8. Student-Led Presentations: Entrepreneurship students are provided with numerous opportunities to present during lectures. One intervention involves assigning students to work in groups to prepare and present lessons on selected chapters from the course. Students can either use the lecturer’s slides or create their own, but the focus is on demonstrating a thorough understanding of the chapter. This approach helps identify students who show exceptional grasp of the material and potential for roles such as tutors, student assistants, or even assistant lecturers. Additionally, this system has been instrumental in selecting students to represent the university in student organisation competitions. This method has produced three outstanding lecturers in our department, who are now our colleagues. 9. Business Plan Pitch Presentations: At the beginning of the course, students are required to develop a business canvas or a business model – a condensed version of a full business plan. They research a business idea and then pitch it to their peers, who act as investors. During these presentations, students receive questions and feedback, and some even bring prototypes to demonstrate their ideas. This approach significantly boosts students’ confidence in public speaking and pitching while also enhancing their interviewing skills and overall presentation abilities. 10. Interconnectedness of Learning Interventions from First Year to Final Year: The Entrepreneurship module curriculum is strategically designed to guide students through a progressive learning path. In the first year, students receive a comprehensive introduction to entrepreneurship, covering the basics of starting a business. In the second year, the focus shifts to in-depth understanding, including developing business documents, addressing business failure issues, and devising growth strategies. By the final year, students are expected to apply their accumulated knowledge to establish and manage their own business. This structured approach ensures a cohesive learning experience, with each year building on the previous one to prepare students for real-world entrepreneurial challenges. 11. Stakeholder Involvement: Alumni: Alumni play a crucial role in our programme as mentors and tutors, sharing their experiences and demonstrating how various interventions contributed to their success. When alumni visit to speak with students, they emphasise that employment or starting a business requires more than just passing exams; it demands the practical application of classroom learning. Alumni highlight that interviewers are interested in real-world projects, the confidence gained through these projects, and how students interact with others. Their involvement helps students understand the importance of applying what they have learned in real-life situations. 12. Interdisciplinary Collaboration: This innovation fosters collaboration across various fields, such as business, design, and technology. Entrepreneurs cannot work in isolation; they need to integrate relevant disciplines to enhance their business ideas. Our programme has facilitated partnerships between students and experts from fields like graphic design, industrial engineering, marketing, public relations, and interior design. This approach demonstrates the relevance of different disciplines in entrepreneurship and helps students understand that they cannot handle every aspect of a business alone. By working with specialists from other areas, students build a network of experts for consultation and support, enriching their entrepreneurial ventures. Figure 3: Online Learning Collaborations References Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books. Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills: Lessons from the learning sciences. Center for Curriculum Studies, Harvard Graduate School of Education. Statistics South Africa. (2023). Quarterly Labour Force Survey. Retrieved from https://www.statssa.gov.za Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 88
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