SPG8030 : Innovation and Entrepreneurship in Science and Engineering (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Miss Katie Wray
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
This module provides an introduction to innovation and entrepreneurship for Science and Engineering by:
Developing students’ knowledge, understanding and practical experience of innovation and entrepreneurship within the context of their discipline (e.g. Renewable Energy)
Exploring the entrepreneurial mind-set and identifying practical examples from individual and group experience
Enabling students to consider innovation and intrapreneurship within the wider economic, political and social context to address global challenges
Establishing a framework of practice to ensure that assumptions are challenged before moving forward with a new endeavour
This module sits alongside other technical and skills modules in Science, Agriculture and Engineering to frame and apply disciplinary knowledge and skills to action-based innovation projects. A variety of approaches and case studies are unpacked and critically evaluated to ensure that assumptions have been clearly tested and students better understand the deployment of innovation and entrepreneurial endeavour across new projects through to the corporate setting.
There are follow-on opportunities available through further modules and the University’s Start Up Programme in the Careers Service.
Outline Of Syllabus
This module will include:
Awareness of opportunities with students’ discipline of study; opportunity evaluation and value creation
Defining innovation competencies; understanding the entrepreneurial mind set
Capacities and capabilities required to deliver on opportunities; reflective practice and self-awareness
The role of innovation and entrepreneurial practice in organisations
UN Sustainable Development Goals as a stimulus for innovation; identifying the actionable problems Innovation and key research activity at Newcastle University
Creativity & Innovation; Challenge, Solution and Impact mapping
Business Case development and risk-assessment; tools of the intrapreneur Industrial and entrepreneurial case studies
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 10 | 1:00 | 10:00 | Online materials and activities. |
| Scheduled Learning And Teaching Activities | Lecture | 10 | 1:00 | 10:00 | PiP Lectures |
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Assessment preparation |
| Guided Independent Study | Skills practice | 1 | 20:00 | 20:00 | Interaction with case study company or entrepreneur for formative assessment preparation |
| Guided Independent Study | Independent study | 1 | 30:00 | 30:00 | Revise lectures / materials plus background reading etc |
| Total | 100:00 |
Teaching Rationale And Relationship
Block week: Exploring innovation and entrepreneurship in Science and Engineering. This module brings together independent study and lectures to deliver the theoretical and practical underpinning of key themes of innovation and entrepreneurship. Independent study includes directed study and undirected study during the module period, drawing and expanding on online taught materials. Material includes case study interviews (fieldwork), familiarisation and critical evaluation of a current enterprise environment (small business in development/operation) in Science and Engineering. This will lead to the development of the formative assessment (presentation) based on the evaluation of a business or individual that the student has identified. The taught material will follow and will take the following format: 1: Context, review or pre-school learning and assessment. 2-4: exercises and practical activities to develop further learning, with potential for guest speakers (entrepreneurs and industry partners). 5: Individual assessed formative presentations and preparation for post-school activity. Introduction of post-school assignment which takes the form of an individual reflective portfolio by students on the development of their entrepreneurial awareness and skills and their potential impact in the sector. Assignments afford an opportunity to bring together relevant knowledge, subject specific knowledge and key skills. There is a particular focus on self-awareness which will require students to study independently and spend time reflecting on the experiences within the module themes.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 100 | Reflective Portfolio |
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 |
|---|---|---|---|
| Oral Presentation | 1 | M | Evaluation of a small business or individual and its/their entrepreneurial features. Delivered as Pecha Kucha (6.40min) + questions |
Assessment Rationale And Relationship
This module will introduce innovation and the entrepreneurial business environment. Assessment draws upon practical issues within a social, economic and political consideration of innovation and business change, and the requirements of individual skills sets to realise such change. Learning is explicitly developed and evidenced using pre, mid and post school development of knowledge, theory, skills and practice.
1) Students will understand the basic characteristics of an entrepreneurial business and the impact upon its development and operation following a case study visit(s)/interview - an oral or video presentation of their findings against their own definition of 'entrepreneurial' from the literature, will test their understanding of core competencies through which to build their portfolio. This assessment will give formative feedback.
2) Students will develop a wide range of key skills within the graduate framework and entrecomp (entrepreneurial competency framework) through online experiential learning methods that contextualise the entrepreneurial mindset - through reflection and review students will draw outcomes and develop an evidence base for the future (100%).
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SPG8030's Timetable