ENTREPRENEURSHIP AND CREATIVITY PROJECT - 2021/2
Module code: MANM470
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.
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What does it mean to be creative and, more importantly, how can creativity be translated into something tangible that offers both uniqueness and value? Creativity is a key driver of innovation, and business success is increasingly tied to the organisation’s ability to solve problems creatively, and also find unoccupied space for new products and services. With problem solving and ideation at its core, this module will introduce students to the value of creativity for organisations and its leaders. Students will be immersed in a team based simulated entrepreneurial environment, where theory from the module can be effectively put to practise. During this intense entrepreneurial journey, students will work from problem to solution, developing a sense of their own creativity along the way. Students will learn to work effectively in diverse teams; define problems effectively; generate a large number of creative ideas to solve their chosen problem; identify opportunities for genuine value creation; synthesise and select the ideal solution to their chosen problem; develop this solution into a viable business opportunity; pitch this business opportunity to a panel of investors. At the conclusion of this experience, students will have developed and refined a key set of transferable entrepreneurial skills, which will enhance performance, decision making and leadership in any type of organisation.
Surrey Business School
MAHON Christopher (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N200
Module cap (Maximum number of students): 30
Prerequisites / Co-requisites
• Economic Theories of Entrepreneurship
• Joseph Schumpeter, Israel Kirzner and the link between Entrepreneurship and Economic Development
• Thinking Styles in Theory and Practice
• Creating and Managing Diverse Teams
• Creativity Theory
• Opportunity Recognition Theory
• Creative Problem Solving
• Lean Startup
• Business Model Canvas
• Financing Startups
• The Evaluation of Innovation
• Pitching for Investment
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||Group Presentation (15 minutes + Q&A)||30|
|Coursework||Individual Learning Reflection (Max 3000 words)||70|
In the event that a student is unable to participate in or complete the Group Project, he/she will be required to produce an individual essay (1500 words) that explores one of the key theories discussed in the module describing the theory’s relevance to contemporary business practice
The assessment strategy is designed to provide students with the opportunity to demonstrate advanced understanding of the subject matter and mastery of the learning outcomes through practical application.
The assessment strategy is summative and formative and aligns with the learning outcomes. There are two pieces of summative assessment. The group presentation (accounting for 30% of weighting) and an individual essay (accounting for 70% of weighting) addressing the approach, results, and learnings from rom module. If any student fails the module, i.e. receives a mark below 50% taking account of both assessments, they will repeat the individual assessment taking account of the feedback.
Thus, the summative assessment for this module consists of:
A 15 minute group presentation (30% weighting)
An individual essay of 3000 words maximum (70% weighting)
Prior to both assignments, a detailed outline of expectations and proposed structure for the assessment will be provided to students, and class time will be spent discussing the assignment and feedback process. After the first assignment students will receive generic feedback which explains what students did well and did less well overall.
Formative assessment and feedback
There is no formal formative assessment on this module. However, students will be encouraged to contribute to discussion and debate in class, and those that participate will receive feedback during the module such as verbal feedback from the lecturer on inputs to class discussions and debates.
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. In order to gain high marks in the assignments, students will have to read widely which means going beyond lecture notes and recommended texts. 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. .
- Consider and apply entrepreneurship and creativity theory from a variety of perspectives
- Consider the link between entrepreneurial activity and economic development
- Support students through a team-based simulated entrepreneurial environment
- Encourage the generation and evaluation of novel business ideas
- Encourage the development of pitching and other soft skills
- Provide opportunities for engagement with experienced entrepreneurs
- Encourage self-reflection
|001||Problem solve creatively and effectively||C|
|002||Understand entrepreneurship and creativity theory||K|
|003||Work effectively in diverse teams||PT|
|004||Pitch a novel business idea to a panel of investors||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 117
Lecture Hours: 33
Methods of Teaching / Learning
This module places a simulated entrepreneurial environment at the centre of learning. Students will have the opportunity to apply theory from the module to this practical exercise. Students will work in teams to identify, define and solve a problem of their choice, using theory and models such as the Business Model Canvas to develop a novel business idea. The simulated entrepreneurial environment will also feature rigorous challenge and mentoring from the module Co-ordinator, as well as other teaching staff and visiting entrepreneurs. Students will also learn how to pitch for investment, and develop other soft skills.
The learning and teaching methods include:
Lectures, seminars, class discussions and debates (30 hours).
Interactive sessions with practitioners
Cases and practical examples (to comprise part of the above contact teaching sessions)
Multimedia resources e.g. video content (used both in class and as part of guided study/class preparation)
SurreyLearn VLE (used to support learning and teaching and communication with students)
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.
Upon accessing the reading list, please search for the module using the module code: MANM470
This module is highly practical. Attendance is critical.
Programmes this module appears in
|Management MSc||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
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 2021/2 academic year.