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

(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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