Physics in an Enterprise Culture (QAA 1, 2, 3, 4, 5, 6, 7)

Objective:

  • To provide students with opportunities for authentic problem enquiry and response.
  • To provide students with opportunities to be innovative and creative.
  • To provide students with opportunities to take risks, and take actions.
  • To provide students with opportunities for true collaboration.

Introduction:

PHY 447/347 Physics in an Enterprise Culture is a level 3/4 optional module, where students are asked to develop an innovative product, based on their subject knowledge of Physics and Astronomy. They have to work within a brief, which differs from year to year. In the latest instance of this module, students were asked to investigate the funding competitions and priorities that the UK Government support through Innovate UK (specifically the ‘future Cities’ and ‘Satellite Applications’ themes), and develop a business idea for a technological product that would fulfil their criteria and attract funding.

The students then present their ideas to a panel of judges, with backgrounds in business and the subject area. What makes this module different is the attention given to the process of coming up with ideas, not just at the beginning of the module but throughout.

Activity:

Key elements are;

Authentic Problem Enquiry and Response

Students are given details of a real business and funding opportunity, as provided by Innovate UK. Students must identify and work within the constraints and opportunities offered by this brief. Considering Physics and Astronomy through the lens of UK government priorities and funding streams helps students to situate their subject knowledge, well developed by this stage of their studies, within a wider context.

Innovation and Creativity

There is a particular focus in this module on guiding students through a process of ‘double diamond’ innovation. Students are first asked to identify as many problems/opportunities as possible, along with as many potential solutions as possible. Students then select one idea and submit this to a feedback panel composed of module staff, USE staff and peers. Students then use this feedback to examine all the possible pitfalls and opportunities associated with their selected idea. They then refine their idea based on this analysis, for the final presentation.

Risk Taking

Students have to choose one idea based on many that they initially generated – they can choose how and whether to implement the phase one feedback provided by staff and peers. This involves risk analysis, and students are supported by both the academic members of staff and guest speakers from industry to understand and fully evaluate risks, and make decisions based on this.

Taking Action

Students work individually in this module, and so work largely in a self-directed manner, choosing their own project and directing its development. Students are made aware that they have access to a vast wealth of knowledge and support from the module tutors, other departmental staff, and University of Sheffield Enterprise, but that it is up to them to take advantage of this opportunity.

True Collaboration

Peer critique and feedback forms an integral part of this module. By participating in this ‘crit’ process, students learn to evaluate their ideas by listening to the fresh perspectives of others. This is a type of collaboration that moves beyond that which students may have experienced in the
past, but which is highly relevant to their future careers. Students are also guided in the process of effectuation, leveraging their social capital to develop ideas with a chance of success. Finally, students have to present their ideas to a non-specialist audience, adapting their ideas accordingly.

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Author / Attribution

This guide was produced by Prof. David Lidzey and Dr. Alastair Buckley (Department of Physics and Astronomy, The University of Sheffield ).