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Module

BMS3003 : Business Enterprise for the Bioscientist

  • Offered for Year: 2020/21
  • Module Leader(s): Dr Carys Watts
  • Owning School: Biomedical, Nutritional and Sports Scien
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 10
ECTS Credits: 5.0

Aims

To introduce students to enterprise and entrepreneurship in relation to biomedical and pharmaceutical industries.
To examine and compare small and start up enterprises, including University spin outs alongside large pharmaceutical and biotechnology companies.
To introduce aspects of finance, intellectual property rights, business law and marketing for business development.
To utilise bioscience knowledge to solve bioscience problems.
To develop student’s enterprise awareness, teamwork skills and abilities with emphasis on employability skills.

Outline Of Syllabus

The module will include:
Comparing innovation through university spin outs, Small-Medium sized Enterprises (SMEs) and large pharma and biotech
Identifying bioscience or healthcare problems, or areas for improvement, and generating solutions/improvements
Business feasibility planning
Team working
Financing the initial research into an early stage idea
Market research and marketing
Legal issues: Intellectual Property Rights (IPR) and business type/structure
Social, political and ethical considerations
Enterprise development and innovative problem solving.

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials31:003:00Business Bites Non-synchronous online recordings and discussion boards
Guided Independent StudyAssessment preparation and completion82:0016:00Personal research & prep for pitch & bus plan proposal. View recorded crowdfunding pitch of peers.
Structured Guided LearningStructured research and reading activities91:009:00Pre-reading and tasks, research and post-session consolidation of sources.
Scheduled Learning And Teaching ActivitiesSmall group teaching61:006:00Sem style interactive sessions (attend one session only S01,03,04&05)-PiP. S02 Synchronous online
Scheduled Learning And Teaching ActivitiesDrop-in/surgery21:002:00Expert surgery. Teams meet 2 experts (15min x 2) via video call. Non-synchronous online session.
Guided Independent StudyStudent-led group activity101:0010:00Team research and preparation meetings
Guided Independent StudyIndependent study511:0051:00Private study over course of module.
Scheduled Learning And Teaching ActivitiesModule talk31:003:00Guest speaker lectures or module facilitator lectures - Synchronous online
Total100:00
Teaching Rationale And Relationship

This module brings together bioscience knowledge and awareness and applies this in the context of theoretical commercialisation. Seminar style interactive sessions will enable applied enterprise skills development.

Pre-entry exercises or tasks, and reading prior to taught sessions provides context and deeper understanding. Exposure to industry experts, entrepreneurial experts, business sector specialists and alumni provides a real-world grounding for the module tasks and assessments.

Students must use initiative and organisational skills to enable an applied understanding of business process and innovation. The online drop-in surgery sessions allows teams to iterate and investigate their ideas in greater depth and consider aspects of their bioscience problem.

The online exercises and activities enable students to develop their business strategy and practice teamwork, negotiation, problem solving, decision making and presentation skills whilst also receiving constructive feedback from facilitators.

Assignments provide an opportunity for students to develop enterprise abilities, subject specific knowledge and key skills

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Report1M100Business plan report (individual, 1500 words, max 6 sides A4) based on team idea but developed following pitch feedback
Formative Assessments
Description Semester When Set Comment
Oral Presentation1MCrowdfunding style team pitch; pre-recorded using ReCap system. Module facilitators and peers watch pitch recordings online (2hr).
Assessment Rationale And Relationship

Students work in teams to recognise a bioscience/health problem and to develop a solution using enterprise skills and business awareness. The online drop-in surgery sessions allow formative feedback on the idea through facilitator/expert discussion and feedback. Assignments provide an opportunity for students to demonstrate enterprise abilities, subject specific knowledge and key skills. The formative team pitch allows qualitative feedback which is then used by individuals to inform and develop their individual business plan proposal.

Allowing the students to pre-record their pitches enables them to articulate what they know and understand, rather than just remember. By making the format similar to a crowdfunding pitch this suits the video element. The ability to rehearse and listen back to recordings allows students more confidence and freedom to express their ideas. The recording is played back online to a peer audience for constructive feedback upon the idea and pitch. Module facilitators also provide feedback and ask questions about their pitch; which will aid students in developing their idea independently for the business plan proposal.

The written business plan proposal will allow students to independently demonstrate their adaptability following the feedback, and to articulate their enterprise abilities, subject specific knowledge and commercial awareness.

Reading Lists

Timetable