SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2N225396
Module Leader n/a
School Glasgow School for Business and Society
Subject Management
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Level 1 Workplace Culture and Behaviour

Summary of Content

We are living in a new paradigm whereby social ventures are devising novel solutions to tackling social problems (Nicholls and Murdock, 2012). Governments are paying increased attention as to how harness this social innovation. In the United States The Office for Social Innovation and Civic Participation has been established within the White House, while in the UK Prime Minister David Cameron is positioning the UK as a global leader in social innovation. Fundamental to a very complex social and economic work environment is the individual and group ability to adapt, be enterprising and innovative. In the 21 st century living and working requires a personal toolkit that requires problem solving and ability to act that can improve everyday situations for self and others in local and global environments. Employers actively seek graduates who can readily apply employability and enterprise skills in socially responsible and ethically economic ways. In this module, students will be enabled to demonstrate progression from the Level 1 module design and application of their own employability and innovation toolkit. The toolkit will demand identification and development of skill sets through the application of interdisciplinary knowledge in various social and local and global work contexts. The module will provide students with a multi-dimensional and applied understanding of creativity, innovation and enterprise. Students will engage with local and global communities and become involved in real world challenges and problems where they will be encouraged to craft solutions. This module involves a student led European Exchange on social innovation and provides architecture that from learned experiences students can create and showcase their enterprise and employability toolkit. This module will encourage students to think about their contribution to their place as international citizens in a global society and how they can use their skills. Finally, the module is designed to encourage students to make informed decisions about programme choices as they progress to the next level of study. PRME-related issues This module is consistent with the GCU/GSBS approach to adopting the PRME Principles. In particular, students will be studying issues of sustainable value for society, ethical approaches to socio- economic development and innovation and, through experiential learning methods, will be engaged with local, international and global audiences of students and practitioners engaged in addressing real world problems and challenges. Through guest lectures, case study analysis and site visits as well as an international online student exchange event, students will have the opportunity to enhance communication practices by improving dialogue between students, academics and business partners. They will participate in a learning environment conducive to developing graduate attributes consistent with a twenty-first century business school and will collaborate with partners using social learning principles that are ethical and sustainable. Internationalisation This module encourages students to explore and develop international collaborations with social innovators, entrepreneurs and students and develop a mind-set able to reflect and consider how local and global interactions affect each other and present opportunities as well as challenges Students will use online applications and virtual presentations to engage with communities across the globe and understand how to work in a co-operative and culturally sensitive manner.


Introduction to the module Enterprise and employability context and theory Designing an enterprise toolkit enterprising behaviour and graduate attributes Reflective practice Career development and planning Lifelong learning and career pathways Budgeting Project management Social learning and group development Creativity theory and practice Innovation theory Social innovation and social business concepts Managing diversity Working with others Case studies of innovation in practice Sustainable innovation and enterprise Networking

Learning Outcomes

On successful completion of this module, the student should be able to: 1 Engage with real-world problems and challenges and provide workable solutions2 Analyse global examples of social and economic scenarios using theory in combination with divergent thinking to develop understanding 3 Design and develop a personal toolkit of employability, innovation and enterprise skills by integrating reflective practice techniques with new knowledge4 Understand how to develop relevant skills and use interdisciplinary knowledge to transfer skills into new contexts5 Demonstrate a developed understanding of theories that apply to innovation and enterprise behaviour in international contexts6 Undertake innovation practice with ethical and socially responsible values

