The Kent Foundation EmPOWER - … Kent Foundation EmPOWER Supporting young people in business ......

The Kent Foundation EmPOWER Supporting young people in business An investigation into the support needs for young people embarking on or running their own business ventures This research was supported by Kent County Council

2 THE KENT FOUNDATION 2009 EmPOWER REPORT

BIG Solutions Ltd, Britannia House, Lower Road Ebbsfleet DA11 9BL

Contents 1.0 INTRODUCTION ............................................................................................................................ 5

2.0 THE BRIEF..................................................................................................................................... 7

3.0 TARGET AUDIENCE ..................................................................................................................... 8

4.0 METHODOLOGY ........................................................................................................................... 8

4.1 DESK RESEARCH .................................................................................................................... 8

4.2 FACE TO FACE DETAILED INTERVIEWS ............................................................................... 8

4.3 TELEPHONE INTERVIEWS ...................................................................................................... 8

4.4 EMAIL RESPONSES TO QUESTIONNAIRES.......................................................................... 8

4.5 FOCUS GROUPS ...................................................................................................................... 9

5.0 INTERNET RESEARCH HELP AVAILABLE TO YOUNG ENTREPRENEURS ........................... 9

6.0 SUPPORT DELIVERY METHODOLOGY ................................................................................... 15

6.1 TRADITIONAL MENTORING .................................................................................................. 16

6.2 SPECIALISTS .......................................................................................................................... 16

6.3 WEB BASED SUPPORT ......................................................................................................... 16

6.4 VOICE OVER IP ...................................................................................................................... 16

6.5 VIDEO ENABLED COMMUNICATIONS ................................................................................. 17

6.6 SOCIAL NETWORKING ONLINE ............................................................................................ 17

6.7 SOCIAL NETWORKING EVENTS ........................................................................................... 17

6.8 MOBILE TECHNOLOGY ......................................................................................................... 17

6.9 A VIRTUAL OFFICE SERVICE ............................................................................................... 18

6.10 RESEARCH BY THE TELEGRAPH NEWSPAPER .................................................................... 18

7.0 FOCUS SESSIONS ..................................................................................................................... 19

7.1 FOCUS SESSION: CARL A..................................................................................................... 19

7.2 FOCUS SESSION: CARL B..................................................................................................... 21

7.3 FOCUS SESSION: ARJUN ...................................................................................................... 22

7.4 FOCUS SESSION: CHRIS ...................................................................................................... 22



7.5 FOCUS SESSION: A West Kent Grammar School business students ................................... 23

7.6 FOCUS SESSION: Apprentices............................................................................................... 24

8.0 THE UNCONFERENCE ............................................................................................................... 25

9.0 UCA – communication technology amongst young people ......................................................... 25

10.0 DURHAM UNIVERSITY EXTENDING REACH WEB SITE ......................................................... 26

11.0 DIGITAL MENTORS .................................................................................................................... 27

12.0 THE RSA ...................................................................................................................................... 29

13.0 EDUCATING THE NEXT WAVE OF ENTREPRENEURS .......................................................... 30

14.0 DEVELOPING A TYPOLOGY OF YOUTH-LED INNOVATION .................................................. 31

14.1 IMPLICATIONS FOR STRATEGIES TO PROMOTE INNOVATION ........................................... 32

14.2 Creating „spaces‟ in which innovation flourishes .......................................................................... 32

14.3 Re-examining structures set up to stimulate innovation and increase capacity .......................... 33

14.4 Developing capability for youth-led innovation ............................................................................. 33

14.5 Support/flexibility .......................................................................................................................... 33

14.6 Promoting positive attitudes towards „youth‟ and communicating these through the media ........ 34

14.7 Targeting skills needed for innovation in programmes of professional learning .......................... 34

15.0 RESEARCH FINDINGS QUESTIONNAIRE DATA ANALYSIS ................................................... 35

15.1 SAMPLE OF RESPONDENTS: ............................................................................................... 35

15.2 CURRENT ENTREPRENEURS .............................................................................................. 35

15.3 UNIVERSITY STUDENTS ....................................................................................................... 37

15.4 SCHOOL STUDENTS .............................................................................................................. 39

15.5 COLLEGE STUDENTS ............................................................................................................ 41

16.0 CONCLUSIONS ............................................................................................................................... 42

APPENDIX 1: QUESTION SET FOR UNIVERSITY STUDENTS ........................................................... 52

APPENDIX 2: QUESTION SET FOR SCHOOL / YOUTH FORUM STUDENTS .................................... 54

APPENDIX 3: QUESTION SET FOR YOUNG ENTREPRENEURS IN BUSINESS ............................... 55

APPENDIX 4: TYPICAL SUPPORT PROGRAMMES FOR BUSINESS STARTUPS............................. 57

APPENDIX 5 STUDENT MENTORING AT THE LONDON COLLEGE OF PRINTING .......................... 59

APPENDIX 6 ............................................................................................................................................ 60



APPENDIX 7 ............................................................................................................................................ 61

APPENDIX 8 SUMMARY OF FACTORS THAT MAY CONDITION AND INFLUENCE YOUNG

STARTUPS .............................................................................................................................................. 68



1.0 INTRODUCTION

The transition from student to full-time member of the “Earning” economy can be a

traumatic one at the best of times. For some, and in this one can include anyone of

any age and background, self-employment can be either the only option or the

fulfilment of an ambition. The difference is fundamentally, life-experience.

Young people in school or further education colleges who have aspirations to start

their own business immediately after this level of education are rare, but there are

many who have “dabbled” through the internet and Ebay where they have discovered

the methodology of buying and selling online. That process, and the successes where

achieved, act as indicators for larger and more involved longer term possibilities but

depend largely on hobbies, pastimes and to some extent family influences. The “Great

Idea” is publicly applauded when and where it is seen to happen (often backed by

some form of public relations activity), but it is not the common factor in young

business. New concepts, new approaches to problems, openings in markets exploited

by a young mind are noticed because they are “news” and they are news because

they are unusual.

In moving from a cosseted learning environment, ie. school, many find difficulties in

settling down especially in terms of day to day unremitting self-management. When

following the university route many stumble over this phase where the sudden

freedoms are distracting but eventually, over the average three year course, most are

“employable” in one form or another.

The university environment is certainly one that is a hotbed of stimuli that for a few

leading to considering starting their own business as a tangible option. Previous

research however, has shown that again, for most, the initial impetus takes around

five years to manifest itself into actuality.

In looking at the areas where one might find young people with aspirations to start

their own businesses, research suggested that for the most part, it was those in

specific sectors with tangible skills that could be sold on, that had the greater interest

in building their own business. Here there was perhaps a quicker or more immediate

return on knowledge gained as well as a tangible product to sell.

In looking at sectors such as IT, creative and media and the trades involving building

and engineering, all bring skills with tangible transferable knowledge. Each

demonstrate a different aspect in terms of the rationale in wanting to work for

themselves. Creatives see that opportunity to “enjoy expressing themselves” doing

their own thing but not necessarily as a route to high value income. Creatives see

obvious assets in their abilities to deliver commercial design or artistic products and

the trades see opportunities in delivering their physical skills. Interestingly, nearly all



have indicated a major gap in their knowledge in terms of the basics of business

reality.

Despite the increase in teaching business in secondary education, there is far too

much emphasis on the celebrity status and the high profile successes of the few. What

is needed are business practitioners, not teachers without business experience, to

bring more reality into the classroom - but in a structured manner. This then is where

the emphasis has to be put on the support for young people‟s businesses, an

understanding of the realities of business life, the day to day housekeeping of a

business, the company management, salesmanship, finance and its management and

dealing with bureaucracy.

How one delivers that knowledge, and what the content is, is the key to supporting

these young people in their personal aspirations. This piece of research is specifically

aimed at those who have decided to start a business and require support in one form

or another.

For the providers of that support, one needs to understand the barriers actual,

perceived and removable, faced by those embarking on the business journey. It is

important to take on board the basics of trust in someone‟s advice coupled with the

immensity of the technological age and the emerging methodologies of

communication, social networking and access to information which needs to be

validated.

A recent survey conducted by Middlesex University looking at perceived

problems facing young entrepreneurs highlights regulatory burden as the single

greatest barrier for a business start up, it being more significant than start-up

finance.



2.0 THE BRIEF

What is required by young people to start up a new business?

What motivates young people to start up a business?

Do the above correlate?

What has been offered in the past, was it successful?

What have the outcomes been for young people?

What have the outcomes been for business in Kent?

Does business support to young people have to be significantly different because of their age and if so how?

What actions are required to improve the situation?

The research should include direct contact with young business people/entrepreneurs and may target members of the Kent Association of Young Entrepreneurs (KAYE) for a response. The primary research should have a strong Kent flavour and should include direct contact with young people, it would therefore demonstrate that it has listened to young people in the County. The secondary research should analyse a range of other data and research materials undertaken locally or nationally. This would be correlated with the findings of the primary research in order to offer a wide overview with a local emphasis. The findings will influence the proposed actions and services of the Foundation :

Content of services Style of delivery The findings may also influence other stake-holders and their future actions.



3.0 TARGET AUDIENCE

Although the Kent Foundation identifies young people as being under 30

years of age its services target the following:

Students leaving 6th form or college but not going to university;

Recent or new graduates from Kent‟s universities.

We have spoken with secondary school students at sixth form level.

We have met with students taking apprenticeships.

We have circulated questionnaires to 150 business students pre-graduation level.

We have interviewed young business entrepreneurs via email questionnaire.

We have interviewed young entrepreneurs in depth face to face.

We have discussed the topics with senior educational staff at both school, skills centre and university level.

We have interviewed and taken advice from national organisations.

4.0 METHODOLOGY

4.1 DESK RESEARCH

Research was conducted typically via the internet and followed up by telephone

conversations with key areas of interest where appropriate.

4.2 FACE TO FACE DETAILED INTERVIEWS

We have conducted three very detailed face to face interviews with young business

people currently working for themselves. These were taken to partially set datum lines

for the question sets but have given us some strong indicators to the questions posed

but with variances as to delivery methodology and content of delivery.

4.3 TELEPHONE INTERVIEWS

We have currently conducted fifteen key telephone interviews with the Kent

Association of Young Entrepreneurs (KAYE).

4.4 EMAIL RESPONSES TO QUESTIONNAIRES

We have thirty questionnaires returned from university graduates and businesses.



4.5 FOCUS GROUPS

We have conducted two key focus groups with young students, one group of ten at a

sixth form school where they are studying business, and secondly at the Sittingbourne

Skills Centre with ten apprentices.

5.0 INTERNET RESEARCH1

HELP AVAILABLE TO YOUNG ENTREPRENEURS

THE PRINCES TRUST – THE BUSINESS PROGRAMME

http://www.princes-trust.org.uk/need_help/business_start-up.aspx

The Business Programme can provide a loan of up to £4,000 (or £5,000 for a

partnership), a business mentor and other support to those with a business idea who

are aged 18-30 and currently unemployed or working less than 16 hours a week. Also

provided is access to a free legal helpline, a grant of up to £1,500 in special

circumstances (subject to local availability) and a test marketing grant of up to £250

(again subject to local availability).

The Princes Trust has also put together a series of business guides to help young

people set up in business (e.g. Sales & Marketing, Managing Finances, Setting up

Your Office, Professional Business Behaviour etc.)

The guides can be accessed here: http://www.princes-

trust.org.uk/need_help/the_business_programme/business_guides.aspx

BUSINESS LINK

http://www.businesslink.gov.uk/bdotg/action/layer?topicId=1074297720

Business Link has a complete guide to starting up a business. The above link gives

access to the guide which includes topics such as considerations for young

entrepreneurs, financial planning, recruiting staff, networking etc. The attached guide

from Business Link is very useful although I‟m not sure it‟s specifically aimed at young

entrepreneurs.

http://www.businesslink.gov.uk/Starting_a_Business_files/DTI_Startup_web.pdf

YOUNG ENTERPRISE

http://www.young-enterprise.org.uk/pub/ Young Enterprise runs 6 programmes for different age groups between 5 and 25+ based on the principle of Learning by Doing, which brings volunteers from business into the classroom to work with teachers and students. Some of the programmes

1 It should be remembered that organisations may not have their websites up to date and that the

information contained in them will vary periodically. This research lists only that material as at April 09.

http://www.princes-trust.org.uk/need_help/business_start-up.aspx

http://www.princes-trust.org.uk/need_help/the_business_programme/business_guides.aspx

http://www.princes-trust.org.uk/need_help/the_business_programme/business_guides.aspx

http://www.businesslink.gov.uk/bdotg/action/layer?topicId=1074297720

http://www.businesslink.gov.uk/Starting_a_Business_files/DTI_Startup_web.pdf

http://www.young-enterprise.org.uk/pub/



enable students to work together to run their own real company, and others use games, hands on activities and role play to develop skills and capabilities for business and enterprise.

