Live projects and enterprise in HE English
Enterprise and live projects give students opportunities to practice and develop skills they gain during their English degrees – skills like critical and creative thinking, teamwork and problem-solving - in contexts beyond the classroom. These opportunities help students to see connections between academic and workplace scenarios and challenges while developing a better understanding of particular sectors and industries.
This session presents examples of enterprise and live projects in English curricula at four HE institutions. It includes discussion of pedagogical rationale and course design, the practicalities of providing learning in these ways, and students' reflection on their experiences in these modules. The session ends with Q&A time in which other delegates are encouraged to share their experiences of these kinds of learning opportunities.
Live Brief Learning in Literature (Prof Katy Shaw)
Associate Head of Department: Humanities and Head of University Partnerships for Humanities, Northumbria University
This presentation considers case study examples of partnership working with third sector and business organisations in undergraduate literature modules. It explores the use of live brief assessment methods co-designed between HEIs and partners to reframe student learning and highlight the skills scaffold offered by the subject discipline in response to the wider employability agenda.
Enterprise in the English Curriculum (Dr. Daniel Moore)
Senior Lecturer and Employability Lead, School of English, Drama and Creative Studies, Birmingham University
This talk outlines the rationale, outline and outcomes of 'Enterprising English', a second year undergraduate module at University of Birmingham, in which students work in groups on a live brief presented to them by a local arts or cultural sector institution. Previous partners include Creative Black Country, the Seed Festival, University of Birmingham Cultural Partnerships, Stan’s Café (a local theatre group) and The Worldly Magazine. This presentation also outlines plans for the next iteration of the module and reflects on best practice on enterprise modules in the arts and humanities more generally.
"But that Dragon's Den stuff is all for Business students" (Dr. Andrea Macrae)
Principal Lecturer, Stylistics and Student Experience, Dept.l of English and Modern Languages, Oxford Brookes University
This presentation reflects on the new 'Literary Enterprise' pathway within a second year module in an English Literature degree course. Students work in teams to develop an idea for a literary product or service, and to generate a business plan, a publicity/marketing/communications strategy, a pitch to potential investors/stakeholders, and so on. The presentation explains the rationale behind the pathway and the supporting learning materials, course structure and assessment strategy. It presents student feedback on the first run of the pathway and planned developments for future runs. This presentation includes a short video of English studies alumni entrepreneurs, developed to inspire current students and break down some myths around enterprise and the humanities.
Career Cartographies: Involving Students, Employers and Professional Services Staff in Co-Creative Curriculum Design (Ben Robertson, Careers Consultant, and Prof. Andrew Cooper, Dean of Cultural Studies and Humanities, Leeds Beckett University)
This presentation reflects on the new ‘Career Cartographies’ final-year online module for Arts and Humanities (including English Literature and Creative Writing) students. Students embark upon a work, enterprise or research placement, supported by reflective exercises, and develop expertise and confidence through a range of credit-bearing assessments linked to employers in the fourth Industrial Revolution, designed to integrate with the World Economic Forum 10 Top Future Skills. This presentation explains how we obtained and sustained involvement and embedded a principle of co-creative design and collaboration, whilst meeting the needs of the range of partners involved. It also includes student feedback on the first run of the module and plans for future development.