Enterprise Evolution Accreditation Specification
Enterprise Evolution now offers accreditation to training programmes
Enterprise Evolution is the premier consultancy in the UK for designing and delivering bespoke staff development that specifically helps those who seek to create entrepreneurial outcomes in others.
Enterprise Evolution works to deliver sector-level and policy support at a national and European level, as well as working directly with staff from all subject areas to change the way they teach. Enterprise Evolution works with Faculty staff and researchers, as well as those working as enterprise educators/change agents within entrepreneurial universities.
Since 2015 Enterprise Evolution has:
- Designed and developed the UK’s library of enterprise education teaching materials “ETCToolkit” www.etctoolkit.org.uk and curates new materials on behalf of the national university membership network EEUK www.enterprise.ac.uk
- Designed, developed and launched the EEUK Fellowship https://www.enterprise.ac.uk/fellows/ through three professional pathways as the first UK professional recognition for all staff working as enterprise educators.
- Provides national sector level support to the national body EEUK liaising with Govt/EEUK members to respond to consultations and provide policy briefs www.enterprise.ac.uk/policy/
- Led a consortium working for the European Commission (JRC Seville) to create the companion guide to Entrecomp Framework “Entrecomp into Action” https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-action-get-inspired-make-it-happen-user-guide-european-entrepreneurship-competence
- Co-designed and delivers first Sino-UK designed staff development programme across China (over 500+ delegates so far) Creating Entrepreneurial Outcomes programme (CEO Programme for short)
- Delivers on the UK ICURe Programme – an award winning initiative designed to encourage and enable the commercialisation of university research.
- Working with Grwp Llandrillo Menai Coleg, to support colleagues in Thailand to develop and implement a new approach to Entrepreneurship Education in Vocational Education.
- Supports, as Faculty Staff, the Scotland Enterprise Educators Programme (SEE Programme) (enterprise education staff development) www.createhighland.com/educators/see-programme.aspx
The Enterprise Evolution team has gained its unique expertise from:
- Working directly with Professor Allan Gibb on IEEP (staff development programme) taking Course Director/delivery responsibility for all UK cohorts of the IEEP (International Entrepreneurship Educators Programme) since 2009 (Cohorts 2-5)
- Delivering a wide range of enterprise education programmes:
- At institutions across the UK (England, Wales and Scotland)
- Across Europe (4 x 1 week long residential European Annual Summer Academies from 2010 to 2012 (3EP))
- Across China since 2010
- Working at all levels of staff working within FE (VET) and HE institutions.
Accreditation Principles
Accreditation:
Requirements of all programmes accredited Enterprise Evolution are as follows:
| Insufficient Demonstration (0) | Minimal Demonstration (1) | Proficient Demonstration (2) | Expertly Demonstrated (3) | ||
| 1 | Clear Programme Aims | ||||
| 2 | Alignment (certificate/assessment if any) | ||||
| 3 | Clear definitions /competences | ||||
| 4 | Learning and Teaching Philosophy | ||||
| 5 | Interactive Teaching Methods | ||||
| 6 | Support to learner | ||||
| 7 | Reflection (learner/use of tools) | ||||
| 8 | Programme Evaluation |
“Proficient” demonstration is achieved through an aggregate score, within the scoring column (0-3).
Marking Rubric: Assessment
| Insufficient Demonstration (0) | Minimal Demonstration (1) | Proficient Demonstration (2) | Expertly Demonstrated (3) | ||
| 1 | Clear Programme Aims | No clear indication of planned approach; no attempt to clearly present what will be provided as a “take away” from the programme | The agenda of the programme was presented to indicate the expected approach. | The agenda and also clear programme aims or learning outcomes were highlighted (being presented at the start of the programme). | Clear Programme aims (presented as learning outcomes) where presented before, during and then also reviewed at the end of the programme |
| 2 | Alignment (certificate/assessment if any) | No clear approach to presenting the programme; no attempt to connect content to what can be “taken away”/achieved after the programme | Minimal attempt to connect the programme content (aims) to the desired actions/achievement at the end of the programme | There was clarity about how the programme was designed and what would be achieved at the end (especially if assessed or tested) or what should be done next (action plan) | The learning outcomes presented at the start of the programme were reviewed, and tested against, at the end of the programme (or at agreed date) |
| 3 | Clear definitions /competences | No attempt to help staff understand the core ideas within enterprise education; no link to relevant literature, policy or practice to help identify how to connect this area with own subject area or govt policy | Key words were presented as definitions (but not really explained within a subject content or connected to the programme aims). | Definitions and terms were presented/agreed at the start to ensure a common language for the programme and to explain the origins of the approach. Opportunities to ask questions / engage in discussions with colleagues /work with the language were provided throughout. | The topic areas, and key words used throughout the programme, were explained/defined and the source/reference provided. Definitions were up-to-date and linked to the latest policy/sector changes. Opportunities to discuss the words/engage with tasks to explore meaning were provided. |
| 4 | Learning and Teaching Philosophy | No approach determined or articulated to host/client or delegates. It was not clear what this approach was, not was it consistent to the message or throughout the programme. | The programme has a specific approach, but no reference was made to why/how, nor to how this approach supported learning/should be used with students to create entrepreneurial outcomes. | A clear philosophy was deployed throughout the programme.
Delegates were engaged in a specific approach(es) to learning and the benefits of this approach were clear to the delegates. |
A learning and teaching philosophy was established (pre programme through a statement, or during through example) and then demonstrated throughout consistently. The approach taken illustrated in practice the philosophy/methods in the programme design/aims. |
| 5 | Interactive Teaching Methods | Only traditional methods (such as lecturing) are used, to provide only knowledge transfer (no skill development) | Some interactive teaching techniques were demonstrated but there was little opportunity to practice these/consider how to use them in own teaching | Some interactive techniques were included in the programme, with opportunities to discuss whether they would be appropriate to use (benefits of each) and/or chances to try them. | A wide range of appropriate teaching methods were used to share/demonstrate and showcase approaches. The methods reflected the teaching philosophy and provided opportunities to discuss them and their benefits and limitations were provided, as well as explore some in practice/consider adaptations for use in own teaching . |
| 6 | Support to learner | No support materials (as appropriate – may include pre-reading; slides; access to web resources; contact details – or creating support structure for the group (at institution or through WeChat) | Limited materials were available to the delegates and attempts to make connections amongst the group of delegates were attempted. | Working with the delegates (host/client) support structures are in place to provide momentum to the learning provided in the programme. This may be during the programme (group work and creating networks of support? or by the provision of learning materials/references or options of future engagement. | A fully supported programme reflects the needs of the learners and will provide online or physical resources or demonstrations and provide structured opportunities to reflect and engage with others (network) beyond the duration of the programme. The course structure will nurture support amongst learners (work in groups and networking). |
| 7 | Reflection (learner/use of tools) | No direction to reflect or opportunities to reflect were provided during the programme | Reflection was mentioned as part of the approach to using interactive teaching methods. | Reflection tools were used and shared during the programme. The potential for learning through reflection was clearly articulated and options to engage learners in this approach were provided / demonstrated. | Reflection formed part of the Learning and Teaching philosophy of the programme (models and/or approaches) and techniques to use with students/clients were discussed/explored. Delegates were invited to continue to review their learning after the programme and consider their own personal action plan or how to be a reflective practitioner. |
| 8 | Programme Evaluation | No opinion sought from delegates regarding content/programme delivery or practical issues (timing; logistics) | An attempt to determine group views/comments or host/client satisfaction formed part of the programme. | Structured evaluation techniques (post its; show of hands; comments or statements or online survey) were used to determine the success of the programme against the objectives/aims set. | Full evaluation of the programme was undertaken to learn about the practical/physical elements and also to understand the learning that had been achieved.
Results are shared and reviewed with the delivery team to reflect upon. |
Questions
To be posed to determine ratings (applicants first, if necessary with further questions to the delivery team)
| Applicant questions | If necessary, further questions to organiser | ||
| 1 | Clear Programme Aims | Did you know what the programme was about before you attended?
Did the programme start with clear goals/aims? Was it clear what you would be learning/able to do after the programme? |
Was the group provided with clear learning outcomes or goals for the programme? (in advance / during the programme?) Where they reviewed regularly/at the end of the programme?
Where these goals expressed clearly in terms of what you would be able to achieve? |
| 2 | Alignment (certificate/assessment if any) | Were you asked to indicate what you would do differently/do next because you have attended this programme? Were there any opportunities to present your plans / discuss your options with colleagues or make a commitment/statement of what you have learnt from the programme (linked directly to aims of the programme) | Did you close with any assessment/testing or confirmation of learning (statements of planned actions, or key take aways/learning that will be taken forward?