Young Enterprise is a not-for-profit organisation which is only able to deliver its

programmes through the support of local and national business. This support is

provided in a variety of forms: financial, in-kind, and through the provision and

encouragement of volunteers. All are essential to Young Enterprise.

A list of their programmes can be found here - http://www.young-

enterprise.org.uk/pub/public_aboutUs_programmes.do?link=programmes

SHELL LIVEWIRE

http://www.shell-livewire.org/

Shell LiveWIRE is a source of free information and advice for young people starting a

business in the UK. Their Business Library has all the information needed to find out

about starting and running a business (http://www.shell-livewire.org/business-library/).

They have a “Grand Ideas Award” where the winner can get £1,000 to help get their

business off the ground, and also run a Young Entrepreneur of the Year competition.

FLYING START

www.flyingstartonline.com

Dedicated to getting student and graduate businesses started. They run various

programmes aimed at having graduates trading or growing businesses within 12

months. Applicants must be a UK University final year student or graduate of up to 5

years, must be considering starting a business in the next 12 months, or have started

a business which has been trading for less than 12 months. There is an application

process but it looks like there is no charge to attend a programme if accepted. Not

particularly dedicated to the South East or Kent.

IoD KENT ASSOCIATION OF YOUNG ENTREPRENEURS (KAYE)

http://www.iod.com/is-bin/INTERSHOP.enfinity/eCS/Store/en/-/GBP/IODContentManager-Start?ChannelID=5&MenuID=46&TemplateName=regional%2Fcontent%2Fsouth%2Fkent%2Freg_south_kent_kayeinitiative.isml Designed to support business people in Kent aged between 18-35 who are either entrepreneurs running their own company, young directors/professionals of a company or are seriously considering starting up in business. Encourages enterprise in Kent, supports young entrepreneurs in developing business ideas and acts as a networking and marketing forum. Membership costs £25 + VAT per annum.

http://www.young-enterprise.org.uk/pub/public_aboutUs_programmes.do?link=programmes

http://www.young-enterprise.org.uk/pub/public_aboutUs_programmes.do?link=programmes

http://www.shell-livewire.org/

http://www.shell-livewire.org/business-library/

http://www.flyingstartonline.com/

http://www.iod.com/is-bin/INTERSHOP.enfinity/eCS/Store/en/-/GBP/IODContentManager-Start?ChannelID=5&MenuID=46&TemplateName=regional%2Fcontent%2Fsouth%2Fkent%2Freg_south_kent_kayeinitiative.isml






KENT FOUNDATION

www.kentfoundation.org

Set up in 1985 with the advice and support on Kent County Council, aimed at bringing

a new „offer‟ to potential young business people aged 18+ in Kent. With a

strengthened administration and rebranding in 2007, a new package of services was

launched. The organisation is still in an „experimental‟ period but between 2007 and

2009 has seen some success in supporting young business people. The Kent

Foundation has:

Delivered Enterprise training to Sixth Forms, Colleges and Universities throughout Kent, some 1200 students have directly benefitted.

Defined new Services, including Test Trading, residential opportunities for intensive Business start-ups and Foundation Shop Window (promotional/marketing opportunities). Effectively giving one to one support to in excess of 75 young business people).

Produced annual research about the barriers and motivators to young people interested in business start-up, and relating to the aspirations of young people and how effective business support agencies are in meeting the needs of young people.

The Foundation has also introduced a Test Trading scheme to give young entrepreneurs the opportunity to prove their viability for further support.

UNIVERSITY OF KENT

http://www.kent.ac.uk/enterprise/student_enterprise/enterprise_education/undergradu

ates.html

University of Kent Student Enterprise education courses – YIBSS (Year in Industry

Business Start Scheme) for students taking a placement year

(http://www.kent.ac.uk/enterprise/student_enterprise/business_start_up/yibbs.html);

New Enterprise Start ups which run in Autumn term on Wednesday afternoons, with

12 x 2 hour workshops

(http://www.kent.ac.uk/enterprise/student_enterprise/enterprise_education/cb612.html)

MAKE YOUR MARK

www.makeyourmark.org

Online support and advice for young entrepreneurs.

KENT INNOVATION CHALLENGE

www.kentinnovationchallenge.co.uk

http://www.kentfoundation.org/

http://www.kent.ac.uk/enterprise/student_enterprise/enterprise_education/undergraduates.html

http://www.kent.ac.uk/enterprise/student_enterprise/enterprise_education/undergraduates.html

http://www.kent.ac.uk/enterprise/student_enterprise/business_start_up/yibbs.html

http://www.kent.ac.uk/enterprise/student_enterprise/enterprise_education/cb612.html

http://www.makeyourmark.org/

http://www.kentinnovationchallenge.co.uk/



Competition offering entrepreneurs and innovative businesses the chance to win £20,000.

NEA PATHFINDER PROGRAMME

http://www.peterjonesfoundation.org/nea.html

Launching in September 2009 for a select group of around 35 16-19 year old students.

However, the application process for 2009 is now closed.

SMALLBIZPOD

http://www.smallbizpod.co.uk/

News and community site for small businesses, startups and entrepreneurs, but not

specifically aimed at young people. Podcasts on business advice, funding, marketing,

business planning etc.

NATIONAL COUNCIL FOR GRADUATE ENTREPRENEURSHIP

www.ncge.com/home.php Focuses on the application of enterprising skills in setting up a new venture, developing/ growing and existing venture and designing an entrepreneurial organisation. Research website with useful information, events etc.

HIGHER EDUCATION ENTREPRENEURSHIP GROUP

www.heeg.org.uk

HEEG is a network of universities in the South East of England working together to

promote student entrepreneurship and enterprise. Various workshops and events

available. Also funds a number of entrepreneurship projects instigated by Universities

in the SEEDA region.

THE GLOBAL NETWORK OF ENTREPRENEURS

www.tie-uk.org

Global not-for-profit organisation focused on promoting entrepreneurship. TiE helps

budding entrepreneurs by way of advice, guidance and assistance from successful &

experienced entrepreneurs and professionals.

UNLTD

www.unltd.org.uk Charity supporting social entrepreneurs, rather than business entrepreneurs. UnLtd‟s Millennium Awards provide practical and financial support to social entrepreneurs in

http://www.peterjonesfoundation.org/nea.html

http://www.smallbizpod.co.uk/

http://www.ncge.com/home.php

http://www.heeg.org.uk/

http://www.tie-uk.org/

http://www.unltd.org.uk/



the UK. UnLtd currently offers two levels of award: Level 1: Awards of between £500 and £5,000 (expected average of £2,000) designed to help make new ideas become real projects. Level 2: Awards of up to £15,000 to people whose ideas are already developed or pay for the living expenses of Award Winners to help them devote more time to their projects. STRIDING OUT

http://www.stridingout.co.uk/

Online and geographical community network to bring together young entrepreneurs

aged 18-30. Provides a range of personal and professional support services for

young entrepreneurs. There is a charge for membership of the network and support

services.

ERASMUS FOR YOUNG ENTREPRENEURS PROGRAMME

http://www.wlv.ac.uk/default.aspx?page=19280

Supporting over 800 placements for new entrepreneurs (of any age) to spend up to 6

months in another EU country to learn about culture and business opportunities. The

entrepreneurs, who will recently have started or be planning on starting a business,

will receive support for their travel and living expenses whilst abroad.

Business Support Kent CIC - John Martin [email protected]

MyBnk

www.mybnk.org Social Entrepreneur Wanted! www.youtube.com Social networking site, which has some entrepreneur and business mentoring blogs www.myspace.com Social networking site, which has a business and entrepreneur forum/chat room www.facebook/com/www.twitter.com/www.bebo.com Social networking sites. These sites don‟t have anything specific to help young entrepreneurs but look to be sites where you can ask questions and perhaps get help that way. www.work.com

http://www.stridingout.co.uk/

http://www.wlv.ac.uk/default.aspx?page=19280

mailto:[email protected]

http://www.mybnk.org/

http://www.youtube.com/

http://www.myspace.com/

http://www.facebook/com/

http://www.facebook/com/

http://www.bebo.com/

http://www.work.com/



This is an American website but has comprehensive list of “How to” guides for running a business. www.youngentrepreneur.com Another American website but looks like a good online forum with lots of threads, blogs etc. www.independentbusiness.ning.com Online meeting place for independent business people to share and exchange ideas and information. http://mashable.com/2009/03/12/entrepreneur-networks/ This website lists the top 10 networking sites for Entrepreneurs, it has some good sites but they are mostly American, so not sure how appropriate they would be for UK based people. http://www.iblf.org/media_room/general.jsp?id=123816 IBLF is the International Business Leaders Forum. This link is for an article on Youth Business International (YBL) competition spotlights young entrepreneurs. It is dated 2006 but also tells about the YBL which is an IBLF initiative which provides business mentoring and funds to help disadvantaged young people realize their ambitions of becoming entrepreneurs. www.ecademy.com Business blogs which may provide some help and advice. http://www.scottishmentoringnetwork.co.uk/uploads/documents/MentoringYoungEntrepreneurs.doc Link to an article about mentoring young entrepreneurs and what leads to success. http://www.startups.co.uk/6678842909723418339/north-east-gets-funding-for-business-mentoring.html Link to an article on funding for business mentoring. www.startups.co.uk also has lots of information on setting up a business, financing, marketing, business planning etc. https://www.bigbangblogs.org/ E-mentoring website for young people http://www.nesta.org.uk/ Nesta invests in early-stage companies, informs and shapes policies, has practical programmes “that inspire others to solve the big challenges of the future”. There are some interesting articles and blogs which might help on the following link: (http://blogs.nesta.org.uk/innovation/business_support/) https://www.rockstargroup.co.uk/home/ Entrepreneur mentoring, business funding and advice.

http://www.youngentrepreneur.com/

http://www.independentbusiness.ning.com/

http://mashable.com/2009/03/12/entrepreneur-networks/

http://www.iblf.org/media_room/general.jsp?id=123816

http://www.ecademy.com/

http://www.scottishmentoringnetwork.co.uk/uploads/documents/MentoringYoungEntrepreneurs.doc

http://www.scottishmentoringnetwork.co.uk/uploads/documents/MentoringYoungEntrepreneurs.doc

http://www.startups.co.uk/6678842909723418339/north-east-gets-funding-for-business-mentoring.html

http://www.startups.co.uk/6678842909723418339/north-east-gets-funding-for-business-mentoring.html

http://www.startups.co.uk/

https://www.bigbangblogs.org/

http://www.nesta.org.uk/

http://blogs.nesta.org.uk/innovation/business_support/

https://www.rockstargroup.co.uk/home/



6.0 SUPPORT DELIVERY METHODOLOGY

The traditional route to learning and education has been through the school and

further educational system. The teaching/learning process in early years has been for

the most part an encapsulated and largely cosseted experience within the boundaries

of a fixed establishment – the school. Students are able to benefit from face to face

guidance on a day to day basis virtually on demand. The process of research is an

intrinsic element of the learning process and for this, the internet has been a major

technological shift.

Learning is different to support, it is part of a voluntary process the need for which is

determined by the recipient. In turn, the person needing support has to find a process

through which they can understand what elements of knowledge are missing.

The reality of the pace of life, in particular that of business and the pressures upon

those in business is an area not generally appreciated by young people entering it.

With a variety of organisations working within the context of young entrepreneurs,

there is one consistent message; face to face and one to one is best.



6.1 TRADITIONAL MENTORING

Face to face, dedicated mentoring with a known and trusted (generalist) with whom

there is good empathy and respect. This “Mentor” is considered by many to be a key

to the overall support process.

6.2 SPECIALISTS

Specialists in the key topic areas (such as marketing) who can empathise with the

younger business whilst delivering key areas of expertise, can play a critical part in

helping young companies grow. This point was specifically highlighted by Rachel

Elnaugh (ex Dragon) in her general public lecture.

