Value creation programmes: lessons from an early-stage implementation
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Value creation programmes: lessons from an early‑stage implementation D. Bozward1 · M. C. Rogers‑Draycott1 Received: 24 August 2020 / Revised: 7 September 2020 / Accepted: 13 September 2020 / Published online: 26 September 2020 © Springer Nature Singapore Pte Ltd. 2020
Abstract This paper explores the authors’ efforts to design and deliver a Venture Creation Programme (VCP) at the University of Worcester between 2015 and 2017. The pur‑ pose of the paper is to present critical insights into the manner in which learning can be facilitated through VCPs using our own experiences as an example. The paper begins with a discussion of the authors’ methodology before moving to a literature review addressing VCP’s and related elements of entrepreneurial education best practice. It then shifts to a critical discussion of the authors’ experiences based on insights, student and staff evaluations, and course data. In the process of conduct‑ ing this review the authors found that good pedagogical design, in a VCP context, needs to focus on ensuring that academics promote constructive alignment between the curriculum that is ‘taught’, the teaching methods used, the learning environment chosen and the assessment procedures adopted. Only by minimising inconsisten‑ cies which link these factors will students’ experiences of venture creation be fully engaging, promoting more effective, experiential and entrepreneurial development. This paper provides educators with an original and experiential insight into the design of a VCP programme and the pedagogical developments required for their successful implementation. There is considerable value herein for higher education institutions which want to design a new VCP, especially with reference to the cur‑ riculum design, experiential learning activities, types and methods of assessments and online learning environments for entrepreneurial students. Keywords Venture Creation Programmes · Pedagogy · Enterprise · Entrepreneurship · Education
* D. Bozward [email protected] M. C. Rogers‑Draycott [email protected] 1
School of Business and Entrepreneurship, The Royal Agricultural University, Stroud Rd, Cirencester GL7 6JS, UK
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Entrepreneurship Education (2020) 3:287–310
Introduction In September 2016 the University of Worcester became one of only a small num‑ ber of institutions in the UK to launch a degree in entrepreneurship where venture creation was a central, assessed, element of learner participation. There are a very limited number (Lackéus and Williams-Middleton 2011) of this type of ‘true’ Venture Creation Programme (VCP) globally. The authors define a VCP as a practice-oriented degree, combining the creation of a function‑ ing venture with academic study (Lackéus and Williams-Middleton 2018). The term ‘true’ is used in this context to reflect the fact that there are numerous pro‑ grammes which utilise competitions, tools and activities to simulate the experi‑ ence of start-up processes (Pittaway and Edwards 2012; Scott et al. 2016),
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