Trainers Training Kit WS3 En

TRAINERS

TRAINING KIT WS3

Funded by the Erasmus+ Programme of the European Union

Contents

03

Introduction

04

Workshop 3: Entrepreneurship

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Introduction The objective ...of this training Kit is to give a theoretical overview of the contents that would be developed during the three workshops. They were prepared for 4 hours each one and if you want to get all the activities done during this time, you should use our time suggestions. In this training kit you can find ideas of exercises, the main authors for each theme, materials to use if you want to develop the skills in your own class. You can use parts of the training or the entire training.

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Workshop 3: Entrepreneurship Authors: Gomez, A.; McKeown, I Entity: Fundaciรณn Universidad-Empresa; University of Wolverhampton

Like the previous seminars we talked about a seminar planned for a duration of 4 hours.

In this case, the Seminar seeks to focus more on a process of debate and reflection than in a traditional Seminar where there is a transmission of knowledge from the instructor to the educated.

Entrepreneurship, understood as a transversal competence, must be transmitted in a totally different way, it is about generating convinced of the entrepreneurial cause, it is about generating entrepreneurship ambassadors

Agenda Activity Type

Timeline

Materials

Small description

1. Presentation.

00:20

Slide 1

Brief overview/ Theme explanation; Brief presentation of the participants in the training.

2. Challenge Academy presentation.

00:10

Challenge Presentation of the Platform.

Academy Slides

3. Entrepreneurship. Difference between Businessmen and Entrepreneur.

00:20

Slide 2

Presentation of the concept and video. We do not come to teach entrepreneurship we come to discuss with teachers about the subject.

4. Exercise 1

00:30

Slide 3

Can Entrepreneruship be taught?

5. Seminar objectives.

00:15

Slides 4-7

What we intend with this Seminar?

6. Entrepreneur Definition.

00:10

Slide 8

KEY DISCUSSION due to many conflicts comes from the differences between those concepts and their implications.

7. Skills

00:10

Slides 9-15

Entrepreneurship in a Skills-Based Education environment.

8. Mindset

00:30

Slides 16-19

Key Elements of the Entrepreneurial Mindset.

9. Exercise 2.

00:30

Slide 20

Be Your Own CEO.

10. Exersise 3.

00:45

Slide 25

Entrepreneurial Professors.

11. Conclusions.

00:20

Evaluation of the results of the three exercises and approval of the main conclusions.

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We must and want to generate a new generation of teachers who are capable of transmitting to their students a new way of seeing life, that we teach our students that professional life is going to focus on solving problems on a daily basis that they will have to face and they will have to try to find a solution: this is the Philosophy of BEING OUR OWN CEO, of the philosophy in which the entire approach of this Seminar revolves.

The Seminar therefore can be perfectly followed by the slides without the need for a guide document, although there is a detailed document in the Support Materials for all those who choose this path, and we have proceeded to compile one of the largest useful bibliographies about entrepreneurship and entrepreneurial competence, which we make available to both trainers and their future disciples.

We therefore propose this Seminar as a day of analysis where the trainer should get at the end of it a series of conclusions, ideas and proposals that can be put in common with all the partners of the Project.

The practical part will pivot on the three exercises that are detailed: •

Slide 3.- Is the entrepreneur born or made?. The entrepreneur is innate or it is a competence that can be developed through practice. Can all kinds of people be entrepreneurs?

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Slide.- 17 BE OUR OWN CEO. Here we propose an exercise of reflection that can lead us to participating professors can contribute their ideas and their experience of how to achieve that paradigm through teaching, and what concrete instruments or methodologies could be implemented.

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Slide 24. ENTREPRENEUR TEACHER: How to start the challenge with the teacher being the first entrepreneur in the classroom? How can a professor be an entrepreneur? What do you need from your institution to achieve it?.

If these three exercises are developed in an appropriate way the conclusions reached, which should be submitted to the approval of the assistants, will be of enormous utility.

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Exercise Number 2: Be your own CEO Slide 17

It is a collaborative exercise.

First, ideas and visions about the concept of becoming our own CEO must be shared.

The basic principle is that entrepreneurial skills should not focus on opening our own company, not everyone is valid to be an entrepreneur.

But everyone can and should be an entrepreneur.

Hence the tendency in Higher Education to bring the basic principles of entrepreneurial education to the idea that every student, that every graduate should be the CEO of himself.

And this means? That he must be able to face, analyze and solve problems that he will have to face in his daily life and do so with the entrepreneur’s own competences: • Push.

• Initiative.

• Creativity.

• Without fear of failure.

• Ability to take the mistakes, learn and return trying it again.

All the American Universities belonging to the IVI LEAGUE have given a fundamental priority towards this objective.

• US: University Professors • From our experience • With our knowledge How can we propose concrete actions that allow our students to achieve this goal?

WE RAISE • Work in pairs.

• Analyze the mentioned principles that will be explained by the Instructor.

• Try to develop possible teaching tools (imagination will be our limit, try to be disruptive and think differently).

THERE ARE NO LIMITS AND EVERYTHING IS VALUABLE Raise type of activity that could be developed in a classroom with students of Higher Education.

• Objective.

• Instructions.

• Development.

At the end of the exercise all the groups will present their proposals and the assistants will decide which is the best of them to be able to be taken into consideration of each future concrete progress in possible projects of Entrepreneurial Education.

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Exercise Number 3: The Entrepreneurial Teacher Slide 24

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OBJECTIVE: How can teachers be the first entrepreneurs to demonstrate the beneficial effects of entrepreneurship from their own classrooms?

How is the teacher profile related to the entrepreneurial competence?: There are already many jobs whose origin is the teachers of the Universities of the Region: https://bit.ly/2unNrV8 We have analyzed throughout the session the importance of entrepreneurial competence and how we can incorporate the entrepreneurial culture within the teaching activities.

But entrepreneurial competition has no better way of being transmitted than by example. How can the University Professor be an entrepreneurial example for his student?

Therefore, in the framework of the last reflection, we would like to ask you the following question: CAN YOU BE A PROFESSOR AND BE AN ENTREPRENEUR? Again, we are not referring to making teaching compatible with the management of an own business project. We refer to each and every one of the characteristics in which the entrepreneurial competition is divided.

Today, 2018, is it possible to be a professor and an entrepreneur? Is there a “Teacherpreneur”?

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Open debate.

Analyze the comments of professors according to the country in which they teach.

What would they need to be?

If yes, how have they achieved it?

What advice could you offer?

Does your country encourage being an entrepreneur?

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Contact Marina Ventura, Coordinator.

Career Services and Alumni office.

Instituto Universitario de Lisboa (ISCTE-IUL) T: +351 21 790 3000 marina.ventura@iscte.pt Av. das Forรงas Armadas, 1649-026 Lisboa, Portugal.

https://linkyou.fahsbender.pe Watch the video: https://youtu.be/vkcd5-o0Jas

This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Funded by the Erasmus+ Programme of the European Union