SUG3500 : Creativity and Market Research in Science and Engineering
- Offered for Year: 2019/20
- Module Leader(s): Mr Leigh Sear
- Owning School: Computing
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
The module will adopt a person centred approach to developing skills for enterprise, enhancing employability and potentially developing entrepreneurial intent, by creating an interest in and capacity for self employment and new venture creation. This will contribute to students acquiring many of the skills and competences outlined in the Newcastle University Graduate Skills Framework.
The Faculty and Schools will be involved in contributing sector specific knowledge, identifying industry problems and issues and professional practice. This will link the module to the Societal Challenge themes.
teams students will undertake detailed market research and compile a report to demonstrate the viability of their business idea.
With the focus on research into the viability of business ideas, the module will integrate perfectly with the existing Rise Up new venture creation process, should people want to progress further research or trading with their idea.
Outline Of Syllabus
Exploring Enterprise, Entrepreneurship and Employability
Introduction to societal themes
Where ideas come from
Market Research Techniques
World Café creativity workshop
Shaping an idea
Teams and why they matter
MARKETS Approach (Vyakarnam, S)
Networking Event – Skills Wall
|Guided Independent Study||Assessment preparation and completion||32||1:00||32:00||Market Research Summary|
|Scheduled Learning And Teaching Activities||Lecture||7||2:00||14:00||N/A|
|Guided Independent Study||Directed research and reading||28||1:00||28:00||Individual Research|
|Scheduled Learning And Teaching Activities||Practical||2||2:00||4:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||2||4:00||8:00||N/A|
|Scheduled Learning And Teaching Activities||Fieldwork||1||3:00||3:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||1||1:00||1:00||N/A|
|Guided Independent Study||Student-led group activity||10||1:00||10:00||Group Meetings|
Jointly Taught With
|SPG8501||Ideas for Business Enterprise for Postgraduates in Science, Agriculture and Engineering|
Teaching Rationale And Relationship
The module will use an extremely varied range of teaching methods and opportunities for experiential learning, including to meet the Learning and Skills Outcomes as follows:
- Lectures, seminars and workshops; provided by internal staff and academics from the Faculties, NUBS, NIRES, Culture Lab/SiDE, professionals, representatives of key partners such as Science City, guest speakers, practitioners and student and alumni entrepreneurs. These will include practical ideas generation activities, idea evaluation and will direct students to various methods of market research.
- ‘World Café’ idea generation and creative thinking session using the relevant challenge themes as provocations
- Scenarios from real life and wider societal issues will be considered to challenge and expand students’ thinking by providing problems and issues, and putting them into an industrial and market context. This will give a basis for generating ideas and spotting potential business opportunities.
- Advice and support from Business Advisors, Development Officers and Entrepreneurs in Residence
- Fieldwork will include networking exchanges and/or practical activities.
The format of resits will be determined by the Board of Examiners
|Report||1||M||40||Group Market Research Summary (4000 words)|
|Portfolio||1||M||60||Individual skills portfolio.|
|Reflective log||1||M||Blog - individual account of progress, development and activities to inform the development of their market research report.|
Assessment Rationale And Relationship
A1: Group market research report (4000 words in total per group) showing viability and potential of business idea, demonstrating application of skills and knowledge. This will account for 40% of the module assessment. Learning and Skills outcomes will be demonstrated by a successful peer assessment.
A2: Each student will keep a reflective journal in the form of an online blog to support the preparation of their poster presentation. This is formative assessment and is necessary to gain feedback to enable students to compile their poster presentation.
A3: Students will create an individual reflective portfolio demonstrating their development as a result of the module (60%).