EEE3: THE ENTERPRISE VALUE CHALLENGE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N224367
Module Leader Vasilios Stouraitis
School Glasgow School for Business and Society
Subject Management
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

None

Summary of Content

Entrepreneurship is invariably framed within a context and harnesses the features and characteristics of economic activity that carries risk and bears profit and or loss during the venture creation process. The activity of entrepreneurship is undertaken in business environments that are dynamic, require leadership, communication, collaborative working and creative problem solving. Fundamental to the entrepreneurial process is opportunity recognition, a concept that requires a mix of skills, knowledge and social capital. The economic nature of entrepreneurship is undertaken in social contexts and therefore there needs to be an understanding of how entrepreneurial activity can create economic and social value. This module offers students that unique experience of the entrepreneurial process, business planning and resource management in a managed project. This module develops knowledge and skills for leadership, opportunity identification and recognition. Students are required to apply athletic thinking as they analyse different types of data as well as practice ethical decision making and judgement. This module will support students in a live business venturing project called The Value Challenge encouraging development of an entrepreneurial mind-set and ethical awareness. Students will be encouraged to develop social capital with external communities and bring value to all involved. Any surplus created during the trading project will be donated to charity. PRIME: The role of PRME/sustainability principles in this module 1. Enhancing communication practices by improving dialogue between students, academe and business 2. Creating a work related and entrepreneurial learning environment for the twenty-first century business school 3. Creating fruitful collaborations for business that is grounded in social learning principles which are ethical and teach principles for sustainable business. Internationalisation: This module encourages students to explore trans international trading from a venture creation perspective. Students are introduced to market orientation in selected countries and how, based on findings from the Global Entrepreneurship Monitor, it affects venture creation. NOTES: The Value Challenge was developed by the Hunter Centre, University of Strathclyde and is delivered there and at University of Glasgow. This is the GCU offering which strategically brings an exciting and dynamic approach to the development of the Glasgow economy. Our proposal is to adopt the Value Challenge concept and project. We have consulted with professor Colin Mason who has developed the Value challenge at The Hunter Centre and now delvers at University of Glasgow.

Syllabus

The syllabus is as follows: The theory of entrepreneurship: an international perspective The theory and concept of opportunity recognition and development The entrepreneurial process Funding new ventures Business planning Cashflow Forecasting Marketing and sales Networking Profit and loss/ surplus/deficit Business growth strategies Business transitions Entrepreneurial leadership Raising finance

Learning Outcomes

On successful completion of this module, the student should be able to: 1. Critically understand key theories of enterprise and entrepreneurship2. Demonstrate a developed understanding of opportunity recognition and market orientations in selected countries using complex and incomplete data from a range of sources3. Develop and implement a viable and ethical business plan for a live trading venture4. Apply and evaluate a range of venturing and business applications and processes5. Critically evaluate self for socially ethical values in business practice using reflective techniques6. Critically evaluate entrepreneurial mind-sets in theory and practice through self and peer review.

Teaching / Learning Strategy

Overview: Learning and teaching will be carried out through lectures, on line tutorials and student led seminars. This module includes the Value Challenge which is a student venturing project. 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 work practice and situations. Reflective practice will be introduced during seminar sessions to enhance the experiential element of the Teaching/Learning strategy. Experiential learning strategies are harnessed when students will be involved in projects. 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 experiential project is a key strategy for learning on this module. The project runs for ten weeks and is a student venturing project. The project is supported by the programme teams ensuring that students undertake study in an appropriate context. A project brief is issued 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. Students are required to engage in experiential learning through an academically robust practice of venturing and creating value. Students will plan and create a trading situation where they create something from nothing. Any profit they generate will be donated to their chosen charity. Coaching is a strategy employed to support student groups in the endeavour of value creation. Feedback and feed forward systems will be used to review, correct and enhance progress during the value challenge. 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 on interdisciplinary content as well as tackle issues relating to business ethics and professional responsibility. Seminars: Contact based seminars are student centric with students taking lead roles in designing and leading debates. Lectures: Lectures will be designed to offer current academic thinking on key concepts of theories. Lectures will be linked to staff research. Lectures will involve use of casework and research generated by GCU research groups. Practicals: Students are expected to engage with organisations such as Scottish Institute for enterprise and take part in GCU activities including business plan competitions and accelerator pitch competitions. Feedback: The feedback principles for this module are based on discussion and interaction during seminars, lectures and the project. Feedback appears in various formats; written, oral, and online. Written feedback is also offered at a group level using a feedback/forward mechanism. Students receive feedback for assessed coursework, including overall comment(s) made by tutors, which will elaborate on any particular point(s) from the marking of student work. Generic feedback will also be available on GCU Learn. Students are invited to discuss any element of assessment feedback with individual module tutors. Feedback principles used in this module are contained in the module handbook. 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 (2011) Entrepreneurship and Small business:start-up, growth and maturity 3 nd Edition, Palgrave MacMillan, Hampshire, UK. Tidd, J. and Bessant, J. (2009) Managing Innovation: integrating technological, market and organizational change, 4 th edition, John Wiley and Sons, Chichester, UK. Mason, C., and Arshed, N (2013). Teaching entrepreneurship to university students through experiential learning: a case study. Industry and Highe Education , 27 (6), pp.449-463. (doi: 10.5367/ihe.2013.0180) -180 Journals Advances in the Study of Entrepreneurship, Innovation, and Economic Growth Creativity and Innovation Management Creativity Research journal Digital Creativity Economics of Innovation and New Technology Entrepreneurship and regional development Entrepreneurship theory and practice European Journal of Innovation Management -180 Harvard Business Review International entrepreneurship and management journal International Journal of Entrepreneurship International Journal of Organizational Innovation Journal of Applied Management and Entrepreneurship Journal of Entrepreneurship Journal of International Entrepreneurship Journal of Product Innovation Management Journal of Technology Management and Innovation Thinking Skills and Creativity 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
Independent Learning (FT) 124.00
Assessment (FT) 40.00
Lectures (FT) 12.00
Seminars (FT) 12.00
Tutorials (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 60.00 35% A critical thinking paper that reflects on the learning experience and engages with seminar topics. 2000 words. Week 11
Course Work 01 n/a 40.00 35% The value challenge brief adapted if required e.g. retail enterprise.The value challenge. A digital mobile technology record of activities with business plan forecast and actual 1500 words with self produced digital works including audio/image where appropriate. Week 8. 1500 words