Supporting student innovation through an engagement, employability and employment ecosystem

Purpose: This paper explores how students, full-time and part-time, may be supported in becoming ambidextrous - developing 'intrapreneurial' skills and capabilities, as well as being introduced to more typical 'entrepreneurial' activities. It is proposed that both perspectives will be necessary for future graduates. Design/Methodology/Approach: The paper highlights the fast changing nature of the economic and employment context and the future requirements for graduate skills. It analyses and evaluates a framework of curricular and extra-curricular activities which has been developed to address future skills needs. The paper uses a case study to illustrate the issues. Findings: The paper concludes that with increasingly flexible career paths there is a need for graduates to be prepared for portfolio careers in which they move between employment and self-employment. The development of an independent mindset which can identify and exploit innovation is therefore important. Practical Implications: The paper outlines an approach, that has been implemented in a UK higher education institution, to the development of innovation skills which is responsive to a wider range of students than the conventional cohort of young, full-time students. Originality/value: The paper highlights the importance of designing educational experiences which directly address students' situations and experiences. It also identifies the role of work-based research in the development of an innovative mindset