Oxford Brookes: Innovating the student experience

Editor's Notes

• #3: I’m Ann. I’m Male. We represent the team at the Centre for Innovation and Entrepreneurship at the University of Bristol. We run a first-of-its-kind integrated master’s programme where students study innovaiton and entrepreneurship alongside 1 of 14 different core subject disciplines. We are currently in our 4th year – at the end of this year we will have our first graduates from the programme. [Introductions from Ann & Male] Today we will share the model we’ve been building over the four years to help shape the learning journey and help the team work in an agile way by focusing on the learning experience.   This is an interactive session, so we are also going to have an activity to give you time to learn from others doing great work here today and think about how this all applies to your practice.
• #4: The Centre began as a response on a local level: As a University survey found that 30% of students wanted to set up their own enterprise at some point in their life. From this we saw we had a group of changemakers on our hands.
• #5: But it was also a response to what we were seeing on a more global scale. The biggest challenges facing the world are going to need innovative solutions within the students’ lifetime. And education would need to shift to make this possible.
• #6: So when we look at the shift that education will need to make, it is less about doing a job and more about solving problems. We need to prepare students for jobs that don’t exist yet using technologies that haven’t even been invented to fix problems that don’t have known solutions This is going to require students who are agile, adaptable, and comfortable working with a certain level of uncertainty
• #8: 4 year integrated masters degree where students from all 14 different disciplines come together to study innovation and entrepreneurship Students from very different backgrounds and disciplines can come together to find new ways to make positive change in the world. Our aim is for T shaped graduates: Deep subject matter expertise Who are also agile, innovative, entrepreneurial and are able to work in interdisciplinary teams
• #9: To support this, students start off with more time in their core subject and gradually increase their study in Innovation and Entrepreneurship over the course of four years.
• #10: So what does this look like? These are samples from my current third-year class where they a news piece for 2030… Students from Theatre Psychology Anthropology Are coming together to find ways to reduce the impact of invisible illnesses in the workplace
• #11: 2 computer science students and a physics student are looking at how they might reduce human error in the digital world
• #12: An anthropology and psychology student are working on improving teacher retention
• #13: Students from computer science, history and film and television are working on automation in film production
• #14: Our recruiting materials ask “Do you want to change the world?” And I genuinely believe this is a mission everyone working or studying at the Centre has signed up for. As this session is designed for… doing this requires changing not only what we teach… but how we teach.
• #15: We’ve been building a framework to shape the way we teach and learn in the Centre that is built on the learning journey of the students across 4 years. Through that journey, there are a number of red threads or themes that bring the team and students together to navigate through the experience. I’m going to share a few if/then questions that shape how we teach at the Centre. As I say them, I’d like you just to silently note if you agree or disagree.
• #16:   IF we are to empower people with the skills and knowledge to make significant positive change in the world… THEN learning should be set in the context of ‘real-world’ projects   IF the next generation of innovators will need to work across traditional boundaries to tackle the world’s toughest challenges… THEN students should experience working in a variety of team formations and across disciplines   IF making an impact in an ever-changing world requires adaptability, agility, and innovative thinking… THEN students need to think for themselves and be allowed to both flourish and fail in a safe place   IF we want to make a positive change in the world … THEN we need to respond ethically, with deep understanding of both people and planet  
• #17: This is a framework the teams uses for navigating these themes. Instead of walking through a framework, we are going to show you how each of these four flows across the four years of the programme using examples of four real projects.
• #18: In year one there is a process of unlearning and learning as we develop an innovative and entrepreneurial mindset. Project: This is a citizen science project students undertook looking at how citizens may play a role in local protecting an endangered bee population Team: the team of X was set by tutors to get experience working with different people. The team uses peer-assessment format called the equity share, modeled after the founder equity split of a startup, a tool they will use to shape team discussions and participation throughout the four years. Autonomy: Students select the location and project focus, but the process and methods are guided, we are still learning the fundamental tools, methods and mindsets and we need to learn to walk before we can run. Responsible innovation: Data storage, participant and researcher safety
• #19: Year two is about getting out into the world. Students work on projects set by clients: small businesses, not-for-profits, government organizations, and multinationals. Project: Online safety - Work with online service providers to make services safer by design Organizational focus set by clients based on a real challenge they are facing. Team: Computer Science, Psychology, Geography and Anthropology with Innovation Formed by applying to 1 of 5 different client projects based on project interest, final selection by tutors Autonomy: We worked with the client to set the brief, but from there, the students have direct contact with their own client and manage the relationship from kick-off to final presentation Milestones set by tutor; Process & schedule determined by team Responsible innovation: Participant and researcher safety, responsibility
• #20: Year three is all about embracing a mission. Students work on projects because they are invested in them Project: Reducing car dependence in rural communities Selected through a 3-week exploration of a core theme where they used future thinking tools to explore not only their interests, but what the world needs. Team: Geography, Music, Film and Television, Anthropology Was self selected after using a process of understanding their individual values as well as analyzing the skills and competencies they each felt were important for delivering a project. Autonomy: Team is managing the process, methods and the relationships they have with one of the local communities they are using as a case study. 3-hour class each week ½ dedicated to delivery and ½ to team time. The unit assessments form the two major milestones, but the process, methods and schedule are determined by the team. Responsible innovation: Team keeps a research diary which outlines their methods and process the documentation is shared so students and lecturers can access it at any time and challenge assumptions. Class time is dedicated to bringing in specialists in inclusive design and responsible innovation.
• #21: Year four is about making an impact. Students work on projects they are invested in, and are thinking ahead to the future: What will make a meaningful impact for them personally after graduation? What will create a positive change in the world? Project: Upcycling plastic waste to provide gainful employment in India Students choose projects based on personal mission and goals for the future. It could be a new venture, policy, social innovation, or research project Team: Management, psychology, geography Students were given the option to do a team or individual project and self-selected teams Autonomy: Assessment format set by team as well as process, methods and relationship management A project proposal submitted early in the project outlined what they believed they could deliver as a result of this project and how they might be marked against the goals they have set for themselves. This team has also applied for a grant to carry out ethnographic work in India. Responsible innovation: Like third year, the team keeps a research diary, because of considerations about privilege and power (etc…) this team works closely with a mentor to conduct self assessments and reflection before, during and after their research work.
• #22: Over the course of four years, students go on a journey beginning with unlearning and learning, followed by getting out in the world, them embracing a mission and finally making an impact. Through each step there is are threads progressing through including project work, open collaboration, autonomy, and responsible innovation.
• #23: Today we want to harness the collective experience of the audience as well. We’ve share