6.3 WEB BASED SUPPORT

Young people have grown up with the computer and the internet, it is part of their

communications palette along with the mobile phone. Delivery of information and

services through a web based portal should be considered. It might operate more

effectively if it reflected the values of the younger audience and with the functionality

they require in accessing concise, easy to digest, easy to implement guidance.

As the business world is a continuously changing place and opportunities come and

go very quickly, the web allows us to post and modify information very quickly. It would

however require a serious investment for its upkeep. There are processes that can be

applied to web technology that draw in changing information from other sites and

guidance should be sought from those with a grasp of the latest programming

methodologies.

Web based services such as Go to my meeting and Go to my webinar are also

potentially viable solutions for delivering a fast targeted easy to access service. They

are very easy to set up and are one of many such solutions available.

The use of targeted email for delivering newsletters with “Opted-in” content is part of a

growing trend in the commercial world and may have value in keeping recipients

topped up in areas of knowledge that have been indicated they need support in. There

are a number of companies such as 2ergo Ltd that specialise in this technology.

6.4 VOICE OVER IP

Reading information is one thing, but more is gained in the exchange of views and

answers to questions communicated verbally, more can be extracted from a verbal

process than with a purely texted or scripted response . This also has the benefit of

speed of delivery and confirmation that the delivered knowledge is understood.

Younger people are generally au fait with the use of MSN Messenger and other web

based tools.



6.5 VIDEO ENABLED COMMUNICATIONS

Coupling face to face communication with the flexibility of the web, using tools such as

Skype can play a major part in accessing support from mentors and specialist

advisers.

6.6 SOCIAL NETWORKING ONLINE

Networking sites have become very much a part of web life and in particular a part of

young peoples communications processes. From a business point of view there are

services such as Linkedin which provide a very interesting scope for sharing

knowledge and building networks. Sites such as Facebook may have a role to play

through setting up a specific group, and there are emerging Kent based sites in

development such as www.kent.co.uk. Following a presentation on the use of Twitter

as a business tool clearly demonstrated that the business community see some merits

in this product. Sites vary in their takeup, Twitter for example has many users but the

view of its value by established business people varies considerably. Linked in,

however is becoming an effective tool for establishing a quality business network;

getting a process of building quality endorsed contacts is a valuable asset in modern

business development.

6.7 SOCIAL NETWORKING EVENTS

The concept of Bar Camps was commended by Carl A, a young business man in the

creative sector. A simple and potentially dynamic process especially for the younger

audience but requiring some ground rules.

All that is required is a venue, broadband connection, food and drink and an

overarching agenda for the day. Attendees may set up their own specific groups within

the day‟s activities based on the main agenda and others move in and out of these

groups. Reading about this on the web, an event such as this could be a highly

productive and motivational one and deserves some consideration.

6.8 MOBILE TECHNOLOGY

Much of life now seems to hang round the mobile phone. As technology grows,

applications and developments for the effective use of mobile technology become a

fundamental part of business life. Younger people have grown up with this and the

potential for its effective use is enormous. It provides on the spot access to information

in a variety of forms.

Communications whether voice or SMS texting; access to the web (all websites need

to be mobile web friendly), combining services found using a computer or landline

fixed phone, the potential is enormous.

http://www.kent.co.uk/



Added to the mobile phone is of course the laptop and web book hardware providing

normal computer products for mobile use; these coupled with WIFI and mobile

broadband connectors will become increasingly used in the next few years.

6.9 A VIRTUAL OFFICE SERVICE

A web based facility to support emerging businesses. Imagine having an online office

coupled with the services one needs to run a business effectively; a gateway to advice

and networking sites; a communications portal and much more. There are hundreds of

applications available to provide facilities such as this. Specialist advice is needed on

how best to build the most effective solution.

6.10 RESEARCH BY THE TELEGRAPH NEWSPAPER2

The premise of this article is that young people are growing up using technology

“gadgets” as part of their live for social and for work/study activities. Lecturers in the

universities are now often posting their lectures online possibly together with audio

visual recordings. iTunes have set up a section on their site called iTunes U where

there are 1000‟s of lectures available from the top universities ready for downloading.

A recent survey by Curry‟s suggests that 61% of students believed their academic

success depended on the gadgets they owned. Students spend an average of £703

on term-time technology, more the two-thirds would rather give up library access than

live without the internet. 27% of students said that the laptop was the most essential

gadget. Students spend as much time on Facebook or on texting than they do on their

dissertations.

Many universities are embracing these new ways of working. Durham has long had a

portal for access by its business students; Cardiff University is launching a one stop

shop accessible by all staff and students through their own web browser enabling

sharing and collaboration. Each student will have their own portal. The University of

Sheffield is developing a new mobile phone application called CampusM which will

give students access to all manner of information they need daily.

Google has now also adapted its Apps platform specifically for the education

environment enabling them to create spreadsheets, text documents and presentations

online and easily share files, timetables and calendars with friends and colleagues.

More than five million students using this across 145 countries.

2 Article titled Students for online success Sept 17 2009, by Claudine Beaumont



7.0 FOCUS SESSIONS

7.1 FOCUS SESSION: CARL A

Carl is a young entrepreneur, and quite a successful one. He started his business in

2001 at the age of 22. It began as a partnership, because in his words, this gave him

more comfort when going into something that was out of his comfort zone. His

partners were older therefore more experienced which he considered of great value. 3

This association began whilst they were at college but took four years to mature into a

working relationship.

In answer to the question as to when he started to get involved in business, his

background before college included doing some freelance work for his father at the

age of 15 which obviously gave him the taste for enterprise.4 Whilst at college he met

others who were interested in working for themselves and obviously the peer group5

element had its effect on him. He also met others through his work experience where

he “asked lots of questions”, after a two year course he went back and asked for a job

and there gained the practical experience he needed to help him go on his own.6 Had

that failed, he had offers for universities in his pocket.

The business is not “money driven” which in some ways takes the pressure off. At the

time of interviewing, he still lives at home7, there again the financial pressures are off,

giving time to concentrate and enjoy the creative life in business.

Risk taking within this environment is an element of fun for Carl. However the risks he

is taking are involved in the committing of time and energy to experiment and build a

network, he has only recently started taking financial risks.

Business support has been adhoc. One of the early projects he undertook was for a

small Chamber of Commerce and in exchange for the work he was given business

advice. However he felt that he was being treated as if he already had a business

degree, the advice needed to be simpler and in concise practical bits.8 He has had a

3 Value of networking and working with older more experienced people as an entry to business life.

4 Family backgrounds can play a critical part in setting young people on the road in business.

5 Peer groups can create an environment for a route to self employment.

6 Practical work experience, working for others is the foundation for experience to give you confidence

to go it alone.

7 Cost of living, it is good to have a comfort zone still being based at home with parents.

8 Business advice at this stage needs to be given in its simplest terms.



number of business mentors in recent years which he found useful. Mentoring needs

to be pitched at the practical day to day solutions.9

One key input was an entrepreneurship course run by KIAD (now University for the

Creative Arts). Here he mixed with twenty people from a diverse range of backgrounds

and interests.10 The delivery was through formal tutorials running over a day at the

time. Business Link was included as one of the delivery partners. He felt these

sessions, were very valuable as they brought home the reality of operating a business

but within the context of his own creative field.11 This sectoral approach brought in role

models from creative industries explaining how they ran their businesses in the

creative context.

As regards other areas of support, he found that the most “scary” parts of the process

were the legal elements. He recommends the Microsoft sponsored Small Business

Guide.12 Generally he sourced the knowledge as and when he needed it.

One element he is keen to stress is the value of reputation.13 This is not something

that is taught as such but it is a critical component of developing a business, alongside

of which is the ability to deliver a service.

Looking at the various ways in which he was supported, they followed the traditional

process of face to face sessions which he found very valuable14. Although working in

the technological side of creative services, he is convinced that one to one provides by

far the best value. The use of technology such as mobile phone connectivity cannot be

ignored.15 With a fast moving society and young people becoming increasingly

“attached” to mobiles – which in turn are increasingly providing extremely valuable

methods of tapping into information, knowledge can be constantly at ones fingertips.

Networking will always be a fundamental part of the value chain in developing a

business. The key to this, is providing the right opportunities with a process that

generates a positive opening for doing business. This can again be backed by

technology, using the social networking sites to maintain a relationship and exchange

9 Practical day to day solutions are the key to building confidence.

10 Working in a Peer group can be an effective stimulus, reminiscent of education processes.

11 It is valuable to have a formalised level of “tuition” in business issues aimed at your own sectoral

interests.

12 Microsoft sponsored Small Business guide is a useful source of information.

13 Greatest asset is your reputation.

14 One to one sessions for support are still the best.

15 Using technology can provide instant access to standard knowledge and fast track access to advice.



information. There are new strands of communication emerging that younger people

will grow up with as part of normal life, which should be kept in sight.16

One final area of new thinking from Carl is his suggestion to create an unconference,

collaborative, but free form workshops. This is explored under its own heading.

7.2 FOCUS SESSION: CARL B

Another young entrepreneur, Carl has worked in business for a number of years and

has made the following observations following his time as chairman of the University

Entrepreneurs Society.

Barriers to starting a business for young people

Psychological –

fear of failure,

„cannot do it alone‟ attitude

risk of sharing knowledge

lack of confidence

too much hard work

Physical –

lack of knowledge – only have an idea/don‟t know how to set up a business

not enough business experience or acumen

no integrity in the market place (often described as no one will take me

seriously)

no contacts/not the right contacts

Financial –

lack of money (general available funds or credit),

no capital to start-up,

no income to provide cash-flow or salary,

financial risk of investment

no salary to pay for existing financial commitments (often cited as‟ I can‟t afford

it‟)

Temporal –

wrong timing/ not opportunistic

16

Social networking tools such as Facebook, Myspace, Twitter and Linkedin.



Solutions

access to information and knowledge

education and skills development

start-up capital package (called the Kick-start fund)

networking opportunities

connecting people

mentoring

“These were the solutions offered by YES (Young Entrepreneurs Society) and

are by no means exclusive. Important to note is that they often fail in isolation

and need to be implemented together to provide adequate support for

sustainable success and ensure business survival.” Carl B

7.3 FOCUS SESSION: ARJUN

As a post graduate from an Indian background, it was valuable entering into

discussion with him as part of the picture is very much oriented around his ethnic

drivers and the value that his family puts on proprietorship of one‟s own business. No

other interviewees had such strong drivers as these.

He felt the usual worries in lack of knowledge and experience but had none of the

fears or doubts found in some of the other conversations and this could be directly

related to the anticipation of support and resources from the greater family.

7.4 FOCUS SESSION: CHRIS17

Chris is a builder. He is 22 years old and recently completed a course at West Kent

College. He has picked up his knowledge to the extent that coupled with his obvious

abilities, he has been able to secure regular work as a freelance. This is definitely

setting him on the course for a business.

He has had an education delivered at comprehensive school level, he is not especially

literate but he is good at what he does bringing enthusiasm and good creative ideas.

He wants to own a large business – he has ambition. He does not want to continue to

do the “dirty work” he wants to manage.

However, moving in this direction, he has no taught skills in running a business. At the

moment his mother does the books. He has no real idea where to get the help. He

knows about the Master Craftsman‟s Association which he thinks the logo would help

give him credibility. He has not heard of Business Link but he is quite confident doing

some research on the web.

17

The name of this respondent has been kept confidential within this report but given to The kent

Foundation.



Having experienced his abilities, it is evident that he lacks far more than the basics of

business. He stills brings with him the “youthful” inattention to detail, finishing a job,

providing a full “service” ie. clearing up after himself. He lacks the basics of “service”.

He knows all of this can be taught through mentoring and advice from those that have

experience, he just needs to put himself out to take it on board.

He has indicated interest in specific study sessions that can be delivered in a simple,

direct manner with a Mentor led approach ie. relating the tasks to actual problems for

the better impact of learning. The use of technology in the shape of mobile phone

access to advice for short sharp simple guidance to problems would also be a value.

7.5 FOCUS SESSION: A West Kent Grammar School business students

These Year 12 students come from a learning environment that could be described as

at the higher end of the school system. They are bright, literate young people full of

enthusiasm and appreciative of the role of school in their lives and futures. They are

largely confident at their ability to undertake the task of driving a business, however as

a negative impact on their confidence is the security that their schooling has provided

them.

