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Session: 2022/23
Last modified: 15/04/2021 12:17:21
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Title of Module: Enterprise with Creative Media |
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Code: BUSN10076 |
SCQF Level: 10
(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: | Matt
Frew |
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| Summary of Module |
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In this module students will explore, practice and critically interrogate how entrepreneurs, business and enterprise are challenged and changed by digital, social and transformational technologies. Students will critique how the current techno-cultural phenomenon and age of acceleration represents a paradigm shift for businesses and entrepreneurs.
The module explores how physical business and entrepreneurship are digitally disrupted and transformed by new technological trends which see the world of physical business and enterprise, challenged by and embrace social commerce. Students will be introduced to and learn how new digital, social and technological skill sets are required to engage with global markets that are, increasingly, integrating physical business and enterprise with digital and social media and innovations in virtual, augmented and mixed realities.
Mirroring the technological focus of the module student learning will integrate digital and social technologies with dynamic face-to-face practice that will embed learning. Assessments will centre around the integration of future technology for new business/product development and the techniques entrepreneurs will use penetrate disrupted markets.
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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 strategic understanding of trends in digital, social and transformational technology and critically evaluate and analyse the shift of physical enterprise to digital
L2.
Critically examine contemporary social commerce, enterprise trends and propose future product developments
L3.
Critically examine the impact of digital disruption on the current enterprise practice |
| 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 10.
Students will be able to demonstrate knowledge and understanding of key components of digital, social and transformational technologies. They will be able to demonstrate a critical understanding of how entrepreneurs engage markets to brands and the aspirational identity of prosumers. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Utilise and apply a range of digital and social technologies for the critique, analysis, promotion and development of digital entrepreneurship and social commerce.
Develop, produce and pitch a social commerce product that responds to trends in digital, social and transformational technologies. |
| Generic Cognitive skills |
SCQF Level 10.
Demonstrate critical and analytical skills through the application of socio-cultural and consumer behaviour concepts for the development of new modes of entrepreneurship and the social commerce enterprise.
Critically review and consolidate knowledge, skills and practices that reflect the shift in digital entrepreneurship.
Demonstrate originality, creativity and innovation through the application of digital, social and transformational technologies in digital entrepreneurship and enterprise |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Develop and pitch in a performative entrepreneurial style a future facing social commerce enterprise.
Demonstrate digital, social media and transformational technology communications that engage and maintain the convergent networking of the 21st Century digital. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy, independence and initiative through the development of a personal portfolio digital, social and transformational technology skills
Demonstrate the ability to work effectively, with facilitated guidance, with peers to professionally produce digital outputs
Demonstrate responsibility, accountability and professional practice through workloads and outputs to deadlines negotiated with peers and external entrepreneurs and businesses
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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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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 | 24 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 48 |
| Independent Study | 116 |
| Independent Study | 0 |
| 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:
The following materials form essential underpinning for the module contentand ultimately for the learning outcomes:
Vaynerchuk, G. (2013). Jab, Jab, Jab, Right Hook. Harper Collins.
Solis, B. (2013). What's the future of business: changing the way businesses create experiences. John Wiley & Sons.
Van Dijck, J. (2013). The culture of connectivity: A critical history of social media. Oxford University Press.
Castells, M. (2011). The rise of the network society: The information age: Economy, society, and culture (Vol. 1). John Wiley & Sons.
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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 and Events |
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| Moderator | Dr Theo Tzanidis |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Critically pitch, in performative entrepreneurial style, a future enterprise innovation that reflects the transformational shifts of social commerce (70%) |
Critically analyse a live enterprise/business and how digital, social and transformational technologies can disrupt innovation (30%)
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(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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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/
Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School. The module has been designed to reflect increases in the diversity of the student body and in this respect, the approach is 'learner-centre'. Staff are expected to work alongside students and learning support staff to personalise the delivery of the module. This module offers students the opportunity to celebrate difference in personal, academic and employability skills. Through problem-based activities, students are encouraged to explore and share diverse experience of learning and skills development.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy
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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