The UK’s National Innovation Centre for Data was created to address the severe data skills shortage preventing organisations innovating through data. It mainly achieves this through collaborative skills transfer projects. This paper focusses on how experience from these projects has also been used to teach the next generation of data scientists through the `Data Innovation Bootcamp’, an experiential programme that integrates data science with practical business problem-solving. Unlike traditional data science education, which often emphasises technical detail in isolation, the Bootcamp emphasises the practical application of data science in industry to address real business challenges.

eScience has had a major impact on science, engineering, healthcare and (increasingly) the humanities. However, there is enormous, largely untapped, potential to use the skills and expertise of eScience researchers to have a major impact on the economy and society. All organisations are drowning in data, but most lack the skills to extract value from it to gain insights into their work, to improve productivity and to create new profitable data-driven products and services. In contrast, eScience researchers have highly relevant experience in solving real-world problems by unlocking the value held in data. In this paper we suggest why this potential has not been fully realised and describe our efforts to address this through the creation of the UK's National Innovation Centre for Data. We draw on our experiences based on discussions with over 160 organisations, and of running 80 collaborative projects with businesses and governmental organisations over the past 4 years. Our vision for the future of eScience is of a field that is not only driving innovative research, but is also having a major, positive impact on the economy and society.

The study of entrepreneurship, and widening debate on providing Computer Science (CS) students with skills for employment, has led to a rise in programmes offering additional skills including entrepreneurship, presentation skills and communication skills. This paper provides an early stage reflection of the design, development and delivery of a bespoke entrepreneurship module, designed to empower students and provide them with skills to build successful startup businesses. This course was designed specifically for Computer Science and Mathematics students, within a cohort-learning environment. Students were guided through the principles of the Ostervalder Business Model Canvas, allocated into groups and asked to devise a business idea, iterating this throughout an eight week period. Students were provided with support from teaching staff alongside weekly coaching from successful entrepreneurs and flipped classroom tuition. The teaching methods employed in the Professional Skills course are not traditionally used in Computer Science education and students reported a number of challenges in completing the module. These included team dynamics, time and investment required and the requirement for engagement with stakeholders. All of these issues highlight the unique nature and practical application of the course material, presenting the opportunity for reflection of the success and impact of the module. In addition, the tutors of the course reflect on their experience of delivering the course for the first time, and their response to student feedback. We also provide advice on reproducing the course.