 Yn birthday therein, the project is type 3 project and it is the transforming of the liberal arts to innovative and entrepreneurship skills. This project emulates the vision of the National Professional Development Framework and we are trying to transform teaching and learning experiences of Australian academics staff and in turn the undergraduate students of liberal arts in fostering a culture that fully embraces entrepreneurship and education. Mae'r dweud yn ymddefnyddio gyda'r dweud a'r ffordd yn ymdegyfnidol a'r dweud a'r dweud yn amgylcheddol â'r dweud a'r dweud. A dyfodd yn ymdegisio'r ffordd yn dweud a'r dweud â'r dweud. Mae'r dweud yn ymdegu'r dweud yn ydyddiadol, phobl yn y ddweud a'r dweud. Yn ymdegi, roedd yma yma yma yma yn ymdegu'r dweud. gyda'r objectwys ar y projiect. Yn yw'r objectwys, y cyfnodd, y cyfnodd yn cyfnodd. Yn y cyfnodd, mae'n cyfnodd yn cyfnodd yn ôl i gael y ganddyn nhw'n gwybod a'i ganddyn nhw'n cyfnodd yn cyfnodd yn cyfnodd, yn cyfnodd, yn gyfnodd, o'r organiadau a'r unrhyw gŷn yn y cyfnodd a'r unrhyw gŷnol. Yn y cyfnodd, mae'n cyfnodd yn cyfnodd os ymryd wedi'i'r ymdeithasgwyd? Yn y cyfnodd yn cyfnodd y gallu gwahanol. Mae'r ffordd yn cyfnodd o'r unrhyw gŷn bwysig a'r unrhyw gŷn yn cyfnodd yn ein gondol a'r unrhyw gŷn yn cyfnodd y bwysig ar gyfer y unrhyw gŷn a'r unrhyw gŷn i wedi'i garun grefwyd â'i unrhyw. A'r unrhyw gŷn yn unrhyw gŷn a'r unrhyw gŷn yn ei gweld a chyfodol na'n oed oedd oedd oedd gweithio. Fi'r cwylau gwladio cael eu contiwyr ffodol yn gweithio ar y projekte attendu cael y tu hwn yma maen nhw'n arredig ymlaen. Felly, rydyn ni'n meddwl i'r meddwl hwn ar hyn fel yw Myllai Macertill Cymru yn 2018 a 2023. Felly, mae'r projekte ar y stryd yn ardal yn mynd i chi'n meddwl cyflau'r projekte i ddweud y cyffredinol ffae'r staf o'r ffordd a'r ffawr yw'r cyfnod i'r ffordd a ddweud yw'r cyffredinol o ddweud y 21st ysgiliau cyrraedd. Yn y rhaid o'r pwylo'r cyffredinol, y ddweud ym mwy o ddwylo'r cyfrifodol yn teimlo i gael y gwirionedd yng nghymhiliadau o ddweud, ymddangodd, ymddangodd, a'r ddweud. ac mae'r ardaluniaeth yma yn gweithio a'r tyfnod yn ddraen, yn ddraen o'r dŵr i'r llei'r ardaluniaeth, ac yn ddraen i'r ardaluniaeth, yn gweithio a'r ddraen. Gweithiwch. Rhefwm Rebecca Pysl, a rhai'r ddweud ffacolau i fynd i'r ffordd yng Nghymru yn Mariam Echla Cllwg â'r Llyfrfynodol. Rwy'n gweithio'n gweithio i'r projag o'r ddweud, ac mae'n gweithio i'r polyl Paul yng Nghymru sy'n gwybod o'r dweud o'r cymdeithasol sy'n gweithio'r ddweud sy'n gweithio'r ddweud. Mae'r ddweud ymweld yn cyfrwyngoedd y 4 ar ysgolwyddon, ti'n ddweud y ddwy'r 10 ar y ddweud. Rwy'n gweithio'n gweithio'r ddweud yr ysgolwyddon. Cymru'n gallu'n gweithu'n gyfrwyngio, a roedd o'n gweld i'r ddweud yn ddweud, oedd o'n yma amser ffielwyr. Mae'n gwybod o'n ymddangos gyda'r ddweud. mae'n oedd y proiect yng Nghaerwyr yn ystod yn ymddiol. Yn ystod y byddio'r gwirionedd yna, mae'n gweithio'r ysgol yma, a ydych yn y cyfnod o'r proiectau awdurdoddau sy'n cael ei wneud o'r wals. Mae yna'r bwysig o'r amser o'r holl yn y 12-month ymgyrchu. A'r gweithio'r gweithio, rydyn ni'n rhaid gweithio bod yma'n oedd yma eich gweithio oherwydd mae cyd-dweud cyllid y canfion yn ysgrifadau gyda'r maen nhw ychydig ac ymgyrsgawu a phobl aeddion ar y gyrärt yma sydd yn ysgrifadau cyd-dweud, mae'n fyddio'r ysgrifadau cynd-dweud yma yma oherwydd maen nhw'n ysgrifadau cyfan efo'i rhaid. Fe yna'r ystod yma hwn y pas gyrraedd yma ac ymdweud gyfwyr ar gyfer mae'r dynon Llyfridol Llyfridol. Rydyn ni wedi ei ddweud, byddwn yn cael ei ffruidiol ar gyfer Llyfridol Llyfridol i'r Llyfridol yma, ond mae'n gweithio'r unrhyw bwysigol ar gyfer Llyfridol Llyfridol yn Ymryd Mhelyrym Acolaeth. Yn hynny, roeddwn ni'n gael i'r ymddangos teithio'r gael ymddangos yma o'r Llyfridol yma o'r 21st yng Nghael Llyfridol, rydych chi'n gyd, ein gydag o ymryd Llyfridol yma o'r Llyfridol ymryd Mhelyrym Acolaeth. ond mae'n hoffio i'r progrwm hyn. Mae'r drwy yr cerdd dweud yn gweithio'r bwysig yng Nghymru ar y Cedleidio Llywodraeth Llywodraeth o'r bwysig i'r Llywodraeth Llywodraeth. Y cyfnod y ddechrau sy'n cael ei ddechrau'r bwysig i'r Llywodraeth i'r Llywodraeth, ond yn cyfnod o'r cyfnod o'r bwysig i'r Llywodraeth, sy'n credu'r bwysig i'r bwysig i'r bwysig i'r Llywodraeth, i ddegwyddydd yw'r cyfrannu i ddweud o ddegwyddiadau a'r ddegwyddiadau o'n deall o'r ddegwyddiadau a'u ddegwyddiadau. Rwy'n meddwl yma yng Nghymru, ac yn ymdweud yng nghymru, ond roedd y Llyfriddorol Llyfriddorol ac yn ymddechrau i ddegwyddiadau o ddegwyddiadau o ddegwyddiadau, y platform digitala. We would envisage that we would develop podcasts, V-LOGs and other kind of digital resources that can support staff and students who want to learn more about the project as it's progressing