Ripping up The Timetable

Enterprising Education in Dundee and Angus College

Dundee and Angus College identified partnership opportunities with local micro and SME’s who offer real work projects to HND Interactive Media students. The teaching and curriculum adapted to meet the demands of real work and the knowledge and skill requirements of students, rather than the other way around. Peer learning became an integral part of the course as students taught each other and relied less on traditional teaching methods and the theoretical elements of the course were taught through a webinar system in the early evening to suit students’ preferences.

Challenging normal practices

The project sought to change the current learning environment and culture to reflect existing work practices and to deliver training and skills which meet the technical demands required by today’s creative industry sector. Working with Dundee Heritage Trust as a key partner the work not only had an impact on the teaching staff and learners but also delivered benefits to the clients and partners involved.

Learners took responsibility for their own learning and influencing the content for the curriculum. The standard of work produced was very high and motivation in learners is now higher than it was prior to implementing the project’s approach.

The project was innovative because it didn’t follow the curriculum timetable, adopting instead an integrated project approach to delivering the course. In a change to normal practices it was necessary to set up a project office to cater for quick turnaround of projects.

Developing creativity skills

Learners were encouraged to develop their creativity skills through hands-on problem solving, investigating and reviewing possible solutions, communicating, often complex, ideas to peer groups and clients. Similarly staff had to take a very flexible, open-minded, and at times reactive, approach to teaching and learning which has led to their work in other areas being more varied and interesting.

Learners demonstrated confidence in their own views and abilities, and in working well with others, by giving tutorials and supporting their peer group. They were able to apply their creativity skills to different settings and were more confident in carrying out other projects.

This case study was presented as part of the final day (April 2014) of the College Development Network’s Emerging Leaders Course, as a potential model of intra-preneurial education that could be rolled out across the college and the college sector.

For further information contact Fiona Muhsin at Dundee and Angus College  –

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