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Session: 2022/23
Last modified: 14/04/2022 10:50:34
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Title of Module: Entrepreneurship in Business |
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Code: LNDN08006 |
SCQF Level: 8
(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: | TBC
TBC |
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| Summary of Module |
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This module provides students with the opportunity to explore the underpinning principles, foundations and current thinking relating to entrepreneurship in variety of contexts.
Students will first consider the challenge in reaching an agreed definition of entrepreneurship. The importance of entrepreneurship ventures to support the growth and stability of the economy, organisations and society will be explored through comparing different entrepreneurial pathways, followed by a deep dive investigation of social enterprise.
Students will investigate whether entrepreneurs are born or made, and the common traits and characteristics associated with successful commercial and social entrepreneurs. Students will progress to undertake an assessment of their own characteristics and reflect on how these may be further developed to support their entrepreneurial thinking and personal effectiveness across a range of contexts including entrepreneurial ventures, work and study.
- Define entrepreneurship and recognise characteristics and traits of the entrepreneur (commercial and social)
- Recognise the choices and pathways in entrepreneurship and the benefits and challenges of each pathway
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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.
Analyse definitions of entrepreneurship and their currency in today’s business society
L2.
Analyse the importance and impact of entrepreneurial ventures for the economy, organisations and society
L3.
Analyse a range of entrepreneurial pathways
L4.
Analyse characteristics and traits of successful commercial and social entrepreneurs, and assess own entrepreneurial characteristics and how to further develop personal effectiveness |
| 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 8.
Achieving a detailed knowledge and understanding of enterprise and entrepreneurship and how it relates to an overall business context.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Applying the understanding of enterprise and entrepreneurship to a business scenario in a related business area. |
| Generic Cognitive skills |
SCQF Level 8.
evaluating the information they have gathered, deciding whether any bias exists and if the information is reliable. They will use the information they have found most relevant to suggest a business / social enterprise idea they think would be successful. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Students will be expected to interpret market information and present this in a suitable format. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Time management skills when organising a schedule of work across the timeframe of the module and the course.
Demonstrating the ability to undertaking independent research.
Demonstrate the ability to work with others and independently. |
| 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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| TIn line with UWS’ Curriculum Framework, providing a flexible and hybrid, student-centred and inclusive approach to learning and teaching, the module has been designed around the delivery of engaging, activity- and discussion-based workshops, nurtured by meaningful online content, including short videos, reading materials, quizzes, etc. This approach creates more flexibility for students, while also enhancing deeper learning through engagement with peers and teaching staff, both online and in the classroom. This is further supported by the assessment approach adopted, enabling students to develop both academic and employability-focused knowledge and skills within international business — all aligned to the overarching purpose and aims of the programme. |
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 | 36 |
| Independent Study | 164 |
| 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
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via VLE.
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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 | TBC |
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| Moderator | TBC |
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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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| Essay |
| Group presentation |
(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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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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