They are successful and confident because their learning institution has provided

them with an excellent “comfort zone” in which to flourish. They also appear to have

strong supportive family backgrounds.

The traditional enterprise days and challenges have opened up concepts and brought

a degree of reality and objectivity to business and enterprise, but they declare

themselves to be “scared” of the prospect of being in their own business.

With their business studies teacher in the room they were still very open and a good

inclusive dialogue was held. They were quite clear that as they had only begun to be

taught formal business studies from year nine to twelve they have only really taken on

board the basic concepts – aimed at passing exams rather than the actuality of

running a business. They all felt the need for

experience in business first before taking it on

themselves. They all felt that having business

people coming in to visit, talk and work with them

was an excellent solution to learning more.

Reality played a major part in their comments,

wanting a fast track to practical experience.

When asked what the main concerns would be in

running a business it was oriented around legal

issues, bureaucracy, overcoming the first sale

coupled with a general fear of the unknown.

Finance was a concern but not at the top of the



list although a concern was raised that there is nowhere for under 18s or young

people to raise finance.

A critical factor in entering business was the first sale, perceived as a major stepping

stone and incentive. This would be seen as a personal driver. Passion was seen to be

another important driver in starting and maintaining a business.

When asked where they would look for help, Business Link was mentioned.

As regards help, the preferred route was through personal mentoring and networking

with others in the same situation. Simplicity and quick access to information is a

critical factor. Main areas of assistance they felt would be required focused around

writing business plans, cashflow forecasting and issues such as patents and

protecting ideas.

The use of ICT was considered a good idea but there were concerns over costs, in

particular the use of mobile phones should they be required for data access as well as

calls. It was agreed however that the use of phones was a fundamental daily norm.

Networking sites such as Facebook were thought to be a useful tool for sharing

knowledge and ideas for support

One member of the group aged 18 had started a business. He created a limited

company to mitigate personal risk, raised finance from the family, uses advertising to

promote the business as well as word of mouth and has now built up a solid database

of customers.

For students to progress within the business environment, the key educational

objective would be for them to step out of the “comfort zone” and experience true risk

taking with real world problems to solve. Enterprise days and other such activities may

be transient stimuli but activities based firmly on longer term reality bringing success

or failure through doing something that “scares” you would have the greatest impact.

7.6 FOCUS SESSION: Apprentices

A group of fifteen who have elected to follow the apprenticeship pathway. The

discussion group focused around both their educational background that had led them

to the Skills Centre, and the gaps in their knowledge that would deter them from taking

on self-employment.

All were enthusiastic about their work in engineering and the related topics. All

complained about a lack of skill in numeracy and literacy, in their words they had not

been “prepared by the education process”. Critically, they were realising it. The prime

drivers to this understanding are the work they were doing, the learning involved and

the obvious need for certain abilities and capabilities to achieve it.



By working with “real” projects and tasks that directly related to their future career and

thereby their income, they had begun to understand the value of the “education”. They

all expressed a “need for more knowledge”, and all complained that they were not

taught enough “about the real world” in schools.

QUESTION PUT TO THE GROUP % 10 20 30 40 50 60 70 80 90 100

Would consider starting a business

Not prepared in educational terms

Want to learn through more “Reality” situations

Happy to return to the school environment studying

as a group

Would prefer one to one mentoring

8.0 THE UNCONFERENCE

Typically an Unconference is an event driven entirely by the participants. The overall

theme is pre-set, the organisers provide the topic platform, provide a venue, facilities

(possibly internet access etc) and refreshments.

Participants generate the content themselves mainly through one person setting up a

“topic table”, then working on a peer to peer basis. Participants choose what is

discussed and create their own collaborative groups. All attendees are asked to

participate, no sitting back and just watching.

Each group is asked to generate a report on the outcome of their meeting.

A typical example is a conference sponsored by UnLtd. SHINE is the UnConference

for Social Entrepreneurs, taking social ideas into action.

Carsonified: www.carsonified.com based in Bath; workshops, web based applications

and more.

9.0 UCA – communication technology amongst young people

In view of a number of the comments that have been made apropos the methodology

in modern communications with young people, our research suggests that following up

the UCA might be of benefit to the Kent Foundation in order to pick up best practice

and the feedback from their thinking.

Taken from UCA information:

http://www.carsonified.com/



The University for The Creative Arts 18Student Union has trialled a revolutionary

communication platform unlike anything else currently available in European

universities.

UCASU‟s long-term vision is to provide innovative communication tools and

technologies to their 6,500 students across all five UCA campuses, to connect and

support its community and inspire student creativity.

This means that all UCA students could have the ability to create, communicate and

collaborate in innovative new ways, whether they are in the same room, sat at a

computer, or using a mobile phone.

At the heart of this project is Phreadz ‟Threaded Social Multimedia Conversation

Networks‟ It combines a variety of communication tools, summarised as V.I.T.A.L,

video, images, text, audio and links. Unlike traditional social media platforms like

Facebook, Phreadz can utilise V.I.T.A.L content from a diverse range of multimedia

tools and technologies, from emailed files and images on Flickr.com to .mp3 audio

recordings and video footage from mobile specific services such as Qik.com.

UCASU has recognised that isolation and reduced community interaction can be a

symptom of traditional technologies. The accessibility of technology, the popularity of

online messaging systems, and the increasing power of the laptop computer mean

that many students choose to work from home in relative isolation.

This solution will help resolve just those problems, and it seems that it presents

an ideal framework to establish a comparable community for young people, in

their isolation, setting up to work for themselves. UCA would also be an

appropriate place to seek further advice on the implementation of technology.

In particular was a seminar given by Josie Fraser (Individual Learning

Technologist of the year 2008).

http://www.ucreative.tv

10.0 DURHAM UNIVERSITY EXTENDING REACH WEB SITE

In the research with The National Centre for Graduate Entrepreneurship, access was

given to this online resource to see how such a facility works with students. This is a

well constructed site and if were viewed as a resource for young people setting out on

the route to self-employment, offers a template to be built on.

18

University for The creative Arts

http://www.ucreative.tv/



A rather friendlier interface than

for example the Business Link

site, which in itself is an excellent

facility, but not specifically aimed

at a younger audience. Such an

online resource could be

dedicated to network building of a

community of young

entrepreneurs with showcases to

the outside world, and an intranet

delivering advice and support

from specialists drawn from both

academics and real business people.

General research within the schools and the graduate community delivers an

overwhelming predisposition for the use of online resources. It is the vehicle for

communication in all areas and can provide a continuous environment for support,

networking and as a Showcase for the growing companies.

We have had research access to this site by Durham University for over 12 months

and have monitored its use as an outreach tool from the university with its students

and where appropriate the business community. As such it appears to be very well

endowed with valuable information for students and contains a wealth of important

data for students/graduates to work from with regular updates on notes and advice.

It does in essence provide a valuable database of information together with a “friendly”

access face. It has the potential to be extended much further into a networking and

trading tool.

Kent County Council has a target for graduate retention and with a proactive

group of universities in the county it would suggest that collaboration in this

area would be of great value. The cost should be negligible if handed to

appropriate students as part of their project work.

11.0 DIGITAL MENTORS

COMMENTS BY CAROLINE CHAMBERS, CHANNEL CORRIDOR CHAMBER OF

COMMERCE

These are the personal comments of Caroline Chambers of The

Channel Corridor Chamber of Commerce made in a presentation

to business people. It demonstrates a growing interest and take

up of internet networking facilities amongst business of which

Twitter is an option. However the concept of linking the process to



a mentoring facility is a very interesting and potentially powerful

direction. Many of these web based networking sites are

accessible via the mobile phone enabling fast easy access to

services.

The scheme will be bringing together business people who are willing to share their

knowledge and experience of the Internet with other people in the community who are

interested in getting to grips with new technology. These volunteer Business Mentors

will work alongside a range of local voluntary and community groups and their clients

to achieve their digital goals.

This mentoring scheme will help drive significant cultural and social change within

Folkestone by enabling participants of all ages to make full use of the Internet, using

email, podcasts, on line publishing tools and Social Networking sites.

Everyone will be encouraged to make full use of the range of support groups and

facilities that already exist within the local community. They will also be encouraged to

access the Internet and to take advantage of the expanding 'social networking'

opportunities in an effort to improve access to the public services available to them

and the wider benefits the digital age has to offer.

Initial levels of interest have been most encouraging - at the moment we are asking

would be mentors to sign up with a profile on http://shepway.ning.com/ and we will be

in touch with details of training sessions and when we can start.

Why Are We Running Digital Mentors?

Recently we set up a Facebook group to garner support for keeping the Leas Cliff Lift

Open. Within 2 weeks the group had grown to over 2,800 members - from Shepway

and nationwide - sharing their views, opinions and offering support for the campaign.

Our Social Networking Explained Course has enabled members of the business

community to use these tools to help grow and expand their business. This blog is

tweeted and shared with over 1,200 users on Twitter. The possibilities are endless!

Social Networking and Web 2.0 open up all sorts of opportunities for individuals to

share photographs with their families, to shop online, access government services,

campaign and lobby their council, find out about new products and services and be

part of a connected communication process.

The concept of mentoring via a web based social site demands greater examination

and a pilot to assess the viability and take up specifically among young people. If

based on the fact that a very large proportion of the younger generation have grown



up with a mobile phone and use it as part of their normal daily communications,

access to support sites and people would appear to be a viable proposition.

12.0 THE RSA19

ON PUBLIC SECTOR SUPPORT OF YOUNG ENTREPRENEURS20

The thrust of the article suggests that it might be the role of the

public sector in being a catalyst for young entrepreneurialism. In

that respect KCC immediately falls into line with the proposition of

this highly respected organisation. The basic premise of support

is indicative of a level of forward thinking and supports the

concept of The Council.

Politicians such as Guy Nicholson, Chair of the board of the City Fringe Partnership

and Cabinet Member for regeneration and the Olympics at The London Borough of

Hackney are “very excited about the potential for young enterprise in East London,

they see it as an legacy outcome of the Olympics.

The article suggests that universities play a “pivotal role for young entrepreneurs”.

Oxford Entrepreneurs is the university‟s second most popular society with 3,600

student members. With Cambridge there are some 250 ventures based on intellectual

property or through knowledge transfer from the university. 21

The RSA suggests that there is a more direct role for championing the cause of young

entrepreneurialism, certainly by lobbying central government on their behalf. One

might assume that there was potential synergy with organisations such as the Kent

Foundation becoming part of that process.

Funding is an area that the RSA could encourage action. Getting cash made available

for young entrepreneurs is a key factor but the article points out that “The choices are

appalling”. For those lucky enough to obtain seed money from angel investors there is

a route to market but the cost of giving up equity has to be taken into account. Bank

debt is seen to be no better with a risk aversion approach to taking personal

guarantees rather than the value of the proposition. Grants from the public sector are

not placed at a very high level, being considered little more than “seed corn incentives

to buy a laptop or two”.

19

Royal Society for the Encouragement of Arts, Manufacturing and Commerce www.the RSA.org

20 Article published in the RSA Summer issue 2009

21 120 of them in the last five years.



The suggestion made in the article is that perhaps “The best idea is to sponsor a

young version of Investors in Industry”. It goes on to propose a solution in the

availability of mezzanine finance with lenders taking actual risks on the business plan

for justifiably higher returns. Borrowers in turn are encouraged to stay within the loan

covenants – and public sector financiers should be adopting the discipline of requiring

a return on their investment. The article concludes “Certainly, the time seems ripe for

the rebirth of such an organisation to generate opportunities for young entrepreneurs –

perhaps bringing in entities such as The RSA to do as its mission states – encourage

the arts, manufactures and commerce”

If KCC have taken a lead in the support of young business people, then the case for

that is made with a good start in the concept, however, with some innovative thinking

the initiative could be taken to a much higher level.

13.0 EDUCATING THE NEXT WAVE OF ENTREPRENEURS

Educating the Next Wave of Entrepreneurs, unlocking entrepreneurial capabilities to meet the global challenges of the 21st Century; A Report of the Global Education Initiative; The Elixir or Burden of Youth Exploring Differences among Start-ups and Established Firms in Innovation Behaviour in the UK.22 Executive summary Start-ups are an important source of growth and variety in the economic system.