Were the delegates given any opportunity to discuss their next steps/ make a commitment to change their approach or practice new approaches? (ideally referencing the programme aims) |
| 3 | Clear definitions /competences | Are you clear what the programme was about? could you define the key topics/define key terms having completed the programme?
Were any definitions provided, together with sources/reference material to refer to? |
Did you provide supporting materials or PPT that agreed/confirmed the language/terms that would be used in the programme (before, during or after?) Were the delegates clear about the terminology and use of any new language throughout the programme? |
| 4 | Learning and Teaching Philosophy | Were you aware of the approach to learning and teaching taken in this programme? Could you name or describe the approach (or indicate how it was taught to you?
Do you understand the benefits of this approach? |
Did you “practice what you preach” throughout this programme in terms of demonstrating a consistent approach to learning/teaching? Can you explain how you articulated this to the delegates/showcased this throughout the programme? Did you make the delegates aware of the benefits of the approach(s) taken? |
| 5 | Interactive Teaching Methods | Did you have any opportunity to explore new teaching methods? Where the benefits of using particular methods to deliver specific learning outcomes/support particular goals discussed? Do you feel confident to use any of these new approaches? | Which teaching methods were included? – and did the delegates get opportunities to try them out / discuss the merits within the needs/constraints of their own teaching/ explore (with others?) how to adapt and develop their own approaches? |
| 6 | Support to learner | Did you have all the materials you needed to make changes in eh curriculum/your practice?
Have you made any new connections following the programme? (WeChat group or individuals?) |
What was provided to the group in advance, or after the programme? Were there any opportunities to connect the delegates? Did the host/client want to create any specific structures? Did you provide any references, support materials, or contact details? |
| 7 | Reflection (learner/use of tools) | Were their opportunities to think about your own practice/approach during the programme? Were you able to reflect or discuss the learning with others to consider what changes you would make and how? | Did you provide clear opportunities for delegates to think about their learning and reflect on their future actions because of this learning?
Did you share any tools or models for building reflective practice into professional careers/student learning? |
| 8 | Programme Evaluation | Were you asked or invited to comment on the success of the programme/whether it had met your needs?
Did you provide any feedback to the organiser/delivery team (and how?) |
Did you use any formal techniques or tools (including survey, post-it comments, action plans or review statements) in order to appreciate the delegate experience? How do you use this feedback to inform your approach in the future/develop your programme? |
Contact Us
For more information, please contact Zhang Jing via:
email: bczhangjing@163.com
WeChat: ma13269033087
Ready to apply? Please download and complete this application form.
Terms and conditions
- The accreditation is valid for three years
- During the period of accreditation, the minimum number of programme participants is 150 per year
- Each successful participant will be awarded a joint certificate stamped by Enterprise Evolution UK and the training provider. Certificates will be provided to you in batches within five working days after you email the list of delegates to our agent in China. The authenticity of each certificate can be verified on our website: http://www.enterpriseevolution.org.uk/accreditation
- Enterprise Evolution UK entrusts Beijing Weishengchang International Education and Culture Consultancy Company Ltd. to be our sole agent in China. The latter has our delegated authority to audit your programme on an annual basis, which you will support fully, providing access and documentation as requested. Beijing Weishengchang International Education and Culture Consultancy Company Ltd will, on our behalf, collect fees for accreditation, administration and certificates.
