Early-stage educational steps

needed to create more effective

R&D drivers

Dorota Bociąga, Damian Derlukiewicz, Sebastian Koziołek, Maciej Nikodem, Piotr

Szymański, Marcin Wrzosek, Ewelina Zabost, Bartosz Zajączkowski, Paweł Żebrowski

Contents

Problems What works Our

Recommendations

problems :(

lack of

entrepreneurial attitude

lack of

entrepreneurial knowledge

lack of

entrepreneurial atmosphere

lack of

entrepreneurial environment

attitude knowledge

atmosphere environment

problems

start

young

middleschool

Problems in middle school

Private lessons are usually the only

method of effective learning

Problems in middle school

Students do not get the

entrepreneurial spirit in school

Problems in middle school

Insufficient cooperation between third

parties and schools

Problems in middle school

Students do not believe in themselves

Problems in middle school

There is no correlation between

grades and student’s knowledge

Problems in middle school

Inefficient teaching evaluation

(students do not evaluate teachers)

problems

don’t

die

young

universities

it

is

all

in

your

mind

mentality

Mental problems in educational reality

Celebrating failures

Mental problems in educational reality

Bias towards teaching only the

knowledge

Mental problems in educational reality

Few businesses ran by intelligent

people

Mental problems in educational reality

Few businesses doing something

worth teaching/cooperating

There must be

something that

works?

world

What worked elsewhere

Concentration on leadership,

teamwork, decision making

What worked elsewhere

Studying as a privilige, courses

entered via competition.

What worked elsewhere

Teaching via project-based work in

small groups

What worked elsewhere

Working with third party mentors

who bring relevant experience

What worked elsewhere

Internships & summer schools

What worked elsewhere

Innovation programs in university

frameworks

What worked elsewhere

Creating self-efficate leaders

What worked elsewhere

Students evaluating teachers

What worked elsewhere

External sponsorship

What worked elsewhere

Activities that contain elements of

projects from investors and

companies

What worked elsewhere

Interdisciplinary classes

Empirical

evidence

suggests

excessive

complaining

does not fix

things

Let’s get

constructive

Making it

happen

Change the way you

teach the existing

curriculum

Change the way

you teach the

existing

curriculum

co-teaching

Co-teaching

Invite a co-teacher from outside your field

who knows a use of the topics you are

teaching and try to co-teach

Co-teaching

Together provide problems that are from

another field, but solving them requires

the use of what you are teaching

Co-teaching

Split the lecture to provide a broader

understanding.

Let the co-teacher use 1/3 of time to

present the problem. Use the remaining

2/3 to teach the skills needed to solve it.

Co-teaching

Work things out together. Look at what

you are teaching. Find problems in reality

that those skills are needed for.

Change the way

you teach the

existing

curriculum

knowledge is

social

Knowledge is social

Post problems that are socially viable. That

feel important and useful to solve.

Knowledge is social

Post problems students can boast about

solving. Tell them how to do it. Help them

be proud of their work.

Knowledge is social

Teach how to visualize solutions, make it

easy to share their work.

Knowledge is social

Make the problem solving experience

interpersonal

Knowledge is social

Not all problems require groups, but all

problems are more educating when solved

in pairs.

Knowledge is social

Make your students work in pairs. Monitor

their work. Mentor them how to work

together effectively.

Change the way

you teach the

existing

curriculum

engage

Engage seniors

Ask older students who already completed

the course to grade the results of their

younger colleagues

Engage seniors

Meet them together to explain grades and

make comments

Engage alumni

Let alumni teach things they know better

than you do. Start small, ask friends from

your studies.

Engage alumni

Don’t rely on university administration to

follow alumni. Maintain relations with your

students after they leave.

Engage alumni

Don’t rely on university administration to

follow alumni. Maintain relations with your

students after they leave.

Engage third parties

Teach a lab through a project inspired

from the industry.

Change the way

you teach the

existing

curriculum

expand

Stimulate creativity

Have time for the peole you teach. Invite

them to meet outside of classroom.

Stimulate creativity

Make your students prototype and fail

during the course.

Stimulate creativity

Invite students and teachers outside your

faculty. Make one lab an interdisciplinary

cooperative experience. Then make two.

Foster communication

Don’t check solutions at home in the

night. Make students present that they

work in class! Let them pitch it to you and

the class.

Create a space

Create both a physical and a psychological

space where your student can become

self-efficate.

Evaluate yourself with students

Ask students for their opinion. Collect

feedback. Use it to improve.

Market the success

If something works. Spread the word.

Market your successes. Market your

students when take make something

excellent.

Making it

happen

New programme

ideas

New

programme

ideas

Barierr

crossing

Barrier crossing

University-based course framework for

teaching how university operates and

bottom-up innovation integration.

Barrier Crossing 1 (first semester)

Lecture about how the university works,

structures, non-explicit structure,

possibilities surveys, where to find

information, offers etc.

Barrier Crossing 2 & 3 (selectable anytime)

Laboratory about changing the university,

in a procedure, in the school, the faculty,

study plan, starting a research topic, etc.

Barrier Crossing 2 & 3 (selectable anytime)

Small groups working on a change,

university stakeholders take part in the

classes coooperating with the group

Barrier Crossing 2 & 3 (selectable anytime)

First semester of the laboratory is about

planning the change, second is about

executing it.

New

programme

ideas

Enterpreneur-

ship

Entrepreneurship

A set of courses ran & graded by a

committee of professors and

entrepreneurs

Entrepreneurship

Courses with networking support to find

seed/other financing.

Entrepreneurship

Full access to all university equipment for

students working on the courses.

Entrepreneurship

Students enrolled via project pitch

competition, only a couple of teams

accepted per class

Entrepreneurship

1. Entrepreneurship 1 (5ECTS) – projects with funding from

university around 1000-3000zl

2. Entrepreneurship 2 (10ECTS) – if 4.5 or 5 from previous,

projects with funding from university around 10 000zł

3. Entrepreneurship 3 (15ECTS) – if 4.5 or 5 from previous,

projects with funding from engaged seed capital or other

forms

Let’s improve :)