SHE Level 5
SCQF Credit Points 60.00
ECTS Credit Points 30.00
Module Code MMW226500
Module Leader Thomas Peschken
School GCU London
Subject GCU London
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

Graduates increasingly need highly developed transferable professional skills as well as subject-specific knowledge to prepare for and to gain future employment. This module provides an opportunity for students to participate in an external entrepreneurial bootcamp programme to develop their social and interpersonal skills, a comparative understanding of working in entrepreneurial teams, and the ability to question concepts and to relate the theoretical and conceptual aspects of their programme to the entrepreneurial or professional practice aspects of their project. Students with be supported to research, secure and undertake an entrepreneurial bootcamp experience with the European Innovation Academy or equivalent, where they will be developing effective professional practices. Following the bootcamp experience, students will identify areas of entrepreneurial development and a suitable learning plan. The module is designed to develop critical reflective practice, specialist skills, and act as a focus for the student's continuous professional development in the context of their innovation project and career aspirations. The professional practice experience may also become the context for or inform the subsequent Master Research Project module and/ or a Tier 1 Start-Up application.


Pre-Entrepreneurial Bootcamp Development Experience: Bootcamp expectations; Application process; Writing a Entrepreneurial Development Agreement; Reflective learning During Entrepreneurial Development: The learning during the professional practice is explicitly experiential, and individually oriented. As such, the learning agreement between the student and mentor will form the basis of the learning undertaken.

Learning Outcomes

On successful completion of the module the student should be able to:-1. Identify and apply successfully for an appropriate entrepreneurial bootcamp experience2. Negotiate a work programme (entrepreneurial development agreement), operate in entrepreneurial settings confidently and demonstrate positive contribution to innovation projects.3. Evaluate the role, responsibilities and relationships developed and undertaken by relevant professionals within the innovation and entrepreneurial setting4. Critically appraise and reflect upon own personal and entrepreneurial skills developed through the entrepreneurial bootcamp and development experience and implications for future career and continuous professional development plans.

Teaching / Learning Strategy

Students will have the opportunity to apply for an entrepreneurial bootcamp with a partner organisation but will be supported in a variety of ways; through the Career Planning and Professional Development module in the first trimester of the MSc programme; through GCU London and programme specific co-curricular events and activities; through Careers Service advice on application processes and interview skills and through module-specific workshops in the run-up to the professional practice trimester. Entrepreneurial development experiences can take the form of a bootcamp followed by workshops, training sessions, networking events and through engaging in mentoring schemes. Students are required to complete a minimum of 200 hours of entrepreneurial development (the bootcamp forms part of this) with flexibility of engagement to suit the needs of the student specified in a entrepreneurial development agreement. Students will negotiate, with their their mentor an entrepreneurial development agreement, which will identify relevant objectives for the period of the entrepreneurial development. These, once approved by GCU, will form the framework for mentor feedback for their entrepreneurial development portfolio. During the professional practice, each student is assigned an academic supervisor, who will contact the student during the entrepreneurial development twice. The first visit is to verify that the student has settled in and is actively participating in the bootcamp. The second visit is due after the bootcamp to ensure that the student's post-bootcamp entrepreneurial development activities are relevant to their entrepreneurial development agreement. Its aim is to verify that things are still on track, as well as to provide guidance on the completion to the internship portfolio.

Indicative Reading

Anderson, L E & Bolt, S B (2013) Professionalism: skills for workplace success. Upper Saddle River, New Jersey: Pearson. Bassot, B, (2016) The Reflective Journal. Hampshire: Palgrave Macmillan. Bessant, J and Tidd, J (2011) Innovation and Entrepreneurship (Second edition), J Wiley & Sons Caproni, P (2012) Management Skills for Everyday Life. (3rd International Ed.) Upper Saddle River, New Jersey: Pearson Cottrell, S (2010) Study Skills for Success. The Personal Development Planning Handbook. (2nd ed). Basingstoke, Palgrave Macmillan Dowson, P (2015) Personal & Professional Development for Business Students, London, Sage Drucker, P.F. (2007) Innovation and Entrepreneurship (Second edition), Butterworth-Heinemann, New York, NY. Durrant, A., Rhodes, G. and Young, D. (2011) Getting started with university-level work based learning, 2nd edition. Faringdon. Ellis, T. (2010) The New Pioneers: Sustainable Business Success Through Social Innovation and Social Entrepreneurship, J Wiley & Sons, Chichester. Fanthome, C. (2004) 'Work Placements - A Survival Guide for Students', Palgrave Kolb, D. A. (2015) Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. Pearson, FT Press MacMillan Knowles, M. S. Holton, F. E. & Swanson, R. A. (2014) The adult learner: the definitive classic in adult education & human resource development. 8th ed. London : Routledge Moon, J. (2013) Reflection in Learning and Professional Development: Theory and Practice, Kogan Page Limited, London. Raelin, J.A. (2008) Work-based learning bridging knowledge and action in the workplace. San Francisco: Jossey-Bass. Roberts, A. (2009) Encouraging reflective practice in periods of professional workplace experience: the development of a conceptual model. Reflective Practice, 10(5), 633-644. Rook, S. (2013). The Graduate Career Guidebook: Advice for Students and Graduates on Careers Options, Jobs, Volunteering, Applications, Interviews and Self-employment. Macmillan International Higher Education. Schon, D.A. (1991) The reflective practitioner: how professionals think in action. Arena: Basic Books.

Transferrable Skills

Students following this module will develop the following core transferable skillsets: -360 Self-Presentation & interview skills Research & Analytical skills Objective setting Accepting responsibility Cooperation Adaptability Personal Motivation Organisation and Time Management Self-awareness and self-evaluation Personal Reflection Personal Development Planning

Module Structure

Activity Total Hours
Seminars (FT) 10.00
Assessment (FT) 60.00
Independent Learning (FT) 530.00

Assessment Methods

Component Duration Weighting Threshold Description
Portfolio n/a 100.00 50% Professional Practice Entrepreneurial Development Portfolio including impact assessment, team feedback, personal reflection and entrepreneurial development plan