SocialPlaNet

SEWF 2018 Academic Symposium
SocialPlaNet: Applying a game-based group experiential learning approach to teaching social entrepreneurship in Higher Education
Elizabeth Cory-Pearce Tavistock Institute
Antonio Sama Canterbury Christ Church University

Transcript

1. SEWF 2018 Academic Symposium SocialPlaNet: Applying a game-based group experiential learning approach to teaching social entrepreneurship in Higher Education Elizabeth Cory-Pearce Tavistock Institute Antonio Sama Canterbury Christ Church University
2. Introduction: CCCU/TIHR collaboration • Our talk emerges from a cross-sector collaboration (university & practitioner organisational research/ consultancy) • Antonio Sama is a CCCU Senior Lecturer and a TIHR professional partner • Antonio advises TIHR Archive project (Wellcome Library): 70 years of historical examples of Tavistock ‘socio- technical approach’ (STS) – optimisation of people with technology to maximise workplace morale and efficiency • Apply STS tradition to teaching social enterprise skills via a serious online game played in small groups • Learn also about group dynamics, role, authority & leadership (Tavistock tradition)
3. Creating the SocialPlaNet Game • SocialPlaNet serious online role play game developed as result of Social Seducement Project 2014-2017 (Erasmus+ Grant No: 2014-1-UK01-KA200-001830) • Built, piloted & evaluated a serious ORPG based on real SE case studies to develop key competencies & skills of adults facing exclusion/disadvantage from job market • A stakeholder consultation (training providers) highlighted positive EU policy context (pro-SE) but lack of learning programmes & entrepreneurial culture (key barriers) • Identified need for training programmes with skilled facilitation, grounded in real life examples & practising soft skills (key enablers)
4. SocialPlaNet • SocialPlaNet offers this training and is designed to make a contribution to filling these gaps (lack of programmes and entrepreneurial culture) • SocialPlaNet Game & all project outputs can be accessed here (for free) www.socialseducement.net and TIHR project summary brochure http://www.tavinstitute.org/wp- content/uploads/2018/04/SocSed_Results-Briefing_v5e.pdf • There is a podcast about the project http://www.tavinstitute.org/projects/social-seducement- story-value-online-games-enterprise-creation/
5. Game Pedagogical Model Game approach and pedagogical model Game concepts Game tools Constructivist learning approach supplemented with a degree of cognitive learning Group learning Facilitator Tailored learning technology Diversity of training material, including written, audio and video Collective social entrepreneurship Group learning and decision making Business model canvas modified for collective entrepreneurship Learning from real life cases Stories from real life social entrepreneurs to guide the journey towards becoming a social entrepreneur Inclusion and empowerment Integral learning Facilitator Group learning Avatars Collective forms of assessment
6. What we are learning • Social Seducement pilot evaluation Game tested with c.180 players in Italy, Spain, UK, Belgium, Sweden Assessed learning gains through rigorous before / after evaluation which showed: - Players’ awareness of social entrepreneurship increased significantly - Game produced statistically significant improvements in players’ self-efficacy (assertiveness, confidence in dealing with unexpected events, problem solving) - Participation in game also improved acquisition and application of digital competences (changes were independent of country of origin, gender, age, educational level, ethnicity or labour market status) - Team formation among players is supported by game features & responsive facilitation (2 important factors) - Physical meetings helpful to go through more difficult aspects (e.g. BMC, budgets) - Remote facilitation can be anxiety provoking as not able to ‘read’ people’s behaviours… but… “However, I was surprised at how little I was asked for input/help. By observing some chat room conversations between students, I could see a high degree of independent, critical thinking and knowledge sharing being demonstrated and so was impressed that the game did seem to help people learn and progress in their ‘companies’, without the need of constant facilitation” What we are learning from CCCU delivery training: - Lecturers need to step back to become a group facilitator (and then hand group leadership role over to the group) - Importance of staying in role – facilitator role (not lecturer!) and to work with the group dynamics as they emerge ‘live’ in the game / course (distinctive to Tavistock approaches – sociotechnical optimisation; group relations psycho-social-dynamics)
7. The road to inclusion (of SocialPlaNet into L&T of the CCBS) From 2013 • Knowledge Transfer Partnership in conjunction with a leading children’s third sector organisation in the region • Consultancy, research on and with SE’s in the UK and Italy and PhDs (Leadership; Governance in Social Enterprises) • EE funded project on “Familiarising with social entrepreneurship” for promoting social enterprise education and experiential learning opportunities for final year undergraduate students regarding third sector organisations in the South East of England • Participation, as partners and consultants, in ESF funded projects (e.g. MBA taster for leaders and managers of TSOs and SEs) • SocialPlaNet
8. Potential case studies • Applied Student Project Placements for final year undergraduate students in Contemporary Accounting Issues for BSc Accounting – Understanding the role of ‘Business Planning in SE’s’ – Investigating Social Return on Investment – Social Enterprise ‘Gender Roles and Leadership’
9. The state of play • Authorisation from HoS and Module Leader (Feb 2018) • Presentation of the game to selected academic staff (March 2018) • Identification of potential modules: MAL; StraMan; Work based Learning; Business Ethics; BSc Sustainability • Training of selected academic staff (April 2018) • Offered as elective activity to students (April 2018) • Piloting in two StraMan seminars (2018-19)
10. Fit between the SocialPlaNet and the Modules Pedagogical Models Game approach and pedagogical model Game concepts Modules Concepts Game tools Constructivist learning approach supplemented with a degree of cognitive learning Group learning Learning Community Facilitator Communities of practice Tailored learning technology Complexity Diversity of training material, including written, audio and video Collective social entrepreneurship Group learning and decision making Group learning Business model canvas modified for collective entrepreneurship Learning from real life cases Case stud Stories from real life social entrepreneurs to guide the journey towards becoming a social entrepreneur Inclusion and empowerment Integral learning Facilitator Group learning Avatars Collective forms of assessment
11. The BSc Business Management Programme • Aims, among others, to support students obtaining “a sound understanding of theory in business management and its application in practice” ü Using the knowledge to solve problems ü Exhibiting an awareness of the provisional nature of theory and practice ü Demonstrating a comprehensive knowledge of, and understanding, of theoretical approaches and their application to practical circumstances
12. The Management and Leadership Module (2nd Year) • The module is centred on the ability to systematically apply knowledge and understanding to complex and ambiguous situations in order to evaluate and justify recommendations for improved practices üUsing analytical frameworks to explore and interpret leadership and managerial issues and from the analysis develop recommendations for solutions to these problems
13. The Strategic Management Module (3rd Year) • The module is centred upon the practice of effective strategic management, as researchers and practitioners in the area understand üApplying a selection of strategic analytical techniques; and üDemonstrating an awareness of implementation issues and their practical implications for an organisation.
14. Principles of the pilot • Educational Minimum Critical Specification (STS) • Working digitally • Prototyping • Customisation • Embedding the L&T in mainstream modules • Knowledge Exchange with the local sector
15. Questions for the audience • From your experience: – Is the game pedagogical model compatible with the pedagogical model of your programmes/modules? – What do you think could be the elements that can facilitate or inhibit the success of a pilot?
16. FOR COPIES OF THESE SLIDES WITH WEBLINKS TO OTHER RESOURCES PLEASE EMAIL US: Dr Elizabeth Cory-Pearce Researcher and Consultant Tavistock Institute of Human Relations e.cory-pearce@tavinstitute.org Antonio Sama Senior Lecturer CCCU Business School antonio.sama@canterbury.ac.uk