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Session: 2022/23
Last modified: 01/07/2022 11:05:36
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Title of Module: Enterprise Creation |
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Code: BUSN09042 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Robert
Crammond |
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| Summary of Module |
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There is a strong positive link between enterprise and prosperity: the world’s healthiest economies display high levels of new business start-up. Scotland along with the rest of the world needs to develop and sustain a culture of creativity and innovation to ensure that enterprise is valued and entrepreneurs get the support they need.
Enterprise Creation aims to develop confident, enterprising and creative graduates who will be able to cope with the ever changing business environment, recognise opportunities and to take responsible and measured risks. This will stimulate enterprise and encourage individuals to consider self-employment and just as importantly, to develop enterprising employees who can contribute to the success of the organisation in which they work.
This is a very practical module designed to give students a unique opportunity to experience what it is like to start up and run their own business. Starting with the initial idea students will explore and assess a business opportunity and present a feasible business concept.
Within the module there will be input from entrepreneurs key partner agencies such as Princes Trust, Scottish Institute for Enterprise (SIE) to name but a few.
This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the skills, qualities and abilities which will prepare them for success both outwith university and beyond their period of study at UWS. The module also helps to develop many of the personal and professional attributes found at https://www.uws.ac.uk/current-students/your-graduate-attributes/
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate how the principles of creativity, innovation and entrepreneurship transfer into a practical context.
L2.
Demonstrate awareness of the requirement to understand the needs, wants and behaviours of the various types of potential customers in the marketplace;
L3.
Use modern technologies and appropriate applications in explaining the key activities involved in the process of starting up a business
L4.
Apply the concepts learned and the techniques and intellectual skills developed to suit different markets and situations and to the entrepreneurial process, to start up and manage a business venture
L5.
Critically reflect on personal development needs and the development, skills and attributes of entrepreneurial behaviour |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Developing and demonstrating an understanding of the main approaches to identifying and researching a business idea.
A critical understanding of the principles of a business model.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying the core skills necessary to deal with identifying a market opportunity.
Engaging in various activities and methods to research and plan both independently and as part of a group.
Engaging in the entrepreneurial process to start up and manage a business opportunity.
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| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis of alternative business model scenarios.
Identifying and analysing alternative routes from the initial business idea through to trading as a small business.
Critical appraisal of the appropriate market and business environment.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Undertake extensive use of modern technologies and IT applications to support and enhance an assessed portfolio to be presented to a knowledgeable audience.
Interpretation and formulation of numerical/financial and market information.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative throughout the module
Taking responsibility both as an individual and jointly as a group of the entrepreneurial process and compilation and presentation of the portfolio
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The learning and teaching approach for this module reflects the standards outlined in the University's Manifesto for Learning. Specifically this module will take the format of interactive workshops and seminars to set out appropriate frameworks and concepts that form the basis for involving a variety of experts and practitioners, who will impart their “top tips” to the student groups. It will promote and foster self-directed and independent learning behaviour and self-reflection and it will nurture interest and develop skills among its learners. We will recognise the knowledge that individuals bring from their own experiences and ensure that teaching is always appropriate to the needs and starting points of learners. Continued encouragement and support will be given to ensure that detailed evidence is gathered of the process and experience.
Peer assessment will take place through each student group agreeing group rules and norms and keeping a detailed record of each individual student's progress as well as that of the group as a whole.
The student groups will collate the evidence of creating their enterprise and their enterprising experience. This will be showcased to promote their business concept, clearly demonstrating the feasibility of their idea.
They will compile a detailed portfolio using technologies where appropriate of the practical activities involved in the process as well as documenting evidence of reflection on best practice.
Throughout the module students, working in their groups, will be encouraged to think creatively and across the disciplines. They will also be expected to make effective use of student learning hours, to interact and critically assess business ideas and plans.
At all times they will be encouraged to act in a professional business-like manner.
This very practical experience will fully expose the students to an appreciation of the complexities of being entrepreneurial in the 21st century business environment, i.e. Entreplexity
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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 Delivery | 14 |
| Tutorial/Synchronous Support Activity | 22 |
| Independent Study | 132 |
| Asynchronous Class Activity | 22 |
| Independent Study | 10 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Burns, P. (2016), Entrepreneurship and small business, start up, growth and maturity, 4th ed., Palgrave MacMillan, London.
Osterwalder, A. and Pigneur, Y (2010) Business Model Generation; Wiley and Sons; New Jersey
Burns, P. (2014), New Venture Creation: A framework for entrepreneurial start-ups, Palgrave MacMillan, London.
Global Entrepreneurship Monitor- (GEM) - http://www.gemconsortium.org/
Youth Business Scotland - Princes Trust (YBSPT) -http://www.ybspt.org.uk/
Business Gateway - http://www.business.scotland.gov.uk/
Access to online library resources.
A variety of online business development sites can be accessed.
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(**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)
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| Engagement Requirements |
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In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Alan Murray |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 3.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment - Group Business Plan - worth 70% of the overall mark |
| Presentation - Pitch of Group Business Plan - worth 30% 0f the overall mark |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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This module will be fully inclusive. It does include a significant level of activity as it is very interactive and practical. Therefore, where required, advice will be taken on specific student requirements from Enabling Support and the University will make every effort to accommodate any equality and diversity issues.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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