Despite this, we know very little about their innovative activities. There is also a dearth

of research that has compared these activities with those of established firms and of

internal corporate ventures. This report aims to redress the lack of research in this

area using a representative sample of 16,445 firms in the UK drawn from the CIS 4

dataset. It uses a descriptive and econometric analysis, including a matching estimate

approach, to explore differences between start-ups and established firms.

The findings demonstrate that start-ups do differ significantly from established firms in

terms of innovation, indicating that understanding the role of firm age in shaping

patterns of innovation is a valuable approach to take. We find that being a new firm

increases the likelihood of being innovation active in the service sector, while it

decreases this likelihood in the manufacturing sector. In the service sector, start-ups

are more likely to use legal and informal appropriability mechanisms than established

firms, and more likely to be both product and process innovators. Start-ups are also

more open to external sources of innovation irrespective of their industrial background.

22

Paola Ctiscuolo, Nicos Nicolaou and Ammon Salter. DIUS Research Report 09 11

Tanaka Business School, Imperial College London



While established firms are the more likely radical innovators in the manufacturing

sector, start-ups are more likely to introduce radical innovations in the service sector.

These results suggest that the nature of the industrial environment moderates the

effects of age on innovative performance.

The results of this study contrast with a widely held assumption about the general

levels of innovativeness among UK start-ups, indicating the start-ups innovative

performance differs by sector and that start-ups should not be simply equated with

innovativeness. Greater research is required on factors that shape the ability of new

firms to achieve innovative performance and growth, including research that compares

start-ups with established firms.

14.0 DEVELOPING A TYPOLOGY OF YOUTH-LED INNOVATION23

This is a NESTA24 funded research project looking at youth led

innovation and how it may be promoted in the future. With great

tensions on the UK greater emphasis is being placed on

productivity and competitiveness of the economy. There are some

interesting comments and observations made in this report which

are included below.

Much of the literature on youth-led innovation can be characterised as aspirational

rather than providing clear evidence of outcomes. Much of it is discursive rather than

strongly empirical and that which offers an evidence base tends to be small scale and

focused on local or short-term initiatives. However, there is a wide range of research

which we have attempted to categorise which ranges from that which most strongly

focuses on youth-led innovation, to that which focuses mainly on participation and/or

is adult initiated. From the evidence base some tentative conclusions can be drawn.

Three main domains of youth-led innovation emerge from the literature, the area of

direct interest to supporting young people in business is the second domain which is

that of commercial/service in which examples of youth-led innovation include the many

fashions, music, software and design of services started by young people.

Two assumptions emerge from the literature, which need to be challenged.

23

Researcher: Judy Sebba, Vivienne Griffiths, Barry Luckock, Frances Hunt, Carol Robinson & Steve

Flowers, Published: 6 January 2009. This is the draft final report of the NESTA-funded research

project, Developing a typology of youth-led innovation and its potential economic and social impact

undertaken by a team at the University of Sussex.

24 National Endowment for science, Technology and the Arts



The first assumption is that innovation is a managed process - often it is not - it may

be about young people experimenting in eCommunication or young people

challenging authority or established processes through activism. Many of these

examples challenge the core structures and processes that are set up supposedly to

promote greater participation and thereby encourage innovation, such as school

councils, youth parliament, but in so doing, they also contain, control and inhibit further

innovation.

The second assumption is that the main or most important outcomes of innovation

relate to the original intention. This is only partially the case. Many innovations have

„spillovers‟ that may become more innovative or more widely adopted than that which

was the focus of the original intent.

A major challenge emerges in relation to the role of adversity, rebellion and anti-

authority culture in motivating and sustaining youth innovation. There is evidence that

adverse conditions such as poverty, exclusion or failure may motivate innovation in

some individuals and groups. Acknowledging the role of rebellion and anti-authority

culture in innovation implies encouraging its further development, but any recognition

of it or attempts to stimulate it, run the risk of destroying it (Flowers 2008b). So, this

would seem to create a major dilemma for those trying to promote innovation.

Furthermore, the literature suggests that processes such as eCommunication can lead

to important innovations that are not always recognised as such.

14.1 IMPLICATIONS FOR STRATEGIES TO PROMOTE INNOVATION

While only limited evidence of the impact of youth-led innovation emerges from the

literature, some strategies are identified that might be adopted to promote youth-led

innovation. The focus groups counselled us strongly against producing a recipe for

innovation. The participants noted, as did the literature, that as soon as

recommendations for youth-led innovation are made, there is a danger of inhibiting

further development. However, the participants did support the following ideas.

14.2 Creating ‘spaces’ in which innovation flourishes

Findings suggest that rather than formal structures, what is needed is strategies which

create cultures in which innovations can flourish - the characteristics of these cultures

seem to include „enabling spaces‟ (not just physical but emotional, time etc.), social

capital/networks, role models, mentoring and support (e.g. flexibility to allow

innovation to occur). These spaces need to include access to technology and

information that will support youth-led innovation and be inclusive in their access. How

these could be further developed presents a major challenge but representatives from

the many organisations supporting youth-innovation who participated in the workshops

provided some effective approaches. Bringing young innovators together, in particular

with those who have overcome the barriers, seems to be helpful. The overriding



approach needs to be creating spaces within current structures such as the school

curriculum, youth groups, work experience, etc. This links to the next proposed

strategy.

14.3 Re-examining structures set up to stimulate innovation and increase

capacity

The literature suggests that rather than promoting youth-led innovation through

participation as intended, school councils, youth parliaments and other similar

structures in some cases may inhibit genuine innovation by diverting energy into

procedural activities and marginalising the majority of young people who are not

directly involved. This suggests that at least, a major review of the purposes and

development of these structures is needed, and at the most radical position,

consideration should be given to disbanding these structures in favour of approaches

that better embed a culture of innovation more inclusively. Where structures are

created, this should be in response to demand from young people themselves.

14.4 Developing capability for youth-led innovation

The review by Rappa and Debackere (1993) suggested that independence from

adults and resistance to attitudinal barriers should be developed as early as possible.

Furthermore, the evidence acknowledged that very young children have the capability

to lead innovation. The YACSI (2002) report and Druin and Fast (2002), similarly

emphasised the importance of working with young children to develop the capability

for innovating. This includes skill training but perhaps more importantly, the problem-

solving, open-thinking and teamwork that underlies so much effective innovation.

There is little evidence from the literature that this receives sufficient attention and

some evidence of specific barriers in schools to this, such as attitudes to new ideas,

though the research on thinking skills (e.g. Adey and Shayer 1994) provides

exemplars of how this can be addressed effectively.

The following three sections of the report contain critical

comments for anyone setting out to support young people

in business.

14.5 Support/flexibility

Embedding a culture of youth-led innovation seems to require both support and

flexibility. Support can be emotional, through for example mentors or families, or

social, which may be through the networks or internet groups identified in the

eCommunication research or financial, such as increasing the number and quality of

youth start-up businesses (YACSI 2002). The literature emphasises the importance of

role models, constructive feedback and trust in young people as features of this

support. In addition, flexibility seems to be critical, with the need to ensure that ideas

or different ways of doing things are nurtured rather than stultified.



The message from here is that if we are serious about

youth support, it will have to form a serious cohesive

concentrated effort. What requires consideration is whether

we should join up of all the key initiatives and small

independent activities into one homogenous properly

funded operation.

14.6 Promoting positive attitudes towards ‘youth’ and communicating these

through the media

Both the language used to refer to young people and the tone of the coverage given of

them in the media needs to be addressed. Celebration of the ways in which young

people make a positive contribution is needed with examples of youth-led innovation

such as the development of products and services for helping others, creation of new

technologies, improvements to civic society and initiatives in art or music.

14.7 Targeting skills needed for innovation in programmes of professional

learning

Building in approaches to promoting innovation in both the initial training and ongoing

staff development of the professions working with young people emerges as a

significant need. For example, the training and capacity building of development

workers in order to involve children and create greater „space‟ for innovation, is

highlighted by Percy-Smith (1998).



15.0 RESEARCH FINDINGS QUESTIONNAIRE DATA ANALYSIS

15.1 SAMPLE OF RESPONDENTS:

Current young entrepreneurs [e.g. KAYE] - 9 24%

Potential entrepreneurs (currently at university) - 8 22%

Potential entrepreneurs (currently at school) - 13 35%

Potential entrepreneurs (currently at college) - 7 19%

37 100%

15.2 CURRENT ENTREPRENEURS (sample=9)

Of the existing entrepreneurs (9), five (55%) had shown entrepreneurial ability whilst a

teenager, or even younger.

Educational background was varied. Three entrepreneurs (33%) dropped out of

school or university to further their business. However, six of them felt their education

had relevance to their business (including 2 that had dropped out!).

Six (67%) had entrepreneurs in their family to inspire them: dad, an uncle and also a

brother.

This is a key message in that the value of a trusted

individual mentor is demonstrated as being of great value.

The role model gives credibility to the ability to survive the

reality of the challenge by sharing experiences both good

and bad.

All but one got into business because they thought they had identified a “gap” in the

market by talking to people at work or friends, and thought they could provide a better,

or more cost effective service.

15.2.1 There were a variety of reasons why they started their businesses:

Self-confidence/personal drive/ambition (3)

Could not work for others (2)

Encouraged by friends (2)

Princes Trust backing (1)

Demand from word of mouth (1)

4 young entrepreneurs mentioned getting start-up help from Business Link.

1 person mentioned getting help directly from SEEDA, at an Enterprise Hub.



Five would have benefited from more advice on the financial aspects of running a

business when starting up. Two didn‟t get this help; so only a third of start-ups may be

getting the help they need to get their business off on a good financial footing.

15.2.2 ALL of them indicated that they had received all the help that they

needed. This came from a variety of sources:

Mentor (4)

Train 2 Gain or other similar funding (2)

Family

Investors

Two thirds (6) preferred face to face advice, but since they were receiving this for free,

it is not clear how they would view this if they had to pay for such advice.

Only 3 mentioned training/workshops as a way of receiving effective support for their

businesses. 1 mentioned learning from other business owners‟ experiences.

15.2.3 Key motivating factors for starting their business included (more than

one factor possible):

Make money (3)

Being in control/Autonomy (3)

“Change the world”/Help others (3)

Fame (1)

Inspire others (1)

Dispel myths (1)

6 of the entrepreneurs stated that being able to discuss their ideas with others was

very important or extremely important. 2 others though it was quite important and 1 did

not know.

15.2.4 In terms of the style of support required in future the following comments

were made:

Support for growing businesses different from start-ups

Lots of support out there – people do not use it

Need to ensure there is support for BAME (Black Minority Ethnic)

Princes Trust cater for disadvantaged young people only.

Two thirds (6) obtained low interest loans of up to £3,000.

Others had financial help from family members, and pointed out that their loans had

been repaid. One person used his own savings from previous employment.



All but 2 (ie. 7 entrepreneurs) found it easy to make their first sale; because they were

making it to people they knew. The 2 that found it difficult were both retailers

(health/leisure products and sports retail).

All but 1 person thought face to face networking meetings were helpful to essential.

15.2.5 The following support services were specifically requested:

Business Planning (2)

Cash flow planning

Sales forecasting

Start-up capital

Information (markets, customers)

Paying for membership to professional associations

Buying books (management development)

Access to Human resources

15.3 UNIVERSITY STUDENTS (sample=8)

All 8 university students were keen to start their own business and had first thought about this quite early in life. Three had thought about it from primary school age, four as teenagers and one whilst at University. Only 1 already had a business (Comedy Club; idea was from his business partner) Only 2 (25%) of the University students already had family members in business.

Their business ideas were quite varied with only 3 being Internet-only; others all involved off-line activities as well.

15.3.1 The ideas for their business came from:

their (bad) experiences; and feeling they could do better (4)

their personal interests/hobbies (2)

having identified/researched a market need (2)

15.3.2 They wanted to start a business because:

as a direct result of their University course/faculty (3)

Need to earn money quickly; difficult to get a job (2)

Received finance (friend) (1)

It was easy to set up a business (1)

Fun (1)



Interestingly, only 2 out of the 8 University students (25%) sought the help of their

teachers in developing their business.

4 of them (50%) had not sought ANY help but relied on their own research and

1 had mentoring input from their investor friend (included in the 4 mentors noted

previously, differentiation due to combined with actual investment.

1 had sought help from a solicitor (the Comedy Club business).

3 out of 8 University students thought it was not easy to find help in setting up a

business. 2 of these were looking for legal help.

The others were mainly getting their help form the Internet and were “happy” with it

(maybe an element of you don‟t know what you don‟t know!).

