Aims

Students are expected to gain deeper insight and learning experience about small business start-up and growth whilst participating in the module. As such, they will be exposed to the types of experience involved in creating and setting up an online business start-up within a fast-moving technological environment and they will be involved in the practical application of tools to develop a business idea. The module focuses on contemporary theory as an applied field and takes a social constructivism approach to enable students to develop a flexible mind-set as part of the entrepreneurial journey. This will build on the need for the development of theory into practice and ‘learning by doing’ in a fast-moving digital environment.

Furthermore, the module aims to introduce students to business innovation in the search and execution of business model validations, hence, the module applies lean start-up theory. Students will develop their skills to reflect upon their own entrepreneurial journey and forms part of the assessment. Likewise, the aim is for students to develop an array of business innovation and entrepreneurial skills along with global graduate attributes in developing their business acumen and further supporting the development of creativity and innovation; independent thinking; autonomous decision-making; group dynamics; adaptability; appreciation of change and risk; and reflective practice as part their entrepreneurial journey

Outline Of Syllabus

SEMESTER 1 Topics*:
• The Contemporary Business Context – The Changing Dynamic Enterprise;
• The Entrepreneurial Mindset and Creativity;
• The Entrepreneur: Creativity and Opportunity;
• Lean and the Business model Lean Start-up - Customer Feedback;
• Business Model Canvas and creating ‘The Brand’;
• Co-working, Community and Hubs;
• Networking, Communication, the Pitch and the Entrepreneur;
• Reading/Research;
• Reflective Practice and the Entrepreneurial Journey;
*Plus, guest speakers.

Teaching Rationale And Relationship

The workshops are informed by group activity; exercises; mapping exercises; seminars; lectures; interactions and guest speakers within the classroom environment. This will facilitate further consultation/discussion with the tutor. Students will be learning new and innovative theories, whilst ‘learning by doing’ through activities. Where possible speakers will all be used to introduce the students to current ideas around enterprise development. Reflective management practice will underpin the student entrepreneurial journey.

Assessment Rationale And Relationship

The entrepreneurial project includes project-based learning activity and enables students to ‘learn by doing’ (e.g., practical work during the module including problem-based learning and the development of a business idea). Thus, this approach encourages students to engage in (a) entrepreneurial behaviour, (b) the entrepreneurial process and (c) the student’s self-knowledge of their own competences in relation to carrying out entrepreneurial processes. Specifically, focusing on learning by doing; project learning; problem-based and action learning. An individual reflective report will enable the students to reflect upon their new learning and activity as part of the learning journey across the year. In short, the module encourages reflective and reflexive learning, promoting the use of the online journal and the Canvas web-platform.

Students will be exposed to a process that encourages the challenge of critical thinking, innovation and creativity; primary and secondary research, active learning, problem-solving; self-awareness; action-planning; initiative; communication skills; application of commercial acumen and global awareness. As such, students acquire global graduate skills.