comments
9. Approximately what proportion of the sessions did you attend
2 more than 75% 2 50% to 75% 25% to 50% less than 25%
10. The most important strength of this module was:
• Most people already knew about enterprise
• Freedom to pursue the idea of enterprise in my own way; tutor was positive and helpful.
• Learning about the workplace; practicalities like tax and working in galleries.
• The concept itself.
11. The main weakness of this module was:
• Lack of ongoing support.
• Tutor should have come in more.
• Lack of tutoring, explanation and guidance.
• Workshop days which were compulsory.
12. Other comments:
• Amalgamate Enterprise with Professional Practice; make workshop days optional.
• Give more constructive criticism and guidance.
Learning Outcomes
* At the end of this module students will be able to:
6. Identify their strengths and weaknesses in relation to their chosen career aspirations.
165

7. Match key enterprise competencies against their skill profile to create a personal development action plan
8. Reflect and synthesise their performance in the workplace against their personal action plan.
9. Adopt skills and techniques to maximise their potential in future careers
10. Understand the realities of enterprise and the workplace and be able to describe and explain business
structures and roles in the context of their chosen specialism.
Summary Fine Art
Average
1. Assignment requirements were clearly stated and explained 2.5
5 4 3 2 1
1 2 1
2. Taught sessions helped me to understand the concepts 4.3
5 4 3 2 1
1 2
3. Library resources for this module were satisfactory 2.25
5 4 3 2 1
1 1 2
4. I received prompt and useful feedback on my work 3.5
5 4 3 2 1
1 2 1
5. The quality of support materials for this module was good 2.3
5 4 3 2 1
2 1
6. The module delivered the stated learning outcomes (*listed below) 3
5 4 3 2 1
1 2 1
7. I received an appropriate amount of tutorial help 2.5
5 4 3 2 1
1 1 1 1
8. Overall I am satisfied with this module 2.75
5 4 3 2 1
2 1 1
Main Strengths
Most students already knew about enterprise
Freedom to pursue idea of enterprise in my own way; tutor was positive and helpful
Learning about the workplace; practicalities like tax and working in galleries
The concept itself
Main Weaknesses
Lack of ongoing support
Tutor should have come in more
Lack of tutoring, explanation and guidance
Workshop days that were compulsory
Other Comments
Amalgamate Enterprise and Professional Practice modules; make workshop days optional
Give more constructive criticism and guidance.
Summary
166

Low satisfaction scores on most statements
6/8 scores 3.0 or under
Students agreed that
They received prompt and useful feedback on work (3.5)
and
Taught sessions helped them understand concepts (4.3)
167

Target Audience
This report presents information about a research and development activity carried out by
HE in FE professionals.
The content has four key audiences:
• HE in FE academic and support service practitioners undertaking educational research
and scholarly activity;
• Managers, services or institutions involved in promoting or supporting the development
of research and development in an HE in FE context;
• Researchers investigating research and development in an HE in FE context;
• Institutions involved in the enhancement and or dissemination of research and
development in an HE in FE context.
Contact
University of Plymouth Colleges
University of Plymouth
Drake Circus
Plymouth
PL4 8AA
tel: +44 (0) 1752 587500
email: upc@plymouth.ac.uk
web: www.plymouth.ac.uk/upc
If you require any part of this report in larger print please contact:
Disability ASSIST
Tel: +44 (0) 1752 587656
Email: das@plymouth.ac.uk
168