创展英国认证说明
创展英国现提供培训项目认证服务
创展英国是英国首屈一指的师资培训咨询公司，为客户量身定制师资/员工发展项目，使其能够在实践中应用所学技能，创造出创新成果，具体表现在课程设计、教学法和学生培养等方面。创展英国既与各学科教师直接合作，改变他们的教学方式，也在英国国家和欧洲层面提供行业部门政策支持。创展英国的合作对象涉及专业教师、科研人员、创新创业教育师资以及在创新型大学里推动教育变革的人员。
自2015年以来，创展英国所取得的成绩如下:
- 设计开发了英国双创教育教学资料图书馆–“ETC Toolkit” www.etctoolkit.org.uk ，并代表英国双创教育工作者学会（Enterprise Educators UK, 简称EEUK）策划整理新材料，详细信息请搜索网站链接：www.enterprise.ac.uk 。
- 设计、开发和推出了EEUK 研究员认证体系 ，为双创教育工作者提供学术人员、实践者和影响者三个专业途径的认证（此认证对国际双创师资开放）。详细信息搜索网站链接：https://www.enterprise.ac.uk/fellows/ 。
- 联络政府和EEUK会员，为EEUK提供国家双创教育政策支持，回应政府的政策征询，并提供政策简报。 www.enterprise.ac.uk/policy/
- 领导专家团队，为欧洲委员会（JRC Seville）创业能力框架编写配套行动指南 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-action-get-inspired-make-it-happen-user-guide-european-entrepreneurship-competence
- 与中国专家一起共同设计并在中国推出首个中英双创教育师资培训项目，全称Creating Entrepreneurial Outcomes Programme, 简称CEO创能项目。
- 推出英国Innovation to Commercialisation of University Research（ICURe）项目 — 这是一项旨在鼓励和促进大学科技成果商业化的获奖计划。
- 为泰国开发了职业院校双创教育新方法。
- 为苏格兰双创教育师资培训计划提供师资（the Scotland Enterprise Educators Programme ，简称SEE）www.createhighland.com/educators/see-programme.aspx
创展英国专家团队的专业背景
- 直接与英国双创教育元老Allan Gibb教授合作开展国际创业教育师资培训项目（International Entrepreneurship Educators Programme, 简称IEEP。自2009年以来，在IEEP各期师资培训中担任课程主管和培训师。
- 大范围提供师资培训，包括：
- 英国三个地区的高校（英格兰、威尔士和苏格兰）；
- 欧洲双创教育师资培训（3EP）项目（年度夏季师资培训，时长为1周，2010-2012年共四期）；
- 从2010年开始，为中国高校提供师资培训；
- 培训师资覆盖高职和本科院校。
Accreditation Principles
认证:
所有获得创展英国认证的培训项目必须要符合如下要求：
| 示范不足 (0) | 少量示范 (1) | 熟练示范 (2) | 专家级示范 (3) | ||
| 1 | 课程目标清晰 | ||||
| 2 | 一致性（预设学习成果、教学方法和评估一致） | ||||
| 3 | 定义和能力素养明确 | ||||
| 4 | 教学理论 | ||||
| 5 | 互动教学方法 | ||||
| 6 | 对学习者的支持 | ||||
| 7 | 反思（学习者、工具使用） | ||||
| 8 | 课程评估 |
根据标准逐项打分，一项得零分都不能获得认证，得1分的部分需要提升改进。
评估打分量化标准
| 示范不足 (0) | 少量示范 (1) | 熟练示范 (2) | 专家级示范 (3) | ||
| 1 | 课程目标清晰 | 没有明确表明课程要使用哪些方法；没有试图清楚地呈现课程目标 | 提出了项目计划，表明了将使用的方法。 | 呈现了议程以及明确的课程目标或学习成果（在课程开始时提出）。 | 明确的计划目标（作为学习成果呈现）在课程开始之前，期间和之后进行回顾 |
| 2 | 一致性（预设学习成果、教学方法和评估一致） | 没有明确的方法来交付课程；没有尝试将内容与学习成果连接起来 | 简单尝试将项目内容（课程目标）连接到项目结束时所期望的成果 | 明确了有关培训项目的设计方式、最终将实现的目标（特别是要经过评估或测试）或下一步应该采取的措施（行动计划） | 在培训结束时（或在约定的日期）对培训开始时提出的学习成果进行回顾或测试 |
| 3 | 定义和能力素养明确 | 没有尝试帮助学员理解双创教育中的核心思想; 没有链接到相关文献、政策或实践，以帮助学员理解如何将该培训内容与各自的专业或政府政策联系起来 |
关键词作为定义呈现（但未在主题内容中真正解释或与培训目标相关联）。 |
在开始时提出/商定了定义和术语，以统一说法并解释该方法的起源。 在整个培训过程中提供了提问/参与与同事讨论/使用语言的机会。 |
解释/定义了整个培训中使用的主题领域和关键词，并提供了来源/参考文献。 定义是最新的，并与最新的政策/行业变化相关联。 提供了讨论关键词/参与任务以探索其意义的机会。 |
