ENTREPRENEURSHIP AND INNOVATION: A BUSINESS MODEL APPROACH (APPRENTICESHIP) - 2020/1
Module code: MAN3189
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
Creating entrepreneurial and innovative cultures, people and organisations is recognised as an important factor in ensuring society thrives, and businesses maintain a competitive advance. Accordingly, this module introduces the learner to the concept of entrepreneurship and shows him/her how it is possible not only to develop more personal entrepreneurial capability but how enterprise cultures can be created within both economies and regions.
This module is designed to help learners 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 business modelling, lean start up and open innovation frameworks to understand how entrepreneurial innovation has shaped existing products/services and its potential for future innovation. It also considers how entrepreneurial innovation can be encouraged and, importantly, how it can be squandered or lost. Learners will be given the opportunity to assess, and develop, their own entrepreneurial skills and attributes. In an age where entrepreneurs are becoming ever more essential to the achievement of competitive advantage for both economies and companies, this module represents cutting edge knowledge about the subject for learners to apply theory in practice.
A range of different business models are considered alongside processes and prospects for innovative development. Learners are encouraged to research existing products/services and, using the business model framework, to develop systematic plans for entrepreneurial innovation in a chosen field.
Surrey Business School
LANHAM-NEW William (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Teaching block 1
Prerequisites / Co-requisites
Indicative content includes:
- Entrepreneurship theories and definitions
- Entrepreneurial traits and characteristics
- Innovation theories and models
- Business Modelling including Value Proposition and Business Model canvas’
- Social enterprise, Hybrid entrepreneurship, and Intrapreneurship
- Business failure
- Incubators and accelerators
|Assessment type||Unit of assessment||Weighting|
|Coursework||Individual Innovation Project (Maximum 3000 words).||70|
|Oral exam or presentation||Individual podcast reflection on entrepreneurship (Maximum 5 minutes)||30|
The assessment strategy is designed to provide learners with the opportunity to demonstrate all intended module learning outcomes, knowledge, skills and behaviours, and to provide maximum opportunity for applied learning.
Thus, the summative assessment for this module consists of:
Individual Innovation Project – A written project to explore the current business model of an organisation, and an innovated proposed future state. It is expected that the learner will carry out this project with a focus on the organisation, or subsidiary of their current employer. Learners should adopt basic project management techniques to plan and deliver the project within the set timescales and should support their findings through the use of qualitative or quantitative data. Learners should ensure that key areas of knowledge, skills and behaviours of the apprenticeship standard are evidenced within the project, and that where appropriate there is recognition of the importance of digital and new technologies in supporting innovation (maximum 3000 words)
Learners will be asked to record a short (maximum 5 minute) podcast to critically evaluate one of the following statements:
- Whether entrepreneurship is a discipline that can be learnt?
- The success, or failure of your involvement (past or present) in an entrepreneurial start-up.
- Whether, in your opinion, opportunities exist independently of entrepreneurs, or are created by entrepreneurs?
Learners will work regularly in groups and as individuals, participating in classroom or online discussion forums, webinars etc., to demonstrate their understanding of the subject contents and application.
Learners will be given formal feedback on their assessments in line with the University’s policy on assessment and feedback, and within the current three-week feedback period. Learners will receive regular, informal feedback on their contribution throughout the module.
- Provide learners with an understanding of enterprise at the individual, firm and societal level of inquiry.
- Enable learners to understand frameworks of entrepreneurial behaviour, innovation and wider societal issues and enable them to relate such frameworks to practice
- Enable learners to increase their capacity for entrepreneurial activity and be aware of the importance of enterprise in the economy.
|001||Evaluate various frameworks of entrepreneurship and demonstrate a high level of knowledge about the complexities of entrepreneurship||K|
|002||Understand how entrepreneurial activities help organisations to grow and evolve||P|
|003||Develop their own entrepreneurial capability and identify their own potential as innovators||P|
|004||Critically assess and explore the processes involved in developing entrepreneurial capability and in creating an entrepreneurial venture||CKT|
|005||Evaluate factors affecting the development of entrepreneurship||CK|
|006||Critically evaluate the types of support that can stimulate entrepreneurship and an enterprise culture||K|
|007||Apply Business Modelling techniques for intrapreneurial innovations||KP|
|008||Engage in ethical and socially responsible aspects of business planning||C|
|009||Demonstrate an ability to high level learning and problem solving||C|
|010||Demonstrate effective two-way communication: listening, negotiating and persuading or influencing others; oral and written communication, using a range of media, including the preparation of business reports||T|
|011||Demonstrate personal effectiveness: self-awareness and self-management; time management; sensitivity to diversity in people and different situations; the ability to continue learning||C|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The hours listed within the overall student workload section represent off-the-job learning.
The learning and teaching strategy is designed to incorporate a blended learning approach, centred around the key online learning design principles of – Learner-centred; Useful; Engaging; Flexible; Consistent; Supportive and Accessible.
In line with the Apprenticeship Off the Job Training guidance, the teaching and learning undertaken on this module will reflect the following categories of training:
- Teaching of Theory – may include lectures, role play, simulation exercises, online learning, research and networking)
- Practical Training – may include shadowing, mentoring, industry visits and participation in competitions
- Learning support and time spent writing assignments and partaking in assessments
- Reflective learning and self-evaluation to impart new knowledge, skills and behaviours only.
Learners completing this module will undertake a combination of campus-based sessions and online directed learning activities supported through SurreyLearn. Learners, with support from their employers, will be expected to demonstrate accountability and commitment to effectively managing their agreed off-the-job training hours to complete required learning activities and assessments. Learners should take an active part in any asynchronous activities such as forums, wikis, blogs etc., as well as synchronous activities (i.e. virtual meetings, webinars etc.) as appropriate. Participation in these activities will be essential to the successful achievement of the learning outcomes in this module.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for ENTREPRENEURSHIP AND INNOVATION: A BUSINESS MODEL APPROACH (APPRENTICESHIP) : http://aspire.surrey.ac.uk/modules/man3189
Through completion of the learning and assessments for this module, it is expected that most learners will be able to produce suitable evidence for their Portfolio of Evidence to fully or partially meet specific assessment criteria for the following areas of the Chartered Manager Degree Apprenticeship Standard. Learners may also refer to the CMDA Assessment Plan for further information.
1.1. How to develop and implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation, and quality assurance (K)
1.3. Support the development of organisational strategies and plans (S)
1.5. Produce reports that clearly present information and data, using a range of interpretation and analytical processes (S)
2.2. Risk management models and reporting, risk benefit analysis and health and safety implications (K)
2.3. Plan, organise and manage resources in order to achieve organisational goals (S)
2.4. Identify key outcomes, develop and implement plans and monitor progress, and provide reports as required (S)
2.5. Proactively identify risk and create plans for their mitigation (S)
2.6. Initiate, lead and drive change within the organisation, identifying barriers/ challenges and how to overcome them (S)
2.7. Use widely recognised project management tools (S)
3.3. Commercial context in an organisational setting and how this changes over time (K)
Sales and Marketing
4.3. The need for innovation in product and service design (K)
4.5. Use creative approaches to developing solutions to meet customer need (S)
Digital Business and New Technologies
5.1. Approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development (K)
5.3. Identify service/organisational improvements and opportunities for innovation and growth, using
qualitative and quantitative analysis of information and data and benchmarking against others (S)
Developing Collaborative Relationships
9.1. Approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation (K)
9.6. Work collaboratively with internal and external customers and suppliers (S)
Awareness of Self and Others
10.3 Reflect on own performance, identifying and acting on learning and development needs (S)
12.1. How to undertake research, data analysis, problem solving and decision-making techniques (K)
12.3. Use evidence-based tools and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making (S)
K – Knowledge
S – Skills
B – Behaviours
Degree apprenticeships are delivered over three teaching blocks:
- Teaching Block 1 - September - December
- Teaching Block 2 - January - April
- Teaching Block 3 - May - August
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 2020/1 academic year.