SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N225489
Module Leader Anne Smith
School Glasgow School for Business and Society
Subject Management
  • A (September start)

Pre-Requisite Knowledge


Summary of Content

EBSP3 aims to provide a dynamic learning environment using a programme relevant project or case study as an authentic and work related experience. A multi-disciplinary approach to the project/case study will enable students to apply knowledge gained from modules across their programme of study. At level 3, the module will require students to research and then interpret data in ways that co-create entrepreneurial ideas which respond to business, social, community or organisational challenges. Students are expected to undertake relevant research, apply data analysis, financial analysis where appropriate and develop an entrepreneurial mind-set. The following list is indicative of the types of projects/case study available:- -360 Live Trading Business Consultancy Community Innovation Project Business Venturing or Professional Case Study International Collaboration Sim Venture Learning on this module is applied and contextual, designed to encourage students to take a socially responsible and professional approach to challenges that test and stretch their business knowledge and expand an entrepreneurial mindset. Skills developed through practice in EBSP3 are transferable into relevant graduate employment opportunities.


The syllabus is as follows: Seminar Workshops: Weeks 1-4 Project exploration, set up and examination Weeks 5-12 Project activity and analysis Lectures: Entrepreneurship Innovation and Creativity in not for profit contexts Innovation and Creativity in for profit contexts Opportunity recognition Business development On line content: Problem assessment and project management Case study analysis Consultancy skills, client management and reporting Privacy, data usage and confidentiality Data collection and analysis,numeracy and statistical analysis Business software usability Collaboration and teamworking

Learning Outcomes

On successful completion of this module, the student should be able to: 1 Critically examine business issues and challenges in societal, organisational or professional settings pertinent to their own degree context;2 Critically apply programme specific knowledge and co-create entrepreneurial ideas and workable solutions that respond to challenges as underpinned by the core values of Integrity, Creativity, Responsibility and Confidence;3 Demonstrate a developed understanding and application of a range of business processes and tools;4 Critically assess self; knowledge and skills in line with GCU Graduate Attributes (active and global citizenship, an entrepreneurial mind-set, responsible leadership and confidence);

Teaching / Learning Strategy

Lectures: Five Lectures will introduce the module and deliver theoretical underpinning to enhance student knowledge of applied entrepreneurship. The Project/case study: Experiential learning has long been a recognised teaching and learning strategy that enables students to test, stretch and apply knowledge while at the same time develop and co-create ideas. Immersion in contextually driven projects where students collaborate, act as the teaching and learning vehicle. Each programme will select and shape its own project (either staff generated/published, with a live business/professional body or purchased). The project/case study will be extensive, collaborative and supply a learning environment for twelve weeks requiring deep examination and complex analysis of different perspectives through a multidisciplinary approach and in some cases field work. Live projects can be group sourced or participating programmes can invite students to a module networking event to compete for pre-set project briefs with local organisations. Each project and case study offered to students has an online guide containing relevant information to support students through the experience. The project is undertaken during the Seminar workshops. Seminar worshops: Students will work on their projects and case studies in tutor facilitated study groups during weekly workshops held in seminars to enable peer learning and support. Facilitated by tutors, the student centric tutorials provide a supportive learning environment where students can investigate, discuss, debate, analyse and action key aspects of their learning. On Line tutorials: On line tutorials will deliver a syllabus of interdisciplinary content as well as tackle issues relating to data collection and professional responsibility, data analytics, numeracy and statistical analysis; on line tutorials set digital tasks for students to complete Feedback: The feedback principles for this module are based on (a) Formative feedback from discussion and interaction during the seminar workshops. (b) Summative feedback for their individual portfolio, including overall comment(s) made by tutors, which will elaborate on strengths and weaknesses of student work. (c)Generic feedback will also be provided 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.

Indicative Reading

There is no Core text for this Module. Specified readings from Journals vary according to programme and project type.? Granados, ML., Rivera, AM., (2018) Assessing the value dimensions of social enterprise networks <https://www.emeraldinsight.com/doi/abs/10.1108/IJEBR-09-2016-0313> , International Journal of Entrepreneurial Behavior & Research, Vol. 24 Issue: 3 , pp.734-754 , <https://doi.org/10.1108/IJEBR-09-2016-0313> Kuckertz, A, Kollmann, T., Krell, P., and Stf6ckmann, C. (2017) Understanding, differentiating, and measuring opportunity recognition and opportunity exploitation <https://www.emeraldinsight.com/doi/abs/10.1108/IJEBR-12-2015-0290> , International Journal of Entrepreneurial Behavior & Research, Vol. 23 Issue: 1 , pp.78-97 , <https://doi.org/10.1108/IJEBR-12-2015-0290> Lam, W. (2010) Funding gap, what funding gap? Financial bootstrapping: Supply, demand and creation of entrepreneurial finance <https://www.emeraldinsight.com/doi/abs/10.1108/13552551011054480> , International Journal of Entrepreneurial Behavior & Research, Vol. 16 Issue: 4 , pp.268-295 , <https://doi.org/10.1108/13552551011054480> Lukes,M., and Stephan, U (2017) Measuring employee innovation: A review of existing scales and the development of the innovative behavior and innovation support inventories across cultures <https://www.emeraldinsight.com/doi/abs/10.1108/IJEBR-11-2015-0262> , International Journal of Entrepreneurial Behavior & Research, Vol. 23 Issue: 1 , pp.136 -158 , <https://doi.org/10.1108/IJEBR-11-2015-0262> Mueller, S., Volery, T. and von Siemens, B. (2012), What Do Entrepreneurs Actually Do? An Observational Study of Entrepreneurs' Everyday Behavior in the Start-Up and Growth Stages. Entrepreneurship Theory and Practice, 36: 995-1017. doi:10.1111/j.1540-6520.2012.00538.x Smith, AMJ., Jackall, L., Galloway, L., Danson, M., and Whittam G., (2018) Can Poverty based social exclusion be helped by the New Enterprise Allowance Scheme, International Journal of Entrepreneurship and Innovation. Vol 9, Iss. 2, pp.127-142. Recommended 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 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
Lectures (FT) 5.00
Independent Learning (FT) 124.00
Seminars (FT) 24.00
Tutorials (FT) 7.00
Assessment (FT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% An individual e portfolio of project activity and personal reflectionWeek 12, 2000 written words and equivalent of 3000 words in artefacts, visuals and analysed data.