| 4 |
教学理论 |
没有确定的方法或没有向学员明确说明。目前尚不清楚这种方法是什么；不与整个课程计划或信息一致。 |
该计划有一个特定方法，但没有提到为什么/如何做，也没有提到这种方法如何支持学习/应该与学生一起创造创新成果。 |
整个培训有明确的理念。学员们采用了特定的方法进行学习，他们知道使用这种方法的好处。 |
建立了学习和教学理念（在培训前做了陈述或在培训过程中通过举例说明），然后贯穿整个培训过程。所采用的方法在实践中说明了课程设计/目标中的哲学/方法。 |
| 5 |
互动教学方法 |
仅使用传统方法（如讲座），仅提供知识转移（无技能发展）。 |
一些互动式教学技巧得到了展示，但几乎没有机会练习这些技巧/学员没有机会思考如何在自己的教学中使用它们 |
培训中包括一些互动技巧，学员有机会讨论它们是否适用（每种的好处）和/或尝试它们的机会。 |
使用了各种适当的教学方法来分享/展示和展示方法。 这些方法反映了教学理念，并提供了讨论它们的机会和它们的好处和局限性，并在实践中探索了一些/考虑在自己的教学中使用的适应性。 |
| 6 |
对学习者的支持 |
没有支持材料（视情况而定 – 可能包括课前阅读资料;幻灯片;访问网络资源;联系方式 – 或为小组创建支持结构（在学校或通过微信） |
学员们可以获得有限的材料，并试图在学员中建立联系。 |
与学员（主办方/客户）建立起支持体系，协助其将培训内容应用到实践当中。这可能是在培训过程中（团队协作和创建网络支持）或者通过提供学习材料、参考文献或者提供未来参与培训的机会。 |
全方位支持的培训课程反映了学习者的需求，提供线上或物理资源和课程演示，精心设计创造机会，使学员之间能够在培训结束后进行互动反思。该课程结构帮助学员相互支持（小组学习或通过网络） |
| 7 |
反思（学习者、工具使用） |
在培训过程中没有引导学员反思或没有提供机会让学员进行反思 |
课程计划里提到了反思，将其作为互动教学法的一部分。 |
在培训课程中，使用并分享了反思工具。学习的潜力通过反思得到了清晰的阐述，并提供/展示了几种反思方法，让学员参与体会。 |
反思是课程学习和教学理念（模型和/或方法）的一部分，在课上讨论并探索哪些技巧可以应用到学生身上。讲师邀请学员们培训结束后进行复盘，思考制定自己的行动计划，成为善于反思的实践者。 |
| 8 |
课程评估 |
没有向学员就课程内容、教学过程和手段或实际问题（时间安排、会务安排）寻求反馈意见 |
课程安排中试图征求小组意见/ 客户满意度。 |
使用结构化评估技巧（便利贴、举手表决、评论、申述或在线调查），对照课程预设目标，确定培训课程的成败。 |
对培训课程进行全方位评估，以了解课程的实操要素是否另学员满意，以及学习成果是否得以实现。评估结果与师资团队分享，以便反思、改进。 |
问题
问题：通过提问（面谈）来确定评级（首先采访课程学员。如有需要，可以向其师资团队提出进一步的问题）
| 向该课程学员提问 | 如有需要，可向主办方/师资团队提出进一步的问题 | ||
| 1 | 课程目标清晰 |
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| 2 | 一致性（预设学习成果、教学方法和评估一致） |
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| 3 | 定义和能力素养明确 |
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| 4 | 教学理论 |
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| 5 | 互动教学方法 |
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| 6 | 对学习者的支持 |
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| 7 | 反思（学习者、工具使用） |
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| 8 | 课程评估 |
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Contact Us
For more information, please contact Zhang Jing via:
email: bczhangjing@163.com
WeChat: ma13269033087
Ready to apply? Please download and complete this application form.
条件如下
- 认证有效期为三年；
- 认证期间，每年培训人数不少于150人；
- 每名完成学习的学员将获得由创展英国和贵培训机构共同签发的证书。在我方的中国代理收到培训学员名单五个工作日之后，将向贵机构提供证书。每张证书的真伪可以在本网站进行验证 http://www.enterpriseevolution.org.uk/accreditation
- 创展英国委托北京威盛昌国际教育文化咨询有限公司独家代理我方在中国的业务，该机构被我方授权对接受认证的项目进行年度审计，贵方要全力配合，提供所需材料。威盛昌公司将代表我方收取认证、管理和证书费用。