No one mentioned having talked to anybody or coming into contact with any of the

support agencies… even the Enterprise Hub at the University.

ALL thought it was important to be able to discuss their ideas with others!!

15.3.3 When thinking of the most effective way of providing support they felt:

Internet/Email (3)

Face to face (2)

From other experienced entrepreneurs (2)

ANY means - want it all (1)

15.3.4 Key motivating factors for setting up in business included

Customer need / better product (2)

Can do a better job that existing companies (2)

Desire to succeed (2)

Make money (1)

Work for oneself (1)

Be famous (1)

Six out of 8 thought finance was a key issue to starting their business.

Two thought that finance requirements should be kept low when starting up, so didn‟t

think it was an issue. One wanted to start a web based holidays business. The other a

Talent Agency.

Only 2 University students thought they would set up their business in Kent.



Others felt it might in somewhere in the South East (2); London (2); London (1);

Stansted Airport (1 – Internet holidays);

This is a key challenge to Kent. Much talk has been made

on the need to target graduates to retain them in the

county, but where are the high profile incentives? One has

to consider that the county just may not have the required

magnetism for graduates – at this stage. There is still

considerable work for Kent to do in this matter.

15.4 SCHOOL STUDENTS (sample=13)

Students were asked a cut down version of the questionnaire.

This group were a Year 13 cohort at a Grammar School in West Kent.

How well equipped to start a business?

6 young people thought they had the knowledge to start a business; but most of these

felt they did not have the practical experience to carry on.

6 young people felt they only knew the very basics and could not start a business

1 person thought it would help to do Business Studies from Year 10.

A significant number felt that they would like a formal on-going mentoring process s an

essential path to establishing a business.

Some identified that they needed to work fully in a business first before they started a

business. The question of Work Experience as delivered through the school system

was felt to be generally insufficient to experience the “reality” of running a business

themselves.

Some felt the school curriculum was quite specific and provided the relevant

knowledge.

The current economic downturn was a concern.

15.4.1 External stimulus to start a business More than 1 answer possible

Own Hobbies and interests (3)

Family encouragement (2)

Young Enterprise (2)

Making money; drive to succeed (2)

Passion for business (2)



None (5)

15.4.2 What to do about gaps in your knowledge Multiple answers possible

Do (internet) research to fill gaps (7)

Get practical experience/Learn “on the job” (4)

Further (self) learning/further courses (2)

Talk to experienced people (2)

Talk for family and friends (1)

Talk to teachers (1)

Rely on the Business Plan/Cash flow forecast (1)

15.4.3 What support would you need to start up a business? Multiple answers

possible

Finance/low cost loans (10)

Advice from entrepreneurs/mentor (7)

On-going support/problem solving (3)

Moral support: Friends and family/Networking (2)

Legal (1)

Business Plans (1)

Drop-in clinics (1)

Business Link (1)

Start-up advice (1)

15.4.4 Where would you get advice and support? Multiple answers possible

Internet (10) + 1 person advised caution - the Internet was not always reliable.

1 person out of the 10, mentioned using an Internet based “support network”

Teachers (5)

Local businessperson (3)

Business Link (3) Interesting that students had even heard of Business Link…

Princes Trust (1)

Friends or family (5)

15.4.5 How would you want it? Multiple answers possible

Face to face (11) 1 wanted regular scheduled face to face meetings: weekly

with 2 people specifically mentioned mentoring.

Internet (10) Chatroom, Google, Facebook (2), MSN (2),Email, web site (3)

Note the motivational drivers in 15.4.1 and 15.2.3

15.4.6 Any other comments?

Young people associated with technology – but face to face is more useful



Mentors should be knowledgeable and friendly

3 people mentioned the difficulties presented by the current economic climate

One person thought that no-one would want to start a business until after

University

One person thought that if a group of young people could pool together they

might stand better chance of getting a loan… and making the repayments.

Presumably less risk for the Banks….

15.5 COLLEGE STUDENTS (sample=7)

This group were at a Skills Centre (doing a vocational training course in engineering)

in Swale.

How well equipped to start a business?

Only 1 person felt well enough equipped to start a business. 3 others felt they were

not very well equipped and 1 wanted to study business studies first before starting up

a business.

The whole cohort felt that school/college curriculum did NOT deliver knowledge of the

“real world” (4 people used this phrase).

External stimulus to start a business

2 out of the 7 mentioned they wanted to start a business to be their own boss and be

in charge. 1 of them felt they had the “leadership” skills to do so.

What to do about gaps in your knowledge?

The young people found this question difficult to answer.

1 person said they would learn from any small time mistakes

15.5.1 What support would you need to start up a business? Multiple answers

possible

Finance (5) 1 person maybe the Council could provide financial support

Family (5)

Business advice (2)

Legal advice (3)

15.5.2 Where would you get advice and support? Multiple answers possible



Internet (6)

Other business people (3)

Family (1)

The Council (1)

Business Link (1)

15.5.3 How would you want it? Multiple answers possible

Face to face (4)

Internet (5) Facebook (1), MSN (3), web site (3), text (2)

Any other comments?

Six out of the 7 said they needed more knowledge; particularly more “life skills”.

Some mentioned help with advertising.

16.0 CONCLUSIONS

Q: What is required by young people to start up a new business?

A: Fast, bite-sized access to knowledge specific to running a business. A

mobile phone or computer communications platform. Real-time and virtual

networking opportunities. Access to role models and mentors across all

delivery platforms. Access to finance. Understanding of risk management and

practical solutions.

It is a fact that there are a vast array of initiatives in all shapes and sizes operating

independently from each other, supported by organisations and institutions, schools,

business bodies, local and national government. Each has its silo of activity, most

set out to achieve very much the same objective, that is, to bring young people into

the business world in a profitable and sustainable manner.

Putting this in context and with input from young people themselves one can come

to a number of simple conclusions.

Research by the Kent Foundation on the best time to start learning about business

and enterprise underpins this input as being most appropriate in secondary

education but with a strong emphasis towards sixth form and college. (See

Appendix 7).

Our research has suggested that greater emphasis should be placed on the delivery

of a reality based curriculum. Young people have consistently said that they have

some of the academic understanding, especially when taking Business Studies for

exam purposes, but all lack the knowledge of the wider picture in particular the hard



reality of the challenges facing them in “Life.” This includes the understanding of risk

taking through practical experience, working as part of a collaborative team with a

focus on inter-dependence, critical decision making, understanding (and learning

from) the routes to success or failure.

Business is not a “game”, it can be enjoyable but it can also be an extreme – in that

you can potentially lose either your own or other people‟s money. Young people

need to understand the risks (and rewards) more fully and this is best delivered by

those that have direct experience. This has been a common anecdotal feedback

from many of the young business people researched.

Typically the process is led by an endeavour to teach an understanding of

enterprise as a basis for developing innovative ideas into practical business

opportunities. Added to this are the elements of understanding risk taking, and the

creation of business oriented plans that indicate an awareness of the basics of

running a business.

Work related learning is a critical component in the education process but often

does not deliver a satisfactory experience.

In discussions with a number of educationalists and business providing work

experience, there is an emerging opinion that this whole process needs to be

revamped into an on-going process rather than just a week or two at most

experience.25 The value for student and business alike would be far greater in

seeing the business process over a longer period and experiencing a variety of

situations. This however places a sever burden on the infrastructure that manages

the process in particular health and safety checks, and of course, the emphasis is

again on the goodwill of business itself.

It is a suggestion that some form of business replication could be created within a

school, college or university that would touch upon those students participating.

Where this has happened, research indicates that results have been positive.

In order to achieve these objectives, schools and colleges bring in outside

organisations to deliver enterprise days in a wealth of formats, either through

specialist companies or by invitation to visiting businesses people. Schools however

seldom have the breadth of understanding of business to fully utilise the value of

business input, they are often seen as obligatory days as dictated by government

policy.

The key organisations that have played a part in bringing young people to the

25

KCC 14-24 Innovation Unit have recently issued A draft 14+ Work related Learning Strategy 2009-

2013



doorstep – and over – of starting a business are those such as Young Enterprise

and more recently Young Chambers. Added to these are organisations drawn from

business people themselves.

ACTION: Having identified the disjointed approach currently employed, all

organisations concerned could place more effort on a combined approach, bringing

together a cohesive partnership between schools and business to offer a mutually

valuable and sustainable delivery of services.

Q: What motivates young people to start up a business?

A: The key motivation is a steady input from education and enterprise

activities coupled with external influences such as role models from business

to demonstrate achievement and success.

Young people who have an understanding of enterprise, risk taking and innovation,

together with a personal drive to take these into the business world – are not the

norm. Where they succeed they are roundly and rightly applauded but

predominantly as a reason to encourage others. Make Your Mark is a key

organisation in that respect.

The key to motivation is a steady input from education and enterprise activities

coupled with external influences such as role models from business that

demonstrate achievement and success.

Motivation stems from a number of stimuli, it is how these interact with the individual

that creates the drive to “take a chance” and the environment that are in that makes

the difference. Motivation might be in the form of learning how to overcome

obstacles or it might stem from the anecdotal evidence of a successful

entrepreneur.

Motivation has no single point of origination, research indicates the major influences

as listed in the chart in Appendix 8.

Q: Do the above correlate?

A: The correlation between young people’s requirements and what they are

provided with is varied. In part, mentoring and good role models are available. However, there is insufficient consideration given to the emerging technological advancements.

Much of the input required by young people is delivered in a variety of forms, mostly wholly dependent on the educational establishments they attend and the degree to which enterprise is supported and the methodology of its teaching or demonstration.



A basic education in terms of literacy and numeracy is not a barrier to business startup or success as evidence has proven. The delivery of soft and hard skills varies in teaching and delivery. Previous survey work by the Kent Foundation indicates a preference by students for a greater understanding of the skills such as business planning and financial management at the top of the list followed by marketing and presentation skills. Many educational establishments have no teachers with any practical business experience to deliver the skills based on practical experience, and for the greater part, students themselves miss the vital point of “salesmanship” as a skill that needs to be developed. Many schools support students by bringing in business people and establishing enterprise days that set out the parameters for teamwork, innovation, developing ideas etc “under pressure” which is a step towards “reality” which is a fundamental requirement for taking a considered step into business ownership. There are several national organisations that set up competitions, web sites and activities that may be joined either by educational establishments or individuals. The whole panorama of these opportunities is however disjointed and no one can easily benefit from them all. Soft skills as a requirement to starting a business, such as risk management , confidence building and team work are delivered to some extent by the educational establishments. There appears generally to be a concerted effort amongst schools to take this across the curriculum. There is however no real measure of their success in terms of those that have started and sustained a business. Delivery of the requirements as indicated by young people is delivered in a disjointed, disconnected manner. Young Enterprise would appear to best sum up the fundamentals of overall stimulus coupled with a sense of reality in one single deliverable package. ACTION: Create a methodology that could bring all the deliverers into one concentrated campaign, reachable through one gateway with centralised funding and supporting resources ring-fenced to delivery. Organisations would then be able to determine local needs and draw upon the resources accordingly.

Q: What has been offered in the past, was it successful?

A: A number of organisations have independently generated success within

their own delivery formats in terms of helping young people create a

business. It is however extremely difficult to quantify from anecdotal research

an overall level of success. Organisations such as The Prince’s Trust assist in

creating real businesses but have varied levels of sustainability. The Kent

Foundation supports real businesses but it requires more time to determine



levels of long term sustainability.

Young Enterprise has a well established format that takes young people through a

comprehensive process of business development, it does however require the

support of business mentors (who may not be the most appropriate for the task) and

relies on the schools to divert funds to pay for the scheme – which has come under

considerable strain recently. Many schools however do not take up Young

Enterprise. It is “an addition” not “an integral” part of the learning or self-

development process often sold to students as a route to gaining UCAS points

being more important than the “business” or “enterprise” experience it can deliver.

The Young Enterprise scheme does however provide a very well structured format

for students to follow. It brings some valuable levels of reality into the tasks in that

students take risks in investing their time and money and are taken along a

management path with financial planning and recording leading to a real profit and

loss situation. There are however a number of emerging alternatives to this product.

Young Chambers, seeks to motivate and empower young people to engage in

business and led by young people themselves. Here again is an excellent principle

that can generate some positive results but again over-dependent on external

business people and their philanthropic interests and the ability of the school to pay

for the scheme.

