{"id":202,"date":"2026-03-24T11:45:21","date_gmt":"2026-03-24T11:45:21","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/?page_id=202"},"modified":"2026-07-27T15:10:46","modified_gmt":"2026-07-27T14:10:46","slug":"introducing-dragons-futurelab","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/initiatives-and-opportunities\/introducing-dragons-futurelab\/","title":{"rendered":"Dragons FutureLab"},"content":{"rendered":"\n

An I-BEE Initiative<\/em><\/em><\/strong><\/p>\n\n\n\n

Pilot Workstream Proposals<\/strong><\/h2>\n\n\n\n

Delivering on Our Commitments to Compassionate, Cross-School Pedagogic Innovation<\/p>\n\n\n\n

  Workstream A: Students as Partners Case Writing Programme <\/p>\n\n\n\n

  Workstream B: Community Outreach \u2013 Schools Leadership Programme <\/p>\n\n\n\n

Context: I-BEE Commitments 2025\/26<\/strong><\/h2>\n\n\n\n

I-BEE is WBS\u2019s established vehicle for advancing compassionate pedagogies through cross-School collaboration, sector engagement, and staff development. The College Operating Plan 2025\/26 sets out clear commitments for I-BEE:<\/p>\n\n\n\n

Operating Plan 2025\/26 \u2013 I-BEE Commitments:<\/strong>
1) Use of existing forum to host regular knowledge exchange events and case study showcases to highlight impactful compassionate teaching approaches within WBS and from across the wider sector.<\/em>
2) Collaborate with the I-Bee Network to position WBS as a thought leader in compassionate business education, contributing to national conversations and publications.<\/em> 3) Develop professional development opportunities focused on embedding compassion into curriculum design, assessment, and classroom practice.<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The Operating Plan also specifies success criteria including:<\/p>\n\n\n\n

    \n
  • Documented case studies of compassionate teaching approaches shared across WBS and externally via the I-Bee Network<\/li>\n\n\n\n
  • Increased staff engagement with compassionate pedagogical practices<\/li>\n\n\n\n
  • 3 webinars organised by I-BEE on strength-based approach<\/li>\n\n\n\n
  • Summer I-BEE led showcase event<\/li>\n<\/ul>\n\n\n\n

    This paper proposes two pilot workstreams that directly deliver on these existing commitments whilst extending I-BEE\u2019s reach and impact. These are not new initiatives requiring separate approval \u2013 they are mechanisms for achieving what I-BEE is already tasked with delivering.<\/strong><\/p>\n\n\n\n

    Introducing Dragons FutureLab<\/strong><\/h3>\n\n\n\n

    These pilot workstreams sit under the umbrella of Dragons FutureLab<\/strong>, an I-BEE initiative. The name extends Westminster’s Dragons identity \u2013 traditionally associated with University sports \u2013 into business education innovation, supporting the Vice-Chancellor’s ambition to broaden the Dragons brand across the institution. The Dragons’ Den association signals enterprise, family business, and turning ideas into reality, while “FutureLab” captures the experimental nature of the work: co-creating future teaching resources and engaging future students.<\/p>\n\n\n\n

    Beyond I-BEE’s core commitments, Dragons FutureLab contributes to multiple strategic priorities across WBS and the University: Student Voice and Partnership<\/strong>, Authentic Education<\/strong>, the Access and Participation Plan<\/strong>, Social Mobility<\/strong>, PRME and SDG integration<\/strong>, Knowledge Exchange and Impact<\/strong>, the London Environment<\/strong> focus, Employability and Enterprise<\/strong>, Tier 1 Authentic Learning<\/strong> targets, and AACSB preparation<\/strong>. By weaving together these strategic threads, Dragons FutureLab demonstrates how a single initiative can deliver against multiple institutional priorities \u2013 embodying the collaborative, cross-School ethos that I-BEE represents.<\/p>\n\n\n\n

    \u00ad
    <\/p>\n\n\n\n

    Workstream A: Students as Partners Case Writing Programme<\/strong><\/h2>\n\n\n\n

    What It Is<\/strong><\/h3>\n\n\n\n

    A collaborative case-writing programme where WBS tutors partner with students whose families own or operate businesses. Students contribute insider knowledge, access, and authentic understanding; tutors bring theoretical frameworks and case-writing expertise. The output is a growing repository of WBS field cases for teaching and potential external distribution.<\/p>\n\n\n\n

