NBS8983 : Innovation and Enterprise (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Lucy Hatt
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this practice-based module is to enable you to develop and enhance, to an advanced level, your knowledge, understanding and practice of Innovation and Enterprise. The module will provide you with the opportunity to enhance your skills of exploring opportunities in a changing world to adapt and innovate through partnering and collaboration. By the end of the module, you will have:
• Enhanced your entrepreneurial, innovation and creative problem solving capabilities, through developing your ability to capture the value of opportunities by mobilising and empowering key resources needed to develop and transform business opportunities into feasible new business developments
• Analysed the impact of disruptive technologies and industrial dynamics (mechanisms that challenge traditional business methods and practices)
• Examined the development of entrepreneurial ventures, whether occurring in an independent, corporate or social context, and of creativity and innovation processes, at individual, group and organisational levels, enacted through intra- and inter-organisational collaboration and contemporary network forms.
This module provides the opportunity for you to apply your learning by collaborating across sectors (academia and practice) to explore innovation and enterprise opportunities. You will work in multidisciplinary teams, on one of two projects, to explore and apply tools and techniques relating to innovation and enterprise.
Outline Of Syllabus
The syllabus will include topics such as:
• Innovation and entrepreneurial processes
• Creativity, opportunity and idea generation, and personal resource fit
• Business model analysis
• Assessing the viability of business models
• Developing a successful business model through customer and market discovery
• Pitching and selling a business model
• Reflecting on innovation and entrepreneurial processes
• Success and failure in innovation
• Capturing the benefits of innovation
• Evaluating opportunities for innovation
• Barriers to innovation; disruptive technologies and business models
• Organising for innovation; matching practices to challenges
• Networks, ‘User’ and ‘Open Innovation’
• External support for innovation; policy and intermediaries
• Cross-disciplinary team collaboration
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 8 | 1:00 | 8:00 | PiP: Lectures scheduled in blocks |
| Guided Independent Study | Skills practice | 8 | 1:30 | 12:00 | N/A |
| Structured Guided Learning | Structured research and reading activities | 8 | 1:30 | 12:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 1:00 | 1:00 | Online synchronous module orientation session |
| Scheduled Learning And Teaching Activities | Workshops | 8 | 2:00 | 16:00 | PiP: Workshops scheduled in blocks |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 1:00 | 1:00 | Online synchronous assessment surgery session |
| Guided Independent Study | Reflective learning activity | 8 | 2:30 | 20:00 | N/A |
| Guided Independent Study | Independent study | 1 | 22:00 | 22:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 1:00 | 3:00 | To be timetabled at lunch times in weeks where there are no other timetabled activities for the module in order to support sustained learner engagement in the module |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | N/A |
| Guided Independent Study | Distance Learning Advance Preparation | 41 | 1:00 | 41:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods recognise the importance of learners learning about context, content and processes for their own individual and organisational development of advanced professional practice.
The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops will be taught by adjunct staff. Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their understanding of the relevant subject knowledge, and to question and challenge their work-based practices, through applying and integrating theory in practice.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 100 | 4,000 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Reflective log | 1 | M | Preparation for summative assessment |
| Oral Presentation | 1 | M | a formative presentation (Individual or Group) providing a pitch of a viable innovation or enterprise opportunity. |
Assessment Rationale And Relationship
Formative Feedback
Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion in online and face-to-face contexts. Collaborative learning, online and in the classroom, is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.
Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding and how it is used in practice.
The assessment has 1 component:
1. 100% Essay (4,000 words): The written assessment requires learners to
- Plan an innovation or enterprise opportunity
- Demonstrate their ability to appraise and critically evaluate theories, tools and techniques of innovation and enterprise in relation to their identified opportunity
- Demonstrate their ability to identify and synthesise key information and resources to support and evaluate the potential implementation of the innovation or enterprise opportunity
- Reflect on their ability to enact collaborative leadership of innovation and enterprise
The summative assessment is supported by a formative presentation (Individual or Group) providing a pitch of a viable innovation or enterprise opportunity. The presentation will be supported by appropriate supporting materials for key stakeholders
A reflective learning Portfolio is central to completion of the summative assessment, and is an appropriate assessment method for all learners, enabling them to consolidate what they have learned by reflecting on and articulating their personal and/or organisation practice and how it relates to their current conceptual understanding.
Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8983's Timetable