The Research Canvas

Having just completed my second trip to Finland lecturing within a partnership University. I find myself sitting at the end of another exhausting intensive block of teaching reflecting on my delivery and performance over the last three days. The subject area of research methods is notoriously difficult to teach and this was my first time delivering the programme to any group. It certainly forced me to return to a subject area that I have had training in over the last 10 years but not necessarily used it. I found myself worrying how I would cover such a broad and often complex body of work in 14 intensive hours.

To help I turned to the books Business model canvas (Osterwalder and Pigneur, 2011) and business model you (Clarke et al.,2012). Osterwalder and Pigneur (2012) suggest that business model generation offers a powerful, simple, and tested tool for understanding, designing, re-working, and implementing business models where the key tool is the single-page Business Model Canvas. Having utilized this tool within my work as a voluntary chair/CEO of a national governing body of sport (not for profit) to good effect I could visualise some synergy with utilizing a similar approach to project/research planning. The attached image was my version of a reengineered canvas with the key areas the students needed to construct their research proposal namely;

- Rationale
- Scope
- Outcomes
- Responsibility
- Theoretical Framework
- Design
- Data Collection
- Partners

This provided a framework for my delivery and also allowed the students to build their research ideas after each section. We started with the availability of resources, the scope, outcomes and partners - this immediately provided a focus for their proposals and resources and they could match their potential areas of interest (rationale) to the outcomes they wished to achieve. This then provided a platform for me to discuss the key decisions they needed to make in constructing their research (design, theoretical framework, data collection and responsibilities). Although there are still difficult delivery elements within this course the students engaged with the framework and I built in individual reflection points and group discussions for individuals to keep refining their canvas after each major section of the course. By the final session most had drafted out ideas, working titles and realistic objectives and ideas to engage with the literature and preferred data collection techniques.

The experiment of using the canvas certainly paid off and I will use this again with individual dissertaion students  and within this module. I can see many opportunities to refine the process and improve my delivery of the course content and I am also considering adapting this approach further as I can see that the tool could be used for curriculum/ syllabus planning.

References

Osterwalder, A. and Pigneur, Y. (2011) Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Wiley

Osterwalder, A. and Pigneur, Y.(2012) http://www.businessmodelgeneration.com/book accessed May 2012

Clarke, T. Osterwalder, A. and Pigneur, Y. (2012) Business Model You: A One-Page Method For Reinventing Your Career. Wiley

Sports Development update - competency frameworks

In a previous update I reflected on the sever lack of confidence in some students when engaging with other professionals and students when delivering programmes. There is  a growing concern by employers that higher education programes are failing to produce students that can operate in a rapidly changing environment (Brindley and Mander, 1996; Skills Active, 2006). Barcelona & Ross (2004) argue that in order to meet the needs of the changing industry, it is imperative for both practitioners and faculty to clearly define a framework of competencies, knowledge areas, and skill sets that support the academic and professional development needs of students. 


I have continued to reflect on this issue across all the activities my final year students have delivered this year and as the group nears the end It may be observed that many have grown and developed and are ready to enter the professional sphere - some already having secured well paid jobs immediately after finishing their last exam. There are many positives but I am still concerned that for some they have not been able to fully develop their professional competencies. The balance of the entire degree is biased to knowledge (what you must know - QAA, 2008) and not competencies (what you must be able to do - Brooks and Althouse, 2007). I feel that my sports management programme moving forward should develop learning outcomes for both these areas in parallel (Brooks and Althouse (2007). I have discussed this with the group and presented competency frameworks based on (Skills Active, 2012) national occupational standards. I asked students to reflect and score themselves (e.g. superior skills, good, underdeveloped), I will follow this with my own assessment as part of the wider assessment framework for the module.   The reaction was interesting - having delivered a programme of work they could engage with the framework and were comfortable in immediately assessing where they may need to improve. For the proactive students this should allow them to continue their development working with their existing or future employers to access further training and development.


References

Barcelona & Ross (2004) An Analysis of the Perceived Competencies of Recreational Sport Administrators Journal of Park and Recreation Administration, 22 (4).

Brindley, C. and Mander, P. (1996) Leisure by degree, Leisure Manager, June/July.

Brooks, D.D. & Althouse, R.C. (2007). Diversity and social justice in college sports: Sport management and the student athletes. Morgantown, WV: Fitness Information Technology.

The Quality Assurance Agency for Higher Education (2008) Hospitality, leisure, sport and tourism. QAA.

Skills Active (2006) Analysis of Gaps and Weaknesses, London, Skills Active.

Skills Active (2012) http://www.skillsactive.com/skillsactive/national-occupational-standardshtt accessed May 2012.

Sports Development update - Reflection on first year

As the group approaches the final assessment which includes a full review of their key areas of delivery the reality of graduation is kicking in for us all. I have conducted discussions with the micro teams as a check point to discuss their ideas, opinions and recommendations for next year. What was exciting about the sessions was that all the group could naturally reflect on their individual and collective experiences. The solutions and ideas were well thoughtout and individuals felt comfortable to express their opinions and were openly discussing how they could support their ideas with relevant examples, case studies and literature. If the discussions translate into effective written documents I will feel confident that the module has fulfilled its core objective of delivering valid experiences to develop both knowledge and professional competencies.

