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Module ASB-3106:
Enterprise by Design

Module Facts

Run by Bangor Business School

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Siwan Mitchelmore

Overall aims and purpose

This module aims to provide a detailed insight into the concepts of entrepreneurship and the role of small firms within the economy. To recognise the importance of entrepreneurs and small firms as the lifeblood of an economy, and their contribution to innovation, wealth creation and employment. Provides students with an experience of being part of the early stages of a creative startup; a complex and creative activity that requires a multidisciplinary approach to problem solving that culminates in a ‘pitch’ (Presentation and Exhibition of a Proposal). It provides students with skills, knowledge and understanding of how to identify and respond to real needs, drawing on knowledge from within BASE Specialist Domains.

Course content

Introduction to entrepreneurship; Evolution of the Concept of Entrepreneurship; Characteristics of the entrepreneur; Creativity, innovation and entrepreneurship; The role of entrepreneurs in the economy and society; Entrepreneurship in large firms; Types of entrepreneurship; Defining small businesses; Entrepreneurship in the future.

Working within Double Diamond framework (Design Council), identify and communicate:

  1. Problem: Identify a specific need that requires either a new product and/or service.
  2. Solution: Develop a proposal that responds directly to the problem identified, with Design and Enterprise decisions informed by each of the BASE Specialist Domains.

Assessment Criteria

excellent

A- to A+ (70%+): Outstanding Performance. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills.

threshold

D- to D+ (40-49%): No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives.

C- to C+

C- to C+ (50-59%): Much of the relevant information and skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills.

good

B- to B+ (60-69%): Very good performance Most of the relevant information accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills.

Learning outcomes

  1. Appraising the relevance of creativity and innovation to the entrepreneurial process. Distinguishing the important role that creativity and innovation plays in the entrepreneurial process and how these can be selected to provide a formula for organisations to create commercial opportunities.

  2. Apply professional Design and Enterprise toolkit to synthesise knowledge from across the BASE Specialist Domains. Working in multidisciplinary teams to create commercial value.

  3. Evaluate the characteristics of entrepreneurs within large and small firms, analyse their role in value creation. Examine the critical role of the SME sector in the economy, analyse how it influences our economic and social fabric.

  4. Critically assess the viability of potential ideas, by examining different tools and conducting industry and market analysis to assess the commercial value of opportunities.

Assessment Methods

Type Name Description Weight
Analyse an entrepreneur 40
Proposal and Exhibition 30
Business Concept Statement 30

Teaching and Learning Strategy

Hours
Lecture

A two hour lecture every week in semester 1 and 2

 40
Private study

Additional Study – reading time, preparing and taking assessments. Meeting in teams to develop ideas and prepare for the exhibition and presentation.

 160

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
  • 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.
  • 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
  • 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

Subject specific skills

  • People management: to include communications, team building, leadership and motivating others.
  • Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions.
  • Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
  • Commercial acumen: based on an awareness of the key drivers for business success, causes of failure and the importance of providing customer satisfaction and building customer loyalty.
  • Innovation, creativity and enterprise: the ability to act entrepreneurially to generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes.
  • Numeracy: the use of quantitative skills to manipulate data, evaluate, estimate and model business problems, functions and phenomena.
  • Networking: an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation and their use in generating business contacts.
  • Ability to work collaboratively both internally and with external customers and an awareness of mutual interdependence.
  • Ability to work with people from a range of cultures.
  • Articulating and effectively explaining information.
  • Building and maintaining relationships.
  • Communication and listening including the ability to produce clear, structured business communications in a variety of media.
  • Conceptual and critical thinking, analysis, synthesis and evaluation.
  • Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
  • Self reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures. This includes a continuing appetite for development.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/asb-3106.html

Reading list

Design Thinking and Concurrent Design and Development * 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

Optional in courses: