he main aim of this module is to develop enterprise awareness and social innovation skills through a practical, project-based learning experience.

Indicative content includes:

Enterprise and social innovation in local and regional contexts
Understanding social, community and environmental challenges
Developing solutions through enterprise-led approaches
Stakeholders, beneficiaries and community impact
Actioning ideas through pilots, prototypes or demonstrations
Ethical enterprise, responsibility and social value
Teamwork, collaboration and professional communication
Reflective practice and personal skills development

Simulation
The module uses authentic, practice-based learning to simulate enterprise and social innovation activity, enabling students to design, develop and action solutions to real-world challenges in a supported environment.

Employability, Enterprise and Professional Practice
Enterprise and employability are embedded through teamwork, problem-solving, communication and project delivery, supporting the development of transferable skills relevant to a wide range of professional contexts.

Sustainability
Students engage with social responsibility, ethical decision-making and community impact, considering how enterprise can contribute to positive social and environmental outcomes.

A1: Individual Proposal (40% 1,500 words)

Project Proposal

Students will individually identify and explore a social, community or environmental problem within the Staffordshire and Stoke-on-Trent area that could be addressed through enterprise or social innovation.

Students are required to:

Identify and clearly describe a real-world social, community or environmental problem
Explain who is affected by the problem and why it matters
Demonstrate understanding of key principles of enterprise and social innovation in relation to the problem
Explain why enterprise or innovation may be an appropriate way to address the issue

As part of the learning process, students will take part in an in-class idea-sharing activity where they briefly outline the problem they have identified. This activity is formative only and supports feedback, confidence-building and group formation for Assessment 2. Any indicative voting or discussion does not contribute to assessment marks.

Guidance:

Focus on understanding and explaining the problem then propose a potential solution
Use local examples or simple evidence to illustrate the problem
Show awareness of the social impact of the issue on individuals or communities
Present work clearly using appropriate academic conventions

Formative feedback is embedded throughout the early stages of the module to support students in identifying an appropriate problem, understanding social impact, and applying introductory enterprise and social innovation concepts.

Formative opportunities may include:

Problem identification workshops, where students explore local social, community and environmental issues and receive tutor feedback on the clarity, relevance and appropriateness of their chosen problem
In-class idea-sharing activity, where students briefly outline their proposed problem and receive informal tutor and peer feedback to build confidence and refine focus (formative only; not assessed)
Guided proposal planning activities, including structured templates and exemplars to support academic writing and alignment with learning outcomes
Tutor feedback on draft proposal outlines, focusing on problem definition, social impact, and application of enterprise or social innovation principles

These activities support students in developing confidence in problem identification, academic communication and early enterprise thinking.

A2: Group Project Presentation (60% 15 minutes)

Working in groups formed following Assessment 1, students will collaboratively develop, action and present an enterprise or social innovation solution to one of the social, community or environmental problems identified in Assessment 1.

Groups are required to take practical action by developing and demonstrating one or more elements of their proposed solution. This may include, for example:

A simple pilot activity, trial or demonstration
A prototype, mock-up or sample resource
A basic engagement activity (e.g. awareness material, event outline, campaign concept)
A short implementation plan showing how the solution would be put into practice at a local level

The presentation should clearly explain:

The problem being addressed
The enterprise or social innovation solution
What has been actioned or tested by the group
The target beneficiaries or communities
The intended social impact and how the action taken could contribute to positive change
How feedback from Assessment 1 has informed the development and actioning of the solution

The emphasis is on learning through doing, demonstration of initiative and social impact, rather than on strategic evaluation or financial performance.

Formative feedback is embedded to support collaborative working, practical action, and effective communication of social impact.

Formative opportunities may include:

Group formation and project scoping workshops, enabling groups to refine their chosen problem and proposed solution based on feedback from Assessment 1
Action-planning sessions, where groups receive tutor guidance on feasible ways to test, demonstrate or pilot elements of their solution
Progress check-ins, allowing groups to discuss challenges, receive feedback on action taken, and adjust their approach prior to presentation
Presentation rehearsal sessions, focusing on clarity of explanation, evidence of action, teamwork and communication of social impact

These formative activities support learning through doing, collaborative problem-solving and confidence in presenting socially focused enterprise ideas.

The learning strategy for this module is based around students committing a total of 300 hours of activities towards achieving the learning outcomes. These will be split between 72 hours of direct contact with a tutor and 228 hours of directed, guided and self-study, together with preparation for and completion of the assessment tasks. Learning support material will be provided for the module.

The module will draw upon a mixture of activities including lectures, web-based activities, case study analysis, relevant videos and in-class discussions, individual and group problem solving and self-directed learning.

In addition to formal teaching, the module emphasises collaborative learning through group discussions and workshops.

Self-directed learning plays a crucial role in the module, with students encouraged to explore extensive online resources, digital libraries, and the module’s Blackboard system. This independent study component fosters digital literacy and research proficiency, allowing students to consolidate their learning at their own pace while preparing for assessments. Together, these strategies create a comprehensive learning experience that equips students with the academic agility and entrepreneurial mindset needed for success in modern business environments delivered at level 4.

1. Identify the key principles of enterprise and social innovation.

Knowledge and Understanding

2. Develop a basic enterprise or social innovation project idea in response to a real-world problem.

Application and Problem Solving
Personal Development and Entrepreneurship
Reflection

3. Work collaboratively to deliver an innovation project.

Critical Reasoning and Collaboration

Burns, P. (2023) Entrepreneurship and Small Business. 5th edn. London: Red Globe Press.

Dees, J.G., Emerson, J. and Economy, P. (2022) Enterprising Nonprofits: A Toolkit for Social Entrepreneurs. Hoboken: Wiley.

How can enterprise and social innovation ideas be developed to address real-world challenges?

You will develop and present an enterprise or social innovation project that responds to a real-world problem. You will work collaboratively to generate ideas, plan solutions, and communicate your project effectively while building essential enterprise, teamwork and reflective skills to support your progression in business studies.