Utilising the social network Linkedin has allowed me to track the collaboration through the group including the analytics with some great patterns of activity. Most peaks correspond with the early planning and activities and there has been a steady decline in the second semester (especially close to major deadlines). This was to be expected but the information along with the student reviews will allow me to shape the programme for the incoming group. Planning will start immediately and the legacy from this initial group has included raising awareness with outside agencies and attracting grant funding investment for 2012-2013 which could total £15,000 for the University. The final presentations take place next week in front of a panel of internal and external partners -  This should prove to be the final test of what the have learnt through the process and provide their last valid experience before starting their full time professional careers.

Teaching Tool - Twitter in the class room

I have tried to challenge my delivery within the lecture theatre environment this year aiming to make it more dynamic and interactice.  Apart from the obvious use of youtube clips and interactive smart boards - I have found the use of PowerPoint Twitter Tools a welcome addition. The tool I have been using has been created using SAP BusinessObjects Xcelsius (but requiring only PowerPoint for Windows and Adobe Flash to run), SAP (2012) report that the twitter tools allow presenters to see and react to tweets in real-time, embedded directly within their presentations, either as a ticker or refreshable comment page.There are currently eight tools – you can easily cut and paste them into your own PowerPoint decks:

PowerPoint Twitter feedback slides
PowerPoint AutoTweet,
PowerPoint Twitter voting — bar charts and pie chart
PowerPoint Twitter ticker bar
PowerPoint Mood meter
PowerPoint Crowd meter
PowerPoint Zoom text
PowerPoint Twitter update bar

I have utilised the availabilty and functionality of smart phones by setting group work challenges, Q&A's,  or  debates within the lecture theater. The tools allow many to have a voice which for some is valuable as their ideas can be communicated if they are not confident to speak out. The tools will only work if you have an effective internet connection - I would test it out in class before using in front of the group.  Take care the groups were a little excited the first time they used the technology.

Reference
SAP (2012) http://www.sapweb20.com/blog/powerpoint-twitter-tools/ accessed 25th March 2012

Placements - flavour of the month or here to stay?

The Department for Business, Innovation and Skills is endorsing a range of ways to help students gain vital international experience from overseas study and work placements. A report by Professor Colin Riordan, Chair of the UK HE International Unit, discusses the incentives and obstacles to students studying and working abroad. According to Times Higher Edcation (2012) the main recommendations are:
The development of a national strategy for outward mobility and a sector- led body to support this. Professor Riordan and the Joint Steering Group on Outward Student Mobility have now been asked to develop this idea and present options for a sector-led solution.

A replacement scheme for the current Erasmus fee-waiver that will come into effect from the academic year 2014/15. For the first time, financial support will also extend to student placements at overseas institutions outside of the Erasmus scheme - both within and outside of the EU.
Universities and Science Minister David Willetts said:

“Study abroad offers a huge range of benefits for students taking part, and also for our universities and the wider UK economy. Students improve their employability, institutions develop their international links and businesses value the wider experience of those who’ve spent time abroad. It’s a win-win for all. (THE, 2012)

Professor Colin Riordan, Chair, UK Higher Education International Unit commented:
"Studying, working or volunteering abroad increases the employability and financial rewards for students in the international labour market. Despite this the UK ranks just 25th in the world for the number of students studying overseas. (THE, 2012)

Is the grass greener?


I have been lucky enough to have been involved with a compulsory worked based learning module for the past two years visiting students in The United States, Turkey  and again planning to visit students over the summer period in Greece and here in the Uk. My observations of the value of these extended placements is generally positive, witnessing students mature and develop their skills whilst for many also building vital industry experience. However the success of these placements in my opinion can be influenced by;

• The quality of the partner organisation and its attitude towards the students development
• The training and induction programmes students are put through
• The social network supporting the student - some can feel vulnerable working away from their immediate support network.
• Culture shock - understanding the expectations and values of both a new organisation and country can be overwhelming.
• The level of training and work experience prior to departing

There are many international employers looking for english speaking seasonal staff. Not all in my opinion can offer the student an excellent learning or life experience. It will be vital for institutions to build appropriate criteria to screen for appropriate employers and ensure that students are fully prepared before departing this will include the development of key skills and a cultural understanding of the environments they are about to enter.

The placements market over the next 10 years will become crowded if new national bodies are facilitating and incentivising  the development of compulsory work based programmes. Institutions and these new agencies need to have a positive attitude to collaboration within the sector and with employers to ensure that there are no sub standard learning experiences fueled by the need to keep up with Government recommendations. This cannot be another tick box exercise for institutions eager to please government ministers. There needs to be a committed investment across the sector to ensure that employers and instutions work together to meet their own and individual students needs.

Reference

Times Higher Education (2012)  Willetts pledges partial grant to encourage overseas study
 http://www.timeshighereducation.co.uk/story.asp?storycode=419824 accessed 3rd May 2012