None

- Exploring Enterprise, Entrepreneurship and Employability;
- Introduction to societal themes;
- Where ideas come from;
- Creativity and Innovation;
- World Café creativity workshop;
- Shaping an idea;
- Cultural awareness;
- Teams and why they matter;
- MARKETS Approach;
- Legal and ethical issues;
- Market Research Techniques;
- Marketing `Apprentice¿ Task;
- Networking Event ¿ Skills Wall;
- Intellectual Property;
- Finance;
- Network Development;
- Selling task (fieldwork);
- Business Planning;
- Pitching/presenting.

Assessment One: A REPORT weighted at 40%. Typical word count: 2,000.
Assessment Two: A POSTER PRESENTATION weighted at 40%. Typical duration: 10min.
Assessment Three: LEARNING LOG/JOURNAL weighted at 20%. Typical word count: 1,000.

Assessment One: is by means of a market research report (2,000 words per person, expected team size 4-6) showing viability and potential of the chosen business idea. This report will test the understanding, critical evaluation and application of theory, skills and knowledge of opportunity recognition, creativity and innovation, market research, market sizes and dynamics, venture creation, market segmentation, marketing, pricing and positioning, human resources, rationale for launching the business or service and for developing the business This will account for 40% of the module assessment.

Assessment Two: is by means of a Poster presentation (Group presentation in the form of a Trade Stand) by the individual students at a Showcase event. They will present the business idea to a hypothetical audience of potential funders, and aim to secure Proof of Concept funding for the idea. This would be a University-wide, high profile event with an invited audience including academics and guests and also students from other modules, and student and graduate entrepreneurs. This will be both a means of assessing work and of celebrating achievements, knowledge, skills and experience gained. It will also test knowledge, critical evaluation and application of the theory of team formation and development and human resource considerations in organisations. It will demonstrate that this journey has not just been about a business idea and the understanding and application of the knowledge and skills taught and practised in the module, but also about personal development, reflexivity and self-awareness, increased employability as well as developing skills for self-employment. This summative assessment will account for 40% of the module assessment.

Assessment Three: is by means of a reflective journal (1,000 words) covering their individual journey and how they have learnt from the experience, using evidence from the reflective journal that they will keep throughout the module. This journal will also support the preparation of their poster presentation. The reflective journal will test understanding, critical evaluation and application of the theory, knowledge and skills taught, including entrepreneurial behaviours, attributes and attitudes to risk, team formation and development. This summative assessment will account for 20% of the module assessment.

The module will use an extremely varied range of teaching methods. It will provide highly participative opportunities for experiential learning, to meet the Learning and Skills Outcomes as follows:
- Lectures and workshops; provided by Engineering academics, professionals guest speakers, practitioners and student and alumni entrepreneurs. This will include the theory and practice of key business functions including venture creation, innovation and creativity, opportunity recognition, market research, marketing, financial management, sales, customer care, team formation and development, human resources, the functions of business planning. This will provide the basis for generating, critically evaluating, selecting, developing a business idea with viability and potential.

- Workshop sessions will include the theory of creative thinking, problem solving and idea generation and offer the opportunity to practically apply this, for example, through a World Cafe sessions using the societal challenge themes as provocations. Scenarios from real life and wider societal issues will be considered to challenge and expand students' thinking by providing problems and issues, and putting them into a market context. This will give a basis for generating ideas and spotting potential business opportunities. Access to advice and support from Business Advisors, Development Officers and Entrepreneurs in Residence will be available to help critically evaluating the viability and potential of a business idea. Fieldwork will include Apprentice style tasks such as trading tasters and marketing challenges to enable students to practise the knowledge and skills being taught.

- Skills Practice and fieldwork will include community and team building through shared experiences, networking events and skills exchanges as part of developing their intrapersonal and communication skills. A group presentation in the form of a Showcase event with poster presentations will test the students¿ ability to communicate and present what they have learned to both assessors and a wider audience, and demonstrate that they have critically evaluated and applied the theory, knowledge and skills from the module.

Key Website Resources:
Department for Business Innovation and Skills: http://www.bis.gov.uk/;
Business Link:
http://www.businesslink.gov.uk/bdotg/action/home?r.l1=1073858805&r.l2=1085161962&r.l3=1077475650&r.s=m;
Association of Graduate Careers Advisory Services: http://www.agcas.org.uk/;
The Institute for Small Business and Entrepreneurship: http://www.isbe.org.uk/;
Small Firms Entreprise Development Initiative (SFEDI): http://www.sfedi.co.uk/;
InnovationTools: http://www.innovationtools.com/;
TheEmployable: http://www.theemployable.com/;
BBC2 Dragon¿s Den: http://www.bbc.co.uk/programmes/b006vq92.

Essential reading:

Burns, P. (2011) Entrepreneurship and Small Business: Start-up, Growth, and Maturity, Basingstoke: Palgrave Mcmillan.
George, G. and Bock, A.J. (2009) Inventing Entrepreneurs: Technology Innovators and their Entrepreneurial Journey, Upper Saddle River, N.J.: Pearson Prentice-Hall.
Moon, J.A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional Development, London: Routledge.

Recommended reading:

Scott, I. (2004) Tortoise Walking for Beginners: Learn to Think like an Entrepreneur and Change your Life, Glasgow: Entreprise Island.
Bessant, J. and Tidd, J. (2011) Innovation and Entrepreneurship, 2nd Edn, Chichester: John Wiley and Sons Ltd.
Von Stamm, Bettina (2009) Managing Innovation, Design and Creativity, 2nd Edn., Chichester: John Wiley and Sons Ltd, Chichester.