Engage 2010

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  • 1. Opportunities and contradictions : The Policy Paradox of entrepreneurial education and university business engagement since 1960 By Mary Rose, (Lancaster University) Sarah Robinson, (Open University) Sarah Jack (Lancaster University) and Nigel Lockett, (University of Leeds) ESRC Symposium University of Loughborough, 30 September 2010

2. Attitudes to the entrepreneur

  • 'the Entrepreneur in the UK has become the god (or goddess) of current UK ideology and a leading actor in the theatre of the new economics.' (quoted Coffield 1991, p. 59)

3. 1970s-2000s Popular views of the entrepreneur 4. Entrepreneurship Education and Outreach activity: Attitudes within Universities? 5. Our Approach Historical MethodologySocial Theory University-Industry relationshipAttitudes behind government rhetoricAttitudes to outreach and entrepreneurship education in universities 6. The paper covers Broad Historical Context Institutional History Personal Histories 7. History Matters : for Policy, Institutions and Individuals Knowledge and Skills Theories linking : Past present and futurePath dependency and path creation Communities of Practice Forms of capitalAttitudes Networks 8. History is about continuity Legacies and lock in 9. History is also about change: innovation and new combinations Legacies and opportunities 10. Case studies

  • Manchester Metropolitan University
  • University of Salford
  • Lancaster University

11. Universities from Wilson to Thatcher : The Wilson era

  • University expansion and White Heat of Technology

12. 1960s HEI Expansion

  • Colleges of Advanced Technology
  • Plate-glass
  • Polytechnics

Student numbers1961-2 113,1431967-8 200,121 13. The 1980s : The Thatcher Cuts 14. The enterprise culture

  • 1980s ideological response to anti industrial culture
  • Rising unemployment
  • Entrepreneurship education

15. Attitudes in HEI : Legacies and opportunities

  • Growth of Entrepreneurship education
  • 1999 38% British Universities offered courses
  • Grants for enterprise education, 1987
  • 'raise[d] fundamental questions about learning and teaching and the nature of the curriculum and about the culture and ethos of higher education' (Training Agency, 1989, quoted Tasker and Packman, 1994:152).

16. Policy and Knowledge Economy : The triggers to outreach

  • DTIs Innovation Report (DTI 2003),
  • the Lambert Review (Lambert 2003),
  • HM Science and Technology Committee reports (House of Commons 2006)
  • the Government Science and Innovation Investment Framework 2004-2014 (HM Treasury 2004)
  • HM Treasury Report The Race to the Top (Sainsbury 2007).

17. Institutional Histories

  • Origins of both Manchester Metropolitan University and University of Salford lay in 19 thCentury industrial needs

18. Institutional Histories : Lancaster 19. Policy in Action: InfoLab21 Activities International National Regional Local Funding International National Regional Local 20. 21. Room with a view! 22. People and social processes 23. Lambert 2003 24. Contradictions they view universities as being full of long haired weirdoswho dont understand the real world I think the interaction back to the academics is proving very valuable because they could have been accused of being somewhat insular it is important they do recognisethe needs of the market and not just their research aspirations suppose some people in universities don't want to interact with companies at all. There is a need for bridging the gap between academia and industry 25. Opportunities I think [Britains] manufacturing base isalmost gone and it is our knowledge base which is our strength and I think we have got to view universities A combination of knowledge transfer and knowledge creation actually in the space between the academic world and the business world or in collaboration perhaps in the overlap rather than the space between it makes our students more employable because they have already produced a product that is on the market and so that looks good 26. Lancaster University Management School Home Page 27. Conclusions Role of history in shaping attitudes to outreach and entrepreneurship education Deepening understanding of boundaries and barriers to engagement Importance of engaging students in engagement Period of change in role of UK universities