What better way to begin the entrepreneurial team learning journey than a social gathering focused on playing together!

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Join us for an introduction to UNFEAR2020 which focuses on who is the 'I' in T.E.A.M?

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Bring sustenance and be prepared to have fun and meet your fellow team learning travellers!

What happens when you get four transformational thinkers together in a room to talk about learning?  Come and be challenged to think differently in our fishbowl session with a focus on what's wrong with entrepreneurship education!

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The Fishbowl process offers a world into a conversation between these critical and creative thinkers.  As the audience you will get the chance to observe the wrestle the 'fish' have with the issues at hand.  You then get the opportunity to talk amongst yourselves about the conversation you are hearing, to add more fuel to the fire!  The fish then complete the process by picking up where you left off.

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It promises to be a stimulating session!

PLEASE NOTE: THIS SESSION WILL BE RUN TWICE (NOVEMBER 3 AND 10)

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This session plan adopts a social constructionist perspective to critically look at three concepts: research, practice and learning (teaching). While extensive literatures indicate how each pair can be combined in our academic exercise, for instance, research-led/informed teaching, research-based practice, and practice-based learning etc. (Griffiths, 2004; Healey, 2005; Healey and Jenkins, 2009), this plan explicitly claims that all of the three are intertwined and can be mutually developed with one another in scholarly activities.

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Through this planned live ‘undercover’ selling event, participants will experience the power of experiential learning in enabling enterprise graduates; 2) understand how educators’ fear of commercialism can be conquered in practice (Lackéus, 2015); and 3) how practice-led research can be materialised.

This approach aims to shift the focus away from using the by-products of effective entrepreneurship education as direct indicators of its success; such as the number and size of new ventures created.  Instead, a conceptual approach permits the distinctiveness of entrepreneurship to be explained.  The threshold concept framework allows for the restoration of difficulty to learning (Cousin, 2016) and enables entrepreneurship education to be transformative; integrating the cognitive and the affective, and encouraging a more dialogic relationship between educators and students.  

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In this workshop, the threshold concept approach will be introduced and the entrepreneurship threshold concepts presented.  In small groups, participants will then be challenged to prioritise them by placing them in a triangle layout, and adding a “wild card” which can be what ever they think is missing.

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Group discussion will deepen participants’ understanding of what needs to be understood to understand entrepreneurship and perhaps touch on the order in which students should be ideally introduced to the threshold concepts.

A chance to put your feet up, grab a cuppa and share your reflections, learning, ideas, experiences with each other and the host!

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Biscuits and banter is a space offered three times in the programme to relax and talk with others about what's coming out of the festival for you.  Operating in an 'open space' way, there is no set agenda for conversation, whoever is there are the right people, wherever the conversation goes is the right direction.  Join when you can, leave when you like.

It is only in the last 30 years that social-science based methodologies have been developed

to help both commercial and not-for profit organisation to become requisitely agile. This

body of work may be relevant to Team Academy (TA) for four main reasons. First, it is

inevitable that many of the enterprises that TA students will develop (both during their

programme and subsequently) will need to have different forms of agile capabilities, so

possessing evidence-based constructs as to the managerial options that are available will be

valuable. Second, as TA students create entrepreneurial enterprises they will need to develop

agile-friendly leadership and followership skills, which can be assisted by comparing their

own skillset with managers that have proven agile capabilities. Third, since there is a

comprehensive model of the attributes needed for an organisation to be systemically agile,

TA coaches can use this to enable students to explore their own initiatives and gain a clearer

understanding of strengths to be built upon and any blockages to be worked through. Last,

as agile organisations need to be integrated around a deep consensus on ‘our collective

ambition’ TA students will be encouraged to work on developing their own skills in this key

area.

There has been a long-standing debate concerning the pros and cons of discipline-based business education versus experiential learning (Campbell, Heriot & Finney, 2006; Mintzberg, 2003). To our knowledge, this is the first attempt to assess student learning outcomes using an objective measure of domain-specific knowledge and skill in multiple sites all offering both types of curricula. The experiential learning models implemented in Finland are based on team learning. The aim was to compare the learning outcomes of two types of curriculum in terms of 1) learning of domain-specific knowledge and 2) general causality orientations (formerly “personal styles”). The design was cross-sectional. A total of of 219 students in the final phase of the studies from three universities of applied sciences (UAS) were administered a 65-minute test consisting of questions relating to student background, domain-specific knowledge of business administration (JGU, 2014) and questions relating to general causality orientations (Deci & Ryan, 1985). For comparison, 159 students in the beginning of their studies from one UAS took part in the study. The data were analyzed using multilevel analyses. The very first, ground-breaking results of the analyses will be presented.

