Module title: Business Growth Issues

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: ENT09603
Module leader: Lyn Batchelor
School The Business School
Subject area group: Entrepreneurship and Innovation
Prerequisites

There are no pre-requisites for this module to be added

2018/9, Trimester 1, Blended,
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: CRAIGLOCKHAR
Partner:
Member of staff responsible for delivering module: Lyn Batchelor
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs;

The Centre for Entrepreneurship strategy is one of offering learning for and through entrepreneurship. This involves students utilising the academic models and frameworks and applying them to practical business scenarios. Extensive use will be made of case studies, simulation games, guest speakers and local context to enrich the students learning experience.

Learning outcomes (1 & 3) will be achieved through case studies and students identifying good practice examples. Learning outcome (2) will utilise academic theories and models and students will be required to use these models to identify evidence in businesses. LO (4) will be achieved from case studies and class discussion and examples generated by students.

Students work with an organisation, either in pairs or individually to carry out a report business of their choice, that has achieved a level of growth. The final presentation is to bring together the observations and analysis of the report.

Assessment is via interim presentation, a poster presentation and a report . The interim presentation (20%) of the module mark and requires students to outline choice of business, and detail their proposed methodology for information gathering. The poster presentation (20%) requires students to summarise and effectively communicate the key findings of their research. The report (60%) should utilise the academic models and frameworks and draw conclusions and make recommendations.


WebCT offers students the facility to discuss issues with each other, or their tutor. Blogs and online Chat or Discussion forums are integrated.


Embedding of employability/PDP/scholarship skills;

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.

A by product of the extensive networks created by the Centre team, is the wealth of knowledge that we can give our students access to and the individuals we can introduce them to, Gibb (1996) refers to this as ‘the what and who you know’.


Assessment (formative and summative);

Assessment can be completed individually or in groups of two Assessment is by a number of means including: interim presentations, final presentations to assessors and the completion of a written report.


Research/ teaching Linkages

The teaching team at the Centre for Entrepreneurship have been specifically selected as they bring an unusual blend of academic and business skills to the teaching environment. The team all possess academic qualifications, in addition they are encouraged to develop business opportunities for themselves. Students will learn how to apply learning in practical and applied assignments. Students research skills will be developed through primary research information gathering.

Supporting equality and diversity

Respecting and embracing diversity and different cultural perspectives. Entrepreneurship education attracts students from a vast number of countries. This provides a rich source of learning opportunities for tutors to draw experiences and networks from a multicultural context.

Internationalisation

The module is internationalized by the use of materials from different countries and encouraging students from outside the UK to bring their experience into the classroom. In addition, students are able to base the work for their assessments in any country they choose

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 20
Online Lecture 40
Independent Learning Guided independent study 140
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Practical Skills Assessment 20 1,2 12 HOURS= 0.17, WORDS= 0
Oral Presentation 20 1,3,4 13 HOURS= 0.17, WORDS= 0
Report 60 1,3,4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100
2018/9, Trimester 2, Blended,
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: CRAIGLOCKHAR
Partner:
Member of staff responsible for delivering module: Lyn Batchelor
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs;
The Centre for Entrepreneurship strategy is one of offering learning for and through entrepreneurship. This involves students
utilising the academic models and frameworks and applying them to practical business scenarios. Extensive use will be made
of case studies, simulation games, guest speakers and local context to enrich the students learning experience.
Learning outcomes (1 & 3) will be achieved through case studies and students identifying good practice examples. Learning
outcome (2) will utilise academic theories and models and students will be required to use these models to identify evidence in
businesses. LO (4) will be achieved from case studies and class discussion and examples generated by students.
Students work with an organisation, either in pairs or individually to carry out a report business of their choice, that has
achieved a level of growth. The final presentation is to bring together the observations and analysis of the report.
Assessment is via interim presentation, a poster presentation and a report . The interim presentation (20%) of the module
mark and requires students to outline choice of business, and detail their proposed methodology for information gathering. The
poster presentation (20%) requires students to summarise and effectively communicate the key findings of their research. The
report (60%) should utilise the academic models and frameworks and draw conclusions and make recommendations.
WebCT offers students the facility to discuss issues with each other, or their tutor. Blogs and online Chat or Discussion forums
are integrated.
Embedding of employability/PDP/scholarship skills;
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.
A by product of the extensive networks created by the Centre team, is the wealth of knowledge that we can give our students
access to and the individuals we can introduce them to, Gibb (1996) refers to this as ‘the what and who you know’.
Assessment (formative and summative);
Assessment can be completed individually or in groups of two Assessment is by a number of means including: interim
presentations, final presentations to assessors and the completion of a written report.
Research/ teaching Linkages
The teaching team at the Centre for Entrepreneurship have been specifically selected as they bring an unusual blend of
academic and business skills to the teaching environment. The team all possess academic qualifications, in addition they are
encouraged to develop business opportunities for themselves. Students will learn how to apply learning in practical and applied
assignments. Students research skills will be developed through primary research information gathering.
Supporting equality and diversity
Respecting and embracing diversity and different cultural perspectives. Entrepreneurship education attracts students from a
vast number of countries. This provides a rich source of learning opportunities for tutors to draw experiences and networks
from a multicultural context.
Internationalisation
The module is internationalized by the use of materials from different countries and encouraging students from outside the UK
to bring their experience into the classroom. In addition, students are able to base the work for their assessments in any country
they choose

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 20
Online Lecture 40
Independent Learning Guided independent study 140
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Practical Skills Assessment 20 1,2 12 HOURS= 0.17, WORDS= 0
Oral Presentation 20 1,3,4 13 HOURS= 0.17, WORDS= 0
Report 60 1,3,4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100

Description of module content:

Emphasis will be on entrepreneurial leadership of small and growing businesses and the key issues facing them. The module
workshops will include;
• Growth models to understand the phases of growth and seek evidence in organisations
• Identifying and reviewing examples of building growth businesses, and the role of the entrepreneur in the leadership of these
businesses
• The growth of businesses will be evaluated by utilising the strategic management tools including strategic analysis, strategic
choices and strategic implementation options

Learning Outcomes for module:

LO1: Evaluate entrepreneurial aspirations and reasons for growth
LO2: Analyse the importance of growth businesses in the economy
LO3: Discuss and critique the characteristics of the growth stages of developing a business
LO4: Analyse and review successful growth strategies of entrepreneurial businesses

Indicative References and Reading List - URL:

Please contact your Module Leader for details
Click here to view the LibrarySearch.