ENTREPRENEURSHIP AND THE DIGITAL ECONOMY - 2017/8
Module code: MANM104
Surrey Business School
SEARS JA Mr (SBS)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 120
Lecture Hours: 22
Seminar Hours: 11
|Assessment type||Unit of assessment||Weighting|
|Coursework||GROUP PROJECT WRITTEN ASSIGNMENT (3000 WORDS)||70|
|Coursework||INDIVIDUAL PROJECT WRITTEN ASSIGNMENT (2000 WORDS)||30|
If a student fails the module i.e. receives an overall mark below 50% taking account of both assessments, they will repeat the same assessment taking into account the feedback received. This is also the case for the group project which they will improve on, on an individual basis.
Prerequisites / Co-requisites
This module is designed to help you understand how to identify and assess new venture opportunities in either a start-up or a corporate environment, particularly in the digital economy. It uses tools, such as opportunity recognition, business modelling, and open innovation frameworks to understand how entrepreneurial innovation has shaped existing products/services and its potential for future innovation.
In the course of this examination it also considers how entrepreneurial innovation can be encouraged and, importantly, how it can be squandered or lost. A range of different business models are considered alongside processes and prospects for innovative development. Students are encouraged to research and critically evaluate designated emerging-growth companies in the Digital Economy using Entrepreneurial theory and the business model framework to develop systematic plans to scale the business.
In conjunction, students are challenged to learn, practice and demonstrate key digital skills and to reflect on the experience by relating theory and practice.
To equip students with an appreciation of innovatory practice and its determinants within an entrepreneurial context
To enable students to identify their own potential as innovators
To provide the theoretical understanding and practical insights necessary to realise this potential
|Understanding of what constitutes entrepreneurial innovation and its relevance for business models||K|
|The ability systematically to evaluate the innovation potential of specific business situations||K|
|The ability to plan innovation interventions appropriate to a range of business situations||K|
|An awareness of their own potential as entrepreneurial innovators||K|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
The nature of entrepreneurship and innovation
Business models: frameworks for development and evaluation
Methods for developing creative and innovatory thinking
Business models: environment and context
Cases and examples of successful and unsuccessful entrepreneurial innovation
Practical digital skill development
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Combine lectures, group discussion and workshop activities, including guest speakers and site visits (if feasible). In addition to literature and research studies, the module will deploy case studies and examples of innovatory practices. Students will be given formative feedback on a presentation on their designated company to support the application of key topics.
The learning and teaching methods include:
Lectures, seminars, class discussions and debates (33 hours).
Cases and practical examples (to comprise part of the above contact teaching sessions)
Multimedia resources e.g. audio podcasts (used both in class and as part of guided study/class preparation)
SurreyLearn VLE (used to support learning and teaching and communication with students)
Reading and class preparation via directed learning and independent study
Group discussions and debates
Designated external resources to support skill development where deemed appropriate;
In addition, those on the module teaching team are accessible throughout the semester to address and clarify questions. Office hours will be provided. Feedback given will be oral and/or written on an individual basis and summative.
The assessment strategy is designed to provide students with the opportunity to demonstrate their learning and meeting of the modules’ learning outcomes in terms of the key skills of critical discussion, debate,and argumentation as well as personal reflection and practical application
The assessment strategy is summative and formative and aligns with the learning outcomes. The assessment has been designed to allow students to bring together the theory taught throughout the module into a practical, realistic setting. There are two pieces of summative assessment: i) the evaluation of the innovation potential of a designated company (accounting for 70% of assessment weighting), and ii) an individual project to demonstrate and to reflect on the student’s development of key digital skills (accounting for 30% of assessment weighting).
Thus, the summative assessment for this module consists of two pieces:
A written group assignment (3000 words), conducted in small teams, which evaluates the ‘innovation potential’ of a designated company and the resulting implications for business models. This project will use a standard (but flexible) analytical format (the ‘business model canvas’) and will offer students a choice of products/services. The use of this small team approach is necessary because innovative ideas rely on dialogue and challenge.
An individual project written assignment (200 words), which allows the student to demonstrate their development of key entrepreneurial and digital skills, to reflect on the experience and to reflect on potential application of these skills to new ventures.. The student is encouraged to explore the topic by using practical experience and by applying knowledge of entrepreneurial theory developed in the classroom.
In the group project, the assessment consists of a detailed review of a designated company in terms of its innovation and entrepreneurial practices. The student is asked to place themselves in the role of an industry analyst or investor who has been requested to perform a review of that company to determine its entrepreneurial profile and directions.
In the individual project, there is a 2000 word reflective essay on the lessons and personal observations that apply to the student’s personal experience developing key digital skills; for example, it may include a proto-type developed with digital skills or include the critical evaluation of how the digital skills were applied;
In order to gain high marks in the assignments, students will have to read widely which means going beyond lecture notes and recommended texts and critically apply their knowledge in evaluations and reflections of the different topics; key skills will aslo need to be applied. Marks will be returned to students within 3 weeks of submission.
Formative assessment and feedback
Prior to the assignments, class time will be spent discussing the assignment and feedback process. Students will receive feedback and support throughout the module, such as verbal feedback from the lecturer on inputs to class discussions and debates and during pre-arranged meetings with the course teacher(s).
In other to advance their group project, the students will have to give a presentation about their group work, which will be reviewed during the module, with verbal feedback and/or written comments provided to give substantive mid–term corrections and guidance.
In addition to class-based sessions, students will be encouraged to learn via independent study and directed learning and to prepare for both weekly classroom sessions and the assignments. Students will be expected to actively participate in class and draw upon their own experiences, reflections and reading/preparation where appropriate.
A list of texts will be provided but the expectation is that this represents a starting point for reading and not an exhaustive list. Students will be encouraged to do their own additional research and preparation on module topics, such as those pertinent to their assignments to receive high marks in the summative work.
Reading list for ENTREPRENEURSHIP AND THE DIGITAL ECONOMY : http://aspire.surrey.ac.uk/modules/manm104
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.