Factory floors are progressively being replaced by creative communities whose raw material is their ability to imagine, create and innovate. In this new digital economy, immaterial value increasingly determines material value, as consumers are looking for new and enriching "experiences". It is widely accepted that there is a profound shortage of coherent entrepreneurship training programmes throughout Europe with even fewer initiatives addressing the needs in sectors like the creative industry sector which has a number of sector-specific characteristics that require special consideration. While there is a broad range of vocational education and training programmes that address the development of creative skills there is no evidence that the essential entrepreneurship training is being integrated into non-business graduate education in any of the EU Member States. Supporting people to develop their creative skills without developing the business acumen is an on-going disconnect in education and training that cannot be allowed to continue.The creative industry sector comprises highly innovative companies and is one of Europe's most dynamic sectors, contributing around 2.6 % to EU GDP, with a high growth potential and providing quality jobs to over 5 million people across EU-27. Creative businesses often contribute to boosting local economies in decline, contributing to the emergence of new economic activities, creating new and sustainable jobs and enhancing the attractiveness of European regions and cities. EU cohesion policy has recognised the multifaceted contribution of culture and creativity to its strategic objectives of convergence, competitiveness and employment.For most creative individuals developing a new product or idea, the focus and priority is firmly placed on what it can do; how it can be used; what makes it different. While these are all essential pre-requisite to any future potential business of equal importance are questions like:- who are the management team behind the business?- what is the the business model proposed?- how will intellectual property be protected?- does the product or idea have scalable potential?So while having the right idea might get you half the way to success, it will only get you half the way as core business management skills are also required. While individual capacities like creativity, motivation and powers of persuasion are often considered to be key attributes that drive new business ventures among young graduates marrying those skills to business acumen brings success. Providing bespoke entrepreneurship training that is specifically designed to address issues that are unique and particular to graduates in the creative industry sector can help to harness the potential of this sector as a hotbed for graduate entrepreneurship throughout Europe and provide a sustainable pathway to self-employment, economic independence and social cohesion.It is now widely recognised that creative industries will make a significant contribution in building the post-crisis economic landscape in Europe. The “European Competitiveness Report 2010”, referred to the “transforming role” of the creative industries for the future of the EU economy. While entrepreneurship curricula are not in themselves innovative or new there is a need to provide bespoke learning resources that address the specific needs of different target groups and the SHADOWS project will develop Europe's first bespoke, targeted entrepreneurship curriculum for graduates embarking on a career in the creative industry sector.
SHADOWS aimed to plug the gap between training providers and graduate entrepreneurs. It has developed a curriculum that meets the needs of business owners in the Creative and Cultural industries (CCI). The SHADOWS project aimed at providing quality learning resources that address the specific needs of different target groups within the Cultural and Creative Industries (CCI) Sector. Namely, the project developed Europe's first bespoke, targeted entrepreneurship curriculum for graduates embarking on a CCI career. Additionally, increasing the labour market relevance of Vocational Education and Training (VET) by providing tailored pedagogic resources that will improve the attainment levels of high-level basic and transversal competences. The SHADOWS consortium comprises 9 partner organisations from 8 different EU Member States: Municipio de Lousada (PT) Universitaet Paderborn (DE) Creative Exchange UK (UK) Meath Community Rural & Social Development Partnership (IE) Universitatea Din Pitesti (RO) Future In Perspective (IE) INNEO-Studio Tworczego Rozwoju (PL) Innoventum Oy (FI) European University Cyprus (CY) A website (A1) that presents the project, the aims and objectives, the funding body and consortium partners was developed and available and on-line in month 1. Event reports (A2, A3, A4, A5, A6) were produced following every transnational partner meeting. Internal evaluation exercises were conducted in months 6, 12 and 18, (A7, A8, A9). An external evaluator produced a Formative Interim Evaluation Report (A10) and a Summative Final Evaluation Report (A11). Research reports for each partner country were produced in month 4 (A12, A13, A14, A15, A16, A17, A18). A valorisation framework (A19) was drafted at the beginning of the project and key measurable indicators were set out for the various actions proposed. An integrated branding concept for the project (A20) was presented. A siries of 4 Newsletters (A21, A22, A23, A24) were produced and distributed. A Facebook page for the project (A25) was developed to support valorisation objectives. We have produced the following Intellectual Outputs: 1. Summary Research Report: a research document that highlights gaps in supports to entrepreneurs in the creative sector; 2. In-service Training Programme for VET Staff: a bespoke induction training programme to support VET tutors to deliver the new curriculum and to ensure that the required learning outcomes are achieved. 3. Induction to Pedagogy for Micro-enterprise Owners: a bespoke induction training programme to support the business owners who participated in the proposed business immersion programme. 4. Cultural and Creative Industry Sector Entrepreneurship Curriculum: a bespoke curriculum specifically targeting graduates and emerging entrepreneurs in the cultural and creative sector. 5. On-line Observatory of Cultural and Creative Businesses & E-learning Portal: an on-line observatory of best practice showcasing successful cultural and creative micro-enterprises and the entrepreneurs who founded them. 6. Unlocking the Potential of the Cultural and Creative Industry Sector - Policy Paper: The policy paper considers why a change of policy approach might be relevant; the policy options available and the pros and cons of each option. Finally the policy paper recommends a course of action based on the experiences and lessons learned in the course of the SHADOWS project. For the future use of project results, the partnership ensured that VET staff are: confortable in working in the new learning environments developed; being confident that quality assurance is not compromised; being assured that real benefits are being derived from the new learning experience; believing that their professional skills have been enhanced and the integrity of the teaching process has been safeguarded. We also worked to ensure that micro-enterprise owners: agreed that their role in this field is fundamental to success; are confident that they are duly trained to support the business immersion model; feel that a greater good is being served by their participation and commitment. For the graduate target group the SHADOWS project partnership provided: access to a learning content that is relevant to their personal circumstances and needs; help to identify clear goals and define their own learning needs and pathways; tangible benefits that the proposed supported learning environment can offer. It is important that all target groups implicated can enjoy the educational process and understand resulting achievements as shared successes. It is on this basis that target groups agreed on promoting and sharing their project experience with others.