At the point of entering business, organisations such as The Prince‟s Trust and

UnLtd have their own formats for support. Organisations such as the Kent

Foundation are specifically “local” and with a small and basic infrastructure in

comparison. Building partnerships with businesses and business organisations is a

fundamental route to their success.

Each of these organisations have independently generated success within their own

delivery formats in terms of helping young people create a business. It is however

extremely difficult to quantify from anecdotal research an overall level of success.

Organisations such as The Prince‟s Trust assist in creating real businesses but

have varied levels of sustainability. The Kent Foundation supports real businesses

but it requires more time to determine levels of long term sustainability.

Looking at all the organisations we have to conclude that levels of young business

startup and survival are not a significant impact in the economy. To deliver a higher

level of success would require considerable funding sourced centrally as suggested

in the previous section.

Q: What have the outcomes been for young people?

A: The evidence from research indicates that there has been value in many of



the initiatives and that young people have benefited in one form or another

from either the stimulus of working on an enterprise exercise or from the

direct support in starting and running an actual business. The palette of

choices has to be broad and much demand is placed upon those delivering

that support i.e. Mentors and other individuals together with networking

opportunities.

For those that have the spark or can be sparked, all the above is of great value and

should be continued but refreshed in up to date context and made both affordable

for schools or that the money provided by Government for enterprise should be

“ring-fenced”. In turn, Ofsted could play a greater part in the measurement of more

clearly defined measurements that highlight this work.

The evidence from research indicates that there has been value in many of the

initiatives and that young people have benefited, in one form or another, either from

the stimulus of working on an enterprise exercise or from the direct support in

starting and running an actual business. No two people have identical requirements

therefore the palette of choices has to be broad and much demand is placed upon

those delivering that support, i.e. Mentors and other individuals. Generally the

benefit for young people appears to stem from the latter coupled with networking

with other like minded people where problems can be shared and joint events

created for trading opportunities. For some, the outcome has been starting a

company and entering self-employment. Out of those there are some successes for

example in the KAYE group. To assess those that are running through organisations

such as the Kent Foundation will require more time allowing them to find footing in

the economy. However we look at this, the numbers are small and the current

economy will be a major test.

Q: What have the outcomes been for business in Kent?

A: There does not appear to be any significant overall impact upon

businesses in Kent. There is constant reference to the lack of graduates educated in Kent remaining to work in the county which may also obscure any knowledge of those starting businesses following their education locally.

There does not appear to be any significant overall impact upon businesses in Kent. There is constant reference to the lack of graduates educated in Kent remaining to work in the county which may also obscure any knowledge of those starting a business following their education locally. The creation of KAYE has in itself been an interesting step in recognising the emergence of businesses run by younger people but whether this organisation is a club consisting of people up to a certain age or a real value added tool that no existing organisation could offer has not been evaluated. In the same context there



are organisations specifically for ethnic minority groups, women in business, disadvantaged people and older workers into self-employment. Again, the benefits have not been evaluated in this research. One objective may be to link the work done to support young people with the Kent Backing Business initiative which would at the very least bring all the organisations supporting business to a common table. ACTION: The value of a single “sector” group should be explored as a route to more effective impact for growth.

Q: Does business support to young people have to be significantly

different because of their age and if so how?

A: Students have asked for greater access to “life” experience. Although

students and young people have indicated their preference for having a one to

one relationship with someone they can trust and who has the experience to

assist them, what they need in addition to that is bite sized information

directly available to them at their convenience through modern emerging

media such as social networking sites accessed by computer or mobile

phone.

As young people set off in life, the transition from a supportive educational system

into the cut and thrust of commerce can deliver some hard shocks. Business

support for younger people needs to be designed to be more of a “nurturing” quality

at the outset, having a balance between advice and guidance with a strong element

of developing self support disciplines.

Students have asked for greater access to “life” experience and in order to achieve

that there should be access to a mentoring process (a critical friend) that can hand

hold individuals and fast track experience transfer. Value would be added by older

more experienced business people, possibly those who currently run or have run

businesses for longer periods. To test ideas and to check reality and approach is

always of value to businesses and business people of all ages, none more critically

that the younger participant. At this stage what is also perceived to be of value are

the services of support organisations such as Business Link who would sponsor

training/support groups delivering modules such as in Appendix 4 which are well

proven deliverables.

In a fast paced environment with many technological changes, a burdensome and

complex bureaucracy, good communications are vital. Broadband connection has

become a defacto requirement for much of society. Businesses are increasingly

established on the basis that they have the facility and that it has sufficient



bandwidth.

Young people for the most part have become attuned to the use of mobile phones

and the growing range of applications found on them a fact supported by an article

written for the Telegraph by Claudine Beaumont (see main research). The article

further reported that a significant percentage of graduates – 27% live out of laptops

with 61% saying they could not live without their (communication) gadgets.

Electronic networking and delivery of information is being taken on by universities

such as Cardiff and Sheffield, and Google has adapted its Apps platform specifically

for the educational market. Even iTunes has a dedicated section with iTunes U

where students can find lectures and associated support material from many of the

top universities. ACTION: Business support organisations and education

establishments should consider how young people can access useful and

appropriate information through modern technology.

Although students and young people have indicated their preference for having a

one to one relationship with someone they can trust and has the experience to

assist them through the pains of business growth, what they need in addition to that

is bite sized information directly available to them on demand at their convenience.

This therefore suggests that a facility to provide this is a required step in their

support, designed and aimed specifically for younger people.

ACTION: Business support organisations and education establishments should

investigate methodology for delivering individual requests for information and

access to data via mobile phones and computers.

In continuing this technological thread, the value of networking is a major factor in

delivering a supportive community. The social gathering of like minded people is

more valued by those researched but there is a strong emphasis on the use of

networking sites designed specifically for young business people with access to

their contemporaries and supporting material from a broader range of sources

brought together in one portal. Just as with the creation of the Young Entrepreneurs

Academy sponsored by Peter Jones (of Dragons‟ fame) the establishment of an

academy for young business people in the County might be considered.

There is for example a Young Entrepreneur‟s Academy to be found on Facebook

with additional links on Youtube. Based in New York, this indicates the potential

value of such a site and also for the process by which young people engage

(Facebook is accessible on many mobile phones for continual ease of use, ideal for

adhoc access on demand).

ACTION: Provide a safe, secure, supported space for young people to explore,

learn, network and trade thereby building up both confidence and a track record.



Q: What actions are required to improve the situation?

A: A different approach to work experience, spreading this over a full year.

Establishing a Mentor/Business Angel role, putting young people into

business handheld by a Mentor. Creating a Youth Business Bank/funding

scheme. Undertake a sector focussed pilot (e.g. creative and media) to explore

new ideas of support and communications.

In the period between nurtured education and young adulthood, the mantle of pure

education is jettisoned and self management becomes the reality. It is here that

mixing with those in a closer age who have been through the pains of establishing a

business would be of greatest value. In Kent there is the Kent Association of Young

Entrepreneurs who could provide the ideal role models.

ACTION: There are various delivery models in existence, therefore consideration

should be given to greater collaboration and perhaps conformity in scope, quality

and access with built in flexibility to cope with an extremely variable target audience.

A key hand holding task concerns finance. In the context of young people entering

business this is much more of a barrier than for their elders attempting the same,

who in the current economic climate are very hard pressed. What young people

need are simple practical solutions to creating business plans and proposals that

will generate confidence to the lender whether family, a bank or other individual or

institution. Here the Kent Foundation has a support process that delivers the first

steps, but just as with established businesses there is a need to see this extended

to carry the business through the varying cash flow stresses.

ACTION: The Kent Foundation may need to consider reverting back to a policy of

making loans especially in the current economic climate.

Business is seeking new ways of funding, there is a growing interest in new banking

sources such as Credit Unions.

ACTION: Investigate the potential of a Youth Bank as part of this process rather

than rely on funding purely from the Local Authority. With leadership introduced by

the Authority, consideration might be given to the exploration of the concept of

banks collaborating to establish a specific fund for the youth sector and deliver a

more rounded “social solution” rather than a hard commercial one.

Looking more closely at the types of businesses that may be started by young

people and the specific knowledge required to undertake them leads us to a more

sectorally focussed approach. In particular, the creative sector, where there is a

relatively easy transfer of skills into services or products for others (a point

highlighted in previous Kent Foundation research EnCourage). In this situation, work



done by UCA (University of the Creative Arts) in their business training sessions and

with the London College of Communication ( Appendix 5) give us clear options as

to how to support this group, through group training and mentoring. One of the

interviewees on the individual entrepreneur focus session also has given some

guidance along this route but with the addition of a networking facility online and the

creation of an “Unconference” which would provide an opportunity to explore

modern networking techniques real-time.

ACTION: Take the creative and media sector as a starting point and, working with

the universities and business in partnership, develop a coordinated pathway to

business start-up and support for young business owners.

It may be a reasonable step in the next stage of research into this subject, to

undertake such a conference rather than traditional research methodology. Bringing

the target audience together within a freeform arena with the task of solving their

own problems may generate the precise solutions that will enable them. This should

then be supported on the periphery by a set of organisations that have experience in

both business, business support and working with young people.

Finally, the one key point that has been made throughout all conversations,

responses to questionnaires and general research, is the need for individual

mentoring. This does not solely relate to young people in business, it has great

effect throughout the age groups and various levels of experience and ability. What

it must do, is to relate to the individual in an entirely non-confrontational manner, be

intelligently supportive with a questioning rather than a lecturing approach. Here the

Kent Foundation has put material into place to assist in creating an effective

approach for would be mentors.

ACTION: The Kent Foundation should pilot a mentoring project that can be

specifically assessed in terms of design, delivery, methodology and productivity

taking on board the comments on technology and access to information.



APPENDIX 1: QUESTION SET FOR UNIVERSITY STUDENTS

1. THE STARTING POINT

1.1. How old are you.

1.2. Have you thought about starting your own business.

1.3. At what stage of your education are you in.

1.4. What is the business you might consider starting.

1.5. If you have a business, how long has it been running.

2. YOUR BACKGROUND

2.1. Does your education have any relevance to your starting a business.

2.2. Are there family influences that are influencing you to go into business.

2.3. Where did your idea for a business come from.

2.4. If relevant, what finally convinced you to start.

3. YOUR SUPPORT AND MOTIVATION

3.1. Are you seeking advice.

3.2. Where from.

3.3. Is help easy to find, do you know where to look.

3.4. What is the advice you need. (Eg: Was it specific to your business or generic issues).

3.5. Are you get ting all the help you need.

3.6. How is that help delivered.

3.7. What is the most effective way of providing you with support.

3.8. What is your key motivational driving force.

3.9. How important do you think it is to be able to discuss your business with others.

3.10. Is the style of support delivery now – different to how you would have wanted it at the

start of your business.



3.11. How important is sourcing finance to you.

4. FINALLY

4.1. How difficult was it getting your first sale. Have you made a sale yet.

4.2. Do you need a specific networking environment to help.

4.3 If relevant, where about is your business located



APPENDIX 2: QUESTION SET FOR SCHOOL / YOUTH FORUM

STUDENTS

1. As a young person how well do you think you are equipped to start a business of your own?

2. Do you have enough knowledge derived from your education?

3. Would you have a stimulus that is external to school and where might that come from?

4. How would you determine the gaps in your knowledge?

5. If you had the idea and drive to start a business, what kind of support do you think you would

need?

6. Where would you go for support and advice?

7. How would you like advice and support delivered? What is the best form of access?

Face to face; via a generic web site; via a web site with video; Skype; MS Messenger; Facebook, sms

texting. What is your preferred mix?

8. Any other comments?

Thank you for your help.



APPENDIX 3: QUESTION SET FOR YOUNG ENTREPRENEURS IN

BUSINESS

1. THE STARTING POINT

1.1. How old were you when you started your business.

>

1.2. What is your earliest memory of wanting to start a business.

>

1.3. At what stage of your education were you in when you began.

>

1.4. What is the business you are in.

>

1.5. How long has (or did) your business run for.

>

2. YOUR BACKGROUND

2.1. Did your education have any relevance to your starting a business.

>

2.2. Were there family influences that helped you go into business.

>

2.3. Where did your idea for a business come from.

>

2.4. What finally convinced you to start.

>

3. YOUR SUPPORT AND MOTIVATION

3.1. Did you seek advice when starting a business

>

3.2. Where was that from.

>

3.3. Was help easy to find, did you know where to look.

>

3.4. What was the advice you needed. (Eg: Was it specific to your business or generic issues).

>

3.5. Did you get all the help you needed.

>

3.6. How was that help delivered.

>

3.7. What is the most effective way of providing support.

>

3.8. What was/is your key motivational driving force.

>

3.9. How important do you think it is to be able to discuss your business with others.

>



3.10. Is the style of support delivery now – different to how you would have wanted it at the

start of your business. Was it of value to you.