    A pilot is already underway targeting the PRME Case Awards, providing proof of concept.<\/p>\n\n\n\n

    How It Delivers I-BEE Commitments<\/strong><\/h3>\n\n\n\n
    I-BEE Commitment<\/strong><\/td>How This Workstream Delivers<\/strong><\/td><\/tr>
    “Case study showcases to highlight impactful compassionate teaching approaches”<\/td>Creates original WBS case studies that exemplify compassionate, student-centred co-creation. Each case becomes a showcase piece for I-BEE events.<\/td><\/tr>
    “Documented case studies of compassionate teaching approaches”<\/td>The programme itself is a documented case study of compassionate pedagogy in action \u2013 valuing students\u2019 backgrounds and positioning them as knowledge partners.<\/td><\/tr>
    “Position WBS as a thought leader… contributing to national conversations and publications”<\/td>PRME Case Awards submission provides immediate national\/international visibility. Published cases position WBS in sector conversations about innovative pedagogy.<\/td><\/tr>
    “Professional development opportunities focused on embedding compassion into curriculum design”<\/td>Case-writing training for colleagues. Process documentation creates CPD resources. I-BEE webinar on student-as-partner methodology.<\/td><\/tr>
    “Knowledge exchange events”<\/td>Cases showcased at I-BEE summer event. Family business owners invited to speak. Cross-School sharing of methodology.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Why This Is Inclusive Pedagogy<\/strong><\/h3>\n\n\n\n

    This workstream embodies WBS\u2019s compassionate, student-centred values by:<\/p>\n\n\n\n

      \n
    • Recognising and valuing the diverse backgrounds and lived experiences of our students<\/li>\n\n\n\n
    • Repositioning students from passive recipients to active knowledge partners<\/li>\n\n\n\n
    • Creating meaningful collaborative relationships between tutors and students<\/li>\n\n\n\n
    • Celebrating family business ownership across our diverse student cohort, including many from minoritised communities<\/li>\n\n\n\n
    • Demonstrating that authentic learning resources can emerge from our own community rather than external case providers<\/li>\n<\/ul>\n\n\n\n

      Pilot Plan (January \u2013 July 2026)<\/strong><\/h3>\n\n\n\n
        \n
      • Complete PRME Case Awards submission (in progress)<\/li>\n\n\n\n
      • Document the methodology, challenges, and student\/tutor experiences<\/li>\n\n\n\n
      • Develop template agreements and guidance materials<\/li>\n\n\n\n
      • Deliver I-BEE webinar on \u201cStudents as Partners: A Compassionate Approach to Case Development\u201d<\/li>\n\n\n\n
      • Showcase at I-BEE summer event with student and family business participation<\/li>\n\n\n\n
      • Identify 2-3 colleagues from each School interested in developing cases for 2026\/27<\/li>\n<\/ul>\n\n\n\n

        Success Measures (Aligned to Operating Plan KPIs)<\/strong><\/h3>\n\n\n\n
          \n
        • 1+ documented case study of compassionate teaching (COP target: documented case studies)<\/li>\n\n\n\n
        • 1 I-BEE webinar delivered (contributes to 3 webinar target)<\/li>\n\n\n\n
        • Content for summer I-BEE showcase (COP: summer I-BEE led showcase)<\/li>\n\n\n\n
        • External recognition via PRME submission (thought leadership positioning)<\/li>\n\n\n\n
        • Cross-College colleague engagement (targeting 6-9 colleagues for 2026\/27 expansion)<\/li>\n<\/ul>\n\n\n\n

          Workstream B: Community Outreach \u2013 Schools Leadership Programme<\/strong><\/h2>\n\n\n\n

          What It Is<\/strong><\/h3>\n\n\n\n

          A structured workshop programme delivering curriculum-aligned workshop content to London secondary schools. As a proof of concept, materials have already been developed around inclusive leadership themes. The programme engages schools serving widening participation communities and involves WBS students as workshop ambassadors.<\/p>\n\n\n\n