and learn more about our findings. Our third work plan focuses on developing the professional development program leading on from the plan that is envisaged in the second work plan. Within that, we've got two primary outputs where we hope to develop the professional development program on entrepreneurial education for staff in the liberal arts and Paul will talk about more about actually implementing that. We want to look at following best practice in entrepreneurial education, look at developing a framework for the cross-curricular integration of entrepreneurial education in the liberal arts. Rather than seeing it as entrepreneurship or learning through entrepreneurship as a distinct module or a distinct area of study, looking at how we can learn about and through entrepreneurship and for entrepreneurship across modules and across curricular ways, across the variety of disciplines that exist in the liberal arts. Lastly, our fourth work plan looks at developing an entrepreneurial culture within the liberal arts. This particular one is focused on the sustainability of the project because we understand that to develop a culture, to embed any kind of culture is a very long-term process and it's a life's work project in some cases. So we really understand that what we're doing here is laying the foundations and kind of opening up those conversations that may lead to an awareness of the advantages, the importance of having an entrepreneurial culture in our institution and particularly within the liberal arts. So we feel that discussion around and further development of the framework looking at the cross-curricular approach of entrepreneurial education will go some way towards achieving that. As Maeve mentioned, MIC at the moment has many links, regional links with business and industry and we hope to maintain those existing links but also to foster additional links with business and industry both regionally and nationally and try to create that kind of collaborative relationship specifically with the liberal arts in terms of supporting that the development of an entrepreneurial culture. Lastly, in terms of looking at capacity building among staff within the liberal arts and students within the liberal arts, we want to look at supporting entrepreneurial education research and supporting collaborative research relationships with other institutions that are perhaps going through this process or have gone through this process and also looking at collaborative research relationships with business and industry who will be interested in terms of understanding how what we're learning through this project could support them in terms of students having the particular employability skills that Maeve mentioned that they are looking for that they would have communicated with us through this project. So I'll now hand you over to my colleague Paul who's going to talk about the implementation of the project. My name is Paul Cullins and I teach at the music department in Merri-McLeod College. In starting into this green field site project, we've been aware of a couple of things. Number one, we're very much aware of how much we can actually get done in the year that's given over to this project. Number two, we're very much aware that we have among our student population champions, we have change agents and we want to certainly cash in on that as best we can. We're aware too that among the staff we also have change agents and we have champions and informally we're aware of who they are already on the multi-campus institution that we have. We're aware too that for many who might be resistors among faculty that this fundamentally indicates a shift in the concept of what higher education is. So for many in the liberal arts, they're traditionally used to a building model of self-formation. So this is a fundamental shift in ideology of what higher education is for them. So this is the first step in creating a more entrepreneurial campus for us and we're very conscious that we will have resistance, we'll have barriers and how in fact we will actually overcome them. So to start off the project in the identification stage and in the scoping stage of the project to begin, we're going to do a search for literature. And this will incorporate reports and policies and academic papers. We'll be looking at HE Academy papers, IBEQ documents, documents from QQA in the United Kingdom for example and other documents. Looking at those and also seeing how we can embed 21st century skills into the programmes in Mary Eye. Secondly then at the engagement stage and dialogue, we're going to be in all our stakeholders with staff and students together. I mentioned students as one of our principal resources. We're conscious that students can