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Session: 2021/22

Last modified: 04/05/2021 10:40:54

Title of Module: Business Accelerator

Code: BUSN08058 SCQF Level: 8
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Alan  Murray

Summary of Module

This module is aimed at students who have started or who intend to start their own business and are at any stage of the business development pipeline namely; pre start, start up, early stage, growth or maturity. 

The Module will be delivered by experienced enterprise and business practitioners utilising dynamic physical and digital teaching and learning spaces embedding input from key stakeholders and partners within the Module. 

This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the range of skills, qualities and abilities which will prepare them for success both outwith university and beyond their period of study at UWS. This module will help the student develop academic skills such as gaining knowledge, being a critical thinker, being analytical, being a problem solver, being digitally literate and being an autonomous learner. The module also helps to develop many personal and professional attributes.

This programme adopts a new pedagogical approach that digitally and physically accelerates, empowers and enables an interactive student centric educational experience. Core educational content is hosted through a versatile virtual learning platform which allows staff to customise and communicate learning cognisant to their field, industry and the expectations of students.

  • Students will develop the personal skills, qualities, attitudes, aptitudes and behaviours required to manage and develop an SME such as; management skills, leadership, confidence, motivation, communication, organisational and social, digital and technical skills whilst gaining the creative confidence needed to build and develop a successful business in today’s dynamic marketplace.


Module Delivery Method
Face-To-FaceBlendedFully Online
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

Understanding the principles of small enterprise management and development.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Identifying necessary concepts and practices and applying them to overcome specific business challenges.

Generic Cognitive skills SCQF Level 8.

Analysing small business issues and problems.
Developing effective strategies for given solutions.

Communication, ICT and Numeracy Skills SCQF Level 8.

Communicating effectively to a target audience using both speech and writing. Interpreting, using and evaluating complex data, ideas and concepts.

Autonomy, Accountability and Working with others SCQF Level 8.

Taking responsibility for own work and the work of others within a group / team environment.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The Module will be delivered by experienced enterprise and business practitioners utilising dynamic physical and digital teaching and learning spaces embedding input from key stakeholders and partners within the Module.

This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the range of skills, qualities and abilities which will prepare them for success both outwith university and beyond their period of study at UWS. This module will help the student develop academic skills such as gaining knowledge, being a critical thinker, being analytical, being a problem solver, being digitally literate and being an autonomous learner. The module also helps to develop many personal and professional attributes.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery10
Tutorial/Synchronous Support Activity10
Independent Study140
Asynchronous Class Activity40
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Schaper, M., Volery, T., Weber, P., & Gibson, B. (2013). “Entrepreneurship and Small Business: 4th Asia Pacific Edition”. Milton Qld, Australia: Wiley.

Osterwalder, A., Pigneur, Y., & Clark, T. (2010). “Business Model Generation: A handbook for visionaries, game changers, and challengers”. Hoboken, NJ: Wiley.


Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery and made available via Moodle.


(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Attendance Requirements

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

For the purposes of this module, academic engagement equates to the following:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure.

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Supplemental Information

Programme BoardMarketing, Innovation, Tourism & Events
Assessment Results (Pass/Fail) No
Subject PanelMarketing, Events, Innovation and Tourism
ModeratorRobert Crammond
External ExaminerIsla Kapasi
Accreditation Details
Version Number

1

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Assessment: (also refer to Assessment Outcomes Grids below)
Assignment one is weighted at 60%. In this group assignment students will develop a Business Model for a new SME and will use two separate tools to support their business case. Firstly students will use The Business Model Canvas to highlight the desirability, viability and feasibility of their chosen business venture and secondly students will use the Market Test Tool to articulate the opportunities and threats which the business is likely to face in the current and future climate and explain how they would launch this business. Re-sits will be assessed on an individual basis. (60 marks).
Assignment two is weighted at 40%. In this individual report-based assignment students will employ their Entrepreneurial Scorecard to evaluate their own personal skills inventory and reflect on the skills and qualities they would need to develop to run a successful business. This Assignment has 2 components;
1. Using your Entrepreneurial Scorecard discuss the skills and qualities you possess that would be useful for starting and developing your own small business. Reference relevant supporting theory to support your arguments. (20 marks)

2. What skills and qualities would you personally need to develop in order to be an effective entrepreneur? Reference relevant supporting theory to support your arguments. (20 marks).
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.)Weighting (%) of Assessment ElementTimetabled Contact Hours

Component 2
Assessment Type (Footnote B.)Weighting (%) of Assessment ElementTimetabled Contact Hours
Combined Total For All Components100% 36 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.