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Session: 2022/23
Last modified: 27/04/2021 11:44:34
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Title of Module: New Venture Creation |
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Code: BUSN11087 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | TBC
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| Summary of Module |
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This module will provide students with the opportunity to identify and evaluate new business ideas/business models. Students will develop an appreciation of the process to generate and develop a new business idea. A consideration of the skills and networks required to gain support for new business ideas will be explored.
Designed to encourage a high level of experiential learning, this module engages students in the practical and creative process of new venture formation. It requires students to take a holistic view of their current studies and past business experience to identify a scalable business idea.
A strong theoretical underpinning of the practical issues facing entrepreneurs will form the foundation of the module and students are expected to make important connections between key disciplines such as: marketing, finance, financial planning, human resources, the host country’s legal environment and basic research methods.
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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.
Develop a critical capability to generate, recognise, assess and articulate new venture opportunities
L2.
Research, review and collect information required for completion of a business plan for a new business idea
L3.
Critically analyse market and financial information to produce a fiscally robust and market aware feasiblility business proposal
L4.
Communicate and present a feasible business model in written form |
| 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 11.
A broad and integrated knowledge of the main approaches to identifying and researching a business idea
A critical understanding of the of the principles underlying a business model
Demonstrating an in-depth knowledge of the link between a business idea and the constituents of a business plan |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Effective performance within a team environment, e.g. through leadership and team building skills
Interpreting and explaining the rationale behind a business model using supporting data and analysis
Applying a range of research methods both independently and as part of a group |
| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis and evaluation of business opportunities and business models
Critically review, consolidate and extend knowledge, skills, practices and thinking in new venture creation
Develop ability to apply a appropriate business models to the right business problem and phenomena |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose
Evaluate and Interpret numerical and market information to critically appraise business opportunities |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in studies
Taking responsibility for own work and the work of others in group work |
| 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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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) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 82 |
| 100
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:
Students will have access to UWS library facilities where a variety of relevant literature, case studies, academic journal articles, texts and bespoke on-line resources are available.
Recommended Reading:
Burns P., 2018, New Venture Creation: A Framework for Entrepreneurial Start-Ups; London , Macmillan International.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study.
Please refer to UWS Regulation 5.3.6. |
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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 and Events |
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| Moderator | Alan Murray |
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| External Examiner | Dr Isla Kapasi |
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| Accreditation Details | N/A |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A group written Business Plan Report portfolio worth 80 per cent of the total mark |
| An individual E-exam on MBAOW worth 20 per cent of the total 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 is appropriate for all students irrespective of ethnic status, disability, age, gender, religious and sexual orientation. The University provides facilities and resources for all students through the Enabling Support Team.
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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