Teaching / Learning Strategy

Overview: Learning and teaching will be carried out through lectures, on line tutorials and student led seminars. Students will be required to engage in a social innovation problem tackling a real world problem. Student-centred learning will be encouraged through seminar tasks designed and led by students, facilitated by lecturers. Case studies, journal articles and conference papers will be used as a basis for discussion and debate on employability. Use will be made of GCU Learn to provide additional module material, digital activity and on line tutorials. Web 2.0 and mobile technologies, will be used as part of the assessment strategy recording innovation activity. Reflective practice will be introduced during seminar sessions to enhance the experiential element of the Teaching/Learning strategy. Experiential learning strategies are harnessed during the project Students will be required to peer assess and provide feedback as seminar tasks. Feedback and feed forward systems are introduced to seminar tasks each week to provide corrective action where required and recognise achievement. The project: The project is a key strategy for learning on this module. The project runs for eight weeks over one trimester and is a community social innovation project. Students will engage with a local global community which could be a business or non-business community. The project is designed by the programme teams ensuring that students undertake study in an appropriate context. A project brief is issued by programme with instructions and details. The brief includes marking criteria and the feedback strategy. Programme teams will want to ensure that their project brief is appropriately contextualised. Projects take place in the 'field' environment and result in the creation of a digital portfolio using images as a record of activity. Seminars encourage related and deep learning of social innovation theory and practice. Practicals : Practicals are periods where students work on community innovation projects in teams and tutors are also available for drop-in clinic support. This would normally include advice on the processes involved in working in teams and developing transferable skills as well as advice on the practicalities of designing and delivering the project activities. On Line tutorials: On line tutorials set digital tasks for students to complete. These tasks feed into assessment. On line tutorials will deliver a range of interdisciplinary content as well as tackle issues relating to diversity and ethics. Online support from module tutors will be available during these sessions using blended learning technology. Seminars: Contact based seminars are student centric with students taking lead roles in designing and leading debates. Lectures: Lectures are designed to offer current academic thinking on key concepts of theories. Lectures will involve use of casework and research generated by GCU research groups particularly with work being disseminated from the Yunus Centre. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Indicative Reading

Burns, P. (2012) Corporate Entrepreneurship , 3rd Edition, Palgrave MacMillan, Hampshire, UK. update Tidd, J. and Bessant, J. (2013) Managing Innovation: integrating technological, market and organizational change , 5 th edition, John Wiley and Sons, Chichester, UK. Nicholls, A. and Murdock, A. 2012. Social Innovation: Blurring boundaries to reconfigure markets, Palgrave Macmillan, Basingstoke, UK. Seelos, C., & Mair, J. (2012). Innovation Is Not the Holy Grail (SSIR). Stanford Social Innovation Review, Fall 2012. Retrieved from <> Nicholls, A., & Murdock, A. (2012). Introduction: The Nature of Social Innovation. In A. Nicholls & A. Murdock (Eds.), Social Innovation: Blurring Boundaries to Reconfigure Markets. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Moulaert, F., MacCallum, D., Mehmood, A., & Hamdouch, A. (Eds.). (2013). The International Handbook on Social Innovation: Collective Action, Social Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Murray, R., Caulier-Grice, J., & Mulgan, G. (2010). The Open Book of Social Innovation. London: The Young Foundation/NESTA. Retrieved from <> Articles Moulaert, F., Martinelli, F., Swyngedouw, E., & Gonzalez, S. (2005). Towards Alternative Model (s) of Local Innovation. Urban studies, 42(11), 1969-1990. Mulgan, G., Tucker, S., Ali, R., & Sanders, B. (2007). Social Innovation What It Is, Why It Matters and How It Can Be Accelerated. Oxford: Said Business School: The Young Foundation/Skoll Centre for Social Entrepreneurship. Mumford, M. D. (2002). Social Innovation: Ten Cases From Benjamin Franklin. Creativity Research Journal, 14(2), 253-266. doi:10.1207/S15326934CRJ1402_11 -180 Journals Advances in the Study of Entrepreneurship, Innovation, and Economic Growth Creativity and Innovation Management Creativity Research journal Digital Creativity Entrepreneurship and regional development Entrepreneurship theory and practice European Journal of Innovation Management -180 Harvard Business Review Gender work and organisation Journal of Social Entrepreneurship Social Enterprise Journal Stanford Social Innovation Review Work, Employment and Society Additional reading materials will be drawn from online resources.

Transferrable Skills

Students following this module will develop the following core transferable skillsets: Information: analysis, retrieval, evaluation, knowledge contextualisation and interpretation Cognitive self: creativity, decision making, self-awareness and ethical responsibility, negotiation, intellectual capacity Communication: oral, written, networking, digital Collaboration: social capital, people management, project management

Module Structure

Activity Total Hours
Assessment (FT) 40.00
Lectures (FT) 12.00
Independent Learning (FT) 124.00
Practicals (FT) 12.00
Tutorials (FT) 6.00
Seminars (FT) 6.00

Assessment Methods

Component Duration Weighting Threshold Description
CW1 Course Work 01 n/a 60.00 35% Group-created digital portfolio of a community innovation project.
CW2 Course Work 02 n/a 40.00 35% Essay. 2000 words