Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Entrepreneurial Education & Training Mgt
Module Code	ES509
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Peter Tiernan Semester 2: Peter Tiernan Autumn: Peter Tiernan
NFQ level	8	Credit Rating	7.5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The aim of the module is to equip participants with the curricular knowledge and competence to lead positive curricular changes within their professional lives through the process of inquiry. Students will reflect on and develop their own entrepreneurial competencies, behaviours and attitudes by engaging with entrepreneurial thought and innovative pedagogies.

Learning Outcomes

1. Critique the curricular offering within your own context in order to inform professional practice.
2. Manage a Learning Needs Analysis and be able to explain approach and choice of methods
3. Use concepts of adult learning to design and deliver learning and to evaluate the effectiveness of such programmes from an individual, group and organisational perspective
4. Integrate curricular theory and practice by critically reviewing appropriate literature and relating it to own professional context
5. Demonstrate how innovative and entrepreneurial practices are learned and developed within individual team and organisational contexts.
6. Reflect on and critically evaluate personal knowledge, skills, behaviour, attitude and effectiveness.

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	14	lectures
Group work	4	Group work activities
Moodle discussion	6	Discussion
On-line learning	10	Online learning
Independent learning	153	work on assignment and readings
Total Workload: 187

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

None

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Bee, R. and Bee, F.: 2000, Training Needs Analysis and Evaluation., CIPD,
Garvin, D: 2000, Learning in Action- A Guide to Putting the Learning Organisation to Work, Harvard University,
Reid, M. and Barrington, H.: 1999, Training Interventions-Promoting Learning Opportunities, Institute of Personnel and Development., London,
Rossi, P.H., Freeman, H.E. and Lipsey, M.W: 1999, Evaluation: A Systematic Approach., Sage.,
Schiro, M.: 2007, Curriculum Theory: Conflicting Visions and Enduring Concerns., Sage.,
Stella Cottrell,: 0, Skills for Success, Palgrave Macmillan Basingstoke, 9781403911322
Patricia G. Greene (Editor), Mark P. Rice (Editor): 0, Entrepreneurship Education, Edward Elgar, 9781845424220
Francesco Perrini (Editor): 0, The New Social Entrepreneurship, Edward Elgar Cheltenham, 9781845427818
David Rae: 2007, Entrepreneurship: From Opportunity to Action, Palgrave Macmillan,
Barnett Berry: 2011, Teaching 2030, Teachers College Press, New York,
Dick, W & Carey, L: 2004, The Sytematic Design of Instruction, 6th Edition, Allyn and Bacon,
Gagne, R., Wagner, W., Golas, K., & Keller, J.M.: 2004, Principles of Instructional Design, 5th Edition, Wadsworth Publishing,
Rothwell, W.J. & Kazansas, H.C.: 1998, Mastering the Instructional Design Process: A systematic Approach, 2nd Edition, JosseyBass, San Francisco,