DeTAR Putra, Universiti Malaysia Sarawak
106
DeTAR Putra, Universiti Malaysia Sarawak
107 The Approach
The learning approach of Gibb’s (2002) model was modified using the induction; developing valid ideas; developing operational plans and resource identification; negotiation of opportunity; implementation; and survival. Elements of Social Innovation as in Raja Suzana etal (2017) was then integrated into Gibb’s (2002) model to reflect the momentum of learning entrepreneurship by youth in the Malaysian context. Based on the stages of entrepreneurial learning-by- doing, the developmental stages is illustrated in Figure 2. Table 1 summarizes the integrated model.
Table 1: Integrated Model of Entrepreneurial Learning-by-Doing Stage Gibb’s Model (2002) Raja Suzana etal (2017) –
Social Innovation Model
Developmental Stages
1 Start with raw idea Ideation based on opportunities
Having assembled a team and obtained the guidelines of the programme; the teams identify suitable stakeholders and begin to develop ideation
2 Moving from raw idea to
valid idea The team identify barriers, test if the idea will
work and understand the operating condition
3 Develop operational plans and resource
identification
Lean-startup canvas or social business model canvas (whichever appropriate) to plan for appropriate value proposition
The team identify the market, resources, and promote the activities and establish their financial plans
4 Scale to business plan
and negotiation Prototyping and piloting – ideas that piloted or prototyped is transferable
This includes the following considerations:
• Developing appropriate systems to effectively run the activities;
• Identifying the appropriate resources;
• Negotiating with customers, suppliers, premises managers and all
stakeholders to ensure successful project outcomes;
• Evaluating the events and making appropriate adjustments for future project developments;
• Developing business plans for future development based on learning from the initial project
5 From negotiation to birth Creaction – establishes a new form of creativity in
entrepreneurship education and delves into the world of creation.
This includes demonstrating the viability of the projects. The completed events provide evidence for future larger scale and initiate crowdfunding projects.
6 From birth to survival Experimentation: where Ideas implemented through learning process offer some results. Students develop new approach and then trying it again and again; and evaluate the impact to the communities and becomes part of the norm.
This is done through pitching long term co- creation of crowdfunding plans to independent judges by experimenting the proposed ideas are workable. The pitching process were done as experimentation to several different stakeholders. This enables the team to verify the effectiveness and viability of their projects
DeTAR Putra, Universiti Malaysia Sarawak
108 Figure 2: Developmental Stages
Implementation
The programme involved students working with different stakeholders in an interactive learning environment to generate idea and revenue for communities. As illustrated in Table 2, the transferrable value is demonstrated by use of the tools and the explicit documentation of the learning materials; where it can be replicated both by learners/new startups/communities of learning in rural and disadvantaged groups.
The scalable values have two-fold contributions: (1) entrepreneurial teaching and learning process: are some of the reflection derives from the extensive teaching notes that describes the exercises, learning outcomes, classroom plan, summary points reading for theoretical foundations and teaching tips; (2) communities experimentation: the idea will bring the real learning-by-doing approach as a viable pathway to meet and assist communities to enhance or improve their business process, marketing, finance, new product development, design and offering, etc. Figure 2 summarizes the extent to which the courses offer systematic learning and elements of the transferable and scalable. Figure 3 explains the flowchart of how elements of the transferable and scalable are codified and made meaningful to the learning outcomes.
Figure 3: Systematic learning and elements of the transferable and scalable Benefits of Quadruple Helix Engagement Model
This approach assists the learning to be immersive in that it creates a more rounded interaction between students, faculty at university level; between students and communities, industry and government/NGOs. The approach used appears to benefit students in developing transferable and scalable skills.
The e-campus and Facebook Closegroup (see Figure 5) offer a space for all learning engagement and activities Teaching materials was shared in the e-Campus platform by UMK. Assessment, however is done at both; (1) recorded and video online version from YouTube into the platforms and (2) final assessment – during the Seminar event day, students pitch their products or services that had value to the communities of interest. The evaluation was done 360 degree among the schools students, teachers, buddy entrepreneurs and other independent faculty. Evidence from the activities was captured in both Facebook closed group and the e-campus system.
At cognitive level, students are able to portray good sense of knowledge and comprehension. Students are also able to analyse and synthesis knowledge and information based on the opportunities exploitation activities.
At psychomotor level, students are able to respond to different situations and develop entrepreneurial mindsets. In this manner, students react towards the need for risk taking, creativity and team building in order to effectively plan the activities.
At affective level, students are able to portray active participation, and react to a particular phenomenon.
For example, to develop potentially viable plans and appropriate timescale, to identify potential resources and facilities and to co-ordinate team roles and responsibilities.
DeTAR Putra, Universiti Malaysia Sarawak
109 Figure 5: Facebook Close group platform – 183 students
Impact on Students, Teaching and Learning Implementation
Examples of portfolio digital can be retrieved at Section E3 above. Evidences includes learning-by- doing market validation; presentation to stakeholders during the Seminar Day as an event; evidence on module developed for the ideation of business idea; testimonials from customers, and communities (in this project, communities are school children and school teachers). Further innovation tools at work is illustrated below.
Stage Activity Innovation at Work Tool
1 Ideation based on opportunities
DeTAR Putra, Universiti Malaysia Sarawak
110 2 Social Business
Model- startup canvas to plan for appropriate value proposition
3 Prototyping and piloting – ideas are then piloted or prototyped
4 Ideas implemented and develop new approach and impact to the communities
To test the graduates’ competencies in packaging their enterprise value through learning-by-doing
DeTAR Putra, Universiti Malaysia Sarawak
111 Using descriptive statistics, the learning outcomes is analysed:
By calculating the average score (total marks/no. of students) divided by weightage of each of the learning outcomes and multiplied by 4.0.
Remarks:
+ 0.00-0.99 (Very Poor) 1.00-1.99 (Poor) 2.00-2.99 (Good) 3.00-3.69 (Very Good) 3.70-4.00 (Excellent)
To explore trade and business
entrepreneurship’s concept through seminar
To organize seminar handling process and the ways in which they are implemented to build high
confidence in doing the activity
To evaluate situations and decisions that give impact on seminar activities
Marks 1376 1440 4014
No of students
83 83 83
16.6 17.3 48.4
0.83 0.87 0.81
3.3 3.5 3.2
Very Good Very Good Very Good
Conclusion
The use of digital technologies such as Webtool 2.0 has deepen student engagement with technology in managing new business and promotion of the knowledge of Industry 4.0 as set in Figure 7 below. Social skills in using various technology had changed the way students’ respond to market needs, conduct market validation and support local and rural communities entrepreneurs to improve their enterprise value.
DeTAR Putra, Universiti Malaysia Sarawak
112 A key feature of the learning-by-doing model was to encourage the students to be creative and develop social skill by way of interaction and soft-skill in communication using a portfolio of ideation, creation, implementation and experimentation. in their approach to overcoming what could be significant challenges, such as the generation of revenue without a budget. The teams had to think proactively in order to obtain the resources required. This includes negotiating skill such as the free use of the facilities of the university for their events, obtaining support for their campaigns from the Students Union, and securing sponsorship from businesses and individuals. Negotiation with sponsors involved students highlighting the positive benefits of participating in the sponsoring projects, such as improving their reputation for corporate social responsibility and values.
Acknowledgement
The author thanks Universiti Malaysia Kelantan for the support on the MOOC platform and funding assistance to participate in IIDEL, IUCEL 2019.
DeTAR Putra, Universiti Malaysia Sarawak
113