2018/9, Trimester 1, Face-to-Face, Edinburgh Napier University
| Occurrence: | 001 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | CRAIGLOCKHAR |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Maggie Anderson |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
Learning & teaching methods & their alignment to LOs: This module is designed to take students through the business planning process, and aspects which have been considered important in designing the learning materials include;-module aims and learning outcomes-clear and early communication of assessment strategies-module contents which give students opportunities to build confidence and communicate that confidence-strategies that encourage the students' capacity to see the overall process and not look at the individual components (workshops) in isolation-encouraging students to engage in a two-way dialogue with their tutors- making provision for peer group support and interactions- using Moodle. Initial workshops examine and apply the personal (e.g startup roles) and business (e.g. idea generation techniques) components that constitute a startup (LO1). Subsequent classes examine the resources, marketing and financial aspects of the start-up process and require the student to create their business plan using this knowledge (LO2). Finally, the students construct their written business plan and present it (LO3). The assessment strategy for the module will develop students' organisation skills, their critical analysis and reflective skills and other employability skills. Students will also 'learn how to learn' through direction to other sources of information; they will learn how to seek out information, evaluate the validity, currency, quality and relevance of the information they source from the Internet. Assessment can be completed individually or in groups of three. Assessment is by a number of means including interim updates, interim presentations, final presentations to assessors and the completion of a written Business Plan.
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On-going formative assessment on student progress will be given during classes
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Assessments for this module are reflected in section 17.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Lecture | 14 |
| Face To Face | Practical classes and workshops | 11 |
| Face To Face | Practical classes and workshops | 11 |
| Independent Learning | Guided independent study | 164 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Oral Presentation | 30 | 2 | 1 | HOURS= 0.25, WORDS= 1500 |
| Report | 70 | 1,2,3 | 13 | HOURS= 0, WORDS= 3500 |
| Component 1 subtotal: | 30 | |
| Component 2 subtotal: | 70 | | | |
| Module subtotal: | 100 | | | |
2018/9, Trimester 2, Face-to-Face, Edinburgh Napier University
| Occurrence: | 002 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | CRAIGLOCKHAR |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Crichton Mouat |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
Learning & teaching methods & their alignment to LOs:This module is designed to take students through the business planning process, and aspects which have been considered important in designing the learning materials include;-module aims and learning outcomes,-clear and early communication of assessment strategies,-module contents which give students opportunities to build confidence and communicate that confidence,-strategies that encourage the students' capacity to see the overall process and not look at the individual components (workshops) in isolation,-encouraging students to engage in a two-way dialogue with their tutors- making provision for peer group support and interactions- using Moodle. Initial workshops examine and apply the personal (e.g startup roles) and business (e.g. idea generation techniques) components that constitute a startup (LO1). Subsequent classes examine the resources, marketing and financial aspects of the start-up process and require the student to create their business plan using this knowledge (LO2). Finally, the students construct their written business plan and present it (LO3). The assessment strategy for the module will develop students' organisation skills, their critical analysis and reflective skills and other employability skills. Students will also 'learn how to learn' through direction to other sources of information -they will learn how to seek out information, evaluate the validity, currency, quality and relevance of the information they source from the Internet. Assessment can be completed individually or in groups of three. Formative assessment is by a number of means - interim presentations, updates and feedback. Summative is an interim presentation of a Business Model Canvas, and submission of report of that and the completion of a written Business Plan.
|
On-going formative assessment on student progress will be given during classes
|
Assessments for this module are reflected in section 17.
|
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Lecture | 14 |
| Face To Face | Practical classes and workshops | 11 |
| Face To Face | Practical classes and workshops | 11 |
| Independent Learning | Guided independent study | 164 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Oral Presentation | 30 | 2 | 5 | HOURS= 0.25, WORDS= 1500 |
| Report | 70 | 1,2,3 | 13 | HOURS= 0, WORDS= 3500 |
| Component 1 subtotal: | 30 | |
| Component 2 subtotal: | 70 | | | |
| Module subtotal: | 100 | | | |