Skip to main content
SpringerLink
Log in

Pop-up Shops for Increasing Employability and Contributing to Civil Society in Times of Austerity

  • Chapter
  • First Online:
Employability via Higher Education: Sustainability as Scholarship

  • 983 Accesses

Abstract

This chapter discusses a learning and teaching unit pop-up shop rooted in experiential learning. This pop-up shop learning activity aims to increase employability and educate young learners how to contribute to civil society. The discussion offers a reflection on how lecturers’ roles are changing in response to the austerity informed UK policies and HE measures. Universities are increasingly required to generate larger numbers of enterprising, employment-ready graduates. Increased monitoring of the efficient use of public spending in HE has seen the introduction of the Teaching Excellence Framework (TEF) bringing more focus on employability rates, which in turn help to determine university rankings. These rankings put pressure on HE senior management, which is then passed down through the hierarchy to lecturers. The detailed guidance on how to run pop-up shops offers a pragmatic answer to the outlined challenges to inspire lecturers to develop their learning and teaching strategies. Particular attention is paid to developing reflective skills in learners.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Currently, Enterprise Educators UK, the main body for Enterprise Education in the UK, is offering exchange workshops to learn from colleagues’ experiences across disciplines in these areas (Michels, Beresford, Beresford, & Handley, 2018).

  2. 2.

    For more detailed teaching instructions see further (Hill, 2018b).

References

  • Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. Jossey-Bass/Wiley.

    Google Scholar 

  • Aslan, G., & Araza, A. (2015). Employee innovation resilience: A proposal for multi-dimensional construct. Business & Management Studies: An International Journal, 3(3), 290–308.

    Google Scholar 

  • Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, L. (2016). Entrecomp: The entrepreneurship competence framework. Luxembourg: Joint Research Centre of the European Commission. Publications Office of the European Union.

    Google Scholar 

  • Bardoel, E. A., Pettit, T. M., De Cieri, H., & McMillan, L. (2014). Employee resilience: An emerging challenge for HRM. Asia Pacific Journal of Human Resources, 52(3), 279–297.

    Article  Google Scholar 

  • Biggs, J. (2011). Aligning teaching for constructing learning. York, UK: The Higher Education Academy.

    Google Scholar 

  • Bolton, P. (2018). Higher education funding in England. Briefing paper no. 7393, 17 July 2018. London: House of Commons.

    Google Scholar 

  • Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400–413.

    Article  Google Scholar 

  • Bruno, A., & Dell’Aversana, G. (2018). Reflective practicum in higher education: The influence of the learning environment on the quality of learning. Assessment & Evaluation in Higher Education, 43(3), 345–358.

    Article  Google Scholar 

  • Carey, C., & Matlay, H. (2011). Emergent issues in enterprise education: The educator’s perspective. Industry and Higher Education, 25(6), 441–450.

    Article  Google Scholar 

  • Carretero, S., Vuorikari, K., & Punie, Y. (2017). DigComp 2.1. The digital competence framework for citizens. Luxembourg: Joint Research Centre of the European Commission.

    Google Scholar 

  • Chalari, A., & Seale, C. (2017). UK students’ subjective experiences and responses to higher education austerity: Implications and lessons for the future. Observatoire de la sociĂ©tĂ© britannique, 19, 229–245.

    Article  Google Scholar 

  • Davey, T., Meerman, A., & Riedel, M. (2018). In a race between education and catastrophe the 4th generation university is winning. In Davey, T., et al. (Eds.), The future of universities. Thoughtbook, University (pp. 168–171). Amsterdam: Industry Innovation Network.

    Google Scholar 

  • Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.

    Google Scholar 

  • Druskat, V. U., Mount, G., & Sala, F. (2013). Linking emotional intelligence and performance at work: Current research. New York: Psychology Press.

    Book  Google Scholar 

  • Fayolle, A. (2013). Personal Views on the Future of Entrepreneurship Education. Entrepreneurship & Regional Development, 25(7–8), 692–701.

    Article  Google Scholar 

  • Gillespie, J. (2016). Can management education create new model leaders? Management Teaching Review, 1(1), 52–57.

    Article  Google Scholar 

  • Grant, L., & Kinman, G. (2013). Emotional resilience in the helping professions and how it can be enhanced. Health and Social Care Education, 3(1), 23–34.

    Article  Google Scholar 

  • Hannon, P. (2018). On becoming and being and entrepreneurship educator: A personal reflection. Entrepreneurship and Regional Development, 30(7–8), 698–721.

    Article  Google Scholar 

  • Higgins, D., & Elliott, C. (2011). Learning to make sense: What works in Entrepreneurial Education? Journal of European Industrial Training, 35(4), 345–367.

    Article  Google Scholar 

  • Hill, I. (2015). Start up. A practice-based guide to new venture creation. London: Palgrave MacMillan.

    Google Scholar 

  • Hill, I. (2018a). Birmingham City University. Using EntreComp to bring credibility to practical entrepreneurial learning activities. In Joint Research Centre (European Commission), EntreComp into action. Get inspired, make it happen. Luxembourg: Publications Office of the European Union (last accessed July 27, 2018. https://publications.europa.eu/en/publication-detail/-/publication/4542fd58-20f3-11e8-ac73-01aa75ed71a1/language-en.