>

3.11. How important was sourcing finance to you.

>

4. FINALLY

4.1. How difficult was it getting your first sale.

>

4.2. Do you need a specific networking environment to help.

>

4.3. Are there support services you need now that you would or should have had earlier.

>

4.4. What key piece of advice would you give a young person setting out to start their own

business.

>

4.5 Where is your business located

>

4.6 May we contact you again if we need to go into deeper detail.

Yes/no Contact details

Please would you complete the questionnaire and email back to [email protected]

If you have any additional comments, please feel free to add them below, thank you again for your help:

mailto:[email protected]



APPENDIX 4: TYPICAL SUPPORT PROGRAMMES FOR BUSINESS

STARTUPS

All workshops are standalone but many

are related.

* = computer based

Module Name

Sta

rtin

g a

New

Busi

ness

Busi

ness

Pla

nnin

g

Gro

win

g Y

our

Busi

ness

Fin

anci

ng Y

our

Busi

ness

Managin

g F

inance

s

Reco

rd K

eep

ing

Legal Is

sues

Sellin

g

Mark

eti

ng a

nd

Com

munic

ati

on

Busi

ness

Op

era

tion a

nd

Managem

ent

Usi

ng C

om

pute

rs

Applications of Databases *

Applying for Finance

Basics of Windows *

Bits and Bytes *

Choosing the Right Business Premises

Completing Your Self-Assessment Tax

Return

Credit Control

Dealing with Your Bank Manager

Decision Point

Desk Top Publishing *

Getting Your Price Right

Home Free

Housekeeping and Protecting Your Data *

Internet and the World Wide Web *

Introduction to Databases *

Introduction to Spreadsheets *

Introduction to Word Processing *



Lobbying

Mail Merge *

Marketing

National Insurance and PAYE

Planning Your Business Activity

Presentation Skills

Project Planning

Protecting Yourself and Being Legal

Recruiting - Finding the Right People

Sales Planning

Selling Techniques

Setting Up Your Books

Sources of Finance

Starting Point

Tabs and Tables *

Time Management and Delegation

Using Management Accounts

Using Spreadsheets to Manage Business

Numbers*

Using Word Processing to Manage

Business Text *

Writing Proposals and Quotations

Writing Requirements Specifications

Writing Terms and Conditions

Your Business Plan

The Kent Foundation EmPOWER report 2009



APPENDIX 5 STUDENT MENTORING AT THE LONDON COLLEGE OF

PRINTING

Simon Nias, printweek.com, 09 March 2009

Digital Ad Lab (DAL) and the London College of Communication (LCC) have launched a student mentoring scheme with the aim of encouraging enthusiastic young people to join the print industry.

Student Mentor, which was announced by industry forum DAL at its last quarterly meeting, has been designed to provide mentoring for both students and tutors. Broadcaster and business commentator René Carayol, who has been hired to champion the DAL and LCC-backed scheme, said that everyone involved would benefit. "Mentoring is a two-way street. Both mentor and mentee will learn huge amounts from this most special of special relationships," he said. "In my experience, the mentor will heighten their listening and communication skills to near expert level and the mentee will learn from this and benefit also." Web developer Exact.st8us is creating a suite of applications for the scheme, which will track communication and organise meetings, as well as allow collaborative discussions using web cams and collaborative tools. If successful, it is intended to extend the scheme to include any course, school or university nationwide. DAL and LCC have organised a fundraiser to support development, which will be held at Northbank Restaurant, London, on 21 April. For more information on Student Mentor, which is due to launch on 20 October, visit www.student-mentor.com.

The intention of Student Mentor is to create an application tool for schools, colleges

and university's that enables Tutors to easily start up a mentoring scheme without the

need of sophisticated hardware or significant administration overhead.

This is currently under development but a demo can be arranged through the

[email protected] e-mail address. There is also a print mentoring Google

group.

http://www.printweek.com/news/author/3153/simon-nias/

http://www.printweek.com/

http://www.student-mentor.com/




APPENDIX 6 WORKING WITH SOCIAL ENTREPRENEURS

UnLtd, 123 Whitecross Street, Islington, London EC1Y 8JJ

This organisation specialises in the support of the social entrepreneur, it‟s stated

mission is to “Reach out and unleash the energies of people who can transform the

way in which they live.”

It is an online community of social entrepreneurs and support providers that enables

networking, collaboration and trading with fellow members, it also enables the sharing

of resources. In operating the web site, they recommend connections and information

on the site that is personally relevant to individual needs. They list a variety of

companies specialising in the support for this specific sector. You will find they also

have established presence on Facebook, Twitter, Linkedin and Delicious.com.

They provide financial and practical support necessary to help those who are

passionate in the social sector. They have supported nearly 7000 individuals including

3,500 young social entrepreneurs aged 16-25 through their Big Boost programme and

the UnLtd Sport relief awards.

http://www.unltd.org.uk/index.php

RECOMMEND: further research with this organisation.

http://www.unltd.org.uk/index.php




APPENDIX 7 OPTIMUM AGE TO START LEARNING ABOUT

BUSINESS AND ENTERPRISE26

Summary of findings

At what age would you like to start learning about Business and Enterprise?

42% of all those questioned (225 in total) felt that key stage 4 (years 10-11) was the most suitable stage

(year) to begin Business and Enterprise Education. This is closely followed by key stage 3 (years 7-9)

at 38%. When compared to key stage 1 and 2 which only have a cumulative total of just 4% the

conclusion must be that with 80% of the vote from those questioned the overwhelming majority felt that

Business and Innovation education was most needed or wanted during secondary education. Both

Year 9-10 and Year 11-13 show a similar trend apart from a significantly higher percentage (25%)

wanting to start Business and Enterprise education in Sixth Form/College in Year 11-13. This is then

reflected in the cumulative total. A possible explanation of this is that being of the age where the

individuals are in sixth form or college it was most appropriate for them to receive the education within

their current age group. This is further supported by Year 9-10 preference being concentrated within

their own age range.

Please note that due to the way in which the data was collected it was not possible to look at individual

academic year or age groups. It is therefore possible that further significant findings could be drawn

from future research if that research is taken to a higher level of detail and includes a uniformed method

of collection.

Year 9-10

At what age would you like to start learning about

Business and Enterprise?

Out of %

Keystage 1 (infants) 0 100 0%

Keystage 2 (juniors) 3 100 3%

Keystage 3 (yr 7-9) 42 100 42%

Keystage 4 (yr 10-11) 52 100 52%

Sixth Form/College 3 100 3%

26

Survey work carried out by the Kent Foundation with 225 students, data analyst Sam Grinter




Year 11-13



Out of %



Keystage 3 (yr 7-9) 44 125 35%

Keystage 4 (yr 10-11) 43 125 34%


Cumulative total



Out of %



Keystage 3 (yr 7-9) 86 225 38%

Keystage 4 (yr 10-11) 95 225 42%





Year 9-10

Keystage 1

Keystage 2

Keystage 3

Keystage 4

Sixth Form

Year 11-13

Keystage 1

Keystage 2

Keystage 3

Keystage 4

Sixth Form

Cumulative total

Keystage 1

Keystage 2

Keystage 3

Keystage 4

Sixth Form




What would you like to learn now about Business and Enterprise?

Both Years 9-10 and Years 11-13 voted for more hard skills rather than soft. As shown in the

cumulative total hard skills received a total of 470 votes where as soft skills received 394 which is a

difference of 16%. This significant difference clearly demonstrates that there is a preference for hard

skills in Business and Enterprise education. When viewing the graphs it is apparent that there is a

uniformed trend for the preference of hard skills with Business planning being most highly regarded with

finance second, marketing third and presentation fourth. This perhaps shows a gap within the current

education syllabus of Business and Enterprise subjects, this is especially apparent when looking at

Year 11-13 where 73% of the individuals questioned (125 in total) felt they would like to learn about

business planning now which perhaps means they have yet to learn about business planning or the

experience wasn't wholly conclusive. Within soft skills Years 9-10 felt that confidence building was

most important where as this is second in Years 11-13 with the same trend for Creative/lateral thinking

(3rd) and Assertiveness (4th) in both groups. A possible reason for this difference being that as an

individual ages they will naturally grow in confidence and as such an older age group will feel that they

require confidence training less than a younger age group. The titles of the categories for the soft skills

are ambiguous with there being little actual difference between Communication/Networking, Confidence

building and Assertiveness. This leaves the results of soft skills open to interpretation.

Year 9-10 Soft Skills

What would you like to learn now about


Out of %

Communication/networking 41 100 41%

Confidence building 51 100 51%

Creative/lateral thinking 50 100 50%

Assertiveness 24 100 24%

Other. 1 100 1%




Hard Skills



Out of %

Business planning 60 100 60%

Finance 56 100 56%

Marketing 49 100 49%

Presentation 29 100 29%

Other. 2 100 0%

Year 11-13

Soft

Skills



Out of %

Communication/networking 78 125 62%

Confidence building 67 125 54%

Creative/lateral thinking 56 125 45%

Assertiveness 25 125 20%

Other. 1 125 1%




Hard

Skills



Out of %

Business planning 91 125 73%

Finance 76 125 61%

Marketing 61 125 49%

Presentation 45 125 36%

Other. 1 125 1%

Year 9-10

0

10

20

30

40

50

60

70

Communication/networking

Confidence building

Creative/lateral thinking

Assertiveness

Other.

Business planning

Finance

Marketing

Presentation

Other.




Year 11-13

0

10

20

30

40

50

60

70

80

90

100


Confidence building


Assertiveness

Other.

Business planning

Finance

Marketing

Presentation

Other.

Cumulative total

0

20

40

60

80

100

120

140

160


Confidence building


Assertiveness

Other.

Business planning

Finance

Marketing

Presentation

Other.




APPENDIX 8 SUMMARY OF FACTORS THAT MAY CONDITION AND

INFLUENCE YOUNG STARTUPS

TRIGGERS TO SELF EMPLOYMENT & BUSINESS AGE

CONDITIONING 5 TO 10 11 TO

14 15 to

16 17 TO

19 20 TO

25 25+

Family environment/tradition X X X X X Geographical location / economy/

job opportunities

X X X X

Can't find or keep a job

X X X

Don't like working for someone else

X X X

Great idea

X X X X

Good personal drive

X X X X X

Inherent ability to manage risk X X X X X X

Able to assimilate experience and knowledge X X X X X X

Inherent instincts X X X X X X

Ability to seize upon an opportunity

X X X X X

INFLUENCES and APPROPRIATE EXPERIENCE

Family and friends X X X X X X Early school influences; lessons/proactive teaching X X

Secondary school influences; studies/ proactive teaching

X X X

Vocational learning for practical experiences

X X X Business visitors to school, college, university X X X X

Young Enterprise

X X Young Chamber

X X X

Enterprise days (including all providers) X X X X Work experience

X X X

Part time job

X X X X Role models X X X X X X

University or college education and tutorials and lecturers

X X X

Student Business clubs

X X X Make Your Mark etc

X X X X X

The outside economy, opportunities or no options

X X X X

Access to technology - the internet

X X X X X

SUPPORT AND GUIDANCE

Family and friends X X X X X X

Networking

X X X

Personal mentor

X X X

Princes Trust (Funding and mentoring)

X X X




Kent Foundation (Finance and mentoring)

X X X

Business Link or Enterprise Agency

X X X

Local Authority

X X

Bank and other professional advisers

X X X

Other business(s) acting as buyers creating opportunity

X X X

Social networking online

X X X

Online services and knowledge portals

X X X

Business organisations; FSB, IoD, Chambers, KAYE

X X X

Trade organisations and associations

X X X

Customers and suppliers

X X X

Somewhere to work from

X X X X




BIG SOLUTIONS LTD

Britannia House, Lower Road,

Ebbsfleet, Kent Da11 9BL

Telephone: 0845 388 7801

Fax: 0870 4299437

Email: [email protected]

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