          How It Delivers I-BEE Commitments<\/strong><\/h3>\n\n\n\n
          I-BEE Commitment<\/strong><\/td>How This Workstream Delivers<\/strong><\/td><\/tr>
          “Position WBS as a thought leader in compassionate business education”<\/td>Extends WBS\u2019s thought leadership beyond the sector and into the community. Demonstrates that compassionate pedagogy has application beyond higher education.<\/td><\/tr>
          “Contributing to national conversations”<\/td>Connects business education to schools-level curriculum debates around leadership, citizenship, and careers. Creates publishable case study of community-engaged pedagogy.<\/td><\/tr>
          “Knowledge exchange events… from across the wider sector”<\/td>Brings school teachers into I-BEE network events. Creates knowledge exchange between HE pedagogy and secondary education practice.<\/td><\/tr>
          “Professional development opportunities”<\/td>WBS student ambassadors trained in workshop delivery (employability). Colleague development in community engagement and schools liaison.<\/td><\/tr>
          “Documented case studies of compassionate teaching approaches”<\/td>The programme itself becomes a documented case study \u2013 inclusive leadership pedagogy applied in community context. Publishable via I-BEE channels.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

          Why This Is Inclusive Pedagogy<\/strong><\/h3>\n\n\n\n

          This workstream extends WBS\u2019s compassionate values into community impact by:<\/p>\n\n\n\n

            \n
          • Taking business concepts, leadership principles, and enterprise skills to young people who may not otherwise encounter them \u2013 covering topics such as inclusive leadership, entrepreneurship, sustainability, financial literacy, and professional skills<\/li>\n\n\n\n
          • Demonstrating institutional commitment to social mobility beyond recruitment pipelines<\/li>\n\n\n\n
          • Modelling compassionate, inclusive approaches through the delivery itself<\/li>\n\n\n\n
          • Creating meaningful roles for WBS students as ambassadors and role models<\/li>\n\n\n\n
          • Building reciprocal relationships with schools rather than extractive recruitment activities<\/li>\n<\/ul>\n\n\n\n

            Pilot Plan (January \u2013 July 2026)<\/strong><\/h3>\n\n\n\n
              \n
            • Partner with 2-3 London secondary schools (target: schools with high widening participation profiles)<\/li>\n\n\n\n
            • Deliver inclusive leadership workshop series using existing materials<\/li>\n\n\n\n
            • Recruit and train 4-6 WBS student ambassadors<\/li>\n\n\n\n
            • Evaluate impact through pre\/post surveys and teacher feedback<\/li>\n\n\n\n
            • Document delivery model as I-BEE case study<\/li>\n\n\n\n
            • Invite school partners to contribute to summer I-BEE showcase<\/li>\n\n\n\n
            • Connect with University Outreach\/Widening Participation team for APP alignment<\/li>\n<\/ul>\n\n\n\n

              Success Measures (Aligned to Operating Plan KPIs)<\/strong><\/h3>\n\n\n\n
                \n
              • 1 documented case study of compassionate community engagement (COP target)<\/li>\n\n\n\n
              • Content for summer I-BEE showcase (school partner participation)<\/li>\n\n\n\n
              • 2-3 school partnerships established<\/li>\n\n\n\n
              • 100+ secondary school students reached<\/li>\n\n\n\n
              • Contribution to APP delivery and thought leadership positioning<\/li>\n<\/ul>\n\n\n\n

                Dragons FutureLab Combined Contribution to I-BEE Deliverables<\/strong><\/h2>\n\n\n\n

                Together, these workstreams provide concrete delivery mechanisms for I-BEE\u2019s 2025\/26 commitments:<\/p>\n\n\n\n

                Operating Plan Deliverable<\/strong><\/td>Workstream A (Cases)<\/strong><\/td>Workstream B (Schools)<\/strong><\/td><\/tr>
                Documented case studies of compassionate teaching<\/td>\u2713 Primary output<\/td>\u2713 Programme as case study<\/td><\/tr>
                3 webinars on strength-based approach<\/td>\u2713 1 webinar<\/td>\u25cb Potential 1 webinar<\/td><\/tr>
                Summer I-BEE led showcase<\/td>\u2713 Case presentations<\/td>\u2713 School partner speakers<\/td><\/tr>
                Position WBS as thought leader<\/td>\u2713 PRME submission<\/td>\u2713 Community engagement<\/td><\/tr>
                Contribute to national conversations<\/td>\u2713 Case publications<\/td>\u2713 Schools-HE dialogue<\/td><\/tr>
                Knowledge exchange events<\/td>\u2713 Family business speakers<\/td>\u2713 Teacher involvement<\/td><\/tr>
                Professional development opportunities<\/td>\u2713 Case-writing training<\/td>\u2713 Ambassador training<\/td><\/tr>
                Cross-School collaboration<\/td>\u2713 All Schools invited<\/td>\u2713 Student ambassadors from all Schools<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                Governance and Reporting<\/strong><\/h2>\n\n\n\n

