SPG8016 : Design, Innovation and Entrepreneurship in Science and Engineering
- Offered for Year: 2024/25
- Module Leader(s): Miss Katie Wray
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
To practice the process of innovation and opportunity development through examination and testing of assumptions upon which value propositions are based.
The module will use a scientific approach to the analysis of identifiable problems; refining and validating problems before moving on to solutions. Students are expected to interact with real potential users and stakeholders to identify insights that support the opportunities for innovation.
Once an opportunity has been evidenced, students will seek to propose a commercial or social model through which they can demonstrate potential viability.
Outline Of Syllabus
The problem-opportunity development process will be offered as a toolkit through the module sessions, including;
Critiquing and constructing project and value propositions
Market research and testing assumptions
Finding customers and users
Market analysis
Formulating a commercial opportunity; funding and finance, Intellectual Property
Peer to peer Pitching and presenting opportunities
Group coaching sessions
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Planning and preparation for portfolio |
| Scheduled Learning And Teaching Activities | Lecture | 4 | 2:00 | 8:00 | Lectures |
| Guided Independent Study | Assessment preparation and completion | 1 | 6:00 | 6:00 | Preparation for and delivery of Presentation |
| Structured Guided Learning | Lecture materials | 14 | 1:00 | 14:00 | Reading materials and research activities |
| Guided Independent Study | Assessment preparation and completion | 1 | 70:00 | 70:00 | Preparation for assessment |
| Scheduled Learning And Teaching Activities | Lecture | 2 | 1:00 | 2:00 | Lectures |
| Scheduled Learning And Teaching Activities | Lecture | 1 | 4:00 | 4:00 | Lectures |
| Scheduled Learning And Teaching Activities | Practical | 2 | 6:00 | 12:00 | 2 workshops to progress group work using methods and tools introduced in the module |
| Guided Independent Study | Project work | 1 | 60:00 | 60:00 | Authentic Market Research/ Opportunity profiling |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | Group Coaching |
| Total | 200:00 |
Teaching Rationale And Relationship
This module invites students from across disciplines to ‘bring their individual skills and interests with them’ and combine personal experience, industrial knowledge and interest areas to facilitate ideation, innovation and problem solving. The module assessment preparation is active across part 1 and 2 of this module and will require significant group and independent work beyond lectures. Tutorials/small group sessions enable academic staff to work one-to- one and coach groups forward.
Part 1 activity will include an introduction to problem identification; from which students will, in groups unpack to find an actionable aspect of the problem to present for assessment at the start of the first taught week. This actionable problem will become the stimulus for development throughout the rest of the module.
The mid-school period will draw on the taught material to undertake further exploration and research independently in order to unpack an opportunity within the problem of interest.
Part 2 will provide stimulus for group work in the morning sessions, and facilitated group work in the afternoon sessions.
The post-school period will use material from Part 2 to bring together research and insight into a commercial or opportunity proposal (final group assessment)
From the start of the module, students should be prepared to undertake real market research by communicating with potential users and stakeholders in their area of interest in order to draw primary research conclusions in support of a new commercial or social opportunity.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 70 | Market Opportunity Report. 6000 word guideline for group assessment. Based on 4-6 students per group. |
| Portfolio | 2 | M | 30 | Individual portfolio of learning |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Oral Presentation | 2 | M | Pecha Kucha format presentation for feedback on the chosen problem (6 mins 40 + questions) |
Assessment Rationale And Relationship
Assessment 1: Formative presentation of an ‘actionable-problem’
Students will draw down from stimuli such as the UN SDGs to work backwards in identifying an actionable problem which, if solved will demonstrate progress within the challenge area. Spending time researching and presenting the actionable aspects of the problem is key before moving forward in pursuit of a realistic solution. The purpose of this formative assessment is to receive feedback and guidance on moving forward with the group project.
Assessment 2: Market Opportunity Report (70%)
Drawing upon research work, skills and practice throughout the module, this group assessment will document a rationale for spending more time/money/effort on the development of an opportunity. A Market Opportunity Report is not a business plan, it is a preliminary document which concludes what has been found, with evidence, which makes for a strong Value Proposition (pre-business plan proposal).
Assessment 3: Individual Portfolio of Learning (30%)
Students will proactively record and reflect on their learning during the module, and will build a portfolio of 3 items to represent their learning in relation to the outcomes of the module.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SPG8016's Timetable