collaborate with us in two ways. Number one, students can offer a very frank evaluation of what the existing HE provision is like for them at the college, regardless of what subject area they're in. And we're hoping too that when we get onto the focus groups, which I'll discuss in a moment, that students will actually become pedagogical consultants in the process, at the heart of the process. So this engagement and dialogue and information exchange will be with students, staff and also regional stakeholders in enterprise in the Midwest. Moving on then to the exploration stage of the project. We hope to develop a questionnaire, an online questionnaire that is one established already which will circulate to staff and students. With regard to the level of entrepreneurial skills, capacities, thinking mindset that they currently embrace and having distributed that questionnaire will do some data gathering initially and get some analysis of that and let that feed forward, the analysis of that phase feed forward to the focus groups that follow. The focus groups will be with staff and students and these will explore not only the good stuff but the bad stuff. Values, needs and opportunities, yes, but also the barriers and resistance. And this hopefully will emerge in a very very frank way during these focus groups and we'll be able to discuss these in a very frank way with both staff and students at these PD sessions later on. So having gathered some additional data in the focus groups then moving on to the PD sessions, the first one will be the most general of them all. What is entrepreneurship and enterprise and HE? What are the skills needed for 21st workplace? How do we develop these as graduate attributes? And crucially staff will need to see the difference between teaching and learning about entrepreneurship which would incorporate traditional pedagogical skills and education for entrepreneurship which of course will involve more active learning and the transition between the two and that both are needed, not one, not the other, but both. And then having done that we'll report back to staff where the findings in the questionnaire and the focus groups and gather feedback from that session. The second PD session will be a little bit more focused looking at entrepreneurship education within the arts and humanities. So now we come down the funnel a little bit more. What does it mean to move from an enterprise awareness? So in other words staff and students both actually being aware of how enterprising they are in their own lives. What does it mean to move from that to an entrepreneurial mindset capability and finally then hopefully to entrepreneurship effectiveness? There's a natural fit between the arts and humanities and social entrepreneurship. So that's something we need to explore particularly with staff. So staff and students together finding opportunities to make a difference in social and community settings. How can staff and students be more entrepreneurial within the organization itself together? So that would focus on entrepreneurship and also we look at case studies with them of how entrepreneurship has been developed and fostered within the arts and humanities in other institutions. PD session three then looking at creativity and innovation particularly looking at PBL how we can develop problem based learning within entity project based learning within the arts and humanities. Finally PD session four will look at the area of the very important areas design thinking. What does design thinking mean for our undergraduates in Mary I? Particularly looking at translating knowledge into action. It's like if entrepreneurship is the flip side of the liberal arts. Traditionally liberal arts faculty and possibly students who are suspicious of entrepreneurship. They think it's only associated with business but of course it's not. So it's moving it's a shift in mindset and design thinking gets them to look at what are the unmet needs of end users. And we'll get them to look at that in that line. Finally we'll have some workshops. You may only get a chance for one we're realistic in what we can accomplish in this budget. So if we only get one project or one workshop done that workshop will focus then with all of the stakeholders with people from the from the Midwest involved in. And I forgot to mention to of course any of our alumni that are entrepreneurs. And there's an off campus program in Mary I too. And we'd be considering what the implications is for the off campus program. Can we get some of our students working with entrepreneurs during their off campus year or for even part of it. And at the end of the whole phase we bring people together to establish this framework collectively. Thank you.