                As I-BEE workstreams, these pilots sit within the existing governance structure:<\/p>\n\n\n\n

                Reporting Line<\/strong><\/h3>\n\n\n\n
                  \n
                • Workstream leads report to I-BEE Network leads<\/li>\n\n\n\n
                • Progress reported through existing I-BEE reporting mechanisms<\/li>\n\n\n\n
                • Contributes to I-BEE section of COP monitoring<\/li>\n<\/ul>\n\n\n\n

                  Cross-School Nature<\/strong><\/h3>\n\n\n\n

                  Both workstreams are explicitly cross-School initiatives, consistent with I-BEE\u2019s mandate. They do not sit within any single School\u2019s remit, avoiding territorial complications whilst ensuring all Schools can participate and benefit.<\/p>\n\n\n\n

                  Resource Requirements<\/strong><\/h3>\n\n\n\n

                  Minimal additional resource required for pilots:<\/p>\n\n\n\n

                    \n
                  • Workstream A: Pilot lead already engaged; materials development within existing I-BEE budget<\/li>\n\n\n\n
                  • Workstream B: Pilot lead already engaged; existing materials; coordination with University Outreach team (no direct costs for pilot yet)<\/li>\n\n\n\n
                  • Both workstreams utilise existing I-BEE forum and event infrastructure<\/li>\n<\/ul>\n\n\n\n

                    Proposed Next Steps<\/strong><\/h2>\n\n\n\n

                    Immediate (January \u2013 February 2026)<\/strong><\/h3>\n\n\n\n
                      \n
                    1. I-BEE leads endorse workstreams as part of 2025\/26 delivery plan<\/li>\n\n\n\n
                    2. Confirm workstream leads<\/li>\n\n\n\n
                    3. Complete PRME Case Awards submission (Workstream A)<\/li>\n\n\n\n
                    4. Initiate school partnership discussions (Workstream B)<\/li>\n<\/ol>\n\n\n\n

                      Spring Term (March \u2013 May 2026)<\/strong><\/h3>\n\n\n\n
                        \n
                      • Deliver I-BEE webinar on student partnership methodology<\/li>\n\n\n\n
                      • Deliver pilot school workshops<\/li>\n\n\n\n
                      • Recruit and train student ambassadors<\/li>\n\n\n\n
                      • Document processes and early findings<\/li>\n<\/ul>\n\n\n\n

                        Summer (June \u2013 July 2026)<\/strong><\/h3>\n\n\n\n
                          \n
                        • Showcase both workstreams at I-BEE summer event<\/li>\n\n\n\n
                        • Complete evaluation and documentation<\/li>\n\n\n\n
                        • Develop scaling proposals for 2026\/27<\/li>\n\n\n\n
                        • Identify colleagues for expanded participation<\/li>\n<\/ul>\n\n\n\n
                          Summary<\/strong> These workstreams are not new initiatives requiring separate approval. They are delivery mechanisms for I-BEE\u2019s existing commitments \u2013 providing the documented case studies, webinars, showcase content, and thought leadership positioning that the Operating Plan already requires.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                          _______________<\/p>\n\n\n\n

                          Prepared for I-BEE by Yasmin Kulasi<\/em><\/p>\n\n\n\n

                          January 2026<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

                          An I-BEE Initiative Pilot Workstream Proposals Delivering on Our Commitments to Compassionate, Cross-School Pedagogic Innovation   Workstream A: Students as Partners Case Writing Programme    Workstream B: Community Outreach \u2013 Schools Leadership Programme  Context: I-BEE Commitments 2025\/26 I-BEE is WBS\u2019s…<\/p>\n","protected":false},"author":950,"featured_media":0,"parent":103,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-202","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/pages\/202","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/users\/950"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/comments?post=202"}],"version-history":[{"count":5,"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/pages\/202\/revisions"}],"predecessor-version":[{"id":326,"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/pages\/202\/revisions\/326"}],"up":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/pages\/103"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/ibeenetwork\/wp-json\/wp\/v2\/media?parent=202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}