GLOBAL GRADATE AWARD IN ENTREPRENEURSHIP - 2025/6

Module Overview

This Global Graduate Award in Entrepreneurship aims to support students to develop the knowledge, skills and mindset of an entrepreneur. Through a range of activities, students will develop personal attributes that will support them in whatever careers they may pursue. The Global Graduate Award in Entrepreneurship will help students develop their skills of leadership and teamwork, will help them build relationships with a variety of stakeholders through the development of influencing, persuading and networking skills and will also allow them to better understand how to be creative and innovative and where and how creativity and innovation can be deployed in order to solve live business problems.

The module is designed such that you are required to take an active role in your learning. In addition to workshops and coaching, learning takes place in the format of a fully funded field trip, problem-based scenario in a business environment and skills-based workshops. Global themes are used as the context for several of these schemes, such as the UN Sustainable Development Goals. Within the module you will work in interdisciplinary teams based on your subject background. A typical team composition might be students from nursing, economics, chemistry, and sociology.

Resilience is built into this module through formative team-based challenges. Challenges are set that will require you to adjust your approach and learn from mistakes. This module also contains a plethora of directed activities that prepare you for setting up a business. Finally, the module takes a strong approach to team-working; you will regularly work with the same small group of peers and this work is directly assessed in the final hackathon pitch practice where your team will pitch a solution to a sustainability problem provided by a local charity/business. Working in an interdisciplinary team effectively develops your cultural awareness and is a key employability skill.

The attributes developed are prized by employers in an increasingly competitive employment market and the focus on the Global Graduate Award is learning by doing through a range of activities that support venture creation. The Enterprise Cube on campus will act as a business-base for the Global Graduate Award.

Module provider

Surrey Business School

Module Leader

SURENDRAN Shelini (Biosciences)

Number of Credits: 15

ECTS Credits: 7.5

Framework: Global Graduate Award

Module cap (Maximum number of students): 50

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

The Global Graduate Award is built on 5 distinct but interlinked activities which allow students to plan and schedule their engagement according to their individual needs and requirements. The 5 activities are:
¿ Field Trip ¿ this activity will focus on helping students understand how environments and eco-systems support entrepreneurs as well as providing inspiration and opportunities to develop and build networking skills;
¿ Business Incubator Takeover ¿ this activity will demand students take responsibility for the running of the Enterprise Cube to develop their organisational and commercial awareness;
¿ Live Problem Solving ¿ working with a local entrepreneurial company, this activity will allow student to get first-hand experience of the challenges faced by entrepreneurs and will help them understand the importance of creating solutions that have impact;
¿ Hackathon ¿ working in groups, students will deploy the skills, knowledge and attributes developed during the Global Graduate Award and elsewhere to find viable solutions to significant business and societal challenges. Leading, working in teams and working under pressure will be central to this activity;
¿ Pitching ¿ this final activity will allow students to demonstrate all they have learnt through participation in the Global Graduate Award in a way that is compelling, informative and persuasive.
Through these activities, students will develop core transferable skills such as: networking, professionalism, team working, reflection, constructive engagement with feedback, presentation and communication skills. They will also support the development of business skills such as digital skills, product development, market research, target market and channel identification, business model development and pitching.

Assessment pattern

Alternative Assessment

¿ Field trip ¿ Write a 500word report on a networking event such as a fieldtrip ¿ Business incubator takeover ¿ Write a business plan for the business incubator ¿ Pop-up shop ¿ Research a brand and/or product then present findings ¿ Reflection of skills and teamwork ¿ Write a reflection on their approach to the tasks offered by the global graduate award and improvement of skills throughout the module. ¿ Hackathon group pitch ¿ Creation of a pitch deck and script. You will be required to write a reflection on how you would pitch in the finals.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate that they have learnt-by-doing all the enterprise skills that they have been introduced to.

Thus, the summative assessment for this module consists of:
¿ Reflection of skills and teamworking: you must write a short summary of your time throughout the course, highlighting each activity and what you have learnt from it
¿ Hackathon group pitch: you will be presented with several issues focusing on one or two of the UN sustainable development goals (SDGs). As a group, you will pick one issue and come up with a solution, product, or marketing strategy to help tackle the SDG

Along with these two formative activities, other events are required for students to take part in, to pass the module. These challenges are core learning opportunities for you to take part in, however, they do not need to be formally assessed.
¿ Field trip: Student teams attend a field trip to take part in networking with industry.
¿ Business incubator takeover: Student teams to ideate and decide how to run the Enterprise Cube business incubator on campus to create a successful student coworking space and to raise ¿revenue¿ through memberships, including creating a number of businesses to run within the space and in doing so gaining practical start-up experience
¿ Pop-up shop: this is a group activity where students work with a local business to sell their stock. The students must use the products to create a pop-up shop on campus. The students are provided with a sum of money that can be put towards merchandising.

Formative assessment and feedback
A group pitch practice session will be set-up allowing students to practice a 10minute pitch in front of a member of staff, where the students will be provided with formative feedback.
Discussion sessions are provided after each session. Additionally, a discussion forum will be provided on SurreyLearn through which students can discuss issues and exchange ideas.

Module aims

• Develop an understanding of entrepreneurship and the processes and challenges of venture creation;
• Explore through action a range of tools, concepts and techniques which support the development of individual entrepreneurial attributes;
• Support students in assessing and evaluating their choices and options around future entrepreneurship and other career opportunities

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

¿ Give students the opportunity to learn by doing. Students will be able to work with real businesses to experience the risks and opportunities of running a pop-up shop.
¿ Familiarise students with peer learning. Working in interdisciplinary groups allows students to play on each other's strengths and work in teams to deliver business objectives.
¿ Support students through the process of entrepreneurship from team mentors.
¿ Familiarise students with the concept of entrepreneurship.
¿ Introduce students to a broad range of areas to which enterprise/entrepreneurship can be applied.
¿ To introduce students to different ways of communicating complex issues using digital and social media
¿ Allow students to design a creative communications piece

The learning and teaching methods include:

¿ Workshops delivered by inspirational speakers and entrepreneurship-focused university staff.
¿ Practical team exercises to learn-by-doing
¿ Group work with diverse teams created by course leaders, including several afternoon activities, a hackathon weekend and a pitch presentation

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MANL001

Other information

The university¿s curriculum framework attributes will be embedded as follows: Sustainability Students will take part in a hackathon that tackles the UN Sustainable Development Goals. Students will create a solution to one of the challenges that sits within a UN Sustainable Development Goal they are provided with. Global and cultural capabilities Students will investigate international sustainability problems faced by charities/ businesses that develop a broad perspective of global issues. Teamworking is integrated and assessed throughout this GGA, such that students will regularly have to utilize and develop their cultural capabilities. Students will tackle complex challenges with those from different cultural, ethnic, and social backgrounds. Digital capabilities This programme includes many sessions dedicated to building digital capabilities, including how to use social media to market a product and how to use useful software applications to create pitch decks. Most of the student teamworking involves using online communication and organisation platforms. Employability Through working with local charities/ businesses for their hackathon, students will explore employability themes. The reflection on skills and Teamworking assessment continuously trains students to develop skills associated with employability. Resourcefulness and resilience The pop-up shop and business incubator takeover have challenges that require students to build resilience if they are to succeed. Many components of the programme require students to iteratively try new modes of working (such as problem-based learning), such that they can receive formative feedback and improve as they progress.

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 2025/6 academic year.