Creating an understanding of the role of intrapreneurs for students.

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Creating an understanding of the role of
intrapreneurs for students.

• Pauline Kneale and Samantha Aspinall
• University of Leeds
• p.e.kneale_at_leeds.ac.uk

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Intrapreneurship
Macrae,N 1976 The Coming Entrepreneurial
Revolution Macrae, N 1982 Intrapreneurial Now,
The Economist Pinchot, G Pinchot, E 1978
Intra-corporate Entrepreneurship Pinchot,G 1985
Intrapreneuring Pinchot, G Pinchot, E 1994 The
Intelligent Organization Pinchot, G Pellman, R
1999 Intrapreneuring in Action
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Intrapreneur
Anyone who behaves with entrepreneurial spirit
within a large organization
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Intrapreneur
According to Pinchot Intrapreneurs are "dreamers
who do," those who take hands-on responsibility
for creating innovation of any kind within an
organization. Innovation is the introduction
of something new - an idea, process, product or
method.
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How Innovation Happens
Pinchot 1999
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Intrapreneurs are people who can invigorate and
reinvigorate businesses, organizations and other
groups through

• recognizing opportunities (through research,
  screening and analyzing).
• drawing up a business plan with marketing and
  financial professionals.
• building a team to develop and implement the
  project.
• Social entrepreneurs / intrapreneurs it is not
  necessarily about money

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Intrapreneurial activity by a fairly new / young
member of a group or company could include

• Spotting ways to improve a service, saving time
  or money, or just making life easier.
• Seeing the scope for variations on current
  products, or a new product.
• Realising that there are other ways the company
  or group can communicate with and respond to
  their audience or customers
• Understanding how a job could be done smarter
• Seeing how the quality of a service or product
  could be enhanced
• Finding ways to do administration more smoothly
• Finding ways to enhance the workplace atmosphere
  / sociability / working day to the advantage of
  staff and employers.

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Tactics to help a junior intrapreneur to
succeed. (Pinochet and Pelman 1999)

• Test ideas casually with friends who can point
  out basic flaws and ask challenging questions.
• Keep ideas from natural enemies as long as
  possible to avoid opposition.
• Promote ideas modestly and constructively.
• Test casually on potential customers to check
  the project is realisable and profitable.
• Accept suggestions gratefully.
• Always look to network the idea so it can be
  thought about from many aspects.
• Dont give up at the first sign of
  disappointment.

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Not the heroic model

• Engaging visitors to country park
• Recycling and networking businesses
• Save the Children instant appeal

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Issues from the cases

• Nature of the briefing materials, non trivial,
  detailed, challenging in the time presented,
  academically on target
• Task too much to do in the time to encourage TM,
  group work etc skills.
• The tutors role to encourage groups to keep going
  
• Enforce sharing of material
• Challenging but appropriate presentation
• Managing participation issues
• Appropriate debriefing what happened?
  Meta-cognitive element what have I learned and
  what will I do as a result? Links to action plans
  and PDP
• Material longevity

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Comments

• Cases should be fun and creative
• They can motivate a massive amount of learning
• Students tend to give them lots of time, so make
  sure they are given appropriate weight
• They are a consistent quality experience as
  compared with work experience
• They have intended and unintended learning
  outcomes these need capturing in the
  debriefing. (What else have you learned?) They
  need post experience debriefing properly each
  time
• Can teach large numbers
• Experiential learning. It is so different from
  being told something
• Students like them

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Student Comments

• Working on designing questions this really made
  me think about how important it is to prepare and
  how much you can do in a short time.
• Students researching skills development options.
  I hadnt realised how much is done in the Union
  and at the (campus) workshops. This is really
  big business, people all over the world take this
  stuff seriously. I was surprised how much there
  is.
• It shows you can make a difference even as a
  temporary employee, I hadnt thought before about
  how I could get my ideas across effectively.
• Being the newest person at work always made me
  feel unconfident and I can see that putting these
  ideas in ... would make me feel more involved
  and more confident.
• I hadnt thought about networking at all, but
  this really showed you can get a lot from being a
  bit organised, although Im not usually that
  way.

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Where do we locate enterprising skills in the
curriculum?

• Enterprise like employability skills are diverse,
  they can be integrated into curriculum in various
  ways
• Modules that address career opportunities
• Within subject modules 1 / 2 / 3hr etc
  experiences.
• Development in skills is not achieved overnight
• Not just modules need a programme approach
• PDP links

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WHITE ROSE CENTRE FOR EXCELLENCE IN THE TEACHING
AND LEARNING OF ENTERPRISE

• The CETL Ambition is to
• provide another stimulus to students to actively
  consider learning more about enterprise as it
  relates directly to their degree programme
• provide enterprise teaching resources and support
  accessible to all staff within the consortium
  (and especially in the Social Science, Arts and
  Humanities (SSAH) disciplines where such
  provision is less developed).
• provide students with real and simulated
  interdisciplinary business experience using the
  micro-incubator and a business simulator Each
  campus will have teaching and learning Enterprise
  Zones
• reward demonstrated excellence by teaching staff
  with prestige teaching prizes and funded study
  visits

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Cases and associated materials

• http//www.geog.leeds.ac.uk/courses/
• other/casestudies/
• http//www.heacademy.ac.uk/938.htm