Supporting student innovation through an engagement, employability and employment ecosystem

Abstract

Purpose

The purpose of this paper is to explore how students, full-time and part-time, may be supported in becoming ambidextrous – developing “intrapreneurial” skills and capabilities, as well as being introduced to more typical “entrepreneurial” activities. It is proposed that both perspectives will be necessary for future graduates.

Design/methodology/approach

The paper highlights the fast-changing nature of the economic and employment context and the future requirements for graduate skills. It analyses and evaluates a framework of curricular and extra-curricular activities which has been developed to address future skills needs. The paper uses a case study to illustrate the issue.

Findings

The paper concludes that with increasingly flexible career paths, there is a need for graduates to be prepared for portfolio careers in which they move between employment and self-employment. The development of an independent mindset which can identify and exploit innovation is therefore important.

Practical implications

The paper outlines an approach that has been implemented in a UK higher education institution to the development of innovation skills which is responsive to a wider range of students than the conventional cohort of young, full-time students.

Originality/value

The paper highlights the importance of designing educational experiences which directly address students’ situations and experiences. It also identifies the role of work-based research in the development of an innovative mindset.

Citation

Walsh, A. and Powell, P. (2018), "Supporting student innovation through an engagement, employability and employment ecosystem", Higher Education, Skills and Work-Based Learning, Vol. 8 No. 1, pp. 15-28. https://doi.org/10.1108/HESWBL-08-2017-0054