BMD2010 : Business Enterprise for Bioscientists (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Carys Watts
- Co-Module Leader: Dr Christina Elliott
- Other Staff: Dr Richard Hetherington
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to:
Build ideation and creative development through applied real-world bioscience case study investigation
Provide immersive enterprise mind-set learning within a bioscience framework
Recognise the opportunities associated with bioscience/health innovation and commercialisation
Develop flexibility through progressive problem solving and teamwork for enhancing employability
Outline Of Syllabus
Concepts covered by this module include:
Innovation in bioscience; ideation principles and opportunity spotting
Key aspects of finance, intellectual property rights, commercial law, market research and data analysis
Bio-business theory and innovation essentials derived from case studies
Socio-economic, ethical, and sustainability-related principles
Demonstration of the stages involved in taking innovation to invention through real-world examples and the application of principles to personal venture
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 14 | 1:00 | 14:00 | Theory and case study lectures, and flipped classroom learning, involving alumni, spin out and regional bioscience contributors |
| Structured Guided Learning | Academic skills activities | 4 | 1:00 | 4:00 | Skills activities using recommended tools and resources |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Interactive seminars, progressive coaching, challenge activities, group work activities |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | Coaching activities in groups |
| Guided Independent Study | Independent study | 170 | 1:00 | 170:00 | Reflective learning activity and Student-led group activities. Private study over course of module. |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures will provide the medium for delivery of framework knowledge and concepts. Background and theoretical underpinning are provided. External contributors will provide case study overviews and real-world insights of their specialist area.
Flipped classroom activities will provide opportunities for application of theory and pre-learning to classroom-based discussions and activities including cross-disciplinary learning.
Academic skills activities - allows students to build digital and creativity skills. Activities provide authentic learning opportunities to co-create, innovate and analyse bioscience and business content.
Independent study will allow students to extend their knowledge and prepare for assessments through consolidation of module content, reading of books, journal articles and other recommended resources. Investigation of data and research information will provide an evidence base for the development of concepts. Collaborative online learning will provide opportunities to work professionally and collegially.
Workshops enable practise of key skills including collaboration, negotiation, and critical thinking. Active learning is encouraged through enterprise-mindset driven activities and provocations for problem solving including challenge activities across disciplines.
Drop in and surgeries will allow articulation of concepts and deeper discussion and debate of ideas. Teamwork and communication skills will be enhanced through multiple opportunities to communicate concepts. Progressive coaching takes place via the opportunities for formative presentation of ideas.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Oral Presentation | 2 | M | 40 | Crowdfunding pitch including SWOT analysis slide - group (max 10 min) (30%). Self and peer assessment (10%). |
| Written exercise | 2 | M | 60 | Maximum 2,000 words business proposal including PESTEL-analysis (300 words) and personal reflection (200 words), individua |
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 | 2 | M | Elevator pitching to enable ideation and reflection - group activity (1-3 min) - progressive coaching methodology, multiple opportunities to pitch. |
Assessment Rationale And Relationship
Oral Presentation - The formative elevator pitches use a progressive coaching methodology that allows the students an experiential learning opportunity demonstrating their bio-business understanding and creativity. This allows students the opportunity to apply their ideation and collaborative work into a tangible output. Providing a challenge opportunity enables teamwork, active learning, skills development and opportunity identification. The digital video crowdfunding pitch format is authentic and reflects real-world approaches to early-stage funding through collaborative learning and content creation. This allows development of digital skills and the value of being pre-recorded means students practice together to improve their content and performance. Individual description and reflection of their personal contribution to the pitch encourages reflection upon process and contribution. The SWOT analysis on the final slide of the pitch deck allows more detailed consolidation of knowledge and understanding to enable richer feedback to be provided to the group. Self and peer assessment of the contribution to the research, pitch preparation and response to questions encourages collaboration, collegiality and teamwork to be appropriately rewarded.
Business proposal - this consolidates module concepts and allows students to reflect on sustainability and innovation. Building from the group pitch concept, learners take ownership of feedback from their group pitch and SWOT. Included in the proposal is a 200-word personal reflection and response to feedback from the pitch illustrating their personal innovation and commercialisation approach. The proposal allows students to demonstrate their real-world understanding, depth and manipulation of research, critical interpretation skills and creativity. Students can demonstrate the socio-economic and sustainability impact of bioscience/health innovation. Inclusion of a PESTEL analysis (Political, Economic, Social, Technological, Ethical and Legal), enables students to map the concept via a broader perspective and highlight key areas (max 300 words of the 2,000 word proposal).
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD2010's Timetable