Module UXS-3802:
Creative Enterprise

Module Facts

Run by School of Music and Media

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Eben Muse

Overall aims and purpose

You will work as part of a small, creative team to develop a creative business startup business plan. During the semester you will identify and design and product or service that makes use of the skills of yourself and your teammates. Products might include games, books, animations, or a film. Alternatively, you might want to develop a business that provides creative services, such as web design, promotional materials, information graphics or copywriting. By the end of the module your team will produce a demonstration or prototype of your product/service design as well as a business plan for a creative enterprise.

Course content

Interdisciplinary development; Design models and processes; Structures of the creative industries and the creative economy; Business and entrepreneurial models; Business planning; Tools for team management; Teamwork; Intellectual property rights

Assessment Criteria


Typically, work graded C- to B+ (or 50 to 69) will show many of the following qualities: • Discusses ideas adeptly • Most of the arguments about a specific field are well-aired • Displays knowledge of the subject in question; the answer is relevant • Shows analytical and clear thought • Gives evidence of relevant reading • Shows accuracy in expression with mastery over language. • A few minor errors here and there. • Signs of creative thought deserve a higher position within the class • In creative work: shows signs of originality, having understood the requirements of the medium • Plans of well-balanced and full answers, despite some gaps


Typically, work graded A- to A** (or 70 to 100) will show many of the following qualities: Discusses ideas with confidence and precision • Demonstrates maturity and sophistication • Displays deep knowledge of the subject in question; the answer is totally relevant • Shows independent, analytical and clear thought • Gives evidence of substantial and relevant reading • Shows great accuracy in expression, displaying total mastery over all aspects of the language • Shows occasional signs of brilliance and originality of thought • In creative work: displays considerable originality • Command over medium; may have potential for publication/production


Typically, work graded D- to D+ (or 40 to 49) will show many of the following qualities: • Unsure and lacking in confidence when discussing ideas • Referring to the subject in question in a superficial manner • Making an effort to provide fairly balanced answers • Some points in the argument irrelevant to the topic • Little evidence of background reading • Some uncertainty over language and syntax • Strengths and weaknesses fairly balanced; occasionally clumsy and unimaginative • In creative work: superficial • Not succeeding in mastering the requirements of the medium

Learning outcomes

  1. Critically evaluate and select appropriate design models and processes to meet specific creative and business requirements

  2. Develop a business plan for a creative start-up which includes a value proposition, a practical revenue stream and cost structures

  3. Ideate and critically evaluate, and communicate design and production options, values and affordances

  4. Identify intellectual property issues, prevent infringement of other's intellectual property rights, and critical evaluate options for protecting IP and commercialisation

  5. Work effectively as part of a creative team and provide constructive evaluations of the performance of that team and its members

  6. Apply entrepreneurial skills if and where appropriate in dealing with audiences, clients, consumers, markets, sources and/or users

Assessment Methods

Type Name Description Weight
WRITTEN PLAN Business Plan

A business plan produced by the team for a creative industry built around the product/service design. The plan must be accompanied by a short reflective statement by each student.


Teamwork is assessed twice during the semester using the following elements: Documentation of the team meetings (minutes, etc) (20%) Self & Peer assessments of teamwork (30%) A weekly journal (aprox 200 words per week) providing a critical assessment of team progress. (50%)


Exhibition and presentation of product/service design


Teaching and Learning Strategy


Introduction and discussion of key concepts and planning

Study group

Weekly, minuted team meetings run by team members

Group Project

Working with the team on project development for an average of 2 hours per week.

Private study 145
Supervised time in studio/workshop

Project development workshops in a mixed-team environment.


Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • An understanding of creative and critical processes, and of the wide range of skills inherent in creative writing. (NAWE Creative Writing Benchmark Statement 3.1).
  • Artistic engagement and ability to articulate complex ideas in oral and written forms. (NAWE Creative Writing Benchmark Statement 3.2).
  • Ability to connect creative and critical ideas between and among forms, techniques and types of creative and critical praxis. (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • Reflective practitioner skills, including awareness of the practice of others in collaborative learning (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • The ability to synthesize information from various sources, choosing and applying appropriate concepts and methods (English Benchmark Statement 3.3).
  • Ability to formulate and solve problems, anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
  • Technological skills – digital capture, digital expression, digital innovation
  • Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
  • Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
  • Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.


Resource implications for students

No additional resources are required for the students. However, purchase of texts is recommended.

Talis Reading list

Reading list

  • Ambrose, G. and Harris, P., 2010. Design thinking. Lausanne: AVA Academia.
  • Sutton, R. I., 2007; Weird Ideas that Work: How to build a Creative Company. Free Press, Simon and Schuster,
  • Holmann, R. Kaas, H-W. Keeling, D., Oct 2004., The Future of Product Development, McKinsey Quarterly.
  • Brown, T. Jun 2008., Design Thinking. Harvard Business Review.
  • Kolko, J., Sep 2015., Design Thinking Comes of Age. Harvard Business Review.

Courses including this module