  • Hill, I. (2018b). Pop-up shops. ETC toolkit how-to-guide. In Enterprise Educators UK (Eds.), ETC toolkit. Enhancing the curriculum. November 2018. (Last accessed July 17 2019. https://www.etctoolkit.org.uk/all-etc-how-to-guides-case-studies/?toolkitid=3263).

  • Homburg, C., Grozdanovic, M., & Klarmann, M. (2007). Responsiveness to customers and competitors: The role of affective and cognitive organizational systems. Journal of Marketing, 71(3), 18–38.

    Google Scholar 

  • Honig, B., & Hopp, C. (2019). Learning orientations and learning dynamics: Understanding heterogenous approaches and comparative success in nascent entrepreneurship. Journal of Business Research, 94(1), 28–41.

    Article  Google Scholar 

  • Karakas, F. (2011). Creating creative minds, passionate hearts, and kindred spirits. Journal of Management Education, 35(2), 198–226.

    Article  Google Scholar 

  • Kolb, A., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The Sage handbook of management learning, education and development (pp. 42–68). London: Sage Publishing.

    Chapter  Google Scholar 

  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). New York, NY: Pearson FT Press.

    Google Scholar 

  • Lilischkis, S., Volkmann, C., Gruenhagen, M., Bischoff, K., & Halbfas, B. (2015). Supporting the entrepreneurial potential of higher education: Final report. European Commission. (Last accessed July 17, 2019, http://www.unios.hr/wp-content/uploads/2016/05/sepHE_Final-Report_2015-06-30_v1-10.pdf).

  • Lobler, H. (2006). Learning entrepreneurship from a constructivist perspective. Technology Analysis & Strategic Management, 18(1), 19–38.

    Article  Google Scholar 

  • Lord Young, D. (2014). Enterprise for all: The relevance of enterprise in education. London: The Crown.

    Google Scholar 

  • Michels, N., Beresford, R., Beresford, K., & Handley, K. (2018). From fluctuation and fragility to innovation and sustainability. The role of a member network in UK enterprise education. Industry and Higher Education, 32(6), 438–450. https://doi.org/10.1177/0950422218805575. 

    Article  Google Scholar 

  • Milicevic, A., Milton, I., Lekshe, V. T., & O’Loughlin, C. (2016). Experiential reflective learning as a foundation for emotional resilience: An evaluation of contemplative emotional training in mental health workers. International Journal of Educational Research, 80, 25–36. https://doi.org/10.1016/j.ijer.2016.08.001.

    Article  Google Scholar 

  • NCVO = The National Council for Voluntary Organisations. (2018). UK civil society almanac 2018. https://data.ncvo.org.uk/a/almanac18/income-sources-2015-16/#Types_of_income. Accessed October 20, 2018.

  • Neck, H. M., & Corbett, A. C. (2018). The scholarship of teaching and learning entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1), 8–41.

    Article  Google Scholar 

  • Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49(1), 55–70.

    Article  Google Scholar 

  • O'Keefe, W., Price, A., Bacigalupo, M., McCallum, E., McMullan, L., Weicht, R. (2018). EntreComp into action. Get inspired, make it happen. Joint Research Centre (European Commission). Luxembourg: Publications Office of the European Union (Last accessed July 17 2018. https://publications.europa.eu/en/publication-detail/-/publication/4542fd58-20f3-11e8-ac73-01aa75ed71a1/language-en

  • O’Boyle, C., Atack, J., & Monahan, K. (2017). Generation Z enters the workforce. Last accessed October 27, 2018. https://www2.deloitte.com/insights/us/en/focus/technology-and-the-future-of-work/generation-z-enters-workforce.html.

  • Parsons, D., Hill, I., Holland, J., & Willis, D. (2012). Impact of teaching development programmes in higher education. HEA research series. York: The Higher Education Academy (Last accesssed July 17, 2019. https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf).

  • Preedy, S., & Jones, P. (2017). Student-led enterprise groups and entrepreneurial learning: A UK perspective. Industry and Higher Education, 31(2), 101–112.

    Article  Google Scholar 

  • Quality Assurance Agency. (2012 [2018]). Enterprise and entrepreneurship education: Guidance for UK higher education providers. Quality Assurance Agency for Higher Education York.

    Google Scholar 

  • Ricoh Europe. (2015). Generation Z is the most challenging, social but insecure group to enter the workplace: Says Ricoh Europe. https://www.ricoh-europe.com/news-events/news/generation-z-is-the-most-challenging.html. Accessed October 27, 2018.

  • Skinner, H., Sarpong, D., & White, G. R. T. (2018). Meeting the needs of the Millennials and Generation Z: Gamification in tourism through geocaching. Journal of Tourism Futures, 4(1), 93–104.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Coventry, Coventry, England, UK

    Inge Hill & Tina Bass

Authors
  1. Inge Hill
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tina Bass
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Inge Hill .

Editor information

Editors and Affiliations

  1. School of Law, Liverpool John Moores University, Liverpool, UK

    Alice Diver

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hill, I., Bass, T. (2019). Pop-up Shops for Increasing Employability and Contributing to Civil Society in Times of Austerity. In: Diver, A. (eds) Employability via Higher Education: Sustainability as Scholarship. Springer, Cham. https://doi.org/10.1007/978-3-030-26342-3_26

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-26342-3_26

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-26341-6

  • Online ISBN: 978-3-030-26342-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation