ENTREPRENEURSHIP AND THE DIGITAL ECONOMY - 2023/4
Module code: MANM104
In this module, students develop a holistic understanding of the theory and tools for Entrepreneurship which has a particular relevance in the context of the Digital Economy.
This begins with discussion of key concepts around the Entrepreneur, Opportunity Recognition and the Entrepreneurial Process. During the initial stages, the individual acts on ideas to develop them into business opportunities through deliberate actions. In turn, students review the key elements for a start-up including resources, the founding team and business modelling. A start-up is an experiment to find a business model.
Finally, we look at scaling strategies in the Digital Economy including a range of different business models where start-ups create, deliver and capture value. The Digital Economy enables these innovative business models.
For assessment, 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.
Surrey Business School
SEARS Jim (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N200
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 84
Lecture Hours: 22
Seminar Hours: 11
Guided Learning: 11
Captured Content: 22
Prerequisites / Co-requisites
|Assessment type||Unit of assessment||Weighting|
|Coursework||GROUP BUSINESS MODELLING REPORT||70|
|Oral exam or presentation||GROUP VIDEO PRESENTATION||30|
The Group Video Presentation will be prepared individually as a video presentation; The Group Business Modelling Report will be prepared on an individual basis.
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of key digital skills and then to apply them in a business context.
Thus, the summative assessment for this module consists of:
- Group Business Modelling Report (addresses learning outcomes 2, 3, and 4)
- Group Video presentation (addresses learning outcomes 1 and 4)
Students will receive individual and group feedback during the module from teaching staff which they are expected to use to improve their work in subsequent assignments. In addition, verbal feedback and written comments provided for initial assessment assignment can be used to improve subsequent assessment assignment.
Students will receive feedback verbally in lecture or tutorial while they will also receive written feedback for assignments which can be used to inform further summative assessments.
- Explore a range of business concepts in theory and practice related to launching a new venture
- Provide a range of tools, techniques, and methods to support the design of a business plan
- Evaluate the effectiveness of a business plan in relation to validation and view of being investment ready
- Develop awareness for stakeholder management including business context, objectives and communications
|001||Evaluate key concepts related to Entrepreneurship, Opportunity Recognition, and Business Modelling||K|
|002||Apply comprehensive technical skills by designing, analysing and evaluating business model frameworks||CP|
|003||Demonstrate complex critical thinking to evaluate complex information relevant to business decision-making||CPT|
|004||Demonstrate the ability to work effectively on a team basis to deliver a project outcome||CP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
The teaching and learning strategy is designed to benefit passive as well as active learners. Apart from catering for the needs of both types of learner, and, therefore, providing a teaching and learning strategy that is fairer and does not disadvantage either group, it is intended to promote sound understanding of theory and how it may be applied in practice. Whilst, in Honey and Mumford’s terms, the pragmatist and activist learners are given the opportunity to experience the theorist and reflector learning styles, the theorists and reflectors are able to learn by doing, thereby helping develop in them the attributes of the activist and pragmatist. This is seen as important in a programme that is intended to educate students “for” entrepreneurship rather than simply educating them “about” it. Hence it carries more weight in the assessment process.
The teaching and learning methods include
- interactive lectures
- guest lectures (role models and subject matter experts)
- case analyses
- group projects
- support materials
- Individual and Group work
In addition 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 written on an individual basis and summative.
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: MANM104
The module supports development of 5 pillars for learning as follows:
Employability – students develop key business skills which they can apply in a range of different business contexts. This is assessed in the second group assignment.
Digital Capabilities– students will develop relevant skills to apply in the Digital Economy for business decision-making. Students need to evaluate business models for emerging-growth companies in the Digital Economy. This is assessed in the second group assignment.
Resourcefulness and Resilience – students work on projects where they are expected to respond to challenges to find solutions which require creativity and an ability to adapt based on the business context. This is assessed in both group assignments.
Programmes this module appears in
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 2023/4 academic year.