This workshop will present a method meant to assist you in working with learners in how to construct their own questions. The method is taken from the Right Question Institute in Cambridge, Massachusetts, USA and is called the QFT method documented in the book: Make Just One Change: Teach Students to Ask their Own Questions.

I have no official affiliation with the Right Question Institute.

This presentation is based on insights built over six research projects funded by EPSRC,

ESRC, EU and the (former) DTI, with a value of around £1,100,000 and the development of

the Profitnet® programme, funded by the regional development agency (SEEDA) and

HEFCE with a total budget of £882,200, were set up in parallel with the operational activities

of the programme. Several surveys with input from 450 SME together with 171 semi-

structured interviews supported the continuous development of the research base. The

research and the relevant experience has led to four clusters of insights about the team

learning phenomenon among small enterprises.

A chance to put your feet up, grab a cuppa and share your reflections, learning, ideas, experiences with each other and the host!

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Biscuits and banter is a space offered three times in the programme to relax and talk with others about what's coming out of the festival for you.  Operating in an 'open space' way, there is no set agenda for conversation, whoever is there are the right people, wherever the conversation goes is the right direction.  Join when you can, leave when you like.

THIS SESSION IS NOW FULLY BOOKED!

We are a group of three french action researchers in the field of entrepreneurial education. One of our concerns deals with socio-cognitive conflicts in adult learning. The intention of the proposed workshop is to test and adapt a tool based on the concept of socio-cognitive conflicts to analyze interactions within a team. Thus, participants should have practical team experiences, as team members or coaches.

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First session - November 16

- meet with the participants

- what kind of interactions in teams do I experiment?

- what do I know about socio-cognitive conflicts?

- presentation of a tool to analyze interactions within the team

- adaptation of the tool

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Second session - November 30

Sharing of individual tool tests

- on the tool itself in order to improve it

- on the contributions and learning made thanks to the team's analysis through the tool

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THIS SESSION IS NOW FULLY BOOKED!

​A presentation followed by discussion focused on my learning journey.  Come and explore this with me!

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• Check-in: Encounter with Team Academy in the heart of the Himalayas;

• My journey started while on maternity with my new-born daughter;

• Applied the concept outside the core programme;

• The new concept was successful and extended - two mini research projects; 

• Collaborations with industry in tourism - research focused;

• Collaboration on community projects - research focused;

• Check-out: Where next? Searching for collaborations in the visitor economy and ideally with an Eastern European focus. 

In October this year, Dr Urzelai and Dr Vettraino signed a four book deal with Routledge that  will see the first mainstream publications of the Finnish Team Academy model on the bookstore shelves in 2021.

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The four edited texts contain research and stories from the field of those practitioners and academics who have adapted and used the model over the years, including a chapter from founder Johannes Partanen and Senior Team Master Coach, Hanna Walden, who both work at disseminating the model globally through their Team Academy Global organisation.

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This session is a conversation between the two editors about why and how the books have come about, and what the future of Team Academy post COVID19 might be.  Come and join the discussion!

Following on the discussions from the highly acclaimed ‘Why are we so Bloody Male?’ session led by Lauren Davies and Adrian Rivers at TAUK2020 this highly interactive session will explore multiple themes around issues of gender imbalances in entrepreneurship from a global perspective. An example of these imbalances from a UK perspective were identified in the Alison Rose Review (2019) that identified that only 1 in 3 UK entrepreneurs are female and that this gender gap is equivalent to 1.1 million missing businesses. This is further supported by The Women’s Enterprise Policy Group (2020: 3) who state that “[women] entrepreneurs in the UK and internationally face a wide gender pay gap (ONS, 2018; OECD, 2020). Women have no less potential than men to develop successful businesses."

These are challenging issues yet we feel we are up to the challenge. As part of a longitudinal action research project this session will explore themes that evolve as we unpack our knowledge and experiences together. However, we have to start somewhere so our initial ideas for themes include mapping the women’s experience in entrepreneurship worldwide, identifying main challenges, identifying good practice, sharing support networks and planning co-created actions that can have impact in practice. The session will be supportive, collaborative and encouraging so that all voices can be heard. An ambitious aim – yes; much needed – yes; all welcome – yes. We’d love to see you there!

In this dialogue workshop we will examine entrepreneurial team learning through the lens of theory of practice architectures (Kemmis et al. 2014). We will inquire into the conditions of team learning in terms of practice arrangements:

• Cultural-discursive arrangements (“sayings”, and “thinkings”); language, culturally shared mental models, ways of thinking and attitudes.

• Material-economic arrangements (“doings”); things and material objects, spatial arrangements, environment and economic resources.

• Socio-political arrangements (“relatings”); relationships between people, power and solidarity.

After a brief introduction we hope to engage in dialogue on the kinds of practice arrangements needed within an architecture that provides a solid basis for team learning, and on the possibility of easing up the resistant arrangements and habits of thought and action that currently pre-figure much of professional and higher education.

TechConnect is a technology focused; user centric approach to technology commercialization
that starts by understanding the fundamental competitive advantage offered by a new technology, and which job it can do better than alternates. Embedding these advantages into a sequential process often involves recognizing that there is no market for a technology (learning from failure), but for opportunities that offer a unique market fit, the technology can be used to create a sustainable high potential venture. TechConnect is run as a multi-disciplinary graduate course or a 3 day multi-stakeholder intensive workshop, during which participants are introduced to a series of canvasses, to help them navigate through the complex technology commercialization process. Participants present completed canvases to the group, and based on the feedback, make the decision to continue, pivot, or kill their project. Those that pivot have to represent their revised canvas, while those that kill their project must choose to join another one.

Aston MBA has a strong focus on multi-cultural team working. In this session, we will cover a novel team coaching approach, designed to enable international students to work multi-culturally. Our compulsory ‘Edge’ module provides students with essential skills they need in their career, such as negotiation, leadership, resilience, presentation skills, teamwork, CVs/LinkedIn, and personal branding. The session will also discuss a project where students were tasked to create a solution to improve market performance of a product, and how they worked with their coach to hone their presentation skills, ensure effective team cohesion and manage conflict.

UWE was a pioneer in the UK launching and implementing a Team Entrepreneurship
undergraduate degree in 2013. Since then, the programme has been adapting and
restructuring considering the feedback obtained from educators, partners and students. This
session will have two objectives: 1) to present how the programme has evolved towards an
enterprising and entrepreneurial competence-based framework, which has just been
implemented in 2020-2021, and 2) to create a dialogue about the challenges, key factors,
and processes of a team learning curriculum design and process. We will use quotes from
the semi-structured interviews we had with educators and programme leaders that have
been involved in that process in UWE to drive the dialogue. The session can contribute
towards the acquisition of knowledge around new competence-based pedagogies around
learning by doing, action learning, team learning, among others.

This workshop explores the findings from my dissertation research focused on how to coach different teampreneur personas.  The process we will use is below:

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• Introduction: Findings from dissertation research: Six learning personas

• Dialogue and sharing experiences 

• How to Coach different personas ?

• Check Out: What have we learned? 

A chance to put your feet up, grab a cuppa and share your reflections, learning, ideas, experiences with each other and the host!

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Biscuits and banter is a space offered three times in the programme to relax and talk with others about what's coming out of the festival for you.  Operating in an 'open space' way, there is no set agenda for conversation, whoever is there are the right people, wherever the conversation goes is the right direction.  Join when you can, leave when you like.

The example of a f2f Business Plan Preparation Course (currently delivered remotely due to COVID-19) comes to life through gamification using the Pre app to share potential business ventures with the community. The presentation will include how a course and an app can build community and improve entrepreneurial intent in learners. 

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During this interactive session conference participants -playing the role of preInvestors- will receive a code to access the business competition and preMoney™ to invest in the Startups. The business competition will be a hybrid (pre-recorded) event available to preInvestors to make smartest investments and startups competing to raise the most preMoney™.

Better to go out with a bang rather than a whimper!

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Come and join our virtual fireworks celebration at the end of this month long festival of research and scholarship!