Project Feasibility Study Report Through Primary Research - Assignment Example

?Summary The ability to meet the needs of individuals in different regions is based on the programs that are available through different regions. When looking at design entrepreneurship, it can be seen that there are expected methodologies which are used for universities. These are designed to provide specific outcomes that are a part of each region and which creates a different understanding of the profession. When examining Saudi Arabian and UK universities that specialize in design entrepreneurship through qualitative methods, it can be seen that there are specific differences which are created and that alter the outcomes of various individuals. This paper will examine how the differences achieve different outcomes and goals between the various universities. By looking at the different universities, there will be different insight into the effectiveness of specific programs as well as the similarities that may be between different regions because of the expectations in design entrepreneurship for the current work force. Introduction Creating a different understanding of design entrepreneurship leads to specific careers and studies in the field. More important, it establishes distinct differences in how individuals receive training and what the outcome is of the education that is received (Reynolds et al, 2005: p 205). When looking at different concepts that are a part of design entrepreneurship as a part of the educational field, it can be seen that cultural and social influences directly impact those which are involved in this career field. More important, there are distinguished alternatives that are used by the teaching methods and expectations which are associated with various universities (Henry, Hill, 2005, p 98). By examining the methodologies for teachers and students in regards to learning from Saudi Arabian and UK universities, it can be seen that there are expected learning methodologies which are used, as well as outcomes that are expected when using the different methods at the universities. The driven differences come from cultural expectations that are linked to the universities. Design Entrepreneurship in Universities The concept of education for entrepreneurs is one which is continuing to emerge in society. The need to have individuals who have the capability to work as their own business while creating teams and working as leaders is one of the main proponents that is associated with this. From the entrepreneurship trends that are a part of society are also new economic standards and expectations that are leading to new types of training needed for those who are going through educational programs. Building ways to train individuals in legitimate areas then becomes a main proponent for the entrepreneurship. For those interested in design, this is furthered with the expectation that most who graduate with a degree will move into an entrepreneurial position, even while working in a specific career field or with a business. The nature of this work has made it pertinent for universities to establish a different option for individuals to understand how to work as design entrepreneurs (Kuratko, 2005: p. 577). Another concept which is specifically associated with entrepreneurship is based specifically on the expectations for the changes in culture. The different universities which are now creating curricula for students are building on the global nature of a workforce as well as how this is directly associated with entrepreneurs. There is an understanding of how the universities can move to offer more options for a global corporate structure. At the same time, there is the need to understand how to create a different structure based on setting each university apart. Through current studies (Kothari, Handscombe, 2007, p 43), there is an understanding that universities are trying to educate students for a global work force. However, many are also using cultural differences as a way to create differences between the schools, specifically so there are distinctions for national prosperity as well as for unique attributes that can be contained within the university (Kothari, Handscombe, 2007: p 43). The different focuses of the organizational structure within universities is one that is developed specifically by the way that the activities are taking place. The entrepreneurial activity as well as the way in which the universities are changing is based on the demands in both the internal and external environment. The internal environment consists of the knowledge in design that the teachers have as well as the incorporation of generalized subjects that are believed to be pertinent to a degree. The external environment is inclusive of the expectations of the labour force at a global level as well as the cultural distinctions. Different universities are trying to find ways to offer a curriculum that allows students to have a level of attraction to the school, as opposed to going to a different school while offering something which allows the students to be ready to move into a national and international workforce. The organizational and societal implications for universities then become linked to understanding the changing activities that are within various schools (Siegel, Wright, Lockett, 2007, p 489). The different changes that are noted in university studies for design entrepreneurship then lead to several questions that relate to how the curriculum is changing at an international level as well as what is expected among students that are interested in specific studies. Examining what changes are being made as well as how this affects different individuals creates a different understanding of both the requirements for universities as well as the responses from students who are interested in continuing education. Defining more about the differences and similarities between universities across different national borders is one of the questions that are rising, specifically as it pertains to how students who are studying for design entrepreneurship are able to relate to different universities. Project Proposal This project will examine the main differences that are between Saudi Arabian and UK universities which are teaching design entrepreneurship. It is expected that there will be several similarities between both with differences that are noted from the cultural expectations and the guidelines that come from the governmental and social forces that are in the region. The different similarities and differences will be based on the understanding that the external and internal environment between universities is beginning to change to create a different workforce for design and entrepreneurship. The different perceptions range from the expectations with the universities, teachers and the students that are involved in design entrepreneurship. By looking at these different perspectives, there will be the ability to understand how the overall system works as well as how individuals are responding to the new expectations for the curricula of different universities across the globe. All of the information will be examined through qualitative methods, specifically because of the outcomes which are expected by the research methods used. By using qualitative methods, there will be the ability to examine the individual perceptions and expectations within the different universities. The students that are interviewed will be able to provide insight into why the school was chosen as well as what is expected for career outcomes. Teachers will be able to combine this viewpoint with an understanding of the overall agenda of the university as well as how the curriculum is now developed to define specific needs within design entrepreneurship. The main study used will be surveys and questionnaires as well as through observation. These will be conducted through an online poll to determine how students are responding to the different concepts within the university for design entrepreneurship. The observation will be set through examining chat groups online to determine the mentality that students have toward this specific occupation in different regions. Since the examination of the universities is coming specifically through two different countries, determinations are required by understanding how the students and faculty in both locations are responding to the programs. The survey will include the questions of: What are the program features that are in your school? Is there a link to culture in your school? Are you a resident of the area where your university is, or are you an exchange student? Are there similarities to other schools you have examined with design entrepreneurship? If so, what are these? Why did you choose this particular school? What are your career goals? What are the main focus areas of your degree? Did you consider studying in the UK or in Saudi Arabia when selecting your school? If so, why? What was the process for choosing the school that you did? The main association with this particular survey will be to examine the motive for students going to a particular college and to see if this is affiliated with the current culture in which they belong to. There will also be determined outcomes that are associated with the university and the way in which the individuals are working to achieve specific goals by going to the specific university. By examining these concepts through personal experiences, there can be a determination of whether cultural influences have created a specific motive for individuals to pick a particular school. There will be 30 surveys that are given. 15 will be distributed to students in Saudi Arabian universities over the Internet and 15 will be given to those studying in UK colleges. All will be required to be studying for a design degree with the specific focus of receiving a degree to become an entrepreneur in design. While there will be different implications in terms of career goals, there will be explicit relationships created to ensure that all of the concepts for the school are similar. The observation which will be conducted through the different colleges will be monitored by examining how the attitudes have formed over studying in different areas. Observation can provide different types of insight that surveys can’t, specifically because there isn’t as much reservation or noticed differences in the opinions and ideologies that are linked to how one interacts (Walliman, 2001: p 15). The focus of the observation will be specific to students that are studying at the university as well as what their interactions are with the college. This will be followed by specific understandings of how the entrepreneurship and educational beliefs are affecting them through culture, social standings and different concepts that are linked directly to the university of choice. A second survey will be given with the same focus to teachers that are in the different colleges, including 5 teachers from both UK and Saudi Arabian universities. The main concept will be to understand what the curriculum is in both colleges, what methodology is being followed for a design entrepreneurship degree and what the expected results are of students that are studying within the universities. The survey questions will consist of: What are the classes required to receive a degree in design? What are the expected outcomes of students studying design? What are the career fields expected for those studying design? Are there cultural implications with the curriculum used? If so, what? Is the curriculum focused on national or international standards? Were any of the course materials taken from alternative countries, such as the UK or Saudi Arabia? Do you consider your curriculum national or international with the materials taught? Explain. The focus of this survey will be to define whether the teachers have a focus on the specific curriculum and whether there are direct implications to an outside culture with the format and materials taught in the classroom. By receiving the opinions of a number of teachers, there will be the ability to understand to what extent the curriculum is focused on the national culture as well as how much of the formatting is received at an international level. The survey will be able to define specific understandings of what is expected in the schools as well as whether the teachers acknowledge what is occurring within a given career (Denscombe, 1998: p 17). Conclusion Understanding how design entrepreneurship is changing and developing in colleges can also provide insight into where the career field is going to. When examining the universities, students and teachers in Saudi Arabian and UK colleges, it is expected that these will be reflective of the current changes in the career field. More important, this will help to associate with the trends in design entrepreneurship as well as in the way that the educational field relates to the changes in labour demands. According to other research as well as from observation, it can be seen that there are specific changes which are arising in each of the fields. Combining this with an understanding of what is occurring in the current field can help to redefine the cultural similarities and differences as well as the ways in which those in universities are approaching the necessary changes within the field. Limitations, Recommendations and Feasibility While this particular study is able to provide a deeper insight into the changes in colleges for design entrepreneurship, there are also limitations and expectations with this specific study. The first is based on the defining of design entrepreneurship. There are assumptions which relate to this field as well as the expectations that are in universities. However, a standard curriculum and definition of this particular field is one which is not defined through this study or the different colleges and students which will be interviewed. This limits the information for the qualitative research and will not allow for the study to provide more in – depth insights to what is offered and unique to the different universities. The second concept which relates to the limitations to this study is based on the qualitative research that is used. The qualitative methods are effective in defining viewpoints, perspectives and personal opinions. However, without the application of the curriculum, statistics and data that is related to the university, there is difficulty in defining the overview of what is in the schools as well as what is expected by those who are studying design entrepreneurship. The sample that will be used is representative for the generalized attitudes that are incorporated into the culture. However, this may or may not reflect the overall agenda and understanding which is incorporated into the universities and the studies which are a part of design entrepreneurship. Redefining this through other means and studies may change the outcome of the study and the interpretations from the various schools. When defining the specific concepts of this study, it is expected that the hypothesis of not having differences between the general curricula but applying cultural applications will be a part of the study. The general understanding of what is now expected with universities as well as the observation of how the different courses are designed is expected to provide this outcome. The student understandings, teacher definitions and the overall evaluation through this specific study will show whether this particular hypothesis holds true. From this, there will be a challenge to others who are studying this topic to question where education is going as well as how this will affect individuals who are not only studying design entrepreneurship in schools, but also to those who are moving into a workforce that is now based on building global relations. The feasibility of this report is not only to define similarities and differences between universities. More important, there will be an understanding of how this pertains to the changes that are currently taking place in education as well as with the mentality of students who are going to college. There will also be an understanding of what the expectations are in design entrepreneurship for the current time and how this factors into different environmental expectations. Researchers will be able to use this information to create a deeper understanding of what the educational standards are, how this is changing into an international entity and what the current social trends are in the field of education and for design entrepreneurship. Bibliography Denscombe, M, (1998), The Good Research Guide, Buckingham, Open University Press Jolliffe, F. R. (1986). Survey design and analysis. Chichester, Ellis Horwood. Henry, Colette, Frances Hill. (2005). “Entrepreneurship Education and Training: Can Entrepreneurship Be Taught?” Education and Training 47 (2). Kothari, S, RD Handscombe. (2007). “Sweep or Seep? Structure, Culture, Enterprise and Universities.” Management Decision 45 (1). Kuratko, Donald. (2005). “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges.” Entrepreneurship Theory and Practice 29 (5). Langford, J, (2003), Focus groups: supporting effective product development, Taylor and Francis